Emerging+Leaders'+Summit+2012

=Emerging Leaders' Summit 2012= Wellington, New Zealand toc Simon Breakspear It's our job to disrupt the norm in education. It's our job to allow the children now to be prepared for their future. A future we don't know due to continual change.

=DISRUPT= Examine the global trends shaping education and make the case for innovation in education.

Key propensities for #els12
In Education we need: OPEN-MINDEDNESS (think double espresso) Never shut down an idea without giving it time. Let it have the 'pop-corn' factor
 * (cynicism vs skepticism)
 * defer judgment
 * encourage wild ideas

PLAYFULNESS (think sandpit)
 * bias towards action
 * take risks and be curious
 * "I'll tell you what it is when it's finished" (adults and children of course)

COLLABORATIVE (think rugby)
 * build on the ideas of others
 * we all own the final score
 * wisdom of the crowd
 * cross-pollination of ideas

5 key forces of disruption
...in a global context

Re-rise of Asia Automation / Asia / Abundance New Tools Empowerment Engagement is about participation, not consumption. Not about it being 'done' to you Disengagement. Not allowing moments of teaching. //In what ways is a school like a factory?// (Stereotypical responses only - schools are moving on from these views) Clock in/clock out (learning is at a set time). Supervisor. Hierarchy of leadership. Things come in, are processed and then moved out. Raw products through a conveyer belt. Age packaged. At a certain age you're in year.... Uniformed & sameness.
 * 1. Global Knowledge Economy**
 * 2.New Technologies** (this is just the beginning of technological change....not the end)
 * 3. Global Interconnectedness**
 * 4. Next Learners** (students are not who we used to be)
 * 5. Limits of current paradigm of schooling and reform menu**

We need to unpack the current system.

Rethink Redesign Reinvent Reengineer

=INSPIRE= Exploring learning futures and game-changing ideas to inspire fresh thinking for educational redesign.

We need to ask ourselves: What will 3.0 learning look like? Are our current learning system deliver success for every student?

__**Core Competencies that NZ schools must develop in every student**__ (ideas from delegates) Intercultural Competency Digital Citizens Integrity Collaboration Communicators Problem Creators Problem Finders Self Efficacy Resilience Entrepreneurial

Innovation of education = Current paradigm of Learning + Technology **Innovation of education =A new... paradigm, ethic, culture, environment, ecosystem...of learning**
 * We are yet to see a technology-driven productivity gain in education

__**Lead with the pedagogy, not the technology**__ ||

Describe one of your most powerful and meaningful learning experiences... What were 4-5 key elements/factors that impacted that learning experience? Swimming/ teacher didn't know they were the teacher/ trial, tweak, problem solve/ reflect and action / took risks to try new ideas/ watch and learn / found 'official' information to back up what I've learnt (dvd footage).

My 'big 5' concepts for learning
 * trial, tweak and take risks
 * reflect and take new actions
 * be informed
 * have empathy
 * aim for purposeful change

Metaphor time! Great learning is like ...a growing tree (from its core, drops what it doesn't need and uses worldly elements for regeneration - MJ) Great learning is like...a can of worms Great learning is like...cooking with under 5s Great learning is like...a road trip Great learning is like...a washing machine

We need to move from the factory model to the agricultural model. (Sir Ken Robinson)

Big questions to ask:
Who owns the learning? Who has agency? Who is responsible? What types of learning relationships and roles are present? What type of motivation for learning? extrinsic / intrinsic What is the role of teachers and technology? What is the most powerful element of 21st century pedagogy?


 * Sydney Centre for Innovation Learning**

Perry Rush
Principal at Island Bay School There is a question mark over what teaching and learning is now. If 'these' things on the wall are about the learning, what does the 21C teaching look like? Are students creating their own learning? Acquiring knowledge is still important, but it's about making sense of that knowledge in a deep way. Not skipping stones over the surface. What is the difference between __knowing something__ and __understanding something__?
 * Teaching for Understanding**

Perry's definition of Understanding is: Is what you read the actual fact?
 * the meaning of the facts
 * the theory that provides coherence and meaning to information

Rush: "Your capacity to provide challenge of understanding is the challenge of this new century."

=ASSESS= Employing Systems thinking in order to deeply understand the broader context and influences on student and educator learning

Carolyn Stuart
Prnicipal at Tawa Intermediate Strategy One - Get to know your leader and where they are in life's journey. "The older you get the more cognitive dissidence happens in your head." (Stuart) Strategy Two - Be fractal in your organisation. Embody the vision and direction of your organisation. Strategy Three - Look for adjacent possibilities. Help inspire change in your organisation by starting with the adjacent possibility that's going to make a difference.
 * Leading Up** **- How emerging leaders can //influence// and //shape// the environments in which they work.**

Chris Jansen
Canterbury University Thought Leader Learning Community Director at Linwood College Systems Thinking - The essential skill of a leader to make connections across systems Think big picture....strategic, proactive, front foot... Kiwi Leadership for Principals - (Systems as how things connect) Systems Thinking... is a way of making sense of a complex system. Factory Model VS Agriculture Model Machine Paradigm VS Organic Seeing connections instead of parts... "You can never understand anything by analysing it" Russell Ackoff

What factors contribute to the 'success' of young people in our schools?

System thinking tools 1. Clarify the question 2. Determine influence factors 3. Map connections 4. Identify leverage 5. Act with clarity What influences that? What influences that? What influences that?

What key elements have leverage to successful young people? Vision / home-school partnership / effective pedagogy / innovative teachers = successful young person, (our group's thinking) Systems Thinking - The Future of Leadership

=DESIGN= Applying human-centred, design-led innovation to generate new solutions to your local learning challenges. (Led by Simon Breakspear**)** How do we solve the problem of variability within and between school? How do we overcome the influence of SES background on learning? How do we break-through coasting school disengagement?
 * Learning by Design**

We need to bring __design thinking__ to make progress in education. (Breakspear)

Local solutions to local challenges Solve for x (x=learning)
 * Teacher as designers of learning
 * Problem Solving potential of innovation** ||

We have redesigned teaching and learning re NS.

cake maker compliance industrial worker || **Innovate** recipe maker creativity knowledge worker ||
 * **Implement**

** Human **-centred design -led innovation (aka Design Thinking, & HCD) - Breakspear Driven by Empathy - profoundly human-centred

The **IDEO** Process
Activity: map the mindsets + process at each stage Consider how you set up the team to allow for innovation. Say 'Let's be innovative about this question.' No-one is expert in every process. Set up teams for innovation. Should the good communicator be the leader? Should there be a range of knowledge and skills? A multidisciplinary team will help you to gain access to knowledge. Within the innovation process there was no person 'at the top' - just a leader to help facilitate thinking and innovation. Not necessary the leader of the organisation should lead the innovation. Consider the experts i.e. the users of the product/process. What do they know and what can they share with those who are redesigning and innovating? Day One split into groups get out into the real world and get info from the users a time to be ignorant and go and ask assume you know nothing and be inspired by the user take pictures interview experts watch / observe as well as interview as different info will come of it spend the day gathering information - **not** designing and innovating || Build on the ideas of others Have rules around challenging others ideas Defer judgement Have a bell for those who break the rules! Sketching and inspiring vision with the ideas Share what you've found out/gathered Have a success criteria e.g. your idea needs to have... be done when.... etc Enlightened trial and error || Have strict timelines Creating - act it out - do improvisations - how can you make the idea more efficient Look at different aspects, from a different point of view Take a specific amount of ideas through from the previous stage Experiment it in the mock-up world Go to the extreme - build it - prototype - mock up of an ideal - break it - change it Have a specific time at end of day with your models Fail often in order to succeed || What's the best elements we can take across to the end product/idea? Take the best of a range of ideas - are they ready to proceed? Take the product back user/expert to get their opinion / feedback Listen for feedback, ask for suggestions for refinements
 * 1. Inspiration || Inspiration Phase
 * 2. Ideation || Day Two
 * 3. Experimentation || Day Three
 * 4. Implementation || Day Four

Make it happen. Team work and innovation.

It's all about learning by design ||

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__**In order for solving problems through innovation;**__ Ask self; What innovation challenges are you working on? What is the driving question? How could we? What if? Now add some constraints.

Seek inspiration through empathy (develop deep user insights) User NEEDS, motivations, aspirations (listen) Capture how people are behaving - not to judge but to understand what's driving their behaviour

=ADAPT=
 * Embracing adaptive leadership to create ripples and make waves in complex times.**

Dr Cheryl Doig
Think Beyond


 * Future Leadership**

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Ethical leadership is now more important Self-regulated leadership Contextual leadership - our cultures are different. We need to be much more culturally. Young leaders need the older leaders - how do you make the situation work? Adaptive leadership - understanding your place in the system. Your personal needs (freedom) AND your organisation needs (integrating). Networked leadership -
 * Refer to the powerpoint (slide #6)**

__**The whole notion of conversation**__ Dialogue - to deepen our understanding Discussion - to take some action - to kill choice - to narrow it down to take action Understanding Decision If all we do is take action we're not enabling those involved to co-create action.'
 * Refer to the powerpoint (slide #7)**

Be specific about what type of meeting / conversation we're having. Is it for dialogue only? For discussion only? Be clear. Say these items are for dialogue. These items are for discussion. Define these two conversations prior.

Herrmann's Whole Brain Processing Model...



=IMPACT=
 * Leading the change that matters through people**

Mark Osborne
Deputy Principal at Albany Senior High School All schools should be "awesomeness incubators" Mark Osborne

Igniting teacher learning
 * Servant Leadership**
 * teaching as inquiry
 * the world cafe idea
 * ignite talks
 * unconference/barcamp

Allow each teacher take what's important to them. Centred around you being the best you can be..... Gain pedagogical knowledge (teaching as inquiry) and actively share it (the world cafe, ignite talks, unconference). The World Cafe - usually in groups of 4, set a context by asking questions that matter. Create the scene like a cafe, food etc to allow for people to work within a comfortable setting that they'll flourish. Allow for diverse perspectives. One minute to talk each. i.e. 4x1min. Say problem, solution, challenges within 1 min.
 * The World Cafe**

Actively encourage everyone to participate and share. What if your idea was the one idea we needed?

Example of Ignite Talk Videos Mark demonstrated a 5min Ignite Talk for us.
 * Ignite Talks and the Unconference**

Disruption - If we seek growth, but we do the same things as we did last year we should not expect to outperform last year.

'Disrupt or be disrupted. Disrupt or Die. Disruption is the most powerful ideas in business today.' -Tom Peters 'Simply by sailing in a new direction we can enlarge the world for our young people.' -Mark Osborne

Mark Osborne's Presentation

Chris Hansen
__**Cunning inside out change strategies**__
 * Touchstones for leading change:**
 * Focus on the positive** (strengths, what's working)
 * Inclusivity** (shared ownership,voice, decision making)

Have an aligned moral purpose/vision Have respect for one another Trial without organisational constraint - give things a go before worrying about organisational change stick doggedly to values
 * //seek out and share success stories//**

Acknowledge that change takes time. To really get change deeply embedded, it takes time and patience.

=GROW=
 * Investing in your own development in order to fast-track your career and scare-up your impact.**

Juliette Hayes
(see written notes)

Simon Breakspear
You need to devote resources to your own development.

Build your soft assets. Ramp-up your learning trajectory. Build a portfolio of impact. GROWTH DETERMINES IMPACT We're at the level in our leadership that we've got to invest in our own professional learning.

Stretching Leadership Experiences- lift your learning trajectory. How steep is your current learning trajectory? How are you pushing yourself as a leader? Current/new project or role? Strategic Mentoring & Coaching - being mentored/coached as well as being the mentor /coach ** Who will they be? Why them? Evidence-based professional learning - Based on research but incredibly human-minded

=Continued Online=

Think Global School Human connectedness has never been more important

GoogleDoc notes from #els12 by @traintheteacher


 * eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee**

Imagine if ....?

Collaborate anywhere 'The death of distance' - Thomas Freidman

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