VITF 2014VITF 2014Belle Vue to ISHBelle Vue to ISH

What is the impact of the VITF as a professional learning opportunity for

Principals and aspiring leaders?

Jim Hill March 20th 2015

IntroductionIntroduction• I wanted to compare BVPS and ISH to consider the

similarities and differences.• What could I learn from the experience?• This was a case of walking in the shoes of a

teacher to once again appreciate their role.• I was also interested to view leadership form a

teaching perspective.

School ProfilesSchool Profiles• Belle Vue is a small urban State School with

approximatley 200 students in middle class Melbourne.

• ISH is an international school with 700 students from 3-18 years old. The school offers the IPC, MYC and IB programs.

• The vast majority of students come from privileged backgrounds.

• Students come from 50 different countries.

My transitionMy transition• Principal to Grade 1 classroom. Zero Induction!

• Principal since 2000.

• Different country.

• Different cohort.

• Different community.

• Many languages.

• I was excited at the prospect.

Research purposeResearch purpose• Will this make me a better leader?

• Walking in their shoes reminded me of little interruptions.

• Reminded of the complexities of teaching, the workload, expectations and pressure from parents, students, self and leadership.

ComparisonsComparisons• BVPS buildings – 50’s and BER new build• ISH modern school built in 2008.

ComparisonsComparisons• BVPS has 14 teachers, ISH has 89• BVPS has 200 students, ISH has 719 (P1-Grade 12)

• BVPS Specialists – Art, LOTE, RR, Library, PE, Music, ISH - EAL, German, PE, Library, Music, Singing, ICT.

• BVPS has a visiting Guidance officer, ISH has two full time counselors plus five special needs teachers.

ComparisonsComparisons• BVPS has a thorough staff review process, ISH has

none that I am aware of.

• BVPS staff submit work programs fortnightly, ISH staff are not asked to provide any documentation of curriculum development.

• BVPS has limited extra curricular opportunities, ISH has numerous throughout the year.

• I ran a 1.5 hour soccer clinic weekly and was paid 500 Euros per term (approximately $650).

• ISH fees are up to 17,000Euros per year

ComparisonsComparisons• BVPS newsletter is done fortnightly, ISH is done

when they have enough to make one. (about every6-7 weeks)

• Meeting structures are very different. And not compulsory.

• SLC’s are done altogether at once (at ISH).

• At ISH classlists are emailed during the summer break.

ComparisonsComparisons• At BVPS I make a conscious effort to be available

and visible to staff and the community daily. Leaders at ISH are rarely seen.

Some QuestionsSome Questions• Do School leaders really understand the role of

teachers?

• Would principals benefit from spending a year in the classroom? Are there opportunities to do so?

• Do students in your school know what the Principal does? Ask them.

• Do you know a Principal who would consider doing an ITF? Yes/No? Why?

Some QuestionsSome Questions• What was/would be the best thing about an

exchange?

• What was/would be your greatest challenge?

• Has your exchange motivated you to seek leadership?

InterestinglyInterestingly• At ISH I had eleven (40 minute) specialist lessons per week.

• Distinct lack of communication or interaction between the leadership and staff.

• Shared vision – did not exist. Top down=resentment.

• Staff knew their place and often resented it.

• Clear divisions due to new salary structure.

• Interruptions and announcements must stop.

• How does the Principal visit classes in your school?

Betriebstrate!!!Betriebstrate!!!““Shop committeeShop committeeWorks committeeWorks committeeIndustrial councilIndustrial council

Employee organisationEmployee organisationWorks council”Works council”

Blocks progress - meetingDivided staff

Frustrates leadershipProtects members

Timetable manipulationSalary

Is it in the agreement?Court action

InterestinglyInterestingly• I was warned NOT to yell at kids or I would risk

disciplinary action and possible court.

• After school activities attracted a 500 Euro payment for eight weeks.

ConclusionConclusion• As a teacher my view was different.

• As a teacher, my colleagues were quick to judge, blame and resent leadership at the drop of a hat.

• I saw the Principal as isolated, lonely. Self inflicted?

• I wanted to be inspired, valued, acknowledged, congratulated, respected, supported.

• When this didn’t happen I felt disappointment.• Trust – at my first meeting back home, I spoke

about trust. I learned that I need to trust my staff more.

ConclusionConclusion• The absence of expectation was somewhat

liberating in the short term. Without it, I quickly felt superfluous and lacked motivation beyond my classroom.

• Recognition – never under estimate it.

• In the lead up to Report writing and SLC’s I had no discussion, induction, mentoring or support at all.

• Singapore Maths In Focus was THE Maths program.

ConclusionConclusion• Salary structure, tenure has created a monster.• Huge impact on staff tenure, staff choosing not to

renew contracts.

ConclusionConclusion• I feel certain I will be a better Principal for this

experience.

• My expectations of teachers has been very high. Too high???

• Balance.

ConclusionConclusion• At BVPS our results are good, expectations are

high and I expect staff to make a commitment to the school.

• Do I expect too much?

ConclusionConclusion• Would results suffer if expectations weren’t so

high?

• BVPS staff are under much more pressure and scrutiny than ISH.

ConclusionConclusion• My challenge is to reduce some of the pressure on

BV staff while maintaining standards.• Negotiate with parents less?

ConclusionConclusion• An exchange provides many opportunities

professionally and personally.• While I was underwhelmed by what I saw at ISH I

still learned a lot about education, curriculum, teaching and learning and myself.

• USA, Germany, China; Russia, Ukraine, Holland, Denmark, UK, Italy, Phillipines, South Africa, Turkey.

ConclusionConclusion• An exchange is brilliant professional development

that can be extremely powerful.