#LeadMeet by Sam Boswell

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#LeadMeet

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PRESENTATION OUTLINE

INNOVATE RESPOND FLOURISH

#LEADMEET

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Describing mental processes: usually unconscious. From thoughts to actions.

Challenge assumptions
Reframe linear simplicity

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Revising our perceptions

Attending to details
Macro to micro focus
Practice with others

CHRIS ARGYRIS

Chris Argyris devised the concept of double loop learning as a model of uncovering errors and unpalatable truths; habits and actions which allow organisations to hide problems

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MAKE CHANGES

INTRODUCE SOMETHING NEW

So how can you promote innovation within a dynamic?

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This is what it might look like.
What do you see?

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A useful model to conceive of innovation as opportunism is to envision your role as undertaking cycles of practice. Step in - respond - reflect.

Mindset of inquiry or action learning are best suited to this dynamic.

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If we follow Drucker's advice, the focus of our initial scrutiny and innovation is likely to be school culture.

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Challenges arise in determining what is above and below the waterline

As the slide suggests, many norms and practices are likely to be disguised or hidden from direct view.

Importance of shared beliefs

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The key to understanding is observation of behaviour as well as (mis)alignment of words with actions.

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Senge's model outlined in The Fifth Discipline suggests that there is an art as well as a practice at the heart of the learning organisation.

Synergy

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Rather than a star, if you prefer a multi dimensional frame, distinctions can be understood within concentric circles of operation.

In the wheels moving through and around, there is overlap and multiple intersections - all of these shifting parts can be seen as what you do to innovate affecting different parts of the dynamic.

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CULTURE MAPPING

No matter the mental model, action is needed to respond.

One way to begin the innovator's quest is by mapping the dynamic.

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Identifying the mission sharpens focus.

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According to George Couros, there are 8 dispositions inherent in the innovator' mindset.

So far we have identified observational practice, action, and the importance of reflection - we'll come to risk taking and networks later.

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Notions of group maturity or stages of development help when gauging which strategy will be most useful; reflective processes in yellow can be seen as those which help strengthen the dynamic and drive changes.

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The importance of context.

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HERSEY & BLANCHARD

Situational leadership

Contingency thinking

Hersey & Blanchard's theory of situational leadership aligns axes of support measured against need. Dependent on situation and assumes no one model of leadership is best.

Techniques are selected against measurements of the group's maturity.

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Illustration of practice

Learning area observations/ walkthroughs

Spill over space for group work

Reading displays and work samples

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Interior classroom redesigned

Learning to learn strategies. Theatre skills, peer evaluations, reflective practice

Removal of teacher's desk; room for yoga mats and meditation

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INSTRUCTIONAL ROUNDS & COACHING CONVERSATIONS

Reflective
Planning
Problem resolving

Reflections occurred across our team

Use of technology during observations

Application of Costa's cognitive coaching

Senior staff applied Growth coaching model

Conversation maps complemented instructional rounds

Whole school strategy focused on peer coaching

Learning about our practices and impact on our students

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RESPOND

Feedback - in the moment

Addressing the dynamic

Attunement

Conversations to check for coherence

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One key element as ICT embedded - impact of mobile devices and potential distraction of internet

Student and staff use considered: laptop, lab and device bookings

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Reflective practice

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Cognitive coaching with a focus on holonomy

Mediating others' thinking. Non-judgmental

Long range view rather than short term lesson fix

Fundamental belief in growth and change

5 states of mind informing human perception: interdependence, consciousness, flexibility, efficacy and craftsmanship.

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