Future Leaders Presentation


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Presentation given regarding ICT Leadership to a Central Network Future Leadership Conference

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  • http://en.wikipedia.org/wiki/Participatory_action_research
  • This is what the DER is ! BG - before Google
  • Pool has become an ocean for me – very easy for this to occur with ICT Like the fact that it is a bendy ladder – seems to be that way!
  • British School Leaders Notes
  • Future Leaders Presentation

    1. 1. Leading Learning with ICT? Leadership in ICT? Leadership with ICT? Learning by Leading in ICT? Leading by Learning ICT? Is Leading Learning with ICT like trying to herd cats ? Goal for this session – answer this question: (and those above…  )
    2. 2. Session Breakdown <ul><li>Who I am…. </li></ul><ul><ul><li>This could go for a while! </li></ul></ul><ul><ul><li>My journey to becoming a HT Maths at CHHS </li></ul></ul><ul><li>Who you are…… </li></ul><ul><ul><li>- Please play my games! </li></ul></ul><ul><li>An ICT story </li></ul><ul><ul><li>An action research project results </li></ul></ul><ul><li>Issues / Leadership in ICT </li></ul><ul><ul><li>What my PLN reckons </li></ul></ul><ul><ul><li>What a PLN is…. and why you must get one for (before) XMAS </li></ul></ul><ul><ul><li>Some ICT solutions I am trying. </li></ul></ul><ul><ul><li>Blatant promotion of new network group </li></ul></ul><ul><li>P.S. I will be using some Visible Thinking Routines (Project Zero) – to guide our thinking </li></ul>
    3. 3. I used to think – now I think – first thoughts <ul><li>Visible Thinking Routine from </li></ul><ul><li>http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/UsedToThink/UsedToThink_Routine.htm </li></ul><ul><li>Write down some key ideas/thoughts </li></ul><ul><li>you have about Leading Learning with </li></ul><ul><li>ICT. </li></ul><ul><li>We will come back to this later. </li></ul><ul><li>No sharing at this stage! </li></ul><ul><li>Don’t copy! </li></ul>
    4. 4. Who I am….. <ul><li>From Twitter </li></ul><ul><li>Father, Husband, Learner, HT Maths, Educator </li></ul><ul><li>with interest in Web2.0, Moodler, ICT Activist </li></ul><ul><li>From Facebook </li></ul><ul><li>An educator with 3 beautiful boys and a long </li></ul><ul><li>suffering wife. Interested in all things ICT and </li></ul><ul><li>Education. Have been an active firefighter in a </li></ul><ul><li>past life - to busy right now. </li></ul>
    5. 6. My Journey…. <ul><li>During Uni </li></ul><ul><li>Worked extensively for NSW Dept of Sport & Rec as a Vac. Camp Director & Weekend Liaison Officer </li></ul><ul><li>OOSH Centre Director </li></ul><ul><li>Boarding House Parent </li></ul><ul><li>Trinity Grammar School – laptop school </li></ul><ul><li>Maths Teacher </li></ul><ul><li>Coordinated various levels of Maths -set up and trialed CMS in classroom environment </li></ul><ul><li>Duke of Edinburgh Coordinator </li></ul><ul><li>Student Leadership Training Team </li></ul><ul><li>Head of House </li></ul><ul><li>NSW Rural Fire Service – Regional Community Safety Officer </li></ul><ul><li>Training of Volunteers to empower communities </li></ul><ul><li>Presented at cool conferences </li></ul><ul><ul><li>UN Conference on Engaging Communities </li></ul></ul><ul><ul><li>International Wildfire Conference </li></ul></ul><ul><ul><li>Australasian Wildfire Conference </li></ul></ul>
    6. 7. My Journey…. <ul><li>Left RFS </li></ul><ul><li>Living in Coffs Harbour desperate to go back to teaching </li></ul><ul><li>Tried to get casual teaching position at any school – wrote to them no luck. </li></ul><ul><li>Beaconhills College – back to freezing Melbourne </li></ul><ul><li>All staff have tablet PC’s </li></ul><ul><li>Head of Middle School Mathematics/Science </li></ul><ul><li>Head of Middle School Curriculum </li></ul><ul><li>Driving force behind development of Moodle Intranet Site </li></ul><ul><li>Action Research </li></ul><ul><li>Numeracy/Literacy Target Funding Coordinator </li></ul><ul><li>More cool conference presentations </li></ul><ul><ul><li>STAVCON </li></ul></ul><ul><ul><li>ICTVIC Conference </li></ul></ul><ul><li>Other Stuff </li></ul><ul><li>Have been actively involved in volunteer fire-fighting organisations since I was 15. Leadership training & real life application. </li></ul>
    7. 8. Landing…. <ul><li>Coffs Harbour High School 2009 </li></ul><ul><li>Head Teacher Mathematics </li></ul><ul><li>I love it! </li></ul><ul><li>What was hard… </li></ul><ul><li>The difference between State and Independent systems </li></ul><ul><li>Not really knowing DET ways of doing stuff! </li></ul><ul><li>Being the youngest – again </li></ul><ul><li>Expectations? </li></ul><ul><li>What I need(ed)… </li></ul><ul><li>A mentor </li></ul><ul><li>The Earth to slow down so days are longer </li></ul><ul><li>A guide on how to say NO! </li></ul><ul><li>What is cool! </li></ul><ul><li>I am finally able to support the Public System I believe in </li></ul><ul><li>The vastness of DET offers so many opportunities for collaboration and sharing </li></ul><ul><li>I’m really into Twitter ! </li></ul>
    8. 9. Who are you? <ul><li>WARM UP – Find someone you don’t know! </li></ul><ul><li>What do they teach? </li></ul><ul><li>What leadership roles do they currently undertake? </li></ul><ul><li>What leadership roles do they aspire to? </li></ul><ul><li>Where do they fit on the ICT competence scale from NOVICE to SUPER GEEK? </li></ul><ul><li>Take careful notes you are going to have to introduce them </li></ul>
    9. 10. An ICT Story But no falling asleep!
    10. 11. Action Research Success 4 Boys ICT Project <ul><li>A $19.4 million Federal Government initiative aimed at improving the engagement and educational outcomes of boys (and girls) – from 2003 – 2008 </li></ul><ul><li>Over 550 schools benefitted </li></ul><ul><li>Beaconhills College (Valley & Village) was allocated $22 000. </li></ul>Note this is a modified version of what I presented at STAVCON 2007 Thanks to Dr Peter Morgan for his input
    11. 12. <ul><li>Collect evidence and undertake ongoing inquiry on the issue, recognising that schools can advance boys’ educational success. </li></ul><ul><li>Adopt a flexible, whole-school approach to introducing a Success for Boys programme, charging a person or team with responsibility for planning and implementing the programme. </li></ul><ul><li>Ensure effective teaching for boys, and for all students in all classes </li></ul><ul><li>Identify the kinds of support particular boys require. </li></ul><ul><li>Cater for different learning styles. </li></ul><ul><li>Recognise that gender is an important issue and that gender stereotypes should be challenged. </li></ul><ul><li>Develop positive relationships with boys. </li></ul><ul><li>Provide positive male role models for boys both within and beyond the school. </li></ul><ul><li>Focus on literacy. </li></ul><ul><li>Use the valuable tool of ICT. </li></ul>10 Guiding principles of S4B
    12. 13. Beaconhills S4B <ul><li>All staff did the generic S4B module – large group lectures....... </li></ul><ul><li>Remainder of funds was allocated to small projects – interested staff were required to submit proposals for consideration. </li></ul><ul><ul><li>Our proposal was for an action research project based on the Success for ICT Module </li></ul></ul>
    13. 14. Action Research <ul><li>Defined as: </li></ul><ul><ul><li>research conducted by classroom teachers, often concurrent with their teaching </li></ul></ul><ul><ul><li>School and classroom-based studies initiated and conducted by teachers and other school staff. Action research involves teachers, aides, principals, and other school staff as researchers who systematically reflect on their teaching or other work and collect data that will answer their questions . </li></ul></ul>http:// crede.berkeley.edu/tools/glossary.html http://www.k12.hi.us/~atr/evaluation/glossary.htm
    14. 16. Congratulations <ul><li>You have successfully been awarded a Future Schools grant for $5000 but the person who applied for it has left and taken all the paperwork so you have the luxury of spending the money. </li></ul><ul><li>What are you going to do with it!! </li></ul><ul><li>In Pairs </li></ul><ul><ul><li>Brainstorm Questions that are worth investigating </li></ul></ul><ul><ul><li>Why are they worth investigating. </li></ul></ul><ul><ul><li>What would you and the Community hope to get out of the investigation and the process. </li></ul></ul>
    15. 17. S4B ICT Project – Our Proposal <ul><li>Focus: </li></ul><ul><ul><ul><li>Integration of ICT across the Middle Years Maths/Science curriculum </li></ul></ul></ul><ul><ul><ul><li>Improving achievement & engagement of boys in Maths / Science </li></ul></ul></ul><ul><li>Objectives: </li></ul><ul><ul><ul><li>Develop an effective process for the integration of ICT through the development of units in the MSC curriculum </li></ul></ul></ul><ul><ul><ul><li>Evaluate the success of both the process and the units developed in respect to engagement and success of boys (girls & teachers) </li></ul></ul></ul><ul><li>Outcomes: </li></ul><ul><ul><ul><li>Development of a process for the integration of ICT into the classroom </li></ul></ul></ul><ul><ul><ul><li>Evaluation of the success of the units and strategies in achieved improved success for boys. </li></ul></ul></ul><ul><ul><ul><li>The presentation of this process to all staff to facilitate the integration of ICT across all elements of the curriculum </li></ul></ul></ul>
    16. 18. Our Project – what it really was <ul><li>Aim: To develop units of work that integrate the use of ICT in preparation for the introduction of tablet PC’s in 2009 </li></ul><ul><li>- Does ICT improve success & engagement </li></ul><ul><li>What we did: Developed 2 units of work: </li></ul><ul><li>Year 8 Human Body – Digestive System (one element of a unit of work) </li></ul><ul><li>Year 7 Classification / Mammals (whole terms work) </li></ul>
    17. 19. Research Methodology <ul><li>Year 8 – Digestive/Circulatory System </li></ul><ul><li>Did two units – one utilising ICT (Digestive System) and one traditionally (Circulatory System) </li></ul><ul><li>- Success: </li></ul><ul><li>- Pre / Post / Long Term Testing </li></ul><ul><li>- Engagement : </li></ul><ul><li>- Classroom observations </li></ul>
    18. 20. <ul><li>Yr 8 – The human body – Digestive system </li></ul><ul><ul><ul><li>Unit Outcomes: </li></ul></ul></ul><ul><ul><ul><ul><li>To identify key parts of the digestive system. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Describe the function of each key part. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Describe and explain the process of digestion. </li></ul></ul></ul></ul><ul><ul><ul><li>Process: </li></ul></ul></ul><ul><ul><ul><ul><li>Identify ICT activities to enhance unit outcomes </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Pre test / Post / Long term testing to measure success </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Utilise BeaconNet as a platform for delivery </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Classroom observations to measure engagement </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Compare with a traditionally taught unit (Circulatory System) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>All Year 8 undertake the unit </li></ul></ul></ul></ul>
    19. 21. The Process <ul><li>Collaborative planning (using Web 2.0 technology & traditional meetings – time release – 2 ½ day sessions 1300 - 1700) </li></ul><ul><li>Choosing ICT activities </li></ul><ul><ul><ul><li>Web 1.0 vs Web 2.0 vs Web 3.0 </li></ul></ul></ul><ul><li>We used the standard S4B ICT unit planning document (although it had to be re-typed it as it was only available as a static pdf document (not very Web 2.0!) </li></ul><ul><li>The Pre / Post / Long term testing was undertaken electronically </li></ul><ul><li>A topic was established on Moodle to facilitate delivery of the unit </li></ul>Active Passive
    20. 22. The ICT Activities <ul><li>Stimulus – digestive system Rap – Capt Lambchops – found on YouTube – but I had to download it (due to student access issues) and it didn’t work in BeaconNet using Internet Explorer! </li></ul><ul><li>Digestive System Learning Object – but this didn’t work very well in BeaconNet either- had to modify how it was used. It was interesting to see that students mostly only used this as their source of information when it came to labelling the parts of the digestive system </li></ul><ul><li>Digestive System Drag & Drop – web based but the link was to a front page – kids ventured to other systems possible distraction </li></ul><ul><li>Digestive system hotspot activity – utilising comments in Excel </li></ul><ul><li>Final Digestive system activity – submitted online on BeaconNet </li></ul><ul><ul><li>Stimulus – exemplar PowerPoint </li></ul></ul><ul><ul><li>Electronic note taking – prepared by Library to reduce distractions associated with trolling the Web looking for information – also allowed content to be aimed at a range of literacy levels. </li></ul></ul><ul><ul><li>Final presentation – labelling parts of digestive system and their function. </li></ul></ul>
    21. 23. Results
    22. 24. Classroom observations <ul><li>Some struggled with the number and type of tasks required of them. </li></ul><ul><li>Students were very engaged with the use of ICT to learn about the digestive system but some spent a large amount of time exploring the ICT rather than undertaking the task </li></ul><ul><li>I have never seen this class so engaged with a lesson after lunch! </li></ul>
    23. 25. <ul><li>Yr 7 Classification & Digestive System </li></ul><ul><ul><ul><li>Unit Outcomes (based on essential questions – INTEL Teach for the Future): </li></ul></ul></ul><ul><ul><ul><ul><li>How are things different / the same? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>How do we classify things? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>How do we classify living things? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>How do we classify animals? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>What is so special about mammals? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Where do I come from? </li></ul></ul></ul></ul><ul><ul><ul><li>Process: </li></ul></ul></ul><ul><ul><ul><ul><li>Utilised 1 afternoon 1300 -1700 to devise essential questions and brainstorm ideas for ICT activities </li></ul></ul></ul></ul><ul><ul><ul><ul><li>The unit was established using BeaconNet (Moodle) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>All Year 7 students undertook the unit </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Engagement and success were evaluated using online surveys </li></ul></ul></ul></ul>
    24. 26. The ICT Activities <ul><li>Online discussion about similarities / differences in families </li></ul><ul><li>Online discussion – what are limitations of classification </li></ul><ul><li>Online discussion: “Things that can’t be classified” </li></ul><ul><li>Online discussion “I am alive because” . </li></ul><ul><li>Characteristics of Life – Inspiration Concept Map </li></ul><ul><li>Online discussion “Is fire alive?” </li></ul><ul><li>Design a brochure explaining the characteristics of living things and the five kingdoms </li></ul><ul><li>Develop a web –site classifying animals </li></ul><ul><li>PowerPoint presentation – Male & Female reproductive system. </li></ul><ul><li>Miracle of Life Inspiration </li></ul>
    25. 27. Results <ul><li>Only two activities were surveyed... </li></ul><ul><ul><li>Characteristics of Life Inspiration </li></ul></ul><ul><ul><li>Five kingdoms brochure activity </li></ul></ul><ul><li>But the kids have been really engaged in the lessons.... </li></ul><ul><li>Post testing didn’t really happen </li></ul><ul><li>We have a really excellent unit planned for next year  </li></ul>
    26. 28. Action Research <ul><li>PLUS </li></ul><ul><li>For ever improving – reflective </li></ul><ul><li>INTERESTING </li></ul><ul><li>Under utilisation of laptops in senior years </li></ul>MINUS <ul><li>As teachers we have good ideas but don’t formalise them </li></ul>
    27. 29. Action Research <ul><li>Pros </li></ul><ul><li>Empowering </li></ul><ul><li>Creates Space to Reflect on Practice </li></ul><ul><li>Useful approach to change. </li></ul><ul><li>Fosters Creativity </li></ul><ul><li>Interesting </li></ul><ul><li>Time consuming </li></ul><ul><li>Outcomes may be unpredictable </li></ul><ul><li>Open ended may not suit all </li></ul><ul><li>Requires commitment from participants. </li></ul>Cons <ul><li>We were going to do it anyway but this way its done with more purpose and some time to do it. </li></ul>
    28. 30. Take Home Messages <ul><li>We hope you got </li></ul><ul><li>Get Money from wherever you can. </li></ul><ul><li>Use that Money to buy TIME </li></ul><ul><li>Concentrate on the Process </li></ul><ul><li>That Action Research is a way of becoming a More Reflective Teacher as you remember what it is like to be a Learner. </li></ul>
    29. 31. Issues /Leadership in ICT Visible Thinking Routine – Headline Activity If you were to write a headline for this topic or issue right now that captured the most important aspect that should be remembered, what would that headline be?
    30. 32. Issues /Leadership in ICT I don’t have all the answers so…. I asked my PLN…. Using twitter with the hashtag #EdLeaderICT What is a PLN? - Stay tuned
    31. 33. <ul><li>He or she want to turn on the computer ;O) </li></ul><ul><li>Active engagement & participation in open source, leave quality digital footprints,walled gardens are short term </li></ul><ul><li>that they must become life-long learners </li></ul><ul><li>Getting team to undrstnd that ICT PD does not always take you from school, spoon feed you, or happen btwn 9 and 3 </li></ul>
    32. 34. <ul><li>Going beyond lip service and actually modeling an attitude which values creative uses for ICT </li></ul><ul><li>Promoting a view which begins with belief that a solution is possible: we simply need curiosity & will to find it </li></ul><ul><li>Challenging staff and parents to move from school planning, to planning school - challenge the dominant paradigm </li></ul>
    33. 35. <ul><li>being a learner themselves. </li></ul><ul><li>ICT is ultimately a mere tool - it's not about technology, it's about people. how well it's used, if at all, depends on 'who'. </li></ul><ul><li>Leadership means modelling the behaviour you would like others to follow </li></ul><ul><li>Teachers should NOT worry about being replaced by ICTs. Teachers will be replaced by teachers who use ICTs. </li></ul>
    34. 36. <ul><li>teachers with the attitude 'I can't teach that without profess. development' and their ict fear factor </li></ul><ul><li>Accepting that the nature of ICT may mean we never have a 'fully tested finished product' to work with - non-linear thinking </li></ul><ul><li>also making tchrs learn ict with students and share ideas together, not be the source of all knowledge </li></ul>
    35. 37. <ul><li>ICT-capability is nowhere near as important as ICT-connectivity. </li></ul><ul><li>Information and Knowledge are 20C skills. Knowing how to find, manipulate & sythesise information is a 21C skill </li></ul><ul><li>stuhasic @ SimonBorgert Ask @ pryorcommitment if he thinks all leaders should be ICT competent. Give me a &quot;hell yeah!&quot; </li></ul>
    36. 38. Credits <ul><li>Thanks to </li></ul><ul><li>@StuHasic </li></ul><ul><li>@pryorcommitment </li></ul><ul><li>@c_snudden </li></ul><ul><li>@piphowell </li></ul><ul><li>@jamesbrann </li></ul><ul><li>@darcymoore </li></ul><ul><li>@TonySearl </li></ul><ul><li>@ozmawbs </li></ul><ul><li>All DET educators </li></ul>
    37. 39. Disruptive innovation <ul><li>An innovation that is disruptive allows a whole new population of consumers access to a product or service that was historically only accessible to consumers with a lot of money or a lot of skill. </li></ul><ul><li>Digital technologies are transforming the way the world learns </li></ul>From HT, Teams and Laptops Training Package
    38. 40. https://www.det.nsw.edu.au/proflearn/der/htmods/thinking/ladder.html (accessed 17/8/2009) https://www.det.nsw.edu.au/proflearn/der/htmods/thinking/ladder.html (accessed 17/8/2009)
    39. 41. Issues /Leadership in ICT Visible Thinking Routine – Headline Activity Part 2 How has your headline changed based on today's discussion? How does it differ from what you would have said yesterday?
    40. 42. PLN? <ul><li>P ersonal L earning N etwork </li></ul>
    41. 43. http://nwinton.wordpress.com/2008/01/03/the-year-of-the-diagram/ (accessed 26/7/2009)
    42. 44. http://langwitches.org/blog/2009/04/21/connecting-colaboracion-kommunikation-across-languages-cultures/ (accessed 26/7/09)
    43. 45. Getting started with a PLN <ul><li>Get online & connected </li></ul><ul><ul><ul><ul><li>Use email </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Follow blogs & comment </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>RSS </li></ul></ul></ul></ul></ul><ul><li>Twitter </li></ul><ul><ul><ul><ul><li>Me @SimonBorgert </li></ul></ul></ul></ul><ul><li>Social Networking – </li></ul><ul><ul><ul><ul><li>Ning’s e.g. Classroom 2.0 </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Facebook </li></ul></ul></ul></ul><ul><li>Social Bookmarking </li></ul><ul><ul><ul><ul><li>Delicious </li></ul></ul></ul></ul>
    44. 47. PLN – blogs worth following Darcy Moore Mel Giddins Kelli McGraw Roger Pryor Simon Job Stu Hasic Errr Simon Borgert or my student blog A year 9 student blogging about DER http:// quezon.wordpress.com / Plus heaps more
    45. 48. Where do I start? <ul><li>Get online – create a PLN – get ideas don’t reinvent the wheel </li></ul><ul><li>Don’t try to be the IT expert – watch the kids and facilitate learning </li></ul><ul><li>Have Fun! </li></ul>
    46. 49. Faculty: what I am trying <ul><li>My faculty are ICT novices. </li></ul><ul><ul><li>Faculty Delicious Website – social bookmarking </li></ul></ul><ul><ul><li>Supporting progress through online software training program </li></ul></ul><ul><ul><li>Guide on the side – opportunistic learning </li></ul></ul><ul><ul><li>Working through parts of DER package with them </li></ul></ul><ul><ul><li>Making connections </li></ul></ul>
    47. 50. School: what I am trying <ul><li>Pushing change with exec. – focus should not be on policy! </li></ul><ul><li>Offering support to other faculties </li></ul><ul><li>DER working group focus on pedagogy </li></ul><ul><li>Enthusiasm…. </li></ul><ul><li>Information sharing from my PLN </li></ul><ul><li>PL opportunities </li></ul><ul><li>Technical support </li></ul><ul><li>Support of senior exec </li></ul>
    48. 51. Visible Thinking - But now I think <ul><li>Take a minute to think back and then write down your response to “ I used to think…” - we kinda cheated and did this earlier </li></ul><ul><li>Now, I want you to think about how your ideas about __________ have changed as a result of what we’ve been studying/doing/discussing. Again in just a few sentences write down what you now think about ___________. Start your sentences with, “But now, I think…” </li></ul>
    49. 52. ICT Leaders Network <ul><li>Just formed </li></ul><ul><li>We have a wiki http://ictleaders.wikispaces.com </li></ul><ul><li>Blank at the moment – but HELP! </li></ul><ul><li>Contact me [email_address] </li></ul><ul><li>Or Peter South </li></ul><ul><li>This presentation there….soon </li></ul>
    50. 53. Other cool stuff Worth reading
    51. 54. Leadership Actions <ul><li>a passion for education and school leadership </li></ul><ul><li>a commitment to the achievements of children, pedagogy and raising self-esteem </li></ul><ul><li>an interest in ICT as a tool for learning rather than a desire to follow the latest trend or to adopt new technology for its own sake </li></ul><ul><li>excitement about the future and belief that their school is improving and will continue to improve </li></ul><ul><li>an understanding of their particular school, the children, the parents, the staff and the community and an appreciation of strategies needed to bring about change </li></ul><ul><li>the ability to articulate vision, to share with others and to assimilate different views in order to develop a sense </li></ul><ul><li>of cohesion and direction </li></ul><ul><li>an awareness that they don’t need to be expert or lead practitioner but that they do have to have sufficient knowledge to recognise a good thing when they see it </li></ul><ul><li>a readiness to listen to the views of others, from within or outside the school a healthy scepticism and desire to see things in action </li></ul><ul><li>a sense of innovation and challenge and a desire to keep their school one step ahead of the game </li></ul><ul><li>From https://www.det.nsw.edu.au/proflearn/der/infopages/ict/pop1.htm (accessed 17/8/2009) </li></ul>
    52. 55. What is new or different about this? Why has this intrigued me? Would this advantage my students and/or team and why? Why am I using my present pedagogy? What are the implications for my practice or that of the team? How does this relate to our school’s ethos, vision, goals and/or targets? How does this relate to what others are learning (other research) that I can use to expand my understanding? How can this new concept or skill impact on my leadership role? What direction will my leadership learning take from here? https://www.det.nsw.edu.au/proflearn/der/htmods/collab/collab_popup10.html (accessed 17/8/09) Sharing