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I drove up to Forfar today to meet with Neil Logue, Head of Education for Angus Council.. Neil is to be my mentor as part of the mentoring system run by the Association of Directors of Education Scotland (ADES). We are both new to the process but if this afternoon's meeting is anything to go by it will be a worthwhile experience. Over three hours we explored a wide range of personal and professional issues.

The idea of mentoring is different from coaching in that it enables the mentor to provide advice and support, whereas the coaching role is one designed to help the person being coached to work things out for themselves. I think I appreciate the active role of the mentor and look forward to working closely with Neil over the coming year.

It was interesting to see how Angus Council and East Lothian Council had tackled different issues over the last five years. It reinforced an important point for me that there is no single way to tackle any problem and that context is all important.

I had a disturbing experience yesterday when I met a former pupil. I bumped into him and shook his hand and asked him how he was doing. He told me he was doing alright and was about to go off to college after a few years in a labourere's position. I usually enjoy meeting former pupils but he then shook me by saying that I had thrown him out of school in fifth year and told him he was an under achiever and would never amount to anything.

I was shocked on two counts - firstly, I don't think that would ever call anyone an underachiever (in a derogatory manner), and secondly I would never have said that anyone would never amount to anything after leaving school. I'm confident I didn't say these things, as these were terms that were said to me when I was at school - and I remember the impact they had upon me. I also think you are tempting fate to suggest that any pupil is the fully formed person they will become when they leave school and so to judge how they might do outside school is folly to say the least.

Nevertheless, he was adamant that these were the exact words that I had used. It was true that I could recall having asked him to leave school - although I can't remember the detail. What it does make me understand is that when you are giving people bad news it's important that you take time to ensure that they fully understand the reasons for the message and that you are careful about the exact words you use. Maybe I had used the words that he was underachieving (which he might have interpreted as him being an underachiever) and that he might have been better to leave school. He did say that I had said that his career aspirations were unrealistic in terms of his qualifications - and perhaps I did.

Anyway I apologised to him and have subsequently wondered how many other people there might be out there who have memories of me as a teacher and head teacher which don't match with my own perceptions. I've always tried to treat people the same way that would like to have been treated. I'd obviously failed on that occasion. On the other hand if this person can use that negative memory as a motivation to prove me wrong and improve his life then perhaps it can still have some benefit.

Following on from my reflections on adopting a more positive perspective on accountability and the connection with venture capitalism for philanthropic purposes I was reminded of the notion of Social Entrepreneurs - which I've discussed in a previous blog entry.

Building on this I came across a chapter of a book relating to Educational Entrepreneurs. I'll explore some of the ideas emerging from this concept over the next few posts.

This extract from the chapter gives some indication of the content which overlaps with some of the ideas I've been exploring recently:

"Education is a very complex, highly skilled endeavor. We must develop new practices that support increased productivity and responsiveness. This includes a need for more research and development on effective instructional and management approaches. We know a great deal today about fundamental areas like reading instruction, but there is much to be learned about how to manage school systems in this new environment. One critical factor is making available more transparent, timely, and relevant information about student and school progress, which would enable educators, parents, and community leaders to make more informed decisions and set the stage for entrepreneurs to create new approaches and organizations based on need.

In a system governed by the principles of dynamic equilibrium, entrepreneurs may be both important vehicles for getting there and permanent participants in this new environment. By imagining how education can be improved, thinking beyond the current rules and resources, creating new organizations to execute their vision and inspiring others to follow, entrepreneurs may be agents of continuous improvement in public schooling."

I believe that there is a role for entrepreneurs within our education system. Some of them may be head teachers but others may operate at a range of differnt levels within and outwith the organisation. Our challenge is to identify, support enable these entrepreneurs to influence the system wherever they are.

Are you an entrepreneur - or has the system ground you down?

Having met Rick Segal, a Canadian venture capitalist at the weekend I got to thinking about whether there might be a place for venture capitalist thinking in education?

Now before you think that I'm about to sell off East Lothian's familiy silver, or seek to exploit the workers let me explain a little further.

If I've got this right venture capitalism works like this - and feel free to correct me -

An investor, possibly a pension fund, wishes to invest some of it's resources into a high risk but potentially high return venture. The job of the venture capitalist is to seek out ideas/businesses which would benefit from investment. For the pension fund it's not a huge risk becasue the majority of its assets are tied up in reliable investments. The role of the venture capitalist is to use their expertise and experience to judge the potential of each idea and then support the venture with their expertise and finance.

So how might this relate to education? I wonder of there is a place for taking high risk but potentially high return action in education. This risk (and we are not talking about health and safety here - which can never be compromised) would be balanced by the bulk of the existing traditional practice. Perhaps Extreme Learning is an example of venture capitalism in education?

The question is how to we encourage an entrepreneurial culture amongst practitioners without enabling them to take some risks? Or are we getting it so right at the moment in education that there can be no place for risk taking within the system?

Take a look at an interesting site from California which I tracked down last night which uses the venture capital model in a philanthropic manner.

I suppose all this links back to the ideas I've been playing around with in relation to " Lines of consequence" and " Lines of aspiration"

In my last post – Accountability as Consequence – an alternative model I set out an argument to shift our mental model of accountability from one which focused on a limiting “Line of Consequence” to a liberating “Line of Aspiration”.

I concluded the post with a commitment to provide a template for behaviour which prevented action becoming a free for all – with no account for consequences – which is very different from a focus on negative consequence.

The parameters for guiding action are shaped by a complex inter-relationship between the four other definitions which I’ve identified in previous posts.

It might help here to use an example to demonstrate what I’m suggesting:

If we take a head teacher who sets out to move towards “Accountability as Personal Commitment” s/he must take cognisance of the parameters of: Compliance, Scrutiny and Public Service:

Compliance: the person must be aware of, and operate within, the legal, financial and policy framework which governs their work. This is what I mean by there not being a “free –for-all”. However, I would suggest that these frameworks should be seen as a comfort for a head teacher - as opposed to a limitation – as compliance will ensure that there can be no comeback in terms of negative personal consequence.

Scrutiny: the head teacher won’t hide what they are doing – they seek out opinion about their practice; invite and encourage questioning; and are completely transparent in all their dealings. Such a mode of behaviour ensures that there can be “no surprises”, which is often how negative consequences occur.

Public Service: the head teacher seeks out the opinions of users/stakeholders. Having gathered that information they take professionally judged action to respond to these needs/opinions. In cases where they don’t completely agree with the opinions of users/stakeholders they engage in a dialogue where actions are explained. In addition to actively seeking out opinion they enable easy access for users/stakeholders to provide early warning of issues which might require action.

In my experience where a head teacher ensures that they fulfil the notions of compliance, security and public service they will be free to aim for the “Line of Aspiration” as they will be operating well above any “Line of Consequence.”

For those of you who are reading this and just starting to feel unease about a possible “Teflon culture” emerging from this description of practice I would wish to allay your fears by reflecting upon “Accountability as Competence.” Being a head teacher or any other type of educational manager for that matter is a difficult job, requiring sophisticated judgment, communication skills and in-depth knowledge of systems, processes and regulations. However, if – and some might argue with this – you have taken professionally judged action and satisfied the demands of compliance, scrutiny and public service then you should have no fear of “Accountability as Consequence”.

For me, there is need to disentangle negative outcomes from competence. For example, a head teacher might take what seems to be very well judged action, which complies with guidance, is known to all and has taken account of user opinion – but it doesn’t work. I would rather people took such action and sometimes failed rather than be paralyzed by a fear of “Accountability as Consequence”. However, there will be some occasions – usually as part of a recurring trend where seemingly well-judged actions fail to result in the desired outcome. It’s at that point that there must be questions about the individual’s competence.

I was very taken by Rick Segal’s example of accountability from his area of expertise as a venture capitalist (a different world from mine). Rick is the only person, so far, who has responded to my request for an example of accountability and has not provided a negative example – Rick’s example ( and I paraphrase here) was “I need to provide a return for my investors’ – no mention of blame, punishment or personal liability – just a commitment to provide what his investors expect. The risk – and I don’t see it as being a risk for Rick - is backing his own judgment. Perhaps that’s the secret? – back our own judgement and underpin it with compliance, scrutiny and public service. If it’s still going wrong then perhaps there really is a question about competence?

As Shel Israel said last night "I'd rather have tried and failed - than never tried."

I had the privilege of meeting Shel Israel and Rick Segal at the weekend. Ewan MacIntosh had been the point of contact and I had been delighted that they had accepted my offer to come down to the Scottish Borders for a bite to eat and a chat about the use of social media in education - amongst many other things as it transpired. Shel has already written a very generous account of his visit - so I won't go into detail here.

Shel and Rick are very different people but a very powerful combination. Shel's enthusiasm, positivity, and incredible experience (which he wields with a light touch) make him a joy to listen to. Rick is a listener - but watch out - he takes in everything you say, wraps it in a grenade, and then tosses it back to you - Rick I enjoyed the experience! If I knew that Rick was responsible for investing my money I would be very confident about the return.

We take great pleasure from welcoming people to our home and the Scottish Borders and we were delighted that Shel and Rick seemed to enjoy themselves. It's sometimes only through the eyes of visitors that we really begin to see the quality of our own lives. Hopefully they can return here some time in the future.

I look forward to tracking the rest of their visit to Europe and hope to be able to stay in touch when they return home.

Warning – this is the first of two posts and is definitely work in progress. I’m trying to work out what I mean by accountability and this process is definitely helping: self-indulgent - maybe, personally rewarding - definitely. Comments are welcome.

I would argue to that to a greater or lesser extent all managers are adversely affected by an overly negative perception relating to their view of accountability. For it seems that most people see accountability as negative - just try asking somebody for an example of accountability and they will inevitably select something relating to what happens when something goes wrong!

Accountability, therefore, is seen by most of us to be inextricably linked to personal liability – it’s almost as if we are supposed to provide the insurance scheme in relation to our work , i.e. “I will be held to account of things go wrong”. For the purposes of this post I’ll call this “Accountability as Consequence”

The purpose of this enquiry is to explore an alternative perception of accountability and how this could have a dramatically positive influence upon our management practice, the culture of our working environment, and our own well-being.

However, before setting out that alternative model it might help to list some of the outcomes of “accountability as consequence” which focuses upon the negative consequences of personal liability? For example:

1. Accountability appears to be external and imposed with little space for personal autonomy.
2. Managers feel under significant external pressure over which they have little control.
3. The abiding practice generated within such a culture is one of “cover your back”.
4. Managers feel isolated and vulnerable to external criticism.
5. Managers complain of high levels of stress.

Managers typically handle this pressure by imposing controlling systems. These systems are characterised by a:

1. Reluctance to empower others;
2. Narrow focus upon only those areas which we can be held liable;
3. Reluctance to trust the judgement of others;
4. Reluctance to take risks;
5. Reluctance to engage in partnership agreements which they cannot control
6. Fear of negative publicity.

All of the above go towards reinforcing the culture which reflects all of the negative outcomes set out in points 1-5 but for all people in the organization. This could be described as the negative “cascade effect” of “accountability as consequence” with the pressure being transferred to all the members of the organization.

The effect of the above will vary from place-to-place and person-to-person but there can be little doubt that it has a negative impact upon the manager; those whom they manage; and the quality of the service they provide.

So what might be the alternative to such a pervasive understanding of what accountability means?

The model I would wish to propose is underpinned by a notion of “accountability as personal commitment” In this model accountability is underpinned by personal commitment – as opposed to fear of consequence.

The difference in this model is that people have to be seen as being driven by a deep personal vocation to deliver the best possible standards of service, which will extend far above what might be seen as “line of consequence”, where blame can be apportioned.

The alternative to the “line of consequence” is a “line of aspiration”. If the manager sets out to keep themselves above the "line of consequence" their attention is focused upon avoiding the trigger points which would happen if they dropped below the line of consequence in any of their key performance indicators.

The problem with this model is that it concentrates on standards which exist well below potential levels of performance – with the abiding message being – “don’t draw attention to yourself.”

In the alternative model the focus is upon the "line of aspiration" which is driven by the person and extends far beyond what might have been trigger points for the "line of consequence". The underlying characteristics of such a culture are founded upon an assumption that people have personal integrity and commitment to the perform at the highest possible standards.

I would argue that the outcomes of such a culture would be the creation of a more liberating and empowering workplace, reflecting high levels of mutual trust and consequent personal job satisfaction. The creation of such a culture has the potential to raise the quality of educational provision to levels which are far beyond the norm as currently limited by the existing perception of accountability.

In the next part of this series of posts I’ll explore how “accountability as personal commitment” can be implemented within a school context without it becoming a free for all.

Accountability as public service

Reflective – “what do users/the public think of the service I’m providing”

Responsiveness – “what can I do to address their needs opinions?”

Access – “how do I enable all users to have equal access the service I’m providing?”

Key words: internalized;rewarding; partnership;

Accountability as competence

Professional guidelines – “what are the professional expectations which I should live up to?”

Job description – “what is my job”

Professional values – “what are the values which I should live up to?”

Key words: professionalism; clarity; high standards; equal expectations for self and others; consequence