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Future focused Collaboration & Inquiry - MOE LCC Cluster Leaders


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1 hour presentation to MOE LCC cluster leaders on 6 November 2014

Published in: Education
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Future focused Collaboration & Inquiry - MOE LCC Cluster Leaders

  1. 1. Future focused inquiry & Collabora5on Rebbecca Sweeney (M.Ed), 2014
  2. 2. Future focused | Spirals of Inquiry | Collaborative practice
  3. 3. Being future focused ...As well as this (and this is very important for education), knowledge’s meaning is changing. Knowledge is no longer being thought of as ‘stuff’ that is developed (and stored) in the minds of experts, represented in books, and classiAied into disciplines. Instead, it is now thought of as being like a form of energy, as a system of networks and Alows – something that does things, or makes things happen. Knowledge Age knowledge is deAined—and valued—not for what it is, but for what it can do. It is produced, not by individual experts, but by ‘collectivising intelligence’ – that is, groups of people with complementary expertise who collaborate for speciAic purposes. These changes have major implications for our education system. (
  4. 4. In pairs or groups...pick one or two to talk about... 1. Clarify your role in your cluster with the person next to you if you haven’t already done this. 2. Talk about how you are future focused in your practice and how you encourage this focus in the cluster. 3. Talk about whether or not you encourage collaborative leadership or collectivised intelligence and if so, how. 4. Talk about whether you support sustainability of effective practices and processes in the cluster.
  5. 5. Future focused | Spirals of Inquiry | Collaborative practice
  6. 6. Macro Inquiry We are here
  7. 7. Sharing is nice but it’s not enough • pooling funding • sharing ideas for classroom practice or professional learning and development • teachers visiting each others schools to get ideas and to be inspired.
  8. 8. Alright stop! Collaborate & listen... Common signs that a network of schools is effectively collaborating include: • commitment to a common, needs-­‐based goal • use of inquiry and knowledge-­‐building cycles • the presence of challenge and critique practices • a focus on evidence-­‐based needs, and • the presence of role clarity and relational trust among network members.
  9. 9. What might we do next? • consider the “do’s” and “don’ts” of collaboration • learn more about collaborative practice • Hind ways to get the balance right between reHlecting, learning and taking action (coherence) (espoused theories to theories in action) • there is always more expertise in the group -­‐ we need to Hind ways to uncover it and use it -­‐ CONNECT
  10. 10. Contact: Name: Rebbecca Sweeney Job Title: Professional Learning Facilitator Tel: + 64 (027) 487 3009 Email: rebbecca.sweeney@core-­‐