This document discusses leadership challenges in the 21st century and outlines the career and educational philosophy of Chris Lindholm, a school principal. It advocates for establishing a culture of rigorous debate in schools where decisions are based on research and what is right rather than past practice. It also emphasizes the need for schools to adopt a 21st century "covert curriculum" and restructure themselves to meet modern realities and demands.
1. The document discusses leadership challenges in the 21st century and outlines the career and educational philosophy of Chris Lindholm, a school principal.
2. Lindholm advocates for rigorous debate, data-driven decisions, empowering teachers as leaders, and addressing questions about issues like grading practices and special education.
3. The document also discusses 21st century skills schools need to focus on, like redefining equity and standards, establishing a culture of innovation, and preparing students for a changing economy.
Innovation leadership in Education 2015Timothy Wooi
Course Outline
Introduction
Leadership, Innovation and
Why Educational Innovation?
21st Century Teaching and learning
Innovation Leadership in Education
7 Steps to becoming an Innovative Leader
18 Steps to Better Educational
Innovation Leadership
(Advice from Christensen’s Innovator’s DNA)
The innovator’s method by Nathan Furr and Jeff dyer. Book Summary by D Shivak...Marketing Buzzar
What makes a Good Leader. Lessons, tips, Insights & more.
A crisp summary of the book "Strategies for Taking Charge" : Warren Bennis & Burt Nanus by D Shivakumar, Chairman & CEO - India Region, PepsiCo
This document provides information about the Council on Innovation (COI) hosted by the Mount Vernon Institute for Innovation (MVIFI). The COI brings together experts and visionaries in fields like entrepreneurship, education, business, and community leadership to provide insights and inspiration to help transform Mount Vernon Presbyterian School. The 2015 COI focused on the theme of "Disruptive Curiosity". The schedule for the day is outlined along with brief biographies of participating COI members and facilitators. Background information on past COI events and members is also included.
In Depth Workshop: Academy Development - Day 1 of 2 Day WorkshopNAFCareerAcads
Participants will have the opportunity to explore current best practices for establishing classroom culture and craft a plan for the coming years that will help academy students produce successful projects.
An over view give to members of UNESCO of the Scottish education curriculum and how enterprise makes a significant contribution to underpinning the new Curriculum for Excellence
2019 International Trainings & Seminar -Innovation Leadership in EducationTimothy Wooi
Content
Concepts of Innovation Leadership
Innovation, Leadership, Why Innovation Leadership in Education?
Leadership Skills in Innovation
21st Century Shift in Leadership
Leading Innovation in Education
Innovation Leadership Checklist
Developing Skills in Innovation
The Future Of Innovative Education
Latest Trends in Leading Innovation in K12 Education
Nine Things That Will Change
Innovation Leadership in Education Tacloban 11-13Mar2016Timothy Wooi
Innovation Leadership in Education- A technique that combines different leadership styles to influence to produce creative ideas, innovative products and servicesUnlike most educational policy, the focus is not focus on improving existing educational systems but on changing them altogether. Its focus is not on doing things better, but on doing better things; not on doing things right, but on doing the right things to prepare students for a fast changing interdependent world.
1. The document discusses leadership challenges in the 21st century and outlines the career and educational philosophy of Chris Lindholm, a school principal.
2. Lindholm advocates for rigorous debate, data-driven decisions, empowering teachers as leaders, and addressing questions about issues like grading practices and special education.
3. The document also discusses 21st century skills schools need to focus on, like redefining equity and standards, establishing a culture of innovation, and preparing students for a changing economy.
Innovation leadership in Education 2015Timothy Wooi
Course Outline
Introduction
Leadership, Innovation and
Why Educational Innovation?
21st Century Teaching and learning
Innovation Leadership in Education
7 Steps to becoming an Innovative Leader
18 Steps to Better Educational
Innovation Leadership
(Advice from Christensen’s Innovator’s DNA)
The innovator’s method by Nathan Furr and Jeff dyer. Book Summary by D Shivak...Marketing Buzzar
What makes a Good Leader. Lessons, tips, Insights & more.
A crisp summary of the book "Strategies for Taking Charge" : Warren Bennis & Burt Nanus by D Shivakumar, Chairman & CEO - India Region, PepsiCo
This document provides information about the Council on Innovation (COI) hosted by the Mount Vernon Institute for Innovation (MVIFI). The COI brings together experts and visionaries in fields like entrepreneurship, education, business, and community leadership to provide insights and inspiration to help transform Mount Vernon Presbyterian School. The 2015 COI focused on the theme of "Disruptive Curiosity". The schedule for the day is outlined along with brief biographies of participating COI members and facilitators. Background information on past COI events and members is also included.
In Depth Workshop: Academy Development - Day 1 of 2 Day WorkshopNAFCareerAcads
Participants will have the opportunity to explore current best practices for establishing classroom culture and craft a plan for the coming years that will help academy students produce successful projects.
An over view give to members of UNESCO of the Scottish education curriculum and how enterprise makes a significant contribution to underpinning the new Curriculum for Excellence
2019 International Trainings & Seminar -Innovation Leadership in EducationTimothy Wooi
Content
Concepts of Innovation Leadership
Innovation, Leadership, Why Innovation Leadership in Education?
Leadership Skills in Innovation
21st Century Shift in Leadership
Leading Innovation in Education
Innovation Leadership Checklist
Developing Skills in Innovation
The Future Of Innovative Education
Latest Trends in Leading Innovation in K12 Education
Nine Things That Will Change
Innovation Leadership in Education Tacloban 11-13Mar2016Timothy Wooi
Innovation Leadership in Education- A technique that combines different leadership styles to influence to produce creative ideas, innovative products and servicesUnlike most educational policy, the focus is not focus on improving existing educational systems but on changing them altogether. Its focus is not on doing things better, but on doing better things; not on doing things right, but on doing the right things to prepare students for a fast changing interdependent world.
Re-Thinking on Critical and Inventive Thinking_JohnYeo SingaporeJohn Yeo
Curriculum gap due to lost in translation highlights critical disjoint in assessment of creativity- 'where is the imagination'. Grounded on practical challenges of implementation coupled with the lack of press to support fostering of imagination, students are often crippled or even discouraged to break out of the box. Solutions proposed often lack the disruptive or thirst for greater novelty. An impt aspect of how we can re-think assessing creativity with helping students to better appreciate standards we expect and challenge them to push for new ideas or challenge status quo.
The author advocates the use of Lesson Study for Learning Communities to encourage teachers to dive deep into assessing students' authentic ideas as a key driver to enhance intellectual quality of learning.
This document discusses how schools must change to prepare students for the future. It notes that the world is changing rapidly in areas like technology, jobs, and skills needed. Schools need to focus on developing skills like problem solving, critical thinking, and digital literacy to help students cope with constant change. The future may include new jobs like robot counselors and teachers need to understand shifting student expectations around personalized learning and being connected through technology. Schools are challenged to promote student agency, connectedness, and apply learning in real-world contexts to prepare them for an unknown future.
Community presentation made to the Ellesmere Cluster near Christchurch. Outlines the case for re-thinking our approach to education in the 21st century, and how this applies to the use of technology, planning for learning spaces, and changes in teacher practice.
The document discusses the need for universities to reimagine campus spaces and learning environments for the 21st century. It notes that current university models were designed for 19th century needs and that today's students require more flexible, collaborative spaces that incorporate new technologies and support lifelong learning. The Saltire Centre at Glasgow Caledonian University is presented as an example of a new type of learning space for the future with its flexible design, technology integration, and focus on student needs.
Naace Strategic Conference 2009 - Personalisation by Pieces - Dan Buckley, Di...Naace Naace
The document discusses personalised learning and proposes a model called "Personalisation by Pieces" (PbyP). Some key points:
- PbyP aims to make student progression clear through skills ladders that show how skills can be developed.
- It emphasizes peer and collaborative learning. Students' work would be shared online and peer-assessed.
- PbyP structures learning around lifelong competencies rather than subjects. Student learning and assessment is competency-based.
- Teachers act as advisors/mentors rather than solely "delivering" knowledge. Students have autonomy and choice in their learning.
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
The document discusses the challenges of implementing whole-school change, including managing differing visions, building understanding and ownership, and aligning resources and professional development. It emphasizes the importance of a clear vision, shared leadership, a cohesive community, and authentic learning experiences to guide successful transformation.
This document discusses strategies for managing and developing Millennial leaders. It notes that Millennials now make up about one-third of the US workforce and 15% hold formal leadership roles. While technology skills and multitasking come easily to Millennial leaders, challenges include supervising older team members, acquiring management skills, and navigating bureaucracy. The document provides tips for coaching Millennial leaders in overcoming these challenges such as building rapport, providing feedback, and increasing influencing skills. It also offers suggestions for recruitment, engagement, and retention messages focused on challenge, flexibility, appreciation, and community.
The way we think about schools and schooling must change to reflect the exponential changes that are happening in the world around us. This presentation uses the example of 3D printing to challenge how we think about knowledge and our approach to teaching and learning in the modern world.
NHRDN Virtual Learning Session on Encouraging an environment of innovationNational HRD Network
The document discusses the important role of frontline leaders in encouraging innovation. It emphasizes that creativity drives innovation and outlines three key leader behaviors needed to promote innovation: building trust to take risks, helping employees through risks, and facilitating purposeful change. Frontline leaders must inspire curiosity, challenge assumptions, and think differently to overcome innovation challenges and drive meaningful change.
Institutions are facing unprecedented changes, creating a ‘new normal’ for higher education. How can institutions adapt? This SlideShare outlines 3 truths for the new normal, and 9 strategies to cope.
This document discusses the history and vision of NBCS/SCIL, an education institution that aims to transform learning through innovative pedagogical approaches. It traces the evolution from NBCS in 1981 focusing on faith-based education to the Sydney Centre for Innovation in Learning established in 2005 with a mission to "lead the change" in education. The document outlines SCIL's goals of collaborative, student-centered learning and discusses challenges around culture change and moving away from traditional classroom models to new styles of learning.
This document summarizes several leadership books that provide advice and strategies for leaders. It includes summaries of "Game Changers" by Dave Asprey which distills high performance strategies into becoming smarter, faster and happier; "Conscious Coaching" by Brett Bartholomew which bridges the gap between physical training science and human behavior science for coaches; and "Lead with Culture" by Jay Billy which explains how school culture impacts student and teacher experiences.
An Innovation Leadership in Education shared to you to encourage Change in education with Innovation put in place. Its all about upgrading ourselves as Educators in the 21st Century skills to apply in the Teaching & Learning to birth lifelong learners able to cope in the 21st century workforce. 'If a student cannot learn the way we teach,maybe we should learn to teach the way the Learn'.
These slides talk to how to be an effective leader and encourage innovation. These slides were presented as part of my keynote panel presentation at the Asian Conference on Education (ACE) 2018 in Tokyo, Japan.
This document provides an overview of an ideal model for the transition from childhood to adulthood and discusses elements needed for this transition. It identifies seven key elements: confidence, experience, universal skills, knowledge, network, abstract thinking, and specialized skills. These elements are discussed in the order they are typically acquired. The document argues that confidence and experience are best gained naturally through exploration and achievement. It states that universal skills and basic knowledge can also be developed naturally but some formal education may aid this. Developing advanced thinking, networks, and specialized skills that define careers are best gained through real-world immersion, communities of thinkers, and combining experience with education in a given field.
This document discusses entrepreneurial learning and its key characteristics. Entrepreneurial learning is non-linear, encourages learning from mistakes, and requires applying knowledge and skills to real-world problems. It promotes social skills and peer learning with outcomes that are visible. Entrepreneurial learning blurs roles where learners become participants and co-creators. Essential ingredients include contextual and mobile learning, project-based and gamified learning, and professional development for educators. Entrepreneurial thinking can be developed through social media challenges that bring together schools and communities.
This document discusses 21st century leadership and creating a culture of rigorous debate in schools. It advocates for using frameworks like Collins' Level 5 Leadership and The Hedgehog Concept. It also suggests using tools like blogs, podcasts, and social networks to facilitate open discussions about challenging questions and controversial issues in order to stimulate innovation and move away from standardization. Regular group meetings, faculty discussions, and online conversations could be used to create opportunities for rigorous debate and encourage risk-taking.
This document discusses leadership in the 21st century and the need for innovation in schools. It argues that schools need to move beyond standardization and focus more on design, story, empathy and meaning. It provides examples of concepts from authors like Collins that could help define and measure success. The document suggests creating frameworks and opportunities for rigorous debate about challenging questions to stimulate cultural change. It proposes using Web 2.0 tools and social media to build curiosity and engage in real debates about technology and differentiation. The goal is to walk the talk of 21st century learning.
The document discusses the need to reinvent teaching to help students develop new skills required for work and citizenship in today's world. It argues that incremental change is not enough and that a new approach is needed to create a system for continuously improving instruction. This requires developing new professional knowledge, school structures, and ways of working together in communities of practice to focus on improving teaching.
Re-Thinking on Critical and Inventive Thinking_JohnYeo SingaporeJohn Yeo
Curriculum gap due to lost in translation highlights critical disjoint in assessment of creativity- 'where is the imagination'. Grounded on practical challenges of implementation coupled with the lack of press to support fostering of imagination, students are often crippled or even discouraged to break out of the box. Solutions proposed often lack the disruptive or thirst for greater novelty. An impt aspect of how we can re-think assessing creativity with helping students to better appreciate standards we expect and challenge them to push for new ideas or challenge status quo.
The author advocates the use of Lesson Study for Learning Communities to encourage teachers to dive deep into assessing students' authentic ideas as a key driver to enhance intellectual quality of learning.
This document discusses how schools must change to prepare students for the future. It notes that the world is changing rapidly in areas like technology, jobs, and skills needed. Schools need to focus on developing skills like problem solving, critical thinking, and digital literacy to help students cope with constant change. The future may include new jobs like robot counselors and teachers need to understand shifting student expectations around personalized learning and being connected through technology. Schools are challenged to promote student agency, connectedness, and apply learning in real-world contexts to prepare them for an unknown future.
Community presentation made to the Ellesmere Cluster near Christchurch. Outlines the case for re-thinking our approach to education in the 21st century, and how this applies to the use of technology, planning for learning spaces, and changes in teacher practice.
The document discusses the need for universities to reimagine campus spaces and learning environments for the 21st century. It notes that current university models were designed for 19th century needs and that today's students require more flexible, collaborative spaces that incorporate new technologies and support lifelong learning. The Saltire Centre at Glasgow Caledonian University is presented as an example of a new type of learning space for the future with its flexible design, technology integration, and focus on student needs.
Naace Strategic Conference 2009 - Personalisation by Pieces - Dan Buckley, Di...Naace Naace
The document discusses personalised learning and proposes a model called "Personalisation by Pieces" (PbyP). Some key points:
- PbyP aims to make student progression clear through skills ladders that show how skills can be developed.
- It emphasizes peer and collaborative learning. Students' work would be shared online and peer-assessed.
- PbyP structures learning around lifelong competencies rather than subjects. Student learning and assessment is competency-based.
- Teachers act as advisors/mentors rather than solely "delivering" knowledge. Students have autonomy and choice in their learning.
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
The document discusses the challenges of implementing whole-school change, including managing differing visions, building understanding and ownership, and aligning resources and professional development. It emphasizes the importance of a clear vision, shared leadership, a cohesive community, and authentic learning experiences to guide successful transformation.
This document discusses strategies for managing and developing Millennial leaders. It notes that Millennials now make up about one-third of the US workforce and 15% hold formal leadership roles. While technology skills and multitasking come easily to Millennial leaders, challenges include supervising older team members, acquiring management skills, and navigating bureaucracy. The document provides tips for coaching Millennial leaders in overcoming these challenges such as building rapport, providing feedback, and increasing influencing skills. It also offers suggestions for recruitment, engagement, and retention messages focused on challenge, flexibility, appreciation, and community.
The way we think about schools and schooling must change to reflect the exponential changes that are happening in the world around us. This presentation uses the example of 3D printing to challenge how we think about knowledge and our approach to teaching and learning in the modern world.
NHRDN Virtual Learning Session on Encouraging an environment of innovationNational HRD Network
The document discusses the important role of frontline leaders in encouraging innovation. It emphasizes that creativity drives innovation and outlines three key leader behaviors needed to promote innovation: building trust to take risks, helping employees through risks, and facilitating purposeful change. Frontline leaders must inspire curiosity, challenge assumptions, and think differently to overcome innovation challenges and drive meaningful change.
Institutions are facing unprecedented changes, creating a ‘new normal’ for higher education. How can institutions adapt? This SlideShare outlines 3 truths for the new normal, and 9 strategies to cope.
This document discusses the history and vision of NBCS/SCIL, an education institution that aims to transform learning through innovative pedagogical approaches. It traces the evolution from NBCS in 1981 focusing on faith-based education to the Sydney Centre for Innovation in Learning established in 2005 with a mission to "lead the change" in education. The document outlines SCIL's goals of collaborative, student-centered learning and discusses challenges around culture change and moving away from traditional classroom models to new styles of learning.
This document summarizes several leadership books that provide advice and strategies for leaders. It includes summaries of "Game Changers" by Dave Asprey which distills high performance strategies into becoming smarter, faster and happier; "Conscious Coaching" by Brett Bartholomew which bridges the gap between physical training science and human behavior science for coaches; and "Lead with Culture" by Jay Billy which explains how school culture impacts student and teacher experiences.
An Innovation Leadership in Education shared to you to encourage Change in education with Innovation put in place. Its all about upgrading ourselves as Educators in the 21st Century skills to apply in the Teaching & Learning to birth lifelong learners able to cope in the 21st century workforce. 'If a student cannot learn the way we teach,maybe we should learn to teach the way the Learn'.
These slides talk to how to be an effective leader and encourage innovation. These slides were presented as part of my keynote panel presentation at the Asian Conference on Education (ACE) 2018 in Tokyo, Japan.
This document provides an overview of an ideal model for the transition from childhood to adulthood and discusses elements needed for this transition. It identifies seven key elements: confidence, experience, universal skills, knowledge, network, abstract thinking, and specialized skills. These elements are discussed in the order they are typically acquired. The document argues that confidence and experience are best gained naturally through exploration and achievement. It states that universal skills and basic knowledge can also be developed naturally but some formal education may aid this. Developing advanced thinking, networks, and specialized skills that define careers are best gained through real-world immersion, communities of thinkers, and combining experience with education in a given field.
This document discusses entrepreneurial learning and its key characteristics. Entrepreneurial learning is non-linear, encourages learning from mistakes, and requires applying knowledge and skills to real-world problems. It promotes social skills and peer learning with outcomes that are visible. Entrepreneurial learning blurs roles where learners become participants and co-creators. Essential ingredients include contextual and mobile learning, project-based and gamified learning, and professional development for educators. Entrepreneurial thinking can be developed through social media challenges that bring together schools and communities.
This document discusses 21st century leadership and creating a culture of rigorous debate in schools. It advocates for using frameworks like Collins' Level 5 Leadership and The Hedgehog Concept. It also suggests using tools like blogs, podcasts, and social networks to facilitate open discussions about challenging questions and controversial issues in order to stimulate innovation and move away from standardization. Regular group meetings, faculty discussions, and online conversations could be used to create opportunities for rigorous debate and encourage risk-taking.
This document discusses leadership in the 21st century and the need for innovation in schools. It argues that schools need to move beyond standardization and focus more on design, story, empathy and meaning. It provides examples of concepts from authors like Collins that could help define and measure success. The document suggests creating frameworks and opportunities for rigorous debate about challenging questions to stimulate cultural change. It proposes using Web 2.0 tools and social media to build curiosity and engage in real debates about technology and differentiation. The goal is to walk the talk of 21st century learning.
The document discusses the need to reinvent teaching to help students develop new skills required for work and citizenship in today's world. It argues that incremental change is not enough and that a new approach is needed to create a system for continuously improving instruction. This requires developing new professional knowledge, school structures, and ways of working together in communities of practice to focus on improving teaching.
The document discusses the need to reinvent teaching to help students develop new skills required for work and citizenship in today's world. It argues that incremental change is not enough and that a new approach is needed to create a system for continuously improving instruction. This requires developing communities of practice where teachers collaborate to analyze problems, develop lessons together, and provide feedback to one another through observation. School leaders must model behaviors like seeking feedback and focus on improving teaching through asking thoughtful questions rather than just providing answers.
This document discusses the transition to more digital and networked forms of learning, teaching, and professional development. It notes that 1) knowledge is being created faster than ever before, with more new information generated in a single year than in the previous 5,000 years combined; 2) jobs and skills are changing rapidly, requiring constant learning; and 3) communities, personal learning networks, and social learning will become increasingly important for ongoing professional growth and collaboration beyond traditional professional development models.
The document discusses the need to upgrade K-12 curriculum for the 21st century. It emphasizes developing skills like critical thinking, problem solving, communication and collaboration over simple memorization of facts. Technology should enhance learning by allowing students to blog, create multimedia projects and connect globally, but not replace quality teaching. The curriculum needs to include timely topics, multiple perspectives and real-world applications of knowledge. Project-based learning and promoting lifelong learning skills are recommended over passive learning. Professional development also needs modernizing with strategies like online courses, coaching and personal learning networks.
Key Competencies - from The New Zealand Curriculum to classroomVanessa Greenhaus
The document discusses key competencies, which are capabilities identified in the New Zealand curriculum to help students live and learn in a changing world. It provides background on key competencies, how schools are developing them, and issues around monitoring student progress on competencies. While some schools have embraced key competencies, others face challenges integrating them, especially with a new focus on national standards, so the long term impact remains uncertain.
1. The document discusses creating knowledge-generating school cultures through change leadership in education. It outlines challenges in today's changing world and how schools need to adapt instruction to focus on rigor, relevance, and relationships.
2. Key ideas presented include understanding the skills needed in today's knowledge economy, using data to improve teaching, and developing a shared vision of excellent instruction. The "seven disciplines of instruction" framework is introduced to strengthen teaching practices.
3. Creating knowledge-generating school cultures requires developing collaborative communities focused on continuous learning and generating new solutions, rather than isolated compliance. School leaders must model desired behaviors and facilitate improvement of teaching.
Getting S.M.A.R.T. with Data PresentationCourtney Huff
The document outlines an agenda for a School Leadership Teams Workshop focusing on creating a culture of quality data through professional development, data mining tools, and establishing collaborative teams. The workshop covers introducing data systems, assessing the current culture and use of data, and roles and responsibilities for building a culture where decisions are based on analysis of common formative assessments.
Seizing the Agenda | Unleashing the curriculum designer in us all (Secondary)Wholeeducation
The document discusses curriculum innovation and the spectrum of innovation from incremental to radical changes. It explores factors that influence the adoption of innovations including relative advantage, compatibility, complexity, trialability, and observability. Business leaders argue that education must better prepare students for life after school and support the development of skills, character, and attitudes needed to progress. Teachers recognize the need for paradigm shifts in education to focus more on student abilities than age and help students find their passions. Overhauling the current system to make these changes will require overcoming barriers of tradition and bureaucracy.
New Trends & Modern approaches in EducationTimothy Wooi
The document discusses concepts and trends related to innovation and leadership in K-12 education. It covers several topics, including the 21st century shift in education towards skills like creativity, collaboration, communication and critical thinking. It also discusses bringing innovation to instruction through methods like personalized learning, project-based learning, and field experience. Finally, it outlines nine things that will change education over the next 20 years, such as diverse learning times and places, personalized learning, free choice in learning paths, and a greater emphasis on interpreting data.
This document provides an overview of the goals and expectations for the 2009 school year opening faculty meeting at Lee-Davis High School. It discusses desired improvements to the learning environment, instructional practices, and embracing changes needed to meet the needs of 21st century learners. Key points of focus include developing 21st century skills, evaluating current practices, setting big goals, and tearing down traditional ways of thinking to better serve students. Staffing changes are also noted.
Lloyd Gutteridge BIO information for Creativity SymposiumLloyd Gutteridge
- Lloyd Gutteridge has 25 years of teaching experience in business education and economics across three continents. He aims to engage students through creative teaching methods that center students in their learning.
- As a business and creativity teacher, he takes risks, reflects on his practice annually, seeks feedback, and adapts his approach to develop an entrepreneurial mindset in himself and his students.
- His talk at the symposium will focus on attempts to foster curiosity, experimentation, and creativity in his business students, though there is no single accepted way to do so. The goal is to develop a growth mindset to prepare students for an uncertain world.
This document discusses future focused education and the need to transform education systems to prepare students for an uncertain future. It argues that education must shift from an industrial, compliance-based model to focus on developing skills like critical thinking, problem solving, creativity and collaboration. Schools need more flexible structures that allow for innovation, collaboration between educators, and input from students and communities. The focus should be on designing the future rather than looking back, and allowing new practices to emerge from the bottom up through an open, adaptive culture of innovation.
The document discusses 21st century skills learning, focusing on the three C's of communication, creativity/innovation, and critical thinking. It provides examples of how tools like Twitter, blogs, and social bookmarking can be used to teach these skills and foster collaboration. Project-based learning and online conferences are presented as ways to engage students in problem solving and challenges.
Tony Wagner discusses the need to reform education to focus on innovation and the seven survival skills needed for future careers. The current system teaches narrow academic skills but students need skills like critical thinking, collaboration, adaptability and curiosity. Schools test narrow skills but students must master skills for just-in-time learning like asking the right questions, weighing evidence and seeing connections. Teachers must develop strategies to teach and assess skills like critical thinking, communication and collaboration in all classes.
Echo presentation hierarhical process modelling case studyRuth Deakin Crick
A case study of the application of HPM and Perimeta to school leadership in three English Academies...<a><img src="http://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" /></a><br />This work is licensed under a <a>Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</a>.
This document summarizes the keynote speech given by Larry Gould at Fort Hays State University's 2011 fall convocation. Gould argues that higher education is being "decentered" by several factors, including the internet, cloud computing, social media, different generations in the classroom, economic changes, and new approaches to learning. He proposes the "Next Generation FHSU Faculty Initiative" to lead an institutional transformation through faculty-driven course design and redesign with support from instructional designers. The initiative aims to blend traditional individual learning with collaborative learning and knowledge creation to position the university for the future.
This document provides an agenda for a workshop on creating and leading school culture through innovation, leadership, and communication. The workshop will be held on January 25, 2022 from 4:00-6:00 PM at the Orange County Convention Center - South 200B. It will be facilitated by Dr. Julie A. Evans of Project Tomorrow.
The workshop aims to support the development of a new culture of innovation in schools, help understand the role of individuals and organizations in an innovation culture, and stimulate new discussions and ideas to increase leadership effectiveness. Some topics that will be covered include understanding culture and innovation, communication strategies to support an innovation culture, and developing a culture built for today's adaptive challenges.
The document outlines plans for a staff workshop aimed at improving student engagement at Woodbury High School. The workshop will bring staff together to create a shared vision of engaged students and staff, establish trust through group activities, challenge limiting beliefs, and develop action plans to commit to engaging all students. The goals are to connect staff, establish a collaborative culture, and provide strategies and support for improving engagement.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Earning trust with sound, careful judgment, yet calling for change… How do we do that? Leadership means someone has to follow… Key to public leadership is earning the trust of the public and the many stakeholders involved in an organization as complex as public education. Effective school district leaders have mastered the art of earning a reputation for being “solid – deep rudder – slow to react – sound in judgment” as has been – and is - absolutely necessary. The success of our schools continues to rely on leaders who can earn trust and make change effectively. This important, positive characteristic of good leadership also creates quite a dilemma/conundrum. It is difficult for those who have established their authority by saying “Well this is no different than what I’ve seen for the past 35 years in this business” to now turn and say – “Indeed the tide has changed and we need to retool how we do business and reconstruct from the ground up.” That line just doesn’t fit with “well, it worked for my kids…” This is a real leadership dilemma that will not get sorted out neatly or without conflict. It is one that will require real, authentic leadership. The little shots on this slide with titles in maroon are screen shots of my blog. You can see I have put myself out there asking some tough questions publicly to the staff I work with, the school board, and anyone else who wants to torture themselves with reading what I have to say. But the question on this slide is what I believe lies at the heart of 21 st century leadership. Are we, the so called leaders, perceived by others to be a bunch of “chicken littles” or are we perceived to be leaders who have some real insight. We can be absolutely right and as brilliant Einstein – but if no one listens, it’s all for naught. If no one cares, nothing happens. Leadership right now requires speaking the truth about our current situation – and being believed. How do you tell the public that our education system is built upon a 19 th century model and be understood as a supporter of public education? How do you tell teachers that the “labor vs management” paradigm and the steps and lanes negotiated contracts are industrial era structures that are certain to bring down public education as it has brought down much of the auto industry, the newspaper industry, the airline industry, etc… WHILE earning their trust and leading them into this dynamic era of change? In essence – Real 21 st century leadership requires shouting that the “sky is falling” – but don’t panic because it’s going to result in something better. It might cost some of you to lose your jobs and will certainly require all of us to retool – but it’ll be better… trust me… I’m a leader… or am I Chicken Little? We must be perceived to be leaders. Not Chicken Littles.
Toffler writes in The Third Wave: - Covert curriculum or Hidden Code of industrialization – or wave II = Standardization – think tests, pay scales, grading, benefits, IQ tests born, mass media Specialization – think Henry Ford creating 7,882 different jobs for the assembly line Synchronization – think move to beat of machine, punctuality, clocks, time = $ Concentration – think cities are formed, nursing homes, schools, prisons, asylums, birth of corporations Maximization – think infatuation with size & growth at the cost of ecological, environmental, and social disaster Centralization – think chain of command, law and order, Art. Of Confederation replaced by Constitution, centralized planning for corporations We are now possibly past wave III… Open source programming – think i-phone apps Level playing field to whole world – anyone with a connection can earn an audience Niche and persuasion is power – think moving the masses Transparency – think Iran protests on Twitter Building an alliance – or an audience – as the key 21 st century skill… How do we teach students to do that? Communication skills is absolutely fundamental.
How do we communicate something so abstract? After all, the American public can’t stand to debate about healthcare for 9 months and will switch political parties every 2 years if necessary to make a buck. Howard Gardner in Leading Minds speaks about leading the general public masses – he says one must be able to communicate with and persuade an audience with the education level of 5 year olds… Abstract to 5 year olds… Oh my. That’s a tough calling - but reality is the public bites on simple messages as demonstrated by so many of our politicians. We can’t balance the national budget because the public can’t swallow the complexity of truth and the sacrifices necessary to do it. So… 21 st century leadership requires real leaders able to sell truth through simple communications about complicated issues. We must continuously put the current realities and changes into the biggest picture possible. 21 st century leaders must be able to explain solid, research based, sound rationale for every single decision made. The gut isn’t good enough anymore. Experience doesn’t matters little today – except when trying to sell votes. Sound judgment based upon real information and absolute integrity, honesty, and transparency are key – along with selling the message. The 21 st century will tear apart leaders that can’t walk their talk as accountability is much more ruthless in this environment. So… how have I been exercising 21 st century leadership skills and how has it worked? Let’s get practical. First – I am no expert. I’m in year 10 in admin and year 4 as principal. I’ve been lucky to be in the right place at the right time and have had some successes that I feel good about. Of course, setbacks come with the deal – and I’ve had those. This next part is not an attempt to put jewels in my crown. My goal here is to get practical about 21 st century leadership and to share pieces of my story that might help you in your own schools.
Speak to importance of having a common language through which to talk about adult behaviors that do or don’t demonstrate good discipline: Disciplined People – Disciplined Thought – Disciplined Action If you don’t have a framework, then it’s just your opinion or your ego. By building this common understanding of what greatness is, then I, the leader, become the mirror instead of the king barking orders. I become the teacher. Plant seeds, distribute to leadership team and department chairs, teach PGOs, leadership team work sessions focused on leadership development… Can’t expect staff to be leaders if haven’t developed a framework and common language for talking about leadership (just like can’t expect kids to work in groups unless there are protocols and structure in place first). Year 1 – transition, Year 2 & 3 – build leadership capacity, Year 4 – launch PLCs, online blog and Ning site,
BLT work sessions Coffee chats All meetings now PD Buying books, subscriptions, and distributing articles Requiring article reads for meeting discussions Publicly calling for rigorous debate Huge focus on leadership training
This is more than student perception surveys. This is teachers lounge talk. Do teachers pick up the trash in the hallway or walk past it? Do staff pitch in and do things that are not their job – because it is right? You will never get students to do what is right if the staff isn’t modeling this first.
Seek counsel of elders Transparency Ask honest, tough questions Recognize that decisions made through consensus and votes are usually full of compromises and often are not the best. Shared learning builds community
Real debate about grading, what special education services are supposed to be, why we have some rules and procedures, and answers determined by what is right rather than who is the squeaky wheel. Online Social Network My blog Dashboard tool Coming soon – podcasted student interviews posted on social network to capture the narrative – and to instigate rigorous dialogue.
Teaching & leading adults is really the same as being a good teacher. This isn’t rocket science – KISS Authenticity is key
21 st century flow will have great political costs… but the price is worth the benefit. 3 “Deep Fundamentals” = time, space, knowledge
Toffler writes in The Third Wave: - Covert curriculum or Hidden Code of industrialization – or wave II = Standardization – think tests, pay scales, grading, benefits, IQ tests born, mass media Specialization – think Henry Ford creating 7,882 different jobs for the assembly line Synchronization – think move to beat of machine, punctuality, clocks, time = $ Concentration – think cities are formed, nursing homes, schools, prisons, asylums, birth of corporations Maximization – think infatuation with size & growth at the cost of ecological, environmental, and social disaster Centralization – think chain of command, law and order, Art. Of Confederation replaced by Constitution, centralized planning for corporations We are now possibly past wave III… Open source programming – think i-phone apps Level playing field to whole world – anyone with a connection can earn an audience Niche and persuasion is power – think moving the masses Transparency – think Iran protests on Twitter Building an alliance – or an audience – as the key 21 st century skill… How do we teach students to do that? Communication skills is absolutely fundamental.