The benefit of outside perspectives and the importance of supporting your team's voice.

Many educators have asked themselves why their students don't accept their advice. It may be a revision timetable for exams or a proven method for effectively structuring a paragraph. Some of your class won't understand that the habit change is worth the effort.

When you think about it, though, who do you feel more comfortable taking advice from? Who should young people listen to? Is it the person standing at the front of the classroom, sharing their latest wise words?

Most of you reading this would likely give a similar answer. You listen to someone you admire, someone who has knowledge and experience, someone you respect.

Generally, the person you take career advice from will likely differ from the person you ask about your next laptop or mortgage. At the same time, many of us are wary when talking with someone whose job is to sell a particular product; we know bias is involved. People we accept as external voices in life, trusted voices, are often objectively 'on our side' and relative experts.

As a programme leader in international schools, I found that for many young people seeking advice on which university to attend or how to prepare for their IB Diploma exams, the most compelling voices from outside the school were new to the students. Students listen to those close to them, their families, friends and teachers. It certainly helped when reinforcement came from people they could relate to and places they saw as relevant. Students, for example, were much more interested in revision techniques when listening to a 23-year-old IB alum who scored 42 points out of 45 than when hearing the same messages from their teachers.

The same experience has played out as a faculty member throughout my career. When visiting speakers or experts led our PD sessions, my colleagues often were more open-minded, prepared to take risks and listen to new ideas. The expertise, research, and experience those speakers provide are essential to developing motivation. Ken O'Connor's impact on teachers' attitudes toward assessment in two schools I worked in comes to mind. However, it was only part of the story.

Before Ken's talk in one school, there was a multi-year process of piloting new assessment methodologies in the middle school and a strong focus on teacher-led professional development. Teachers and leaders led the process and trialled ideas, allocating Wednesday mornings for regular team collaboration. In this environment, Ken's talk still felt like a lightbulb moment. I felt the impact of Ken's talk particularly strongly on faculty who had previously resisted change. It was a genuine lightbulb moment. A fellow leader from that time remembered it through a memorable comment by a teacher, "I get it! My god, I'm changing what I do." My colleague described the impact perfectly. The talk was only part of the story. However, it had "cinched the deal".

In beginning this article series, I wanted to understand more deeply why outside voices and perspectives can be pivotal in their impact. I wanted a fuller understanding because I experienced this as a coach and mentor at iArticulate. In a recent workshop, we led faculty from one school through a reflection on their programme and practice. Their leader, the organiser, commented that their faculty were more engaged and bold in their statements than usual. They were taken aback and proactive with their feedback and ideas. Our role as coaches and mentors is to support an environment where speaking up and collaboration are the norm. This comment by an observing leader was pleasing; it gave us confidence in our practice, yet we felt, we knew, that there was more to it.

The following articles in this series will explore underlying concepts that explain the impact of outside voices. They will also reflect on the importance of external voices in professional development and how school leaders and teachers can apply these concepts in their practice.