Reward and Retention in Education - a view

As someone who has been in education now for over 20 years, I've had my fair share of performance reviews or appraisals both as an employee and as a manager. In the early years it's fair to say lip service was paid to this process and targets were at best 'wooly'. It was often a box ticking exercise that was really not valued at all by those on the ground.

In more recent years, I've seen the process tighten to specific target areas, a much higher demand for physical evidence and impact and even suggested or designated targets for individuals in some cases. 

Whilst I agree that individual performance targets should benefit the organisation as a whole and be linked in some part to the strategic vision of the organisation, I believe there also has to be an element of personal indulgence for this to be truly valued and for there to be staff buy-in.

For those of us in the classroom, we can always look to improve our practice but how are we rewarded for this? In many cases I suspect the 'reward' is still having a job and not being subject to a support/improvement plan. Is fear really a reward? Does this promote a positive approach to personal development? Does it encourage risk taking? I think not.

For new teachers, there's the incentive to move up the pay scale but before long there is little room to improve unless the Leadership spine is for you. I've been there, climbing the ladder rapidly at an early stage. It felt good, it felt like I was a valuable member of the team and making a difference. However, as accountability become more and more about outcomes and less about real people, the workload expected grew and grew. 

Having worked my way up through middle leadership to senior leadership, all the way to Head of School, I quickly realised that it's a very lonely place and not one I wanted to inhabit. It wasn't right for me for many reasons, both professionally and personally but walking away was the right option for me. 

I was fortunate to be able to secure a position with a TLR very quickly, focusing on areas that interest me. It was a welcome relief and although the drop in wages was notable, it was worth it for my own peace of mind, my family and my mental health. 

School Leadership - I'm glad I did it, I don't regret it but would I do it again?  No thank you. I'm not on the Leadership spine anymore and have no desire to be. I'm 43.

Through various experiences in recent years, both first and second hand, I have found my attitudes have changed. I still want my students and my school to produce the best outcomes possible, but due to my close working relationship with my support staff colleagues, I now see and appreciate a very different side and I hope it's made me a better colleague to work with. 

This brings me on to my support staff colleagues, for whom I have the highest regard.

These are our colleagues, who work tirelessly day to day to keep schools running smoothly. They answer the phone to angry parents, they deal with last minute or incomplete requests from teachers and in some cases there is very much an 'us and them' culture. It's a sad truth that some teachers don't value their support staff colleagues.  They take them for granted or play the "that's an admin job" card all too often. What many fail to appreciate is just how hard these people work and for how little reward.

When budgets are cut, support staff are often the first to go. When staff leave, either through redundancies or natural wastage, in truth the work doesn't go away, it just gets passed on to already stretched colleagues in the offices. Rarely is a fuss made because support staff, just like teachers, want the best for the school and the students however, for those at or near the top of their pay band, where is the incentive to improve, take on more work or take on more CPD?  The reward is certainly not financial. Not in a million years will educational budgets extend to annual or christmas bonuses for those who do a fantastic job.

What if it were different? 

Ok, so we can accept there is never going to be money for pay bonuses for staff in schools, but that doesn't mean people can't be rewarded.

We talk a lot in schools about rewards for students but how do we reward staff? Do we say thank you enough and is it sincere?  Do we take the time to really say how grateful we are to colleagues for going the extra mile, or do we just squeeze it into our busy schedules in such a way that it carries no real gravitas? Do we present rewards to our staff in the same way we do our students? Do we ask staff what rewards they would like?

These are all things we would do if addressing a student body/council as part of a review of a student reward system so why don't we do it for staff? 

Picture the scene: 

Gary, a senior leader,  line manages Jenny, an office manager. Gary receives a message (face to face or via email) from a member of staff to say that Jenny has been a great help to them and gone far beyond what is expected of her just to make something happen effectively and efficiently by a deadline.  The member of staff has bought Jenny some chocolates as a thank you but wants her manager to be aware too.

Gary goes to see Jenny and invites her to the canteen where he gets them both a coffee and they sit down for a chat. Gary mentions during the chat that he has heard what a great job jenny did for her colleagues and thanks her personally, asking questions about what she actually did and why she did it.  Gary learns that Jenny has a keen interest in a coaching staff in terms of task prioritisation that she had not been able to explore before because she's always so busy. Gary thanks Jenny again and they both get a lot out of the short chat over coffee.

Gary speaks to his leadership colleagues about this later and Jenny is offered to opportunity to lead some staff training on prioritisation. In return for this additional work, that will undoubtedly benefit individual staff and the school overall, Jenny is given an additional day of in lieu for Christmas shopping on a day of her choice in December.  All she has to do is ensure the office is not left unmanned that day so she organises her team.

Jenny feels valued both professionally and personally. What was the cost to Gary? 1 cup of coffee, 15 minutes of time and 1 day of office time versus bespoke CPD sessions for those in need, improved efficiency and a positive relationship and ethos. Jenny benefits, her colleagues benefit, the school benefits and her family benefits. Other follow Gary's example and Jenny does the same with her team. It become infectious.

This may sound, to some, like an impossible dream or an oversimplification but it really shouldn't be. Budgets are tight, but add up the costs involved with staff absence due to illness against the cost of some coffees and days off in lieu and I bet there's a clear winner. 

We need to talk to each other about what we value and what drives us, because it certainly isn't the pursuit of that big Christmas bonus in the payslip. 

Good will goes a long way when budgets are tight. I'm a firm believer that people work for people, not organisations and if we treat people well, value them, listen to them and thank them sincerely we all benefit.

If you've read these ramblings, please, if you do nothing else, take time out to thank a colleague tomorrow for something they've done for you. A little goes a long way so find out what motivates them, what drives them and how they would like to be rewarded.

Whether it's a cake, a biscuit, a small bunch of flowers, a coffee or some time out to kick a ball about or just to sit in the sun for 5 minutes of calm - make it happen.

Taking time out of your day for a genuine gesture of thanks may just make them feel more valued, refreshed and it could be the difference between them having a great weekend or dreading coming back on Monday. You can guarantee it certainly won't be their performance targets motivating them. 

G Gems 28: What a difference a year makes! Let's head to Bootcamp.

So just a year ago I attended the Google for Education Back to School Summit in London which was being hosted by my good friend and former colleague/student Dean Stokes for Appsevents. This was my first visit to Google and quite an eye opener as we played around with Jamboards and sat on inflatable pink flamingos for a coffee and a chat. It was a very inspiring day and prompted me to get more involved. 

Within a month, a October half-term 2017 I set aside a day to complete my Certified Educator Level 1 exam and passed, so did Level 2 the following day. I passed again and was feeling really pleased with myself. 

Fast forward to January and I was asked to lead some Google training, not for teaching staff but for Educational Support Staff in my schools. As the unsung heroes and the glue that keeps schools together, I wanted to make sure I got the right notes and the team came away with something to actually use in their every day work lives. The feedback was positive: Mission Accomplished. 

In July I was asked to run some CPD for a local primary school with teachers and but for a few WiFi issues, that went well too. At the same time I was constantly chatting withy wife, who is a Finance Assistant in a secondary school, about her workload and balance. I've tried to get her using more G Suite but it's a but to be fair, when she gets home she wants to relax, not launch into training mode, even though we both know I can help: Work in progress.

At the end of July 2018 I completed my Certified Trainer application and was successful so set about planning my 12 sessions for the year. With day 1 of the Autumn term in the calendar already for LSAs I devised and ran a short digital escape room designed to raise their awareness of Google Forms and Classroom. That went well too so I offered to run a term long in house CPD pathway on G Suite for staff which begins next week. It begins next week as the original date has to be postponed following a text from Dean Stokes asking if I could make it to Scotland this weekend to help out with an Appsevents bootcamp for Support Staff. I got the nod from my bosses and booked my flights and hotel.

My first day delivering a bootcamp - Robert Gordon's College, Aberdeen

Yesterday was that day as I delivered my first full day Support Staff Bootcamp at Robert Gordon's College in Aberdeen. What an amazing building to work in on my first visit north of the border!

After a hearty breakfast in the hotel, including haggis and tattie scones, Dean, Ben Rouse and I headed off to set up.

The group of 6 support staff I was working with were all in different roles and confessed to different levels of confidence and frustration but they were awesome and very positive throughout. (Always appreciated on your first one, so thanks folks!)

We had a packed day and it was awesome to see faces light up and "You mean, I can just do that...?" flying around the room.

As I explained to the group, my view is that support staff in schools using G Suite often get the tools thrust upon them because it's been brought in for teaching and learning. Often they are self taught and know what they know, which can be limited so it was great to dive deeper into Drive, Docs, Sheets, Forms, Slide, Sites and more with them. When the day finished everyone was really appreciative and full of ideas so I'm happy.

This massive part of the educational work force is often massively under appreciated and that's why I've created a Facebook group for Support Staff using G Suite.

If you have support staff in your school that would like to see hints, tips and share best practice, please invite them to join.

Also look out for #googleESS on social media 

Sharing is important but more importantly in this day and age, G Suite can change your world.

As I said to Ben and some of the group afterwards, I'm not selling anything except a better work-life balance. What's not to like? 

Thanks to Dean, Ben, Appsevents, everyone who took part in the day and also my schools for allowing me the time! 

G Gems 26: Back in the habit

Back in the habit (finally!)

Greetings all,

After a lengthy absence I'm back in the game at last. Since February I've been chocker block dealing with GCSE options, an Ofsted inspection, GDPR, curriculum, timetables and in my spare time I've completed my Google Certified Trainer programme. All this has taken me away from blogging for obvious of reasons.

The CET came as a result of a year of training (having completed my Level 1 and Level 2 Educator exams in October 2017) and supporting others both in my school and in other schools that we have contacts with. I could not have been more exited to be approved and got straight on to setting up my training domain. It was there the excitement was cut short! Let's just say that setting up your domain and getting verified isn't the easiest process. Somehow, I managed to lock myself out of my previous gmail account which allowed my access to blogger, my website and all my files. If I tried to access my new domain it just kept saying it has sent a verification email to the address that I didn't yet have access to. Let's just say there were toys everywhere and an empty pram!

But thanks the the CET group and some Youtube videos from @LouisShanafelt I am finally able to get started and I've got my access back. It all came down to a bit of editing of the CNAME host code that is not mentioned in the instructions. Thanks Louis!!.

So now I'm back and my domain is live and I'm spending the first few days of my summer holidays working on a couple of projects:

Teaching & Learning Dashboards

Example Dashboard using dummy data

Using google forms for lesson observations is a really easy way to a) collate information in one place b) secure that information under GDPR and c) evaluate all the information you've gathered. So at my schools I've been updating the T&L Dashboards to show triangulation. Let's be clear, I didn't create the original, I've been updating the existing due to changes to our processes but it's been good fun and it's great to see what you can do.  Essentially, we use Explore in google sheets to create charts from the data collected during observations including how well staff are meeting the Teacher Standards, book looks, student voice, assessment, behaviour for learning, planning and more. All this pulls into sheets and then we use formulas to create a 1 page A3 visual summary.

Initially this would have taken hours to set up but with Explore it's now much easier and you don't have to be a formula expert to pull it off.


Staff Training: Escape Rooms
I've now been asked to run some staff training in September for our Learning Support Assistants to show them how they can use G Suite to engage disaffected learners. I've only got an hour and I hate CPD when you are talked at so I've decided to make it as practical as possible. I'm designing a 30 minute online Escape Room using Google Forms and Drawings. If you've never tried this it's easy to set up: Just create your google form and have separate sections for each question. Use response validation to ensure an exact answer and then "continue to next section" on completion of a question.  I plan to share the form with the team captain using Google Classroom's differentiation option while the rest of the group have access to the clues. They'll get the first clue on the stream and then when the captain submits a correct answer I will share the next clue with them. If they get stuck I'll post further clues on the classroom stream. They'll only have 30 minutes to solve the clues and escape, but all the clues are curriculum based so that they can see how G Suite could be used in different areas. Then I'll be taking them through how it was all set up.

Here's an example of a clue.  Can you work out the answer? 

I'm looking for a 4 figure numerical code.

G Suite Gems 20: getting better and better

In a week where I've seen people yet again encouraging people to move away from Google because of "security" alongside the standard "I've been trying for ages but I just can't get on with google" my sense of humour has had a real test! 

Dispel the myths and read for yourself here Google For Education and GDPR and here Privacy & Security 

So with that cleared up, let's embrace the world of G Suite and see what's new:

Slides - users with portable IOS devices will now find they have a draw option when presenting a slide deck on screen. This means you (or your students) can now write directly on a slide to annotate, comment or highlight key areas. This could be a real game changer for many in the classroom, especially maths, science and MFL teachers where you can now free write symbols, equations and special characters without needing to insert. 

New Google Sites - a welcome update: users of new google sites can now upload their own favicon (that's the little guy who appears in a browser tab or in your bookmark bar). This can help your site visitors more easily recognise your site, and help you build your brand.

Upload a favicon 

Google Docs Menu update - one of the things I love about G Suite is how things are constantly changing and that's down to the feedback submitted AND the fact that Google actually listen to it. 

I'm loving the update to Docs menu that has separated out text and highlight into their own boxes. I've lost count of the number of times I've highlighted when I meant to change font colour or vice versa but no more! 

Google Drive searching - searching in Drive is so simple but I know many people still spend ages scrolling through trying to find a file rather than heading straight to it. The update to drive to allow you to see the 4 most recent files as Quick Access was an excellent addition and now comes another: 


The “Shared with Me” section shows the files that have been shared with you by another owner (searching by owner is a great way to find docs by the way) but the lovely people at Google are going to start organising this section for you so you may also see people listed, along with files they’ve shared with you. Simply click on a document to quickly open it. 

Check out google's blogspot here
And finally... it's now less that a week to the @Appsevents Google Summit in Wembley. I'll be heading along for day 3 and looking forward to catching up with friends but I'm also really pleased to see support staff bootcamps running on the Friday. In my opinion, a school's support staff are key to getting the whole organisation to embrace collaboration through GforE. When these unsung heroes understand how they can work more efficiently within their own teams and beyond,  and champion this, the rest of the staff will have to get on board. 

If you're a member of school support staff, get along to one of these bootcamps and save yourselves a whole heap of work in the long run.