[email protected]www.sustained- [email protected]www.sustained- success.com success.com “We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself.” Lloyd Alexander (1924 – 2007) Leading Learning for Sustainable Change James Nottingham
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Leading Learning for Sustainable Change James Nottingham
Leading Learning for Sustainable Change James Nottingham. “We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself.” Lloyd Alexander (1924 – 2007). www.innovationblog.mobi. LEVELS OF PERSPECTIVE (Daniel Kim). Vision. LEVERAGE. - PowerPoint PPT Presentation
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Leadership is the development of vision and strategies, the alignment of relevant people behind those strategies, and the empowerment of individuals to make the vision happen, despite obstacles.
Management involves keeping the current system operating through planning, budgeting, organising, staffing, controlling, and problem solving.
Strong leadership with no management risks chaos; strong management without leadership tends to entrench an organisation in deadly bureaucracy.
John Kotter, Professor of Leadership, Harvard Business School (1999)
“One of the most critical problems our schools face is not resistance to innovation but the fragmentation, overload and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations”Fullan & Stiegelbauer, 1991
95% of all things we do have a positive achievement on education
When teachers claim they are having a positive effect on achievement or when a policy improves achievement, this is almost a trivial claim: virtually everything works
Teachers average an effect of between 0.20 and 0.40 per year on student achievement
Schools should be seeking greater than 0.40 for their achievement gains to be considered above average
... And greater than 0.60 to be considered outstanding
"It's not what's happening to you now or what has happened in your past that determines who you become. Rather, it's your decisions about what to focus on, what things mean to
you, and what you're going to do about them that will determine your ultimate
destiny.”
Stephen Covey, 7 Habits of Highly Effective People
At RMGS we create critical, reflective and independent learners for life through a learning community which provides a secure and challenging environment.
We believe deep learning is facilitated through outstanding teaching and occurs when all learners are actively engaged in a variety of tasks, taking responsibility for their own learning and progress, collaborating and thinking with shared expectations of success.
At RMGS through innovative learning strategies and positive relationships our students enjoy learning and achieve their full potential.
At this school we provide a positive, caring, nurturing and stimulating environment inside and outside the classroom. Our children are encouraged to try new and different activities and to explore boundaries within safe limits. They have fun and enjoy working both independently and as part of a team.
We are open to the views and opinions of every member of our school community. We invite and value their ideas. We take time to listen and communicate with each other in a respectful and open manner. This creates a rich culture of quick, effective feedback. In this way everybody feels valued and we pull together to support each other. We recognise and praise each other’s achievements in an informal way.
The right to learn is respected allowing every child, including our special needs and gifted and talented children, to develop to their full potential. Every member of our learning community sets achievable goals and receives regular and positive feedback. We have high expectations for behaviour and have a behaviour management system that creates a calm environment where issues are dealt with fairly and consistently.
1. What helps you to learn the most?2. What do you really want to make progress in this year?3. What type of group work helps you to learn the most?4. What does this school do well that it should keep doing?5. What would you like to see this school improve?6. What would make you most proud of yourself come the end of the year?
1. What does outstanding teaching look and sound like in our department?2. What will help our students to make outstanding progress within our subject?3. How should we share best practice between ourselves so that we all make progress?4. What does this department do well that it should keep doing?5. What would you like this department to improve?6. What can we learn from other departments?7. How can we ensure that every student, no matter their ability, makes meaningful progress?
1. How can we ensure that innovations have a significant impact on learning?2. How should we communicate with ourselves, the students and the parents?3. How can we grow the leadership capacity of every person at this school?4. How can we share good practice with each other?5.What attitudes, skills and knowledge do we want our school graduates to possess?6. What experiences are the most powerful for student progress and well being?7. What would make you most proud of this school?
Don’t ignore the impact of mental models“Mental models are deeply ingrained assumptions, generalizations, or even pictures or images that influence how we understand the world and how we
“It has become a common practice to praise students for their performance on easy tasks, to tell them they are smart when they do something quickly and perfectly. When we do this we are not teaching them to welcome challenge and learn from errors. We are teaching them that easy success means they are intelligent and, by implication, that errors and effort mean they are not. What should we do if students have had an easy success and come to us expecting praise? We can apologise for wasting their time and direct them to something more challenging. In this way, we may begin to teach them that a meaningful success requires effort.” (Dweck, Self Theories, p43)
Feedback1. Praise determination, resilience and hard work
Attitudes such as persistence, resilience, courage are arguably more accurate predictors of future success than facts and knowledge are, so spot them, praise them and encourage them
2. Refer to progress rather than abilityPraising ability or intelligence can lead to a fear of failure and personal fragility (Dweck, 1999) so give feedback relative to the progress only
3. Ensure your feedback and praise is credibleGive only credible feedback based on attitudes, skills and/or knowledge. Avoid giving undeserved praise as this could undermine sincerity and credibility
CHALLENGE TO MINDSETS POTENTIAL CONFRONTATIONS SURFACING OF EGO & FACTIONS USE/ABUSE OF POWER & POLITICS COLLECTIVE AWARENESS CLARIFYING TRAINING NEEDS ACTION LEARNING DEVELOPING FOCUS AND COMMITMENT
SEASON 2: STORMINGBreaking free from current reality