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Should A Coordinator Be A Leader?

Business woman in a meetingKaren Capel, an Academic Coordinator and teacher trainer, returns with another guest post for Coordinators and Directors of Study, sharing her thoughts on leadership in schools.

Do you think a good coordinator should motivate and inspire? Then we would agree that an effective coordinator should also be a successful leader.

These two roles are deeply interwoven, complementing and enhancing one another to result in a complete professional who is able to carry out managerial duties outstandingly.

Whether you are a natural leader or you have learned to be one, it is your responsibility as a coordinator to innovate and develop, to focus on people (both staff and students), to inspire trust, and to focus on both short-term and the long-term goals. You must also challenge the status quo in view of achieving your institution’s objectives and providing a better service to students. Therefore, a leader not only does things right but also does the right things. According to the leadership guru Warren Bennis, all of these are characteristics of a leader.

So what type of leader should you be? Hopefully a transformational one, achieving objectives by inspiring your staff and fostering the sense of belonging that will result in the formation of a real team. It is proactivity and the drive for continuous improvement that characterise both transformational leaders and successful coordinators.

The leadership style one follows is, needless to say, highly dependent on personality, though an effort must be made to ensure our staff is given the opportunity to express their ideas and put forward their suggestions, for this is the only way a team can work to its maximum potential and enhance each individual’s unique skills and capabilities. Nevertheless, it is worth pointing out that even when listening to every member’s opinions and allowing discussion of the different issues on the table, it is the coordinator who should make the final decision in all matters and who will always maintain responsibility for the courses of action decided upon. Only then would you embody a democratic leader who enables teachers to feel trusted and heard while supported and guided toward common goals and objectives. It is our teachers who are in direct contact with students and may therefore be in possession of invaluable information upon which all-important decisions may be taken. It is key to trust our own judgement when taking on employees and pay attention to the professionals in our staff and what they have to contribute, as it is they who should follow the procedures enforced and may come up with alternative and improved ways of dealing with certain issues.

On becoming a coordinator, it is highly plausible that you will encounter members of staff who are supportive and always willing to lend a helping hand, work as a team and back your decisions with a goal of improving the services provided to students, as well as internal procedures and practices; but it is just as plausible that you will encounter teachers who are resistant to change and who will antagonise every decision. It is you as a leader who must find the way to put them on your side by tactfully showing them that you are part of the same team and that each and every decision made has been thoroughly examined, all alternatives considered and every opinion carefully listened to. Once again, democracy is the key. Give these members of the team even more chances to participate and express their opinions and make them feel valued and trusted as professionals. Truly listen to what they have to say, for their ideas and suggestions may be altogether valuable and useful for decision-making, and then make your own decision based on the big picture and all relevant elements, which they might not be aware of. Just make sure you carefully choose your battles and let them win sometimes, as this is the only way they will actually feel you are paying attention to what they have to say.

It is also worth noting that a leader is not someone who is always telling people what they have to do, but someone who subtly makes it clear to everyone what his/her role is and what is expected from him/her. Leaders provide guidelines on how to proceed and accomplish the goals set while fostering teamwork and making employees feel trusted, and are therefore a paramount element for the organisation to achieve efficiency and growth.


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The whys and hows of syllabus writing

Mature woman working at her deskKaren Capel, an Academic Coordinator and teacher trainer, returns with another post for Coordinators and Directors of Study, sharing her tips for writing an effective syllabus.

More often than not teachers receive syllabi which are kept unread. I remember receiving mine at the beginning of the academic year and just archiving them after marking which pages of the Student’s Book to omit. Why? Because they were more of an outline of what to cover than a syllabus. Why is this a problem? Because as coordinators we cannot be present in every class and certainly cannot see each and every lesson plan our teachers produce and implement. As a result, syllabi are valuable tools that allow us to guide and support teachers in various ways.

First and foremost, a syllabus should inform of the teaching points needing to be covered in order for students to reach the objectives set for the course and therefore pass tests and exams. Secondly, it should instruct teachers which methodology to use and the type of lessons you expect, as well as the balance of interaction patterns, time devoted to the different skills, amount of TTT (teacher talking time), etc. A good syllabus will, as a consequence, be a benchmark that enables teaching staff to be aware of what is expected from their lessons.

How can we write a syllabus which serves such a purpose? Here are 4 tips:

1. Keep the target audience in mind

It is crucial to know the teachers on your staff and write accordingly. Syllabi for newly qualified teachers should not be the same as those for experienced ones. It is therefore essential for you to know the type of teacher in every level so as to include the necessary information and cater for every teacher’s needs. Undoubtedly, less experienced teachers will need more thorough explanations and step-by-step indications of how to work with every task in the book, as well as ideas on the kind of warm-ups they can use, ways of eliciting information from students, extra activities they can incorporate in their lessons, etc.

2. Think of the syllabus as an extended lesson plan

Explain how you would work with each unit, including links between the different activities, appropriate warm-ups and follow-ups, whether you would propose activities as pair-work, group-work or individual tasks. Think of plausible questions which may be asked to enrich the lesson and useful tips regarding the development of skills and strategies. This will help teachers save time when planning, help them embed new techniques or methods, and seek help in those areas where they are less confident. It would be expected for new teachers to stick to these plans more strictly and for experienced teachers to take bits and pieces they find helpful and use these guidelines more flexibly.

3. Use syllabi to adapt coursebooks to the target students

No matter how good a text is, it is impossible for it to cater to all students, learning styles and needs. As coordinators, it is our responsibility to make sure students feel comfortable in their classes and that the materials used are appropriate to their ages, levels and interests. Sometimes it is necessary to replace activities or texts, which may be either too childish or too complex for students, with alternative or complementary ways of presenting certain points. It may also happen that topics which are either too culture-specific or just not interesting for a particular group of students appear. Should this be the case, those activities should be replaced with more appropriate and engaging topics your students will find more relatable and enjoyable. Make sure you cover all these noteworthy elements properly.

4. Remember the final recipients

The people who will be impacted most by what you plan are the students; a vast majority of whom are likely to be ‘digital natives’. Students expect technology to be used in class, as it represents an instrinsic aspect of their lives and they see it as a natural context for learning. It is therefore of paramount importance to incorporate technology into the syllabi we produce in order for teachers to understand its relevance and utilise it in their lessons as well. Try to include links to websites that both teachers and students may find of interest, be it to read a good contextual piece or study tips, or to do some practice through interactive exercises or games.

What other aspects do you consider when writing a syllabus?

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All for one and one for all? Fostering teamwork among your teaching staff

Group of teachers working togetherKaren Capel, an Academic Coordinator and teacher trainer, returns with another post for Coordinators and Directors of Study, sharing her tips for encouraging teamwork among teaching staff.

Teamwork must be at the core of any organisation’s corporate culture. Needless to say, it plays a crucial role in educational institutions, since it is teachers who represent their values and principles before students, in addition to building trust and respect.

In order for this relationship to be successful, we need to ensure teachers are acquainted with the philosophy behind our school, as well as any news or decisions that have been taken and may affect either them or their students. It is essential to bear in mind that even if students know us as coordinators and resort to us sometimes, this happens only in certain circumstances. Otherwise, it is their teacher who acts as the main source of confidence and information, and who consequently needs to be well-informed at all times.

It goes without saying that teaching can be lonely at times. We are always surrounded by students but the actual work is done solo: planning, doing research, creating materials, evaluating our performance after a lesson and even the delivery of the lesson itself. It is therefore the coordinator’s responsibility to make sure all teachers receive the necessary support and guidance so as to feel part of a team and supported.

Below you will find some tips which may help you achieve this not-so-easy task:

  1. Set common objectives and make sure everybody is fully aware of what these are and what they entail for each member of the team. It is vital for you to believe in these goals in order for the rest of your staff to believe in them as well.
  2. Roles need to be clear for everyone to do their job right, so let people know what their responsibilities are and how they fit into the organisation. This will help avoid misunderstandings, tasks which do not get done and overlapping of roles.
  3. Show your team a confident attitude. You need to show staff that if you pool your efforts, you will be able to achieve your goals.
  4. Share your knowledge and expertise when appropriate, especially with new or less experienced teachers who may need more guidance. Remember to always be careful that your suggestions are expressed in a non-patronising way. Staff should be encouraged to pop in whenever they feel they would benefit from some support.
  5. Leave your office doors open for teachers to share any concerns and/or suggestions they may have. Remember they are the ones in direct contact with students and therefore have access to first-hand information, which may prove of paramount importance to making the right decisions regarding courses, coursebooks, methodology used, etc.; all key elements to successful coodination. Being fully informed and keeping a close relationship with your staff paves the way to proactivity and, as a result, success.
  6. Be accessible and dependable. Leaving the door open should be an attitude rather than just an action. You ought to be a good listener and really pay attention to teachers’ ideas, suggestions or preoccupations. Follow-up on the different issues that may arise and make sure you answer their queries and provide them with the information they require. Adopt a democratic leadership style, asking for their feedback on any decisions taken and letting them have a say – even if the final decision will always be yours. Praise contributions and ideas and listen to constructive criticism. It takes courage to let the coordinator know you don’t agree with something, so value this as proof of motivation and a desire to work towards common goals.
  7. Communicate with staff on a regular basis, be it by email or face-to-face, before or after lessons, or at formal meetings. Make sure communication is two-way and that the necessary channels exist for staff to not only receive information but also share it, both with you and with other teachers. This can be done, for example, by having Google Drive groups where you can share links and materials found online or created by the members of the group. You can also organise events where teachers can share and present their ideas and materials to one another. Although this could be seen as time-consuming and difficult to organise, it has proven to be extremely useful for my teachers, due to the fact that it provides them with the chance to see ‘materials in action’ and get acquainted with their rationale.

What do you do to promote teamwork within your institution?