In the ever-evolving field of education, the role of both teachers and students has come under increasing scrutiny. How do we, as educators, best foster environments where children take charge of their learning? Lisa Burman, a respected literacy consultant and author, offers deep insights into the topic of student agency.
Drawing from her experiences across Australia, New York, and Southeast Asia, she advocates for empowering both teachers and students to create meaningful learning experiences. In our recent podcast, Burman shared valuable perspectives on the importance of agency in education and its transformative impact on classrooms.
Lisa's Journey: From South Australia to New York
Lisa Burman's career began in South Australia, where she worked in early childhood education and later took on leadership roles in Catholic schools. What started as a one-year adventure to New York turned into a decade of working alongside Diane Snowball and a large group on Australian consultants, with her work focusing on literacy and early childhood consulting. This opportunity exposed her to contrasting educational approaches, with a notable difference between Australian and New York schools.
In Australia, schools tended to have a collaborative culture, where educators worked together and made decisions based on their professional expertise. However, in New York, Burman observed a more isolated approach, with teachers working independently and relying heavily on scripted programs. This contrast underscored a vital element of Australian education: teacher agency.
Teacher Agency: The Key to Dynamic Classrooms
One of the most striking observations from Lisa's time in New York was the hesitancy she saw in teachers when it came to trying new approaches. Many educators relied heavily on pre-packaged programs, unsure of how to adapt lessons to meet their students' individual needs. In contrast, Australian teachers, with their collaborative culture, were more inclined to take risks, try new strategies, and draw on their understanding of child development.
Burman emphasised that teacher agency—the freedom to innovate, adapt, and make informed decisions—is at the heart of effective teaching. It allows educators to design lessons that are responsive to the unique needs of their students, rather than strictly adhering to a set script or program. When teachers feel empowered to take ownership of their practice, the learning experiences they create become dynamic and impactful.
The Shift in Australian Education: A Cause for Concern
However, Lisa expressed concern that Australian schools are increasingly adopting scripted programs, similar to the trend she witnessed in New York. While these programs may offer short-term solutions to classroom challenges, they risk diminishing the professional agency of teachers. When educators rely too heavily on commercial products, they may miss the opportunity to deeply understand and address the diverse needs of their students.
Burman's message to teachers is clear: education should not merely be about delivering content; it should be about engaging with children on a personal level. This requires educators to continuously reflect, adapt, and take ownership of their practice. By doing so, they can create learning environments that are more responsive, engaging, and ultimately successful.
Building Long-Term Partnerships for Sustainable Change
When working with schools as a consultant, Burman doesn't believe in one-off workshops or quick fixes. Instead, she focuses on building long-term partnerships with schools, tailoring her support to meet the specific needs of each community. One of her favourite approaches is offering schools a "day of listening," where she spends time observing classrooms, talking to teachers and students, and gaining a deep understanding of the school's culture.
This approach allows Burman to co-create professional development plans with schools that reflect their unique challenges and strengths. The process mirrors what she believes should happen in the classroom: just as consultants should listen to schools, teachers should listen to their students. Only through deep engagement can meaningful change occur.
Student Agency: Letting Learners Take the Lead
At the core of Burman's philosophy is the idea of student agency. Her recent book, Are You Listening?, highlights the importance of listening to children's voices and using their ideas to shape the curriculum. Burman encourages teachers to design learning experiences that allow students to take ownership of their learning, whether through writing workshops or other inquiry-based methods.
By promoting student agency, classrooms can become spaces where children feel empowered, engaged, and motivated. When students are given a say in what and how they learn, behaviour issues often decrease, and learning becomes more meaningful. Moreover, this approach nurtures critical thinking and problem-solving skills, as students actively navigate their own learning journeys.
The Threat to Teacher Agency: A Call for Reflection
A significant concern raised by Burman during the podcast was the increasing de-professionalisation of teaching. With the rise of scripted programs, teachers are losing the freedom to create lessons tailored to their students. Burman cautions that this trend could strip away the creativity, innovation, and deep thinking that make teaching such a valuable profession.
Teaching, she emphasised, is not just about delivering content in the classroom. It's about the behind-the-scenes work—planning, reflecting, and adapting to the needs of students. When educators are reduced to following a script, they miss the opportunity to draw on their knowledge of child development and pedagogy to create impactful learning experiences.
Embracing Agency in Schools: A Path Forward
Burman's insights from the podcast underscore the need for both teacher and student agency in education. When teachers are trusted to design their own lessons, they create more engaging and effective learning environments. Similarly, when students are given a voice in their learning, they become more invested and motivated to succeed.
For educators seeking to embrace this approach, Burman recommends adopting teaching methods that prioritise student choice and voice, such as writing workshops or inquiry-based projects. She also encourages teachers to reflect on their own practice and consider how they can create more opportunities for student agency in their classrooms.
In conclusion, Burman's work serves as a powerful reminder that education should be a collaborative, creative process—one that values the professionalism of teachers and the potential of students. By embracing agency at all levels, schools can foster environments where both teachers and students feel empowered to take charge of their learning and create meaningful, lasting change.