Monday, June 14, 2010

Bruce Hammonds .Reflecting on what it has been all about.














Sometimes when you feel at the edge of things, as I do these days as my teaching career is coming to an end, you wonder if anything you have done makes any difference at all.

This is quite a devastating thought considering most of my teaching career has been as an adviser. Thankfully most of it was as an Education Board Adviser working alongside teachers over a long period of time not ‘delivering’ short term contracts as is the case today. As well, in those earlier days, advisers were specialist teachers whose role was to assist teachers who might not have had such expertise. We actually took lessons. Things have certainly changed over the years and not always for the best.

When I started, way back in the 60s, specialist teachers (as we were called then) were selected during their last year of teacher training and given a further year to hone their skills. Every Education Board had its own team and each service met regularly to share ideas. In our small Board we had three art specialists, three nature study specialists (changed to science advisers), three Physical Education specialists and, later, a music adviser, junior school and a rural adviser. Things slowly changed and reading and mathematics advisers were added to the mix and the earlier advisers’ numbers slimmed down. The future, it seems, will be populated with literacy and numeracy advisers peddling official ‘best practice’ and ‘cherry picked’ research.

In those early days advisers worked with teachers to develop curricula and resources. In our Board we worked together to develop integrated in-service courses that ran over several days. A lasting influence on my philosophy was working with the art advisers, under the leadership of National Art Adviser Gordon Tovey. Any success we had was dependent on the creative teachers in the schools. I remember the excitement of a teacher developing the first ever integrated unit based on an ecological study of a local stream – an approach we all take for granted today; even if I have doubts about the depth of many current studies. Pioneer creative teacher Elwyn Richardson and his philosophy provided inspiration for us all. His book ‘In the Early World’ became our ‘bible. Elwyn’s book, recently reprinted by the NZCER, is more relevant than ever with the increasing press to standardize learning. All schools ought to have copy as an antidote to current political populist policies. I guess behind the scene was the progressive influence of Dr Beeby, a previous Director of Education, who would be appalled by current developments.

Then came Tomorrows Schools; self managing schools; endless compliance requirements; advisers attached to Colleges of Education; with ‘advice’ ‘delivered’ by contracts with short term timelines; and with advisers employed by contract as well. And of course ERO!

There is no doubt that most of what I hold precious I learnt in those early days. It was a privilege to observe and work with the gifted teachers in our area. They in turn valued ‘our’ assistance. Working alongside such teachers allowed me to see in action teachers at work and, in turn, to share their ideas with others by running local courses. In my role as a science adviser I helped teachers with their field trips and ecological studies and in planning their science programmes. To this day I believe the most powerful professional developmental is gained by visiting other teachers. And, equally importantly, it places classroom teachers as key players not outside ‘experts’.

My most powerful role in the 70/80s was working with a small group of Taranaki teachers developing what became known as the Taranaki Environmental Approach. It is my belief that any real lasting change takes time and those involved need to be totally committed to the task. We all met regularly, often informally to talk over ideas. We also published material to share with others. I think it is fair to say that my itinerant role was a key factor to the group’s unity and such a ‘critical friend’ role is a viable possibility in the future as schools, once again, begin to work together. The work we began in Taranaki has changed over the years and today the area is known for quality learning but now features whole school development rather than the previous emphasis on individual teachers. This is a healthy development.

The future demands a greater emphasis on school creativity to balance the formulaic ‘best practice’ teaching that is being ‘delivered’ to schools resulting, all too often, in a sense of conformity and standardisation in schools.

Schools need to claim back their leadership role and resist the ‘state approach’ to education that is becoming the norm.

One thing I have learnt over the years is that making lasting change is not easy. Students, teachers and schools have to want to change, not just because of political edict or compliance requirement.

I hope there are people who feel I might have helped them over the years.

In recent years the only real effect I feel I have had is when schools have committed to make use of my services a week a term over a year or more. And in such situations, I have learnt, it always gets worse before it gets better! Some call this the ‘implementation dip’! In other schools, with one off assistance, any I ideas I might’ve shared often get lost in all the other competing influences. The status quo and innate teacher conservatism are powerful reactionary forces.

One of the difficult questions is, when asked, to give my impression of a school when it is obvious the school only wants confirmation. As Oscar Wilde said, ‘telling the truth makes you unpopular at the club’. I have found it is only those who value the insights of others who are able to change – that is if they agree! This is particularly hard if you are seen as a friend; schools don’t need reassurance from friends but honesty from ‘critical friends’.

I guess it is over to others to assess ones worth but as I reach the edge of my career I have been thinking about it. My most impressive feedback ever was from a girl I taught when out of the blue when she sent me an e-mail last year;

‘I hope you remember the ten year old because you are indelible in my ten year brain as the person who showed me how to feel, see and say... I am sure the reason I am an artist today is because of you…you taught me about the trees and their Maori names…and whenever I create something I go back to the ten year me to find that centre - the opening and questioning ten year old me.’

I believe strongly in a creative education that is premised on developing the talents and gifts of every student.

I believe equally strongly that any real lasting innovative change only happens when creative schools take the initiative for change and, better still, when groups of schools work together.

And I believe strongly that now is the time, with the imposition of National Standards, for courageous school leadership. Or is it too late?


'In a time of dramatic change learners inherit the world; while the learned
find themselves beautifully equipped to deal with a world that no longer
exists.'

Eric Hoffer

9 comments:

Mac Stevenson said...

We need you to stay on the edge my old friend. Them be sharks and all sorts of other nasties out there if you leave the side.
They have many names and you know them all. Beeby would have done for the lot of them and as he isn't here we need you to keep pushing the creative message.
I remember the good things you did way back when not the least of which was being a Nature Study adviser!!! Not Science note.

Tom said...

When I first started teaching in 1984 Bruce, you were an advisor and I remember a course at the old nurses home in Stratford which I was privileged to attend.

I have always held the creative teacher ideas in my head and have developed them in various schools over the years.

I also remember pictures we did around 1987 of an Art advisor!One of the kids captured you in all your glory holding a bunch of flowers.

More recently Bruce you have given my school a solid foundation when you came to assist us in a post review cycle. The teaching and learning system we developed is still cutting edge and is proving to be a rock solid basis while the standards debate is aired.

So to you Bruce - many thanks. Don't be despondent about the standards. There are plenty of teachers out there who are creative and believe in teaching children.

We'll play the game but not sell our souls!

Bruce said...

Thanks Tom and Mac

Guess my blog was a bit down - actually it was my last Principlas Magazine article ( just thought I would re-use it) and I was feeling reflective at the time.

I like the 'play the game but not lose the soul' idea Tom but it is hard to do. And some principals are busy selling out!

And I agree there are those still fighting the fight but in opposition the government is employing literacy and numeracy shock troops ( 'sharks') to assault schools - paid mercenaries who have long sold their souls - along with the biggest sellout of all - Mary Chamberlain. Amazing what power, position, lots of money -and survival will do!

National Standards will eat up time and energy,create confusion, distract from more important things and get schools bogged down with moderation - a new set of shock troops/sharks will be needed to sort out reluctant schools. All this is nothing to do with education - developing the gifts and talents of all students.

Teachers will be like some one trying to get on to a boat while it pulls away from the shore - one foot on the solid ground of the NZC and the other pulling back to the past with the back to basics standards.

Allan Alach said...

Bruce, while your input at Hokowhitu doesn't fit into your preference of a week a term over a year or more, I can assure you that your work with us has been invaluable and your spirit underpins everything we do. We need the wise heads like you and Kelvin, to keep us from being distracted by the @### standards and to keep us focussed on providing real educational opportunities for our kids.

Bruce said...

Kia ora Alan.

I apprecite your comment.Sounds like I was begging for re assurance! As Mark Twain once said he , 'Could live for a month on one compliment ' so I am OK for a while yet.

Creative schools depend on creative principals but unfortunately this is not always the case - read Lester Flockton's article in the last Principals' Magazine.

As Mac ( first comment ) said , 'There be sharks out there!' All working for the Ministry or ERO. Not much of an environment to encourage creative risk taking as we head back to the standardized days of the Victorian 'three Rs'!

Mike Anderson said...

I would argue your most influential time is now. Thanks to the internet i.e. your blog your are reaching and influencing more than ever.

Example - when trying to make a point in front of an audience of 160 teachers at a PD gathering this week I said "we should take a sort of Bruce Hammond's approach to this, if any of you read his blog and know what I mean".. and the whole room lit up with recogniton.

Great legacy.

Bruce said...

Thanks Mike

As I mentioned, in one of my replies, the blog was originally written as my last contribution to the Principals' Magazine. It was , I guess, over reflective!

You are right about the use of modern technology to share ideas - my little map on my blog indicates who reads it worldwide and last week I used skype and camera to present ideas on project based learning to lecture room full of students in Dakota in the US! Amazing

I do appreciate you taking the time to comment. And there is life in the old dog yet.Older and wilder!

Regan Orr said...

Bruce, your work in Taranaki was (is) outstanding and you assisted with putting Taranaki on the map for leading the learning. I remember my early career attending courses at the NP Advisory Centre with yourself and others, and the work you assisted with at Vogeltown.
I look forward to hearing you present in the coming weeks at the H.P.A in Levin.

Bruce said...

Thanks Regan - look foward to meeting up next momth.