5/10/2014 Growing Others: Better Outcomes for More Learners The Who, Why, What, When and How of Personalising Learning for Educators Singapore Academy of Principals May2014 Context: About Dr Phil Dr Philip SA Cummins Teaching, working and leading in schools since 1988 Presenter, Thought Leader, Consultant, Author, Textbook and Syllabus Writer, BA, LLB, PhD in Cultural History Managing Director: CIRCLE – The Centre for Innovation, Research, Creativity and Leadership in Education – supporting over 1,250 schools and other organisations internationally Adjunct Associate Professor, Faculty of Education, University of Tasmania phil@circle.org.au www.circle.org.au @CIRCLEcentral +61 410 439 130 1
5/10/2014 Growing Others: Better Outcomes for More Learners 1. Who: Use and inside-out approach to equip for strong character, empower within context, enable by enhancing capability 2. Why: Understand and apply what actually works in developing others, not just replicate what has “always” been done 3. What: Build a culture of research and development by encouraging centres for professional learning and innovation 4. When: Move people on a continuum from unconscious incompetence to conscious competence 5. How: Use a framework of domains and criteria within a cycle of continuous improvement to set goals and encourage growth Growing Others … 2
5/10/2014 What? When? Why? Who? How? Growing Others … … Better Outcomes for More Learners •Teacher and leader •Autonomous school recruitment, leadership development and •Conceptual Improve appraisal curriculum •Data-based Enable Build student approach and action •Personalised •Quality teacher effective systems that research learning and education professional learning leadership work •Reformed school •Literacy, numeracy •Integrated learning achievement governance and and business and thinking finance management systems CIRCLE NSW Ministerial Brief, 2012 3
5/10/2014 Who? Growing Others: Inside-Out Development The Challenge of Service Contemporary models of leadership emphasise the qualities of humility and will power, as well as an understanding of how to resolve the apparent tension between these two: – What is my value system? – How well do I value those around me? – How well connected am I to my community and its needs? – Am I the servant of my fellows? 4
5/10/2014 Who am I? The journey begins with identifying and understanding your values – your fundamental beliefs, those principles, standards and qualities which you consider to be worthwhile and desirable. The hardest thing is to be yourself in a world that is trying its best, day and night, to make you like everyone else. - ee cummings A values framework for contemporary education Authenticity • Authenticity: acknowledging truth – “For real” • Transformation: Excellence in enabling change values, relationships, – “For change” learning and Service Transformation • Sustainability: nurturing leadership at all the team and protecting levels in your resources school – “For life” • Service: serving others first – “For others” Sustainability 5
5/10/2014 Where do I fit in? The journey continues as we consider the context we find ourselves within. It is not the critic who counts, not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man in the arena, whose face is marred by dust and sweat and blood, who strives valiantly ... who knows the great enthusiasms, the great devotions, who spends himself in a worthy cause, who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who have never known neither victory nor defeat. - Theodore Roosevelt Achievemen t The CIRCLE Relationship Reputation s Leadership School For others, for change, for life, for Framework real Communication Initiatives s 6
5/10/2014 How might I best serve others? The journey culminates as we recognise the people and needs within our context and how our values and capabilities might best aid those around us. I expect to pass through this world but once; any good thing therefore, that I can do, or any kindness I can show to any fellow creature, let me do it now; let me not defer or neglect it, for I shall not pass this way again. - E de Grellet Leadership in action Understanding Leadership and managing style change The CIRCLE Leadership Leadership through Resolving values & Team culture Capability conflict relationships, Framework authenticity, transformation, sustainability, service Problem ‐ solving and Discipline decision ‐ making Communication Vision skills 7
5/10/2014 Your story, your trajectory Episode: Before It Episode: Before It Episode: The Episode: The Episode: The Episode: The Episode: The Episode: The Episode: The End Episode: The End Began Began Beginning Beginning Middle Middle Future Future 1. What have you done? 2. Why did you do it? 3. What happened as a result? 4. How did others benefit from this? 5. How does this show your vision, values, philosophy, character and personality? Who am I? Where do I fit in? How can I best serve others? PERSONAL INSIDE DIMENSION ME HEART The From Now … … To Then Quest HEAD US POLITICAL OUTSIDE DIMENSION 8
5/10/2014 Stories about personalising and aligning professional learning from the inside-out Why? Growing Others: Because It Works … 9
5/10/2014 Insanity: doing the same thing over and over again and expecting different results. Albert Einstein Motivation and engagement Dan Pink, Drive , 2009 – 3 aspects for engaging and motivating people: • Mastery: a feeling of control over the content and competencies of your role • Autonomy: a feeling that you are equipped, empowered and enabled to make the key decisions that affect the nature and outcomes of your work • Purpose: a feeling that you are engaged in a noble pursuit that is contributing to a greater good MUST HAVE ALL 3 OF THESE IN PLACE TO ENSURE HIGH LEVELS OF ENGAGEMENT AND PERFORMANCE 10
5/10/2014 Learning and Education Must Be Personal Andrew Martin’s model of ‘E’ngagement in Motivation and Engagement of Boys – Australian Government Report (2005-6): • ‘School is for me’ • School is a place that ‘works’ for me • Education is a resource that I can employ successfully now and in the future Effective drivers for school improvement Michael Fullan, Strong Performers and Successful Reformers Lessons from PISA , July 2011 – international research establishes what works in helping schools to change their practice effectively : Wrong vs right drivers Essential conditions: • Accountability vs Capacity • Intrinsic motivation Building • Engage students and teachers • Individual vs Teamwork in continuous improvement • Technology vs Pedagogy • Inspire teamwork • Piecemeal vs Systemic • Affect 100% of students and teachers Sequence, alignment and cohesion are essential in synthesising and implementing change. With respect to accountability, it means colleagues working as peers in a transparent way to get results, supported and monitored by the centre. 11
5/10/2014 Leading schools, leading people successfully: The basics UK research establishes success on the basis of performance in 4 core tasks and 4 key personal traits: Core leadership tasks Key personal traits • Building vision and setting • Open-mindedness and directions willingness to learn from others • Understanding and developing • Flexible (not dogmatic) thinker people • Strong moral compass within a • Redesigning the organisation system of core values including persistence and resilience • Managing the teaching and learning program • Optimism and a positive disposition Geoff Southworth, School Leadership: What we know and what it means for schools, their leaders and policy , CSE, 2009 Do you have a mandate to lead and grow others? Leadership based on bureaucratic authority seeks compliance by relying on hierarchical roles, rules, and systems expectations. Leadership based on personal authority seeks compliance by applying motivation theories that meet psychological needs, and by engaging in other human relations practices. By contrast, leadership based on moral authority relies on ideas, values, and commitment. It seeks to develop a shared followership in the school – a followership that compels parents and principals, teachers and students to respond from within. TJ Sergiovanni, Leadership for the schoolhouse, How is it different? Why is it important? , 2004 12
5/10/2014 Establishing principles for excellence in learning Conserving Focusing the traditional school on its values and learning relevant culture learning skills The CIRCLE Building a Emphasizing supportive Model: contemporary Leadership through pastoral care skill sets values, system authenticity, Building a transformation, sustainability, service culture of learning Creating a Making student culture evaluative of service and thinking a leadership priority Defining Teaching for standards of student excellence in excellence student learning Stories about building a school culture of leadership and learning that actually works 13
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