The empowering learning environment | Leif Magne Lervik | TEDxFredrikstad

Key Concepts: Hope, Parallel Growth, Psychological Safety, Self-Efficacy, Learning Communities, Social Contract, True Grit, Culture Building, Whole Student Approach, Democracy (school's role in).

The Principal's Vision: Nurturing Hope and Fostering Parallel Growth in Education

The speaker, the principal of St. Olaf Upper Secondary School in Surzburg, Norway, outlines a comprehensive philosophy for secondary education, emphasizing the profound responsibility of schools in shaping young lives. The core message revolves around nurturing hope, providing a robust platform for adult life, and fostering a unique educational environment that transcends traditional notions of "winners and losers."

The Importance of Hope and the Transition to Adulthood

The principal begins by highlighting "hope" as a valuable and inspiring word, crucial for children's development. He acknowledges the diverse paths students will take – from Nobel laureates to those who struggle – and expresses a wish for all to find "the magic of true love" and safety. Adulthood, for hundreds of young people annually, commences at St. Olaf. The school's mission is to provide the "best possible platform" for their future, ensuring a good education without extinguishing their "curiosity to learn even more." Students arrive as adolescents in their mid-teens and leave as young adults three years later, making these "incredibly formative years." The school's role extends beyond diplomas; it is about preparing the "future backbone of our democracy" and safeguarding freedom.

A Philosophy of "Parallel Growth" Over "Winners and Losers"

The principal challenges the prevalent "winners" mentality often promoted by leaders and motivational speakers, arguing that it inherently defines "losers." As a school principal, he rejects a dichotomy where one student's success comes at the cost of another's. Instead, St. Olaf embraces "parallel growth," a concept rooted in understanding each student's "uniqueness." This approach nurtures individual achievement while manifesting on a "broader common ground," fostering "individual mastery, motivation, and desire to learn" regardless of academic standing, yet still celebrating "merit and academic excellence." This is acknowledged as a paradox, requiring "hard work in a complex reality" rather than a "magic wand" or "quick fix."

Operationalizing the Educational Philosophy

To achieve parallel growth, the school is "organized and staffed to meet individual students needs," upholding academic standards, safeguarding class environments, and supporting a diverse student population. This includes addressing economic and administrative concerns, and providing pedagogical support. Key operational aspects include:

• Fair Treatment and Grading: Ensuring students are treated fairly and grading adheres to norms.
• High-Quality Teaching: Delivering instruction of exceptional quality.
• Supportive Environment: Providing student services and a physical/social environment that promotes thriving, motivation, and daily attendance.
• Realtime Radar: Implementing a system to detect anomalies within the community and proactively implement "corrective measures" and offer "a helping hand."

Keys to Success: Cooperation, Leadership, and Student-Centricity

Success hinges on "cooperation and good leadership on all levels," ensuring everyone works with a "shared purpose." This requires preparedness for change, informed by "pedagogical expertise," "authentic data," and "real compassion for our students." The school's focus is on "the whole student, not fragments of the individual." This means acknowledging that "no two students are alike, but that both are equally important," and providing "multi-level support for each one to grow." This insight guides analysis, efforts, priorities, and resource deployment.

The Principal's Role in Culture Building

The principal, like a CEO, is responsible for "creating culture, for reinventing culture." This demands that "words must be followed by deeds, guided by insight and supported by integrity." The principal must be visible, clear, and genuine, inspiring both individuals and the community. A notable example is the "social contract" established on the first day of school: the principal promises to smile and say hi if students do the same, a contract honored throughout the year, signifying that "it means a lot that you see us."

Creating a Safe and Empowering Learning Environment

Students require "safe environments to flourish," to unleash creativity and power. This includes "psychological safety" where it's "safe to fail," as "no one hits the mark on their first attempt." The environment must foster "trust and confidence" to explore new territory, removing the "fear of making mistakes" and instilling "the value of never giving up" – demonstrating "true grit." This atmosphere shows students they are cared for, believed in, and capable of success.

Strengthening Self-Efficacy and the "Dream Business"

A crucial goal is to strengthen students' "self-efficacy," defined as their "individual and collective belief that they can master the tasks ahead." The school aims for students to experience "authentic growth" and truly believe in their ability to overcome challenges, fostering a belief in themselves that transcends "unrealistic fantasies." This process creates faith, hope, and a better future. The principal views schools as being "at the center of the dream business," nurturing young dreams into "new even more attainable dreams," leading to "new direction, new insight, new knowledge and renewed self-confidence."

The Power of Learning Communities

Beyond individual achievements, the principal emphasizes the belief in "individuals achieving things together, creating communities that become bigger than each individual part." This "added value" arises when students realize that "confidence, trust, and tolerance in and for each other's differences" empower their "shared learning community" and strengthen the individual. Schools are therefore about "strong and well functioning learning communities" where "together our kids will change the world." This starts with daily greetings, respect, and finding a "bass note" that carries them through the day and into adult life.

The Broader Canvas: Democracy and Shared Responsibility

The school's "canvas is bigger than our curriculum," encompassing "the well-being of our democracy." Learning communities explore "the freedom to discuss ideas, the freedom of belief, and the freedom to make our own choices," alongside academic and personal progress. The principal acknowledges failures – diplomas not earned, futures halted, students unable to cope – and accepts shared blame with politicians, bureaucrats, students, and parents. However, instead of a "blame game," the focus is on "building supportive cultures, on relations, on self-efficacy, on self-confidence, on creating a school where we all thrive."

Conclusion: A Collective Effort for a Life-Changing Impact

The school intervenes in students' lives during a critical period when parents loosen guardianship and adulthood begins. The contribution during these years "truly matters." The principal expresses deep appreciation for the "work and commitment of our teachers, our staff, and our management." He reiterates that all students, regardless of their future paths, are "my students living their lives and pursuing their individual dreams."

The principal concludes with a call to action, emphasizing the need for external support: "I need your help. My colleagues need it as do our students." This includes parents' active interest, cooperation with local authorities and business communities, and society seeing "possibilities, synergies, and a common future." Together, these efforts can strengthen bridges for adolescents' transition and build new ones for young adults' futures, making "a real difference."