The Currency of Wellbeing

Since the conception of Auckland Central’s ‘Community of School’, we’ve worked towards several initiatives with the intent of developing our community and improving outcomes for our learners. Given the progressive nature of education, the principals and leadership involved have fought to ensure our initiative focuses are not only relevant but innovative and at the fore of education. Halfway through twenty-eighteen, the principals of our twelve schools met and heard about some of the work Remuera Intermediate had been doing with the Resilience Institute, an organisation who provides high-quality training around resilience. The discussion which followed was a catalyst in forming the newest addition to our initiative’s roster; wellbeing.

Though wellbeing is as wide as it is deep and a single definition could not capture its entirety, it can be thought of as the state of being comfortable, healthy and happy; three states which influence an individuals capacity to thrive. The influence wellbeing holds directly for an individual and indirectly for an organisation, makes it a high priority for those who contribute to it which is certainly true for me. As one of the Wellbeing Agency initiative leaders, my role this year is to work alongside in-school leaders and staff members to support the various facets of staff and student wellbeing by investing in practices and ensuring that the experiences, voices, and visions of those involved are realised. In order to do this effectively, I am developing my understanding of what ‘wellbeing’ means and wished to share some thoughts around this.

As relevant as ‘understanding wellbeing’ is, it’s worth noting that most of us are aware of its importance. Why? Looking within ourselves and at those close to us, it’s easy to see that when we feel healthy and happy, this naturally influences our ability to work effectively and positively impact those around us, including our students. Wellbeing is perhaps the fastest growing, most pertinent factor to consider when improving our workplace. With this in mind, let us delve into what wellbeing is.

New Zealand’s Teaching Council conducted an interview with Professor Meihana Durie and psychologist, Jacqui Maguire, to “discuss and give advice on the importance of teachers taking care of themselves and each other, and keeping emotional intelligence in check”. Offering a Māori perspective on the matter, Durie suggests we view it through the lens of mana and mauri, a form of ‘vitality’. Placing this frame over the picture of wellbeing, Durie states that your vitality can be in a place of flourishing or languishing. This frame resonated within me. It moved from a balancing beam to a continuum and with it, offered a greater opportunity for teachers to fight for their wellbeing.

This fit within another conversation that I had recently with a doctorate student who is investigating the role of physical education in today’s society. Though we primarily discussed the physical aspect of wellness, his ideas translate into every area of wellbeing. Identifying the main difference between exercise and nutrition, he says is the accumulation or the lack thereof. Essentially, there are certain facets of both which accumulate and there are some that don’t. Wellbeing in its entirety is not a stagnant and lifeless form; it’s consistently being given to and taken from. Balancing this giving and taking could be likened to a bank account in the sense that certain activities or practices build our wellbeing, they accumulate. However, there are moments or interactions which withdraw from the same account, that impact our accumulation of health and happiness. For me, this thought surmises the role we play in contributing to our wellbeing, to ensure we’re flourishing.

Assessing your ‘wellbeing balance’ or your position on Durie’s continuum of vitality, how are things in this moment? Are you making regular deposits to your ‘wellbeing account’? Are you flourishing? Whether this reading finds you in a moment of lack or profit, I hope it has prompted you to think. Though only questions, not answers, have been given today; throughout this year, we aim to help provide a range of ‘currencies’ for you to explore and we can’t wait to enrich your life.

Why 'Community of Learning'?

Our team of in-school leaders met in preparation for a staff meeting they were running around the community of learning and professional learning groups. We wanted to ensure the meeting was purposeful so we asked staff members to share any questions or wonderings they had. As we sat to look at some of these questions, we noticed the majority centred around organisational aspects and potential outcomes but one, in particular, prompted us to delve deeper into the conversation: is it worth the money? Why?

Though our answer was a simple yes, we knew it was important to explain how we drew this conclusion. Before we explore this, I think it is important to explain some of the histories behind the Community of Learning model. It arose from a successful bid for additional funds from our government’s budget. With only a few weeks to put together a proposal, several of our nation’s governmental departments attempted to secure these funds. In order to be successful in this, each department was asked to suggest an initiative which was innovative, different and had the potential to make a large impact.

Based off of similar models from around the globe, including Finland and Hong Kong, ‘Communities of Learning’ took the best aspects from these models which centred around developing collective teacher efficacy (the collective belief of staff in their ability to positively affect students) in order improve outcomes for students. The idea of developing efficacy in teachers is proven to be the most significant thing an educational organisation can do in impacting students (Visible Learning, 2018).

In New Zealand, the focus of this model is ‘leading from the middle’; an idea which suggests leaders will “develop the organisation rather than sustain and manage compliance”, “focus(ing) more on the building of capacity across the schools more intentionally”, while empowering others in a more consistent manner (Dale, 2016). In order for this to happen effectively, it relies on the collaborative nature of teachers to explore both best and next practice. While the development of knowledge and practices is common among teachers, this model ensures that adequate time is provided for them to inquire into various possibilities and ideas.

Though this explains what and how the community of learning endeavours to achieve its goals, we’re still left to answer whether this is worth the investment and why. As our team continued to converse, we started to explore our own ‘why’, namely, what drew us to this profession. For me, becoming a teacher was less about the knowledge students gather and more about the beliefs they develop; primarily the belief they have in themselves as learners and as people. My goal is to help these young people discover both who they are and the worth they hold; I just happen to teach. Though my ‘why’ may not be universally held, I am sure there are a plethora of grand ambitions that motivates each of us to educate the next generation.

For those in the profession, we understand the complexities and challenges that exist in a classroom as well as the wider contexts in which we work. Leaning on the adage of leading horses to water, educators consistently attempt to lead ‘students’ to ‘learning’ without forcing them to ‘drink’ (if we could, our jobs would be significantly easier). Instead, we explore different approaches and different tools, with the same goal in mind. Transforming practise is nothing new. However, a model in which space is given to inquire; “to make new knowledge, make mistakes, take risks and enjoy what (we) are learning”, is.

This community of learning model is not designed to impose upon the agency and autonomy of teachers. It is designed to offer a collaborative tool shed in which each educational craftsmen can deepen their toolbox and talk shop. It is designed for teachers to continue achieving their own ‘why’ in a way which simultaneously helps to sharpen those around them for the sole purpose of improving outcomes of each student in our nation; starting with our community.

Given this history and motivation behind ACCoS, the question “is it worth the money?” becomes “are they worth the money?” For our community of learning team, it’s a resounding yes.

Leadership in the Community Ocean

Date:March 14th from 8:30 am to 10:00 am.

Venue: Auckland Normal Intermediate on 

Presenter: Colin Dale who is the ex-principal of Murray's Bay Intermediate and has worked extensively within the community of learning sphere. 

Session: Hands-on and interactive with a focus on leading from the middle which is the original purpose for our leaders in CoL.

This morning’s meeting, including twenty-five representatives across eight the ACCoS, could be summarised in two ways. First: an insightful discussion concerning what lens we should view education and leadership through, and second: empowering us not only as a school leader but as a major part in the lives of children and colleagues as an educator.

Colin set this tone from the beginning by reminding us all of the important roles that each individual has in a collective; we each come to the table from a different context and with a different skill set. We all have something to offer, and through our strengths, we can be the change we want to see. Agile Leadership doesn’t come into place by premeditating a goal; rather, it is through setting a flexible course based on the direction of the discussion.

There were a number of challenges that we all faced entering this role, some of them including the search for ways of making new learning sustainable, trying to change the tides of deposit thinking to a growth mindset, and dealing with the social elements entangled with entering a new leadership role. These opening concerns opened the gateway to the discussion on the evolution of what leadership looks like, as more progressive models aim to level the hierarchy. At the end of the day, the question changes from “How do I get people to do what I want” to “How do I manage in order to get the best from people?”

Colin used his paper, “A Better Way to Lead”, to illustrate this point. A key concept in his article included the importance of positive redesigning: constantly adapting what we have to do to the situation. As educators, this is absolutely essential: the world we’ve grown up into is not the same as the world they will become adults in, nor will our opportunities match theirs. The first mobile app was made in 2008; nine years later, there are an estimated 12 million app developer jobs worldwide. As the world is constantly changing, our practices must as well; to stay static in our approaches to education hinders students, teachers, and leaders from growing as innovators. And it’s just plain boring for everyone.

Actively being collaborators and innovators should be a central part of our practice. Simply having fixed units, according to Colin, implies that there is a certain task to be done, and this requirement can confine the potential learning outcomes that can take place. His approach includes setting up engaging scenarios that encourage the learning and practicing of skills in order to find a solution. The learning is organic and is presented as a natural necessity, taking away the strain and pressure often tied to the concept of learning. The result: those taking part feel enabled and feel more open for learning discussions. As the teacher, it’s not about imposing authority to drive learning, but giving others the opportunity to conceptualise and demonstrate their own authority, and the same applies to the roles of leadership.

This innovation and focus on the future come into conflict with the implications behind the phrase: “best practice”. Colin redubs the term as “next practice” to emphasise that as teachers, we should never stand complacent with our practices, nor should we feel defeat from not meeting a certain standard. Next practice is about reflecting on what will cause further progression for personal growth in their career; this model applies to those thirty days into the profession and thirty years. By taking steps to grow in areas that are specific to our contexts and current skill sets, we are not only promoting progress as professionals, but it’s done in a frame that is manageable and values well being. We expect the children to understand their situations and set reasonable goals based on where they would most benefit as a form of good habit; shouldn’t we hold that expectation on ourselves?

The second article we explored, aptly entitled “The Language of the Soul”, put a large emphasis on resilience and how we respond to adversity. We get angry. We cool down and try to rationalise. The way we respond and move forward is defining both for us as leaders and for our own well being. The first step in our discussion was the importance of empathising with others. This is put into action by taking an active part in inviting the party together to develop a resolution. Whether it is with a parent or another staff member, the relationships you have will largely determine how the outcome will shape, and how smoothly it will pave out. Another attribute that factors into the outcome is your humility. Inviting the parties to discuss matters through questions like “How can I make your life better?” or “What do I need to do to help you?” show the kind of respect and humility that makes them want to take part in the conversation; not only that, but it also shares the responsibility of finding a resolution. Along with the pre-established relationship, these questions also contribute to the creation of common ground between the parties. Once established, both parties know that they are on the same side, and future comments and solutions will be stronger as a result.

            Innovation in education and leadership practices were presented in a way that was relevant, interactive, and vocalised the need for success to be measured with a broad view. Many also found it refreshing how the delivery of this professional development mirrored the pedagogy it promoted. It proved to us as leaders in training that these ideas feel empowering and motivating when put into practice, reinforcing that we should implement them in the way we conduct ourselves to colleagues and students. Danni Cook’s breakfast was a tough act to follow, but we ended up leaving with satisfied bodies, minds, and souls.