Championing Voice!

In recent years, the concept of student voice and choice has gained significant traction in education. Teachers and educators have increasingly recognised the importance of involving students in decision-making and providing them with opportunities to actively participate in their learning (Miliband, 2006). This shift in pedagogy not only enhances the educational experience but also empowers students to become more engaged, creative, and critical thinkers (Watanabe-Crockett, 2018; Paul & Elder, 2019). As a result, student-created material has gained recognition and prominence as a valuable tool for fostering an environment of exploration, inquiry, and personalised learning.

When students are given the opportunity to create their own learning materials, it ignites their creativity and allows them to take ownership of their education. They can express their ideas and perspectives through various mediums such as writing, multimedia projects, presentations, and more. By engaging in this process, students become active contributors to their own learning journey, cultivating a sense of agency and self-efficacy (Schunk & Mullen, 2012). This shift from a passive role to an active one not only boosts motivation but also nurtures important skills such as collaboration, critical thinking, problem-solving, and communication.

Moreover, the integration of student-created material facilitates a more personalised learning experience. Teachers can tailor lessons to match students' interests, needs, and learning styles, making the content more relevant and engaging. By embracing the diversity of students' voices and experiences, educators create a rich tapestry of knowledge and perspectives within the classroom (Bentley & Cazaly, 2015). This not only fosters inclusivity but also encourages students to learn from and value each other's contributions, promoting a culture of respect and understanding.

While the benefits of championing student voice and choice in the classroom are clear, it is crucial for school leaders to play an instrumental role in supporting and nurturing this approach. School leaders must recognise themselves as learners, actively participating in the knowledge-building learning community alongside teachers and students (Fullan & Langworthy, 2013). By doing so, they build trust, rapport, and shared experiences, which in turn leverage growth opportunities for the entire organisation.

To effectively shepherd the instructional leadership vision, leaders must establish a team that shares a sense of purpose and ownership. This team should collaborate to build a culture of high expectations, evidence-based approaches, and continuous improvement in teaching and learning (Harris & Jones 2019). Leaders need to ensure that the vision is understood and embraced by all stakeholders, providing clarity and guidance to support teachers in their instructional practices.

One approach that leaders can adopt is the intentional engagement with teachers and students through deep conversations about instructional ideas and issues. By creating opportunities for dialogue, leaders validate both teacher and student voices, equipping them with the instructional vision necessary to raise expectations and foster a culture of growth (Harris & Jones, 2011). This model of coaching and support, led by the principal or instructional leaders, creates a sustainable and replicable framework that can be implemented throughout the school.

Another crucial aspect of empowering teachers and students is the establishment of a culture of collaboration. Teachers should be encouraged to work together, engaging in peer observation and collegial coaching supported by knowledgeable leaders. By harnessing the collective capacity of the staff, the impact on teaching practice becomes amplified, leading to significant gains in student achievement. This collaborative approach aligns with the notion of collective capacity proposed by Barth (1991), where teachers engage in meaningful discussions, curriculum development, classroom observations, and reciprocal teaching, all aimed at continuous improvement.

Furthermore, it is essential to incorporate student voice into the equation. Including students in conversations about instructional leadership and seeking their input provides valuable insights into the effectiveness of teaching practices. Students are the ultimate beneficiaries of education, and their perspectives should be valued and considered when shaping instructional approaches.

In conclusion, championing student voice and choice in education has transformative potential. By involving students in the creation of learning materials, educators empower learners to become active participants in their educational journey. School leaders play a critical role in supporting and nurturing this approach.

Stay the Course!

References:

• Barth, R. S. (1991). 9 Questions We Must Ask About School Restructuring. The Education Digest, 57(4), 21.
• Bentley, T., & Cazaly, C. (2015). The shared work of learning: Lifting educational achievement through collaboration.
• Fullan, M., & Langworthy, M. (2013). Towards a new end: New pedagogies for deep learning.
• Harris, A., & Jones, M. (2011). Professional learning communities in action. Leannta.
• Harris, A., & Jones, M. (2019). Teacher leadership and educational change. School Leadership & Management, 39(2), 123-126
• Miliband, D. (2006). Choice and voice in personalised learning. Schooling for tomorrow: Personalising education, 21-30.
• Paul, R., & Elder, L. (2019). A guide for educators to critical thinking competency standards: Standards, principles, performance indicators, and outcomes with a critical thinking master rubric. Rowman & Littlefield.
• Schunk, D. H., & Mullen, C. A. (2012). Self-Efficacy as an engaged learner. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 219-235). Boston, MA: Springer US.
• Watanabe-Crockett, L. (2018). Future-Focused Learning: 10 Essential Shifts of Everyday Practice. Solution Tree.