Tag Archives: Leading Change

Head of Faculty Inquiry

24 May

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I am finding Maslows model useful in my own inquiry. It considers what the teachers need from the leader and outlines “a set of knowledge, skills and dispositions required for meeting those needs”. During the leader’s ascension, toward the apex there are key checkpoints, questions that leaders need to ask themselves for the vision realised. This is my simplified version of Knuth & Banks strategy:

First Level: Your actions match your words
Leaders model core values and principles. You are able to inspire trust and articulate vision. Principle-centred leaders inspire trust by displaying consistency between core values, words and actions.

Leader Checkpoint 3: Is your internal compass in or out of alignment?
If your words and actions don’t match there’s no need to go any further.

Second Level: My physical and material needs matter to you
The work environment is clean and attractive. Sound, air-quality and safety needs are considered. Teachers have the resources they need to do their job well.

Third level: I am appreciated for my contribution
Leaders actively foster a sense of belonging. Encouragement and recognition is personalised. They put a human face on policies and systems.

Checkpoint 2: Is it your priority to ensure the basic needs of your people are met?
Without valuing people, clear systems, policies and training for staff, a leader’s energy is consumed by chaos or disorganisation and probably interpersonal conflict.

Fourth level: We’re on a journey together
As a community we own the vision, good systems are in place and we are able to direct our collective energies to our core mission.

Checkpoint 1: Do you feel like settling?
It’s all humming along nicely now, let’s just enjoy this. The fourth level is considered the ‘false apex’.

The Apex: Higher order change
This is rarely linear, rational or comfortable. It is disruptive, chaotic and tested by ambiguity. Leaders here demonstrate adaptive leadership skills. This is where the disruption happens. Remember: it isn’t actually an end point.

Fullan & Langworthy (2014) – A Rich Seam: How new pedagogies find deep learning
(Ch 6 The New change leadership)

Change Investigation

27 Feb

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Change agents know this lesson all too well—that bringing about necessary change often means taking a risk and being the first to try something new. It not only applies to all teams, start-ups, and social activists, but it also applies to schools.

“Someone has to go first.” My 8 year-old had this in mind as she dived into the pool on Monday night. Someone has to go first.

Even when it’s scary. Even when you’re all by yourself. That’s what I knew then, and that’s what I know now.

On my own school campus, change started when a small group of teachers decided it was better to be brave than to be boring. Down deep, we knew we needed to change the way our classrooms engaged in discussion. This year our pedagogical investigation will exam next steps into the next century.

Leading Change

28 Nov

Impact

“Change is neither good nor bad. It simply is.”  Don Draper

This week at our DP/AP meeting Greg Kirk from Goggles On presented on Leading Change. It got me thinking. Some of my thoughts were the following.

You can’t manage change. You try to anticipate it and then adapt to it. That’s the core competency that each of us needs to develop and continually strengthen. At a collective level, it makes an organization that much stronger to adapt to whitewater events which can capsize the unprepared.

Management guru John Kotter provides a very useful model for leading change efforts. His eight step process, which has been adopted by many organizations and leadership practitioners, encompasses the following steps:

1) Establishing a sense of urgency
2) Creating the guiding coalition
3) Developing a change vision
4) Communicating the vision for buy-in
5) Empowering broad-based action
6) Generating short-term wins
7) Never letting up
8) Incorporating changes into the culture

At the core of Kotter’s model is building change adaptability within an organization and learning how to focus the energy of employees towards a shared vision.

Change leadership evokes the critical importance of humbleness as a leader. You need to adapt. Ask the question why.

 

 

Carolyn Stuart at ULEARN

11 Nov

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Leading change in school is summed up by unleashing innovation but not upsetting people.

These are key parts to this:

Authentic relationships + Inquiry-based practice + Shared vision & values + Future focussed expectations + Trust in people and process + Collective responsibility for agreed norms = Freedom to Innovate

There’s an old adage, “People are down on what they’re not up on.” In the absence of information, people tend to be negative. Communication frequently becomes an afterthought when it should be at the core of any school improvement strategy. If you’ve connected stakeholders to the larger vision through meetings, communications, and input, they will believe it’s worth it. Remember to involve all stakeholders—educators at all levels, students, parents, business and community leaders, media, unions, partners, and others. Ask, “What do we need people to know, feel, and do?” Personalize messaging to each group to ensure relevance and understanding. Make your communications about issues and successes very concrete. Abstract messages get lost in the shuffle. And, carefully consider the timing and sequencing of your communications.

This clip got me thinking around this:

Building the plane while flying clip

https://www.youtube.com/watch?v=L2zqTYgcpfg

“At the heart of innovation is a paradox.” Linda Hill

https://www.ted.com/talks/linda_hill_how_to_manage_for_collective_creativity?language=en

Being the Worst Leader

2 Jun

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I try hard to be the best member of the SLT team I can be everyday as a leader in my school. I admit it can be really tough. Especially during winter and when everybody has a cold and the students are fed up.  To perk myself up this week I thought I would share some errors to avoid if you are a leader. Be in touch if you have good suggestions.

  • Tell your team how important their ideas are to you and how much you want to talk more about it, then never get back to them.
  • Check your emails and answer calls when you are in the middle of a meeting with staff.
  • When your team member tells you a great idea, tell them about your great idea.

Iwi Partnerships

5 Oct

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This term we celebrate our Maori and Pasifika students with their own special Year 13 graduation. It is something I am most proud of at our school. For all this success though I do wonder how many iwi has been asked whether they want to be partners in education? Or if we doing it right? I just presumed they want to, or should do, and therefore created a “partnership” thrust through school, by which teachers must adhere?   Ko te kai a te rangatira he kōrero?

The New Zealand Curriculum openly encourages schools to engage with families, whānau and communities. Parents are engaged at our place and we are consistently asking “Is there a better way?” We are encouraged to engage between te kura, te whānau, te hapū, te iwi me te hapori of the student. Where’s the bit that emphasises what iwi want? Are they happy by saying nothing? What do iwi stand to gain by working alongside schools? Is there a partnership? Koha mai, koha atu?

I must note an annual goal for next year again. Why do schools find it difficult to engage with iwi? Some institutes don’t know where to start looking. I know that I feel this way often. I have increased my understanding, interviewed and surveyed but still I feel we could enhance our engagement.

There’s presently a big focus on lifting achievement for priority learners in all sectors. And a strong suggestion that schools should “engage” with iwi and communities of Māori learners. After my NAPP study in 2013 I still am asking but how do we do this? What is the big secret? The answer I believe is that there is none. Like with any of our learners. All we can do is maintain relationships.

Something to reflect on with staff this week:

 

Flipped Classrooms

2 Oct

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My peers (especially the Maths Department) have got me thinking about the concept of “flipped classrooms” now for a while and the great thing about holidays is that it frees up time to do just that – think and in this case write, share and hopefully promote further discussion. My class website has taken off in recent year to the point I am considering a podcast in 2015.

I found this summary of flipped classrooms for the uninitiated.

The flipped classroom describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates. (Vanderbilt University, Center for Teaching. University of Queensland.)

Thanks to a writer in my PLN I came across an article by Shelley Wright who was talking about flipping Blooms Taxonomy of learning, it’s worth sharing:

I begin with having my students write a paragraph, either in response to a prompt or their own free writing. Next, students, working in small groups or pairs, evaluate several master texts for the criteria we’re working on. How does the writer use punctuation or voice in a particular text? What similarities are there between texts? Students then compare their own writing with each text. What did they do correctly or well? How does their writing differ and to what effect?

As a class, or in their groups, we analyse the pieces for similarities and differences and group them accordingly. Only then do I introduce the concept of run-on sentences, comma splices, and fragments. Essentially, through this process, my students identify the criteria for good writing. From this, we’re able to co-construct criteria and rubrics for summative assessments.

Students then apply what they’ve learned by returning to their own writing. They change elements based on the ideas they’ve encountered.

Students further their understanding by either listening to a podcast, or engaging in their own research of grammar rules. Finally, as the knowledge piece, students create a graphic organizer/infographic or a screencast that identifies the language rules they’ve learned.

I think the best flipped classrooms work because they spend most of their time creating, evaluating and analysing. In a sense we’re creating the churn, the friction for the brain, rather than solely focusing on acquiring rote knowledge. The flipped classroom approach is not about watching videos. It’s about students being actively involved in their own learning and creating content in the structure that is most meaningful for them.

It got me thinking. The flipped classroom provides opportunities for all students. Fundamentally the student should be doing the work of learning which a dynamic process is and the activity and or use of technology will influence this process. Again the technology is but a tool.

Video Clip:

Teachers need to be educators—guides, mentors, encouragers, and providers of deeper learning and understanding, while allowing students to access basic knowledge in a variety of other ways.

Eddie Obeng makes some powerful observations in his excellent TED Talk, “Smart failure for a fast-changing world”:

 

 

Creating a Winning Culture

30 Sep

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Winning cultures aren’t just about affiliation; they are also unashamedly about results and relationships. Results and relationships are key to great schools.

Goals set and results achieved rather than simply talked about around a management table where people sit idly and then go back to their teams and implement nothing.  The other ingredient which is hard to buy is passion.   How do you instill passion in staff? Passion drives success culture and helps build high performance by virtue of the staff who have the passion to want the best in everything they do.  I find in the schools I work in many teachers have a passion for teaching and learning and the great teachers are the ones who can impart this love and passion for learning to their students.

Linking performance to strategic direction is important too.  What drives individuals every day in their job?  The answer is linking to a bigger picture called strategic direction that all great schools and systems have.  Consider this great summary from the Harvard research into the top seven characteristics that build high performance culture:

  1. There is high integrity in all interactions, with employees, customers, suppliers, and other stakeholders;
  2. Performance-focused. Rewards, development, and other talent-management practices are in sync with the underlying drivers of performance;
  3. Accountable and owner-like. Roles, responsibilities, and authority all reinforce ownership over work and results;
  4. There’s a recognition that the best ideas come from the exchange and sharing of ideas between individuals and teams;
  5. Agile and adaptive. The organization is able to turn on a dime when necessary and adapt to changes in the external environment;
  6. Employees push the envelope in terms of new ways of thinking; and
  7. Oriented toward winning. There is strong ambition focused on objective measures of success, either versus the competition or against some absolute standard of excellence

http://blogs.hbr.org/2013/12/the-definitive-elements-of-a-winning-culture/

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