In this workshop we will explore the meaning of “Professional Learning Communities”, analyse a number of models and consider the value of planning and launching a PLC in the context of the ICPNA school environment. We will define PLCs and why they are considered to be important, basing some of these concepts on recent theories of connectivism and trust. Leadership will be seen as a shared experience in a change-ready school. The skills for motivating and inspiring a whole school culture through reference to Maslow and McGregor will be examined while the concept of both Heads and Teachers as learners in their own right will be stressed. Finally, strategies for launching a PLC in your school will be discussed.
Introduction: Are you a Manager or a Leader? Susan Hillyard
This introductory workshop for coordinators and heads of departments, compares new leadership skills with old management skills in the administrative office. We will look at existing structures and consider the current calls for change in educational settings. We will analyse the needs of organizations, the nature of the change process and question to what extent you and your school are on the change-ready paradigm. We will examine a number of theories through the reflective process and look at the notion of creative leadership.The thrust is on forging sound relationships through listening, developing a system of effective communication and modelling natural authority rather than authority by position.
Games for the 21st Century Creative Learner: Use it or Lose it!Susan Hillyard
This presentation, on creative games in the language classroom, will explore teacher beliefs about the nature of creativity, break down myths about creativity being difficult and only for the gifted few and will suggest strategies for getting students started on the process of creative speaking. There will be lots of strategies modelled for teachers to find their creative selves and to tap into the creative nature of all students. This will be a reflective plenary which will offer teachers food for thought for changing their classroom practice.
Leadership Portfolio - Robert Scott LiggettRobert Liggett
Effective leadership, according to Robert S. Liggett, is about maximizing potential through building capacity and commitment, relationships, managing change, and fostering innovation. The document then discusses how to develop key talents and strengths as a leader, provide value to a team, implement workshops, communicate skills, and competencies. It outlines the author's leadership experience, instructional tools, and educational philosophies which emphasize collaboration, mentoring, and supporting success to create globally conscious citizens.
This document describes 34 themes that are measured by the Clifton StrengthsFinder assessment. Each theme is accompanied by a brief description of the characteristic talents of people who are exceptionally talented in that theme, such as being able to make things happen, enjoying routine and structure, or being intrigued by new ideas and connections. The document is copyrighted by Gallup, Inc. and notes that the themes and assessment are trademarks.
This document discusses key concepts from the book "Good to Great" about transforming an average company into an outstanding one. It covers Level 5 Leadership, focusing first on the right people before decisions. Companies must also confront brutal facts, develop a Hedgehog Concept of what they are passionate about and best at, and create a Culture of Discipline. Technology is used as an accelerator, not the driver. Successful transformations are like pushing a heavy flywheel that builds momentum over time through consistent effort, rather than one defining action.
This presentation is the crux of a famous book "Seven Habits of Highly Effective People" by Stephen R. Covey. The presentation was originally created by Paul L Gerhardt of South Seattle Community College.
Divergent thinking involves generating multiple related ideas or solutions for a given topic or problem, while convergent thinking focuses on finding a single right solution. The passage encourages using both types of thinking, with divergent thinking to let thoughts flow freely to come up with uncommon ideas, and convergent thinking to reach conclusions on specific questions. Highly creative people are adept at using both types of thinking in combination to blend new and old information and spark new ideas.
StrengthsQuest® 201 Guide Book - Fall 2015Ryker616
The document provides information about StrengthsFinder, a program that identifies 34 leadership themes or strengths. It explains each of the 34 themes and categorizes them within the four domains of leadership: relationship building, influencing, executing, and strategic thinking. It then prompts the reader to reflect on which domain is their dominant one as a leader, how that plays out when working with others, times when a domain was missing from a group, and what strengths they would look for in building an ultimate team.
Introduction: Are you a Manager or a Leader? Susan Hillyard
This introductory workshop for coordinators and heads of departments, compares new leadership skills with old management skills in the administrative office. We will look at existing structures and consider the current calls for change in educational settings. We will analyse the needs of organizations, the nature of the change process and question to what extent you and your school are on the change-ready paradigm. We will examine a number of theories through the reflective process and look at the notion of creative leadership.The thrust is on forging sound relationships through listening, developing a system of effective communication and modelling natural authority rather than authority by position.
Games for the 21st Century Creative Learner: Use it or Lose it!Susan Hillyard
This presentation, on creative games in the language classroom, will explore teacher beliefs about the nature of creativity, break down myths about creativity being difficult and only for the gifted few and will suggest strategies for getting students started on the process of creative speaking. There will be lots of strategies modelled for teachers to find their creative selves and to tap into the creative nature of all students. This will be a reflective plenary which will offer teachers food for thought for changing their classroom practice.
Leadership Portfolio - Robert Scott LiggettRobert Liggett
Effective leadership, according to Robert S. Liggett, is about maximizing potential through building capacity and commitment, relationships, managing change, and fostering innovation. The document then discusses how to develop key talents and strengths as a leader, provide value to a team, implement workshops, communicate skills, and competencies. It outlines the author's leadership experience, instructional tools, and educational philosophies which emphasize collaboration, mentoring, and supporting success to create globally conscious citizens.
This document describes 34 themes that are measured by the Clifton StrengthsFinder assessment. Each theme is accompanied by a brief description of the characteristic talents of people who are exceptionally talented in that theme, such as being able to make things happen, enjoying routine and structure, or being intrigued by new ideas and connections. The document is copyrighted by Gallup, Inc. and notes that the themes and assessment are trademarks.
This document discusses key concepts from the book "Good to Great" about transforming an average company into an outstanding one. It covers Level 5 Leadership, focusing first on the right people before decisions. Companies must also confront brutal facts, develop a Hedgehog Concept of what they are passionate about and best at, and create a Culture of Discipline. Technology is used as an accelerator, not the driver. Successful transformations are like pushing a heavy flywheel that builds momentum over time through consistent effort, rather than one defining action.
This presentation is the crux of a famous book "Seven Habits of Highly Effective People" by Stephen R. Covey. The presentation was originally created by Paul L Gerhardt of South Seattle Community College.
Divergent thinking involves generating multiple related ideas or solutions for a given topic or problem, while convergent thinking focuses on finding a single right solution. The passage encourages using both types of thinking, with divergent thinking to let thoughts flow freely to come up with uncommon ideas, and convergent thinking to reach conclusions on specific questions. Highly creative people are adept at using both types of thinking in combination to blend new and old information and spark new ideas.
StrengthsQuest® 201 Guide Book - Fall 2015Ryker616
The document provides information about StrengthsFinder, a program that identifies 34 leadership themes or strengths. It explains each of the 34 themes and categorizes them within the four domains of leadership: relationship building, influencing, executing, and strategic thinking. It then prompts the reader to reflect on which domain is their dominant one as a leader, how that plays out when working with others, times when a domain was missing from a group, and what strengths they would look for in building an ultimate team.
ELF14 Leading positive and sustainable change Chris Jansen UCSmartNet
Education Leaders Forum - Enhancing Learning Culture, 21&22 August 2014 Christchurch
Leading positive and sustainable change
From cynicism and disillusionment to optimism and hope.
Experiencing Appreciative Inquiry tools and processes.
Using Vertical Development in a complex and unpredictable world Kate Pilgrim
Summarising MDV Consulting’s White Paper: ‘What in the world is going on?’ – a guide to using vertical development or adult development to foster leaders capable of thriving in a world of increased complexity and unpredictability. Sets out the background to our modern world, key capacities and capabilities needed to thrive in complexity and volatility and examples of developmental practices and habits for leadership capacity building.
2013 EARCOS #3 Shifting toxic culture to ownership cultureChris Jansen
Workshop #3 of 4 at the East Asian Regional Council of Overseas Schools Leadership Conference in Bangkok in November 2013 – over 1000 principals and leaders of international schools from throughout Asia.
The document discusses concepts from Jim Collins' book "Good to Great". It summarizes:
1) The good-to-great companies focused on getting the right people on the bus before deciding what to do, while comparison companies focused on vision and strategy first.
2) The good-to-great companies confronted brutal facts and had disciplined thought, using a "Hedgehog Concept" to simplify decisions around what they could be best at.
3) Developing a Hedgehog Concept involved understanding three intersecting circles - what you are passionate about, what you can be best in the world at, and what drives your economic engine. The good-to-great companies had insight into these areas
This presentation is titled Shared Vision, Shared Understanding, Shared Leadership building on the idea of to engage in strategic thinking, an organization needs to develop strategic thinkers. And, an effective organization needs a diverse, collaborative group of talented, motivated strategic thinkers, some of whom have positional leadership roles, others do not.
The document discusses leadership in the 21st century. It begins by noting that companies often start in unexpected places and industries. It then discusses the differences between leadership and management, with leadership involving influence rather than just a formal role. The document outlines challenges of the current environment, including increased complexity, ambiguity and global forces disrupting trends. It emphasizes that leadership skills are now more crucial than management skills for effectiveness. The rest of the document discusses developing leadership skills through self-awareness, resilience, coaching others and leading authentically through passion and positive influence.
The document discusses leadership and ethics in the context of the growing "Project Economy". It provides 3 key points:
1) The Project Economy extends the scope of project management to encompass more aspects of work and the economy. Organizations are increasingly organized around projects, and the roles of individuals are flexible.
2) Leading in the Project Economy requires a broader focus on ethics, leadership skills, and connecting with others. Project managers must consider their impact on stakeholders and society.
3) Building trust and making ethical decisions requires skills like emotional intelligence, understanding different cultural perspectives, and reframing problems to find mutually agreeable solutions. Fairness, empathy, and bringing clarity and hope are important leadership qualities.
the art of creativity: asking provocative questionsJoyce Hostyn
Since we live in the world our questions create, "the most interesting thing you can do in life... is to call into question the rules of the game.” Questions make the impossible possible, help the unknown become known, and transform paradigms. To transform yourself, transform your organization, or transform the world learn the art of asking provocative questions.
Vermont Connected - The Right Training for Right Jobsvtrural
What does it take to graduate from college with the training to compete in today’s economy, and how will the younger, “millennial” generation interact with the workforce from older generations who grew up without the technology that many now take for granted? This workshop walked participants through suggestions for helping to create the next, most prepared workforce out of today’s college generation.
proses menemukan cara mengkomunikasikan seseorang, sebuah jabatan, sebuah peran melalui Personal branding
design dan perencanaan untuk mengembangkan seseorang menjadi makna branding memerlukan kecermatan untuk memulai dan menentukan penampilan dan sajian yang tepat
This document discusses the relationship between spirituality and project management. It defines spirituality as having meaning, values, transcendence, connection, and personal development. Spirituality is described as being in tune with life and helping to align one's work with dimensions that are harmonious. The document then discusses how spirituality relates to the aims of projects in terms of righteousness, wealth, desire, and liberation. It argues that actions on projects should help move toward ultimate goals and building strong connections through trust, nurturing, and shared vision.
Elf 2011 Chris Jansen Appreciative Inquiry In ActionSmartNet
Positively Engaging Education Professionals - The power of Appreciative Inquiry to strengthen
a learning community's capacity to adapt and innovate and transform learning culture presented by Chris Jansen, Senior Lecturer, University of Canterbury at Education Leaders Forum 2011, Wellington.
This document discusses adaptive leadership and how it differs from conventional leadership. Adaptive leadership is needed in situations of complexity and uncertainty where addressing an "adaptive challenge" is required. An adaptive challenge exists when there is a gap between current reality and important aspirations. Adaptive leaders understand change will be difficult, work to determine why the gap exists, and involve stakeholders in figuring out how to close the gap with experimentation and implementation. Key aspects of adaptive leadership include identifying the challenge, regulating distress, maintaining focus, involving people in the work, and periodically stepping back to analyze progress.
We are in a critical time of history. What worked yesterday does not necessarily work today. It’s been proven that
organizations fail when they over-invest in “what is” instead of “what could be.” But why? Truth is, every organization is
successful until it’s not – and there’s only one sure-fire way to protect yourself from it happening to you, re-inventing yourself
destructing. The time of just showing up and doing your job is over. As Gary Hamel states, “Average is officially over because
every employer today has the means much more quickly, cheaply, and easily available to take you out.” That said, a new
breed of worker and leader is now required in the world today. People who are creative, able to communicate and can adapt
on the fly are indispensable. Our ancestors proved that you can shift from one system (agricultural) to another (industrial) as
long as you’re willing to change. So ask yourself, can you adapt?
Observations about learning styles slideshowEricNeaves
Laura organized a team-building escape room exercise for her new executive team to help them learn to work together effectively. Each employee has a different learning style that could impact their approach. The escape room includes three activities: 1) solving a riddle, 2) navigating a maze by drawing steps, and 3) analyzing an escape plan using SCAMPER. Laura will observe how learning styles affect performance and use the experience to teach the importance of understanding styles and completing full learning cycles.
Is There A You In Team Feb 25 2009 At The University Of Waterloojimlove
The document discusses high-performance teams and their value as a competitive tool. It notes that teams can achieve results beyond what individuals can alone. However, teams often fail due to myths, misconceptions and a lack of understanding about how teams truly work. Effective teams harness diversity, have clear goals and processes, and view collaboration as a conscious, learned process rather than something natural.
Strategic thinking involves integrating consideration of the future into today's decision making. It requires thinking big about external systems, thinking deep to question assumptions, and thinking long to consider trends and plausible futures over extended time horizons. This allows for more proactive, rather than reactive, decision making. Strategic thinkers embrace complexity, challenge assumptions, and foster collective wisdom. As leaders, developing strategic thinking in ourselves and our organizations helps ensure decisions made today consider their long term consequences and position the organization effectively for an uncertain future.
This document discusses the "Hedgehog Concept" of simplicity within three intersecting circles. It describes how hedgehogs focus on a single, core idea to simplify complex problems, unlike foxes which pursue many ideas. Examples are given of individuals like Darwin who had a unified concept. The concept is then related to businesses like Walgreens that achieved success with a simple drugstore model, unlike imitators like Eckerd. The document concludes by defining the three intersecting circles of the Hedgehog Concept as what you are best at, what drives your economic engine, and what you are deeply passionate about.
IAF Presentation Handout - Tim Dixon for SU applicationTim Dixon
This document discusses using metaphors and multimedia simulations to enhance organizational collaboration. It provides examples of two simulations - Team Everest and Shifting Sands - that address leadership, decision-making, and change management. It also outlines processes like Fist of Five and Four Directions that can support collaboration. The document recommends resources like SAGE and NASAGA for those interested in learning more about using simulations for learning.
This document summarizes a training on Stephen Covey's "7 Habits of Highly Effective People". It discusses each of the 7 habits in detail: 1) be proactive, 2) begin with the end in mind, 3) put first things first, 4) think win-win, 5) seek first to understand, 6) synergize, and 7) sharpen the saw. For each habit, it provides examples and stories to illustrate the concept. It also discusses integrating habits into life and work to become more effective and achieve fulfillment. The overall training aims to help participants improve efficiency, relationships, and success through adopting better attitudes, priorities, and ways of thinking.
Creating Spheres of Interculturality through Paerformative ActivitySusan Hillyard
Performativity will be shown to replace more abstract conceptions of language as a structure of meaning or as a symbol system and one way of introducing the concept of spheres of interculturality into ELT. The emphasis will be on the role of language in the concrete, particular transactions of the speaking body in specific contexts and in specific moments of time. It focuses on language as action, and also on meaning as the effect of embodied processes of meaning-making.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the interrelatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
ELF14 Leading positive and sustainable change Chris Jansen UCSmartNet
Education Leaders Forum - Enhancing Learning Culture, 21&22 August 2014 Christchurch
Leading positive and sustainable change
From cynicism and disillusionment to optimism and hope.
Experiencing Appreciative Inquiry tools and processes.
Using Vertical Development in a complex and unpredictable world Kate Pilgrim
Summarising MDV Consulting’s White Paper: ‘What in the world is going on?’ – a guide to using vertical development or adult development to foster leaders capable of thriving in a world of increased complexity and unpredictability. Sets out the background to our modern world, key capacities and capabilities needed to thrive in complexity and volatility and examples of developmental practices and habits for leadership capacity building.
2013 EARCOS #3 Shifting toxic culture to ownership cultureChris Jansen
Workshop #3 of 4 at the East Asian Regional Council of Overseas Schools Leadership Conference in Bangkok in November 2013 – over 1000 principals and leaders of international schools from throughout Asia.
The document discusses concepts from Jim Collins' book "Good to Great". It summarizes:
1) The good-to-great companies focused on getting the right people on the bus before deciding what to do, while comparison companies focused on vision and strategy first.
2) The good-to-great companies confronted brutal facts and had disciplined thought, using a "Hedgehog Concept" to simplify decisions around what they could be best at.
3) Developing a Hedgehog Concept involved understanding three intersecting circles - what you are passionate about, what you can be best in the world at, and what drives your economic engine. The good-to-great companies had insight into these areas
This presentation is titled Shared Vision, Shared Understanding, Shared Leadership building on the idea of to engage in strategic thinking, an organization needs to develop strategic thinkers. And, an effective organization needs a diverse, collaborative group of talented, motivated strategic thinkers, some of whom have positional leadership roles, others do not.
The document discusses leadership in the 21st century. It begins by noting that companies often start in unexpected places and industries. It then discusses the differences between leadership and management, with leadership involving influence rather than just a formal role. The document outlines challenges of the current environment, including increased complexity, ambiguity and global forces disrupting trends. It emphasizes that leadership skills are now more crucial than management skills for effectiveness. The rest of the document discusses developing leadership skills through self-awareness, resilience, coaching others and leading authentically through passion and positive influence.
The document discusses leadership and ethics in the context of the growing "Project Economy". It provides 3 key points:
1) The Project Economy extends the scope of project management to encompass more aspects of work and the economy. Organizations are increasingly organized around projects, and the roles of individuals are flexible.
2) Leading in the Project Economy requires a broader focus on ethics, leadership skills, and connecting with others. Project managers must consider their impact on stakeholders and society.
3) Building trust and making ethical decisions requires skills like emotional intelligence, understanding different cultural perspectives, and reframing problems to find mutually agreeable solutions. Fairness, empathy, and bringing clarity and hope are important leadership qualities.
the art of creativity: asking provocative questionsJoyce Hostyn
Since we live in the world our questions create, "the most interesting thing you can do in life... is to call into question the rules of the game.” Questions make the impossible possible, help the unknown become known, and transform paradigms. To transform yourself, transform your organization, or transform the world learn the art of asking provocative questions.
Vermont Connected - The Right Training for Right Jobsvtrural
What does it take to graduate from college with the training to compete in today’s economy, and how will the younger, “millennial” generation interact with the workforce from older generations who grew up without the technology that many now take for granted? This workshop walked participants through suggestions for helping to create the next, most prepared workforce out of today’s college generation.
proses menemukan cara mengkomunikasikan seseorang, sebuah jabatan, sebuah peran melalui Personal branding
design dan perencanaan untuk mengembangkan seseorang menjadi makna branding memerlukan kecermatan untuk memulai dan menentukan penampilan dan sajian yang tepat
This document discusses the relationship between spirituality and project management. It defines spirituality as having meaning, values, transcendence, connection, and personal development. Spirituality is described as being in tune with life and helping to align one's work with dimensions that are harmonious. The document then discusses how spirituality relates to the aims of projects in terms of righteousness, wealth, desire, and liberation. It argues that actions on projects should help move toward ultimate goals and building strong connections through trust, nurturing, and shared vision.
Elf 2011 Chris Jansen Appreciative Inquiry In ActionSmartNet
Positively Engaging Education Professionals - The power of Appreciative Inquiry to strengthen
a learning community's capacity to adapt and innovate and transform learning culture presented by Chris Jansen, Senior Lecturer, University of Canterbury at Education Leaders Forum 2011, Wellington.
This document discusses adaptive leadership and how it differs from conventional leadership. Adaptive leadership is needed in situations of complexity and uncertainty where addressing an "adaptive challenge" is required. An adaptive challenge exists when there is a gap between current reality and important aspirations. Adaptive leaders understand change will be difficult, work to determine why the gap exists, and involve stakeholders in figuring out how to close the gap with experimentation and implementation. Key aspects of adaptive leadership include identifying the challenge, regulating distress, maintaining focus, involving people in the work, and periodically stepping back to analyze progress.
We are in a critical time of history. What worked yesterday does not necessarily work today. It’s been proven that
organizations fail when they over-invest in “what is” instead of “what could be.” But why? Truth is, every organization is
successful until it’s not – and there’s only one sure-fire way to protect yourself from it happening to you, re-inventing yourself
destructing. The time of just showing up and doing your job is over. As Gary Hamel states, “Average is officially over because
every employer today has the means much more quickly, cheaply, and easily available to take you out.” That said, a new
breed of worker and leader is now required in the world today. People who are creative, able to communicate and can adapt
on the fly are indispensable. Our ancestors proved that you can shift from one system (agricultural) to another (industrial) as
long as you’re willing to change. So ask yourself, can you adapt?
Observations about learning styles slideshowEricNeaves
Laura organized a team-building escape room exercise for her new executive team to help them learn to work together effectively. Each employee has a different learning style that could impact their approach. The escape room includes three activities: 1) solving a riddle, 2) navigating a maze by drawing steps, and 3) analyzing an escape plan using SCAMPER. Laura will observe how learning styles affect performance and use the experience to teach the importance of understanding styles and completing full learning cycles.
Is There A You In Team Feb 25 2009 At The University Of Waterloojimlove
The document discusses high-performance teams and their value as a competitive tool. It notes that teams can achieve results beyond what individuals can alone. However, teams often fail due to myths, misconceptions and a lack of understanding about how teams truly work. Effective teams harness diversity, have clear goals and processes, and view collaboration as a conscious, learned process rather than something natural.
Strategic thinking involves integrating consideration of the future into today's decision making. It requires thinking big about external systems, thinking deep to question assumptions, and thinking long to consider trends and plausible futures over extended time horizons. This allows for more proactive, rather than reactive, decision making. Strategic thinkers embrace complexity, challenge assumptions, and foster collective wisdom. As leaders, developing strategic thinking in ourselves and our organizations helps ensure decisions made today consider their long term consequences and position the organization effectively for an uncertain future.
This document discusses the "Hedgehog Concept" of simplicity within three intersecting circles. It describes how hedgehogs focus on a single, core idea to simplify complex problems, unlike foxes which pursue many ideas. Examples are given of individuals like Darwin who had a unified concept. The concept is then related to businesses like Walgreens that achieved success with a simple drugstore model, unlike imitators like Eckerd. The document concludes by defining the three intersecting circles of the Hedgehog Concept as what you are best at, what drives your economic engine, and what you are deeply passionate about.
IAF Presentation Handout - Tim Dixon for SU applicationTim Dixon
This document discusses using metaphors and multimedia simulations to enhance organizational collaboration. It provides examples of two simulations - Team Everest and Shifting Sands - that address leadership, decision-making, and change management. It also outlines processes like Fist of Five and Four Directions that can support collaboration. The document recommends resources like SAGE and NASAGA for those interested in learning more about using simulations for learning.
This document summarizes a training on Stephen Covey's "7 Habits of Highly Effective People". It discusses each of the 7 habits in detail: 1) be proactive, 2) begin with the end in mind, 3) put first things first, 4) think win-win, 5) seek first to understand, 6) synergize, and 7) sharpen the saw. For each habit, it provides examples and stories to illustrate the concept. It also discusses integrating habits into life and work to become more effective and achieve fulfillment. The overall training aims to help participants improve efficiency, relationships, and success through adopting better attitudes, priorities, and ways of thinking.
Creating Spheres of Interculturality through Paerformative ActivitySusan Hillyard
Performativity will be shown to replace more abstract conceptions of language as a structure of meaning or as a symbol system and one way of introducing the concept of spheres of interculturality into ELT. The emphasis will be on the role of language in the concrete, particular transactions of the speaking body in specific contexts and in specific moments of time. It focuses on language as action, and also on meaning as the effect of embodied processes of meaning-making.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the interrelatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
This experiential workshop considers dramatic techniques and games to help students to enjoy literature, to understand more and to develop competent literacy skills. The aim is to offer teachers the tools to lift the text off the page so that it becomes "live" for the students in a meaningful fashion. The kinaesthetic approach, collaborative group work, thematic studies, presentation techniques and interactive learning and teaching will be modelled. By the end of the session the participants should have new ways of approaching literature classes and a number of adaptable practical techniques for classroom use whatever the material or age of the students. The teachers should be able to make literature live for their students.
This document discusses using drama to teach English to students with diverse needs. It describes teaching English in remedial schools, hospital wards, orphanages, and home visits to students with disabilities, diseases, poverty, behavioral issues, and lack of prior education. Drama is presented as a holistic teaching method that develops students socially, physically, intellectually, creatively, and emotionally. It engages multiple intelligences and learning styles. The benefits of drama for language learning, empowerment, fluency, literacy, and thinking are outlined. Drama techniques are described for teaching pronunciation, body language, interaction, role-playing, and making language fun and meaningful.
This is a summary of an essentially practical session for dealing with discipline differences in the middle years. Drama is used as a means to train students in conflict resolution techniques and explore their own emotions and reactions. Fight techniques are developed, confrontations improvised and characters in crowd scenes role played.
Introduction: Are You a Manager or a Leader?Susan Hillyard
This introductory workshop for coordinators and heads of departments, compares new leadership skills with old management skills in the administrative office. We will look at existing structures and consider the current calls for change in educational settings. We will analyse the needs of organizations, the nature of the change process and question to what extent you and your school are on the change-ready paradigm. We will examine a number of theories through the reflective process and look at the notion of creative leadership.The thrust is on forging sound relationships through listening, developing a system of effective communication and modelling natural authority rather than authority by position.
This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.
This document discusses using effective and affective literature in English language teaching. It begins by asking questions about key concepts like what is real, authentic, effective and affective. It then discusses considerations for the Argentine context and possibilities for exploiting literature in exams. Various strategies are proposed for using literature, including keeping reading diaries, storytelling projects, drama activities and asking real questions in circle time. Websites with related resources are also listed.
1. The document discusses the power of the arts to empower students and build confidence through techniques like breathing exercises, visualization, and performance arts.
2. It references studies showing that arts education can develop skills like creativity, identity, cooperation, and leadership.
3. The Freedom Theatre in Jenin aims to empower Palestinian youth through theatre by providing opportunities to develop skills and confidence to challenge their situation.
Drama can be used as a bridge to literacy. It engages students through active role-taking in simulated situations. Drama allows students to learn in multiple ways that align with different learning styles such as visual, auditory, and kinesthetic. It also engages the four language skills of reading, writing, speaking and listening in a cognitively demanding context that provides meaning. Drama produces multiple meanings through enactment and interpretation, developing higher-order thinking.
This document discusses using drama to see the world through other perspectives. It notes how drama can help students understand social situations and explore human intentions. Various drama techniques are described like context building, narrative action, and reflective action. The document also discusses theories related to humanism, aesthetics, and empowering students. It advocates for moving away from a "banking" model of education towards one where students can construct their own understandings. Overall, the document promotes using drama to cultivate empathy and self-actualization in students.
It has become widely understood that effective language learning involves more than the four integrated skills of ELT. The missing link is the fifth dimension ........that of teaching thinking. This PIPP will explore the cognitive processes employed by learners in a drama lesson and see how they relate to the development of higher order thinking skills. Reference will be made to Fisher's model of language learning, Heathcote's premise that drama IS education, Baldwin’s cross reference chart and Cummins´ quadrant of cognitive processes. There will be some theory and lots of activity.
Dramathink: Teaching Thinking Skills through DramaSusan Hillyard
This document discusses using drama to teach thinking skills. It provides (1) a framework for different levels of cognitive processes from simple to complex, (2) contexts that support language development, and (3) parallels between high quality thinking and high quality drama, noting they both involve complexity, multiple solutions, interpretation, and uncertainty rather than routine processes.
Este documento describe la larga tradición del uso de procesos teatrales en la educación inglesa y su expansión a nivel mundial. Resalta los beneficios del teatro dramático para el aprendizaje y la enseñanza de idiomas, y cómo promueve la comunicación, expresión, interacción y aprendizaje multisensorial. También destaca la fundamentación del teatro dramático como herramienta pedagógica holística y su reconocimiento a nivel de políticas educativas en países como España.
This document discusses the use of drama in education. It defines drama as role-playing situations that aim to create discovery through pretending rather than focusing on characters. Drama puts students in active roles where they can develop communication skills and test their understanding through improvisation. The document contrasts drama with theatre, noting that drama is student-centered and focuses on the learning process rather than a final product. It emphasizes that drama allows students to employ their life experiences and work together to understand concepts on a deeper level.
Story sacks for Teaching English through Drama in the Primary ClassSusan Hillyard
This presentation shows the development of a team of teachers in Special Education in Argentina in designing a StorySack each to teach English through Drama for inclusion. It explores the rationale and shows the contents of the StorySack including types of activities used in ELT.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the inter-relatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
This document provides information about a workshop on Professional Learning Communities (PLCs) led by Susan Hillyard. The workshop will explore definitions of PLCs and models of PLCs. It will discuss the importance of PLCs and how they can be implemented in schools. Exercises are included to help participants understand concepts like connectivism, leadership, motivation theories, and strategies for launching a PLC. Questions are provided to guide discussion and reflection on topics such as the need for change, PLC structures, and participant needs, knowledge and goals regarding PLCs.
This document discusses demystifying agile coaching. It begins by explaining why agile coaching is needed in today's complex systems where innovation is key. Agile coaching involves helping agile teams improve their understanding and performance through mentoring and facilitating problem solving. An agile coach enables individuals to improve their skills and embrace positive behaviors. The document discusses what an agile coach must focus on, including learning to see issues from a systems perspective and overcoming learning disabilities. It also briefly introduces concepts like the Cynefin framework and lean startup principles to further explain agile coaching approaches.
This document summarizes a workshop on Appreciative Inquiry that was held for the Sunrise School Division administrative team. The workshop covered the principles and process of Appreciative Inquiry, including defining what it is, its 4 phases (Discovery, Dream, Design, Destiny), and examples of how it has been used in the Vancouver School Board. Participants engaged in activities to share inspiring experiences, imagine future possibilities for education, and make recommendations to realize their dreams. The goal was to explore how an appreciative approach could be applied in their schools.
Guiding Change for Professionals Henley Business School (HBS) Alumni 14 Oct-2014Assentire Ltd
Supporting slides used as part of the Henley Business School Alumni SIG Event organised by the Leadership of Organisational Change Committee.
Held on the 14th of October 2014 at AECOM, Mid City Place, 71 – 77 High Holborn London WC1V 6QS.
Original event details: http://www.henley.ac.uk/events/guiding-change-for-professionals
This document outlines a scenario planning exercise for an MBA program. It includes:
- An introduction to scenario planning and its objectives of experiencing the process and anticipating future trends.
- A schedule for the scenario planning session, including an introduction, group work analyzing an UPS case study, and group presentations.
- An overview of scenario planning methodology involving defining uncertainties, building scenarios, assessing implications and identifying early signals.
- Instructions for a short scenario planning group exercise, guiding participants through the key stages of defining the issue, uncertainties, scenarios and options for their organization.
Lessons from lockdown
Tuesday 8 September 2020
presented by
Ian Cribbes and Vicki Griffiths
with the content co created also by Tim Lyons and Sarah Coleman
The link to the write up page and resources of this webinar:
https://www.apm.org.uk/news/lessons-from-lockdown-webinar/
The document discusses experiential learning lectures (ELL) and innovation. It provides background on the origins of ELL and its focus on blending theories and practical experience. The key aspects of experiential learning are explained, including the cycle of experience, reflection, generalization and application. Innovation is defined and the principles, process, knowledge layers and importance of design are outlined. Case studies are also mentioned. The overall document serves as a guide to ELL methodology and concepts relating to innovation.
This document discusses how experience of wholeness can bring out the best in people, propel innovation, create new life, and eclipse old patterns in an easy way. It provides examples of business results from using this approach, including increased productivity, engagement, and stock prices. The document then examines why high engagement is important for competitive advantage and discusses research showing that people are dying to be more engaged. It explores how appreciative inquiry addresses essentials of change management like managing transition, novelty, and continuity. Overall, the document advocates for using strengths-based leadership and appreciative inquiry to tap into human potential.
Law enforcement is a profession that is constantly dealing with the pressures of risk, politics, and morale, understanding key issues helps leaders improve the organizational performance and safety.
Good New We Have A Crisis Ccl Revised Webinar Print OutDavid K. Hurst
This document outlines seven pointers for finding opportunity in adversity during a crisis: 1) Don't panic and see it as a chance for change; 2) Downsize staff early while exploring options; 3) Form task forces to focus on key issues; 4) Use various tools and methods to generate innovative ideas; 5) Engage in face-to-face communication with stakeholders; 6) Regularly communicate with employees to build trust; 7) Use storytelling to create a sense of mission rather than dread.
Characteristics of learning organizationlalitsukhija1
This document discusses the characteristics of a learning organization. It defines a learning organization as one that continuously adapts and changes through facilitating the learning of all its members. The key characteristics that enable a learning organization are described as mental models, shared vision, team learning, systems thinking, and personal mastery. Examples of best practices that cultivate these characteristics are provided. The document also outlines three categories for building a learning organization: applying academic theories of learning to business, presenting practical solutions, and offering guidelines without a prescriptive approach.
This document discusses career planning and development. It covers topics like career management, responsibilities, action planning and available resources. Some key points include understanding yourself through self-assessment, expanding your skills and network, developing career goals and plans, and taking responsibility for managing your own career. Questions are welcomed from the Professional Development Director at the end.
The document discusses challenges in agile transformations and provides suggestions to address them. It begins by introducing the speaker and their experience in agile transformations. It then lists some common challenges faced in IT transformations, such as friction in various areas. It suggests taking a systemic approach to transformations rather than splitting problems. It emphasizes the importance of breaking down organizational silos and aligning organizations at multiple levels. It also discusses mindset challenges and provides examples of addressing problems by understanding root causes.
Rod Willis discusses resistance to change from a leader's perspective based on research of 15 seasoned practitioners representing over 55 change programs. The research found that over 65% of challenges to change were related to issues below the typical "barrier to change" focus on skills and awareness, such as interpersonal relationships, team dynamics, and understanding human motivation. An innovation audit framework was developed and tested to help organizations better understand group dynamics, relationships, and individual drivers to more successfully manage change initiatives.
Shaping the dynamics of a new virtual team - Tony Llewellyn and Paolo FidelboPMIUKChapter
PMI UK and PMI Souther Italy Chapters Webinar - 23 June 2020
This webinar considers some of the aspects of team behaviours and how they are likely to be impacted when connection and communication are restricted to electronic media. We will consider some of the science behind team formation, and how behaviours are shaped in the early stages of a new team’s existence. We will then work through some practical steps that a project manager might take to shape the dynamics of the new team so they become a cohesive and collaborative unit.
Project management topics covered:
Some practical steps a PM should take when developing a team in an on-line environment
• Team development
• Challenges of forming a new team in a virtual environment
• Behavioural dynamics of project teams
About the Presenters:
Tony Llewellyn
Tony is a director at Resolex, a firm specializing in team development. Much of his earlier career was spent working in the Construction and Real Estate sectors, but since 2011 he has been pursuing a long-term interest in interpersonal dynamics and the effectiveness of people working in groups
He is a visiting lecturer at the University of Westminster, as well as a guest lecture at a number of other UK universities. Tony has written three books around the theme of building effective teams. His third book entitled ‘Big teams’ was published on 24 March 2020.
Paolo Fidelbo
Paolo is a Construction Manager and Safety Manager with ten years of experience gained working in the transport infrastructure sector for public agencies.
In 1999, as a volunteer at an educational agency, he began to study behavioural models, emotional intelligence and cognitive biases.
He is a lecturer in project management for the professional chamber at Fondazione Ordine degli Ingegneri di Catania since 2018. He has also founded the professionals network reSTART that aims to provide companies with services to foster change management by creating a people-oriented culture.
Paolo is the Chair of Sicily Branch of the PMI Southern Italy Chapter.
This document discusses characteristics of resilient organizations and how leaders can build resilience. Resilient organizations are able to achieve results despite changing conditions by confronting realities, finding meaning through core values, and innovating through rituals. The document outlines models for analyzing an organization's strengths, weaknesses, opportunities, and threats, and implementing large-scale change through eight steps. Leaders must communicate vision and strategy, empower employees, achieve short-term wins, and anchor new approaches in organizational culture to build resilience.
This document discusses ethics and research methods in public administration. It begins by defining ethics as moral standards that guide behavior based on duties and virtues. It then discusses approaches to ethics like utilitarianism and Judeo-Christian ethics. The document outlines how corporations develop codes of conduct and emphasize corporate social responsibility. It stresses the importance of public relations practitioners advising clients ethically. The four step research process of research, planning, implementation and evaluation is explained, along with methods like surveys, interviews and focus groups.
The key to helping your teams transform and be successful in an agile world is to know what skills you need to be effective—and in turn, help your team navigate change. Jennifer Bonine focuses on providing a toolkit for agile leadership. Explore your level of acceptance of change, how adaptive you are, and strategies to help others adapt to change. Jennifer provides exercises that enable you to discover your leadership style and understand your blind spots as a leader. What metrics should you be measuring against as you adopt agile development methodologies and move away from a traditional SDLC? During hands-on activities explore with other participants how to influence and promote ideas and change, as well as how to inspire others to follow and invest in your ideas. Learn how to partner across cross-functional teams and geographies. Leave with ideas of what will work for you and your organization, and with tools to ensure that you are an agile leader that your teams want to follow.
UHY Advisors - Sparking Creativity and Fostering InnovationChris Osborn
This is a presentation - a new version - of Sparking Innovation and Fostering Innovation delivered May 26, 2010 to a group of UHY Advisors young professionals and clients.
The document discusses the importance of critical thinking in higher education. It finds that while faculty agree critical thinking is important, common teaching practices like lectures and memorization are ineffective for developing these skills. Research shows faculty lack understanding of critical thinking and it is not adequately fostered in most classrooms. True learning requires active involvement, but content is often fragmented across disciplines without connections. True reform requires administrative and faculty leadership to develop robust critical thinking among both educators and students.
10 tips how to make your Scrum fail - or succeed if you want by Igor ParacBosnia Agile
Scrum fails quite often. Sometimes it seems like people deliberately avoid to use it properly.
Let's investigate 10 common reasons why this happens. Let's see how teams fall in the trap by misusing or forgetting core agile principles. Also, let's talk about how to recognize, prevent and avoid common pitfalls when implementing Scrum in Agile environment.
Similar to PLCs for a Change? Setting up and Maintaining a Professional Learning Community in your Institution. (20)
Diversity, Inclusion and the Learning, Speaking Body in the Empty SpaceSusan Hillyard
This presentation explains the development and refinement of the programme English in Action, now established in 20 remedial schools in the City of Buenos Aires, including hospital schools, orphanages and a school for wheel chair users. The theoretical background, based on the notion of The Speaking, Learning Body in the Empty Space and the pioneering work of Heathcote’s Educational Drama, will be discussed and some practical activities will be experienced by the participants.
From I Can't to I Can: Multisensory Activities for Inclusive Classrooms 2015Susan Hillyard
In this experiential plenary we will define SEN, explore teachers’ beliefs and teachers’ feelings related to the inclusion of students with different learning difficulties in the English language classroom. The range of anticipated SpLDs will be discussed and a few myths exploded. Finally we will try out some multisensory strategies so that teachers can change the refrain of all from “I can’t” to “I can!!!!”
Susan Hillyard argues that educational drama provides a unique way for students to fully engage with lessons. She defines educational drama as using theater techniques but with different aims than traditional theater - it is for all students, not just a talented few, and focuses on personal development rather than performance. Drama requires nothing but students and teachers, allowing lessons to be truly student-centered rather than focused on resources or standardized outcomes. By its very nature, drama puts students at the center and creates a learning experience closer to real life than other subjects.
English in Action: Teaching English through Drama to SEN StudentsSusan Hillyard
This document discusses using educational drama to teach English to students with learning difficulties in Buenos Aires, Argentina. It provides background on how drama has been used successfully in language education and outlines the conception of a project called "English in Action" which uses drama techniques. The theoretical frameworks discussed include Jarvis' model of learning, Fisher's Triangle of Language Learning, and Cummins' notions of context and cognitive demand. Research supporting the efficacy of drama for language learning is presented.
This document explores how drama can be used as a bridge to help teach multiple literacies. It argues that drama appeals to different learning styles and adheres to models of effective language teaching by embedding words in context through role adoption. Compared to simply reading text, drama allows students to engage in more cognitively demanding tasks like improvisation that develop higher-order thinking skills and multiliteracies. The document examines various theories and frameworks that support how drama performance can help develop language proficiency beyond just comprehension. It suggests drama is a form of literacy itself and that role playing allows students to express real emotions in a safer way than responding to print alone.
This document provides an overview and introduction to the resource book "Global Issues" for EFL classrooms. It discusses the origins and purpose of the book, which is to provide practical classroom activities on genuine global topics to develop students' thinking skills. It outlines some of the global issues covered, principles of the book, recommended teacher and student methodologies, and benefits of using the resource.
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!"
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
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.
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 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.
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.
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.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Setup Warehouse & Location in Odoo 17 Inventory
PLCs for a Change? Setting up and Maintaining a Professional Learning Community in your Institution.
1. PLCs for aPLCs for a
Change?Change?
20142014
Susan Hillyard B.Ed. (Hons)Susan Hillyard B.Ed. (Hons)
2. Questions for Session 1Questions for Session 1
Why is there a call for change?Why is there a call for change?
What are the existing structures like?What are the existing structures like?
What are your needs?What are your needs?
What do you know about PLCs?What do you know about PLCs?
What do you want to know aboutWhat do you want to know about
PLCs?PLCs?
What are PLCs?What are PLCs?
3.
4. Changing EducationalChanging Educational
ParadigmsParadigms
Sir Ken RobinsonSir Ken Robinson
RSA_Animate_-_Changing_Education_Paradigms.flvRSA_Animate_-_Changing_Education_Paradigms.flv
http://www.youtube.com/watch?v=zDZFcDGpL4Uhttp://www.youtube.com/watch?v=zDZFcDGpL4U
5. The Fourth WayThe Fourth Way
The First Way of Innovation andThe First Way of Innovation and
InconsistencyInconsistency
The Second Way of Markets andThe Second Way of Markets and
StandardizationStandardization
The Third Way of Performance andThe Third Way of Performance and
PartnershipPartnership
The Fourth Way of ComplexityThe Fourth Way of Complexity Hargreaves D. 2009Hargreaves D. 2009
6. No Child Left Behind (NCLB) Act has “become the mostNo Child Left Behind (NCLB) Act has “become the most
negative brand in America”, 85% of surveyed educators agree itnegative brand in America”, 85% of surveyed educators agree it
is not improving schoolsis not improving schools
High performing Singapore emphasizes “Teach Less, LearnHigh performing Singapore emphasizes “Teach Less, Learn
More” and mandates 10% “white space” for teachers to bringMore” and mandates 10% “white space” for teachers to bring
individual initiative andindividual initiative and creativity into their teachingcreativity into their teaching
China makes school-developed curriculum a national educationalChina makes school-developed curriculum a national educational
prioritypriority
The European Union named 2009 as the “Year of InnovationThe European Union named 2009 as the “Year of Innovation
and Creativity”and Creativity”
Finland – world leader on results in PISA tests, on internationalFinland – world leader on results in PISA tests, on international
ratings of economic competitiveness –avoids nationalratings of economic competitiveness –avoids national
standardized tests altogether and reaches highstandardized tests altogether and reaches high
levels of achievement by attracting highly qualified teachers withlevels of achievement by attracting highly qualified teachers with
supportive working conditions, strong degrees of professionalsupportive working conditions, strong degrees of professional
trust and an inspiring mission of inclusion and creativity.trust and an inspiring mission of inclusion and creativity.
7. Think Time: KWL ChartThink Time: KWL Chart
K: What I knowK: What I know
W: What I want to knowW: What I want to know
(After Session 2)(After Session 2)
L: What I LearnedL: What I Learned
8. Manager or Leader?Manager or Leader?
What qualities are needed toWhat qualities are needed to
change from the old managementchange from the old management
style to the new leadership style?style to the new leadership style?
Are you an X man or a Y man?Are you an X man or a Y man?
Personal ChecklistPersonal Checklist
9. The LeaderThe Leader
Roger McGoughRoger McGough
I wanna be the leaderI wanna be the leader
I wanna be the leaderI wanna be the leader
Can I be the leader?Can I be the leader?
Can I? I can?Can I? I can?
Promise? Promise?Promise? Promise?
Yippee I'm the leaderYippee I'm the leader
I'm the leaderI'm the leader
OK what shall we do?OK what shall we do?
10. Manager or Leader?Manager or Leader?
• Small time scaleSmall time scale
• EmpowermentEmpowerment
• WhacksWhacks
• Focuses on detailsFocuses on details
• SpecializationSpecialization
• CompetitionCompetition
• ControlControl
• PredictabilityPredictability
• CooperationCooperation
• ContainmentContainment
• Long termLong term
• Risk takingRisk taking
• Sees big pictureSees big picture
• People’s valuesPeople’s values
• IntegrationIntegration
• InstrumentalInstrumental
rationalityrationality
• ExpansionExpansion
• Eliminating riskEliminating risk
11. Basic DifferencesBasic Differences
MM
• Small time scaleSmall time scale
• Eliminating riskEliminating risk
• Focusses on detailsFocusses on details
• Instrumental rationalityInstrumental rationality
• SpecializationSpecialization
• CompetitionCompetition
• ContainmentContainment
• ControlControl
• PredictabilityPredictability
LL
• Long termLong term
• Risk takingRisk taking
• Sees big pictureSees big picture
• People’s valuesPeople’s values
• IntegrationIntegration
• CooperationCooperation
• EmpowermentEmpowerment
• ExpansionExpansion
• WhacksWhacks
12. PeacekeepersPeacekeepers
PP urposefulurposeful
EE motionally intelligentmotionally intelligent
AA daptabledaptable
CC ommunicatively competentommunicatively competent
EE ncouragingncouraging
KK nowledgeablenowledgeable
EE nergeticnergetic
EE nthusiasticnthusiastic
PP roactiveroactive
EE xemplararyxemplarary
RR isk-takerisk-taker
SS elf-managerelf-manager
George Pickering
13. X or Y person?X or Y person?
……. dislike work. dislike work
……have potentialhave potential
……..do not want..do not want
responsibilityresponsibility
……..have no ambition..have no ambition
……like rewards forlike rewards for
achievementachievement
……..work is honourable..work is honourable
……..have to be coerced/..have to be coerced/
controlled/threatenedcontrolled/threatened
……will exercise selfwill exercise self
directiondirection
…….are committed to.are committed to
goalsgoals
…… are creative/can thinkare creative/can think
……..seek only security..seek only security
14. Check Ex 4 HOCheck Ex 4 HO
Read the Basis of Authority HORead the Basis of Authority HO
Begin to check off your PersonalBegin to check off your Personal
leadership Checklist HOleadership Checklist HO
15. Basic Definition LeaderBasic Definition Leader
…………………….continuously seek and share.continuously seek and share learninglearning
and then act on what they learn. The goal ofand then act on what they learn. The goal of
these actions is to enhance thethese actions is to enhance the teachers’ andteachers’ and
administrators’ effectiveness as professionals soadministrators’ effectiveness as professionals so
thatthat students benefit.students benefit.
16. From Senge’s Fifth Discipline toFrom Senge’s Fifth Discipline to
PLCs inc. PLNs and PLEsPLCs inc. PLNs and PLEs
From:From:
The Learning OrganisationThe Learning Organisation……….fostering……….fostering
aspiration, developing reflective conversation,aspiration, developing reflective conversation,
and understanding complexity…..and understanding complexity…..
To:To:
PLCsPLCs……..Professional Learning……..Professional Learning
Communities…..Communities of ContinuousCommunities…..Communities of Continuous
Inquiry and ImprovementInquiry and Improvement
17. The Five DisciplinesThe Five Disciplines
1) “1) “Personal masteryPersonal mastery is a discipline of continually clarifying and deepening ouris a discipline of continually clarifying and deepening our
personal vision, of focusing our energies, of developing patience, and ofpersonal vision, of focusing our energies, of developing patience, and of
seeing reality objectively." (p. 7)seeing reality objectively." (p. 7)
2) “2) “Mental modelsMental models are deeply ingrained assumptions, generalizations, or evenare deeply ingrained assumptions, generalizations, or even
pictures of images that influence how we understand the world and how wepictures of images that influence how we understand the world and how we
take action." (p. 8)take action." (p. 8)
33) “ Building shared vision) “ Building shared vision a practice of unearthing shared pictures of thea practice of unearthing shared pictures of the
future that foster genuine commitment and enrollment rather thanfuture that foster genuine commitment and enrollment rather than
compliance." (p. 9)compliance." (p. 9)
44) “Team learning) “Team learning starts with dialogue, the capacity of members of a team tostarts with dialogue, the capacity of members of a team to
suspend assumptions and enter into genuine thinking together." (p. 10)suspend assumptions and enter into genuine thinking together." (p. 10)
5) “5) “ Systems thinkingSystems thinking - The Fifth Discipline that integrates the other 4.”- The Fifth Discipline that integrates the other 4.”
18. Beware!Beware!
1) Today's problems come from yesterday's "solutions."1) Today's problems come from yesterday's "solutions."
2) The harder you push, the harder the system pushes back.2) The harder you push, the harder the system pushes back.
3) Behaviour grows better before it grows worse.3) Behaviour grows better before it grows worse.
4) The easy way out usually leads back in.4) The easy way out usually leads back in.
5) The cure can be worse than the disease.5) The cure can be worse than the disease.
6) Faster is slower.6) Faster is slower.
7) Cause and effect are not closely related in time and space.7) Cause and effect are not closely related in time and space.
8) Small changes can produce big results...but the areas of8) Small changes can produce big results...but the areas of
highest leverage are often the least obvious.highest leverage are often the least obvious.
9) You can9) You can have your cake and eat it too ---but not all at once.--but not all at once.
10) Dividing an elephant in half does not produce two small10) Dividing an elephant in half does not produce two small
elephants.elephants.
11) There is no blame.11) There is no blame.
19. PrinciplesPrinciples
I- Shared VisionI- Shared Vision
shared mission and goals that staff membersshared mission and goals that staff members
see as their common purposesee as their common purpose
values and belief systems are made explicitvalues and belief systems are made explicit
it is the role of the Head to continuouslyit is the role of the Head to continuously
communicate the vision to all stakeholderscommunicate the vision to all stakeholders
powerful images of achievement constantlypowerful images of achievement constantly
displayed/published that encouragedisplayed/published that encourage everyone’severyone’s
commitment to the visioncommitment to the vision
20. II – Shared, SupportiveII – Shared, Supportive
LeadershipLeadership
change in a schoolchange in a school must be accepted appreciated, andmust be accepted appreciated, and
nurturednurtured by the Headby the Head
challenge for some Heads ……. power, authority, andchallenge for some Heads ……. power, authority, and
decision making are shared and encourageddecision making are shared and encouraged
traditional pattern that teacherstraditional pattern that teachers teach, students learn,teach, students learn,
and administrators manage isand administrators manage is gonegone
educators talk with one another about their practice,educators talk with one another about their practice,
share knowledge, observe one another, and root forshare knowledge, observe one another, and root for
one another’s success ……democratic systemone another’s success ……democratic system
21. III – Collective Learning and itsIII – Collective Learning and its
ApplicationApplication
professional staff from all departments andprofessional staff from all departments and
grade levels come together tograde levels come together to studystudy collegiallycollegially
andand workwork collaboratively, not just meetcollaboratively, not just meet
reflection and discussionreflection and discussion focused on instructionfocused on instruction
and student learningand student learning
the learning is ongoingthe learning is ongoing
staff members buildstaff members build shared knowledge bases,shared knowledge bases,
which contribute to the community’s vision.which contribute to the community’s vision.
22. IV - Supportive ConditionsIV - Supportive Conditions
A. logistical conditions such as physical andA. logistical conditions such as physical and
structural factors and resourcesstructural factors and resources
reducing isolationism, scheduling time and areducing isolationism, scheduling time and a
comfortable space, promoting autonomy,comfortable space, promoting autonomy,
providing CPD, developing a platform such asproviding CPD, developing a platform such as
Moodle, Ning, Yahoo group,Moodle, Ning, Yahoo group,
23. IV - Supportive ConditionsIV - Supportive Conditions
B. the capacities and relationships developed among staffB. the capacities and relationships developed among staff
members so they may work well and productivelymembers so they may work well and productively
togethertogether
thethe relationships among the educators in a schoolrelationships among the educators in a school
define all relationships within the school’s culturedefine all relationships within the school’s culture
not just congenial but collegial relationshipsnot just congenial but collegial relationships
staff members must respect each other and the systemstaff members must respect each other and the system
sharing successes and failures, social activities, a caringsharing successes and failures, social activities, a caring
environment, developing trust, Head as modelenvironment, developing trust, Head as model
24. V – Shared Personal PracticeV – Shared Personal Practice
peer observationspeer observations
action researchaction research
learning to listenlearning to listen
collecting datacollecting data
reading togetherreading together
running SIGsrunning SIGs
X curricular projectsX curricular projects
Ts running meetingsTs running meetings
preparing a schoolpreparing a school
newsletter/blognewsletter/blog
developing an academicdeveloping an academic
journaljournal
shadowingshadowing
setting up T clubs e.g.setting up T clubs e.g.
yoga, learning a language,yoga, learning a language,
drama, choirdrama, choir
flipping the classroomflipping the classroom
25. Some quotes:Some quotes:
““These Old Ways of educational change in theThese Old Ways of educational change in the
20th century are ill suited to the fast, flexible and20th century are ill suited to the fast, flexible and
vulnerable New World of the 21st century.“vulnerable New World of the 21st century.“
Hargreaves A and Shirley D, 2009Hargreaves A and Shirley D, 2009
“They must often change, who would be constantThey must often change, who would be constant
in happiness or wisdom.”in happiness or wisdom.”
Confucius
“All change is a miracle to contemplate; but it is aAll change is a miracle to contemplate; but it is a
miracle which is taking place every second.”miracle which is taking place every second.”
Henry David Thoreau
26. PLCs for a Change?PLCs for a Change?
Part IIPart II
Susan Hillyard B.Ed ( Hons)Susan Hillyard B.Ed ( Hons)
27. Questions for today Session 2Questions for today Session 2
What did you learn about PLCs?What did you learn about PLCs?
Where are you and where is your school?Where are you and where is your school?
What is connectivism?What is connectivism?
What is a leader?What is a leader?
What is Innovation Theory?What is Innovation Theory?
28. Ex 1 Layers of the OnionEx 1 Layers of the Onion
What do you feel you learnedWhat do you feel you learned
about PLCs?about PLCs?
Has your thinking changed vis aHas your thinking changed vis a
vis your situation?vis your situation?
29. Your attitude to ChangeYour attitude to Change
Take a walk around the room andTake a walk around the room and
read the posters.read the posters.
Choose one or two and be preparedChoose one or two and be prepared
to make a comment to the group.to make a comment to the group.
30. The Microwave Oven TheoryThe Microwave Oven Theory
Find a model, find a hero Head,Find a model, find a hero Head,
put it in the Microwave Oven ofput it in the Microwave Oven of
the school, pressthe school, press startstart for 4 minsfor 4 mins
and expect it to workand expect it to work
31. The PLC as a Complex ModelThe PLC as a Complex Model
A PLC is a way of working where staffA PLC is a way of working where staff
engage in purposeful, collegial learning.engage in purposeful, collegial learning.
This learning is intentional and its purposeThis learning is intentional and its purpose
is to improve staff effectiveness so studentsis to improve staff effectiveness so students
will be morewill be more successful learners.successful learners.
It takes a lot of time, planning and constantIt takes a lot of time, planning and constant
reviewing.reviewing.
Organisations do not change on their own,Organisations do not change on their own,
individuals DO.individuals DO.
32. Where are you and where is yourWhere are you and where is your
School?School?
Use the personal checklist, your reactions to theUse the personal checklist, your reactions to the
collage and to the Quotations to assess yourselfcollage and to the Quotations to assess yourself
as a potential leader of a PLCas a potential leader of a PLC
Use the Assessment grids to check out yourUse the Assessment grids to check out your
school.school.
33. Ex 2 HO Group workEx 2 HO Group work
Share your grid and discuss whereShare your grid and discuss where
your context is placed and whatyour context is placed and what
you would like to change.you would like to change.
34. Ex 3: Think TimeEx 3: Think Time
What do you thinkWhat do you think
Connectivism is?Connectivism is?
35. ConnectivismConnectivism
Connectivism presents a model of learning thatConnectivism presents a model of learning that
acknowledges the tectonic shifts in society whereacknowledges the tectonic shifts in society where
learning is no longer an internal, individualisticlearning is no longer an internal, individualistic
activity. How people work and function is alteredactivity. How people work and function is altered
when new tools are utilized. The field of educationwhen new tools are utilized. The field of education
has been slow to recognize both the impact of newhas been slow to recognize both the impact of new
learning tools and the environmental changes inlearning tools and the environmental changes in
what it means to learn. Connectivism provideswhat it means to learn. Connectivism provides
insight into learning skills and tasks needed forinsight into learning skills and tasks needed for
learners to flourish in a digital era.learners to flourish in a digital era.
36. ConnectivismConnectivism
““learning must be a way of being –learning must be a way of being –
an ongoing set of attitudes andan ongoing set of attitudes and
actions by individuals and groupsactions by individuals and groups
that they employ to try to keepthat they employ to try to keep
abreast of the surprising, novel,abreast of the surprising, novel,
messy, obtrusive, recurringmessy, obtrusive, recurring
events…”events…” (Vialls 1996, p.42).(Vialls 1996, p.42).
37. ConnectivismConnectivism is a learning theory used inis a learning theory used in
computer science which is based on the premisecomputer science which is based on the premise
that knowledge exists in the world rather thanthat knowledge exists in the world rather than
simply in the head of an individual. Broadlysimply in the head of an individual. Broadly
speaking, the Connectivist paradigm, regardsspeaking, the Connectivist paradigm, regards
knowledge as existing within systems which areknowledge as existing within systems which are
accessed through people participating inaccessed through people participating in
activities.activities.
38. Connectivism is the integration of principles explored byConnectivism is the integration of principles explored by
chaos, network, and complexity and self-organizationchaos, network, and complexity and self-organization
theories. Learning is a process that occurs withintheories. Learning is a process that occurs within
nebulous environments of shifting core elements – notnebulous environments of shifting core elements – not
entirely under the control of the individual. Learningentirely under the control of the individual. Learning
(defined as actionable knowledge) can reside outside of(defined as actionable knowledge) can reside outside of
ourselves (within an organization or a database), isourselves (within an organization or a database), is
focused on connecting specialized information sets, andfocused on connecting specialized information sets, and
the connections that enable us to learn more are morethe connections that enable us to learn more are more
important than our current state of knowing.important than our current state of knowing.
George SiemensGeorge Siemens
39. •Learning and knowledge rests in diversity of opinions.
•Learning is a process of connecting specialized nodes or
information sources.
•Learning may reside in non-human appliances.
•Capacity to know more is more critical than what is currently
known.
•Nurturing and maintaining connections is needed to facilitate
continual learning.
•Ability to see connections between fields, ideas, and concepts is a
core skill.
•Currency (accurate, up-to-date knowledge) is the intent of all
connectivist learning activities.
•Decision-making is itself a learning process. Choosing and making
meaning of incoming information is seen through the lens of a
shifting reality. A right answer now may be wrong tomorrow.
Principles of Connectivism:Principles of Connectivism:
41. Some Quotes: LeadershipSome Quotes: Leadership
A good leader is not the person who does things right, butA good leader is not the person who does things right, but
the person who finds the right things to do.the person who finds the right things to do.
--Anthony T. Dadovano--Anthony T. Dadovano
Always require people to teach what you expect them toAlways require people to teach what you expect them to
learn.learn.
----Steven CoveySteven Covey
It is better to have one person working with you, than threeIt is better to have one person working with you, than three
working for you.working for you.
--Unknown--Unknown
Leadership and learning are indispensable to each other.Leadership and learning are indispensable to each other.
--John F. Kennedy--John F. Kennedy
42. Leadership has a harder job to do than just chooseLeadership has a harder job to do than just choose
sides. It must bring sides together.sides. It must bring sides together.
--Jesse Jackson--Jesse Jackson
A real leader faces the music, even when he doesn’tA real leader faces the music, even when he doesn’t
like the tune.like the tune.
--Unknown--Unknown
An army of a thousand is easy to find, but, ah, howAn army of a thousand is easy to find, but, ah, how
difficult to find a general.difficult to find a general.
--Chinese proverb--Chinese proverb
Do something... Lead, follow,or get out of the way.Do something... Lead, follow,or get out of the way.
--Gen. George Patton--Gen. George Patton
43. Ex 4 Leader as Peacekeeper?Ex 4 Leader as Peacekeeper?
Inclusive Brainstorming TechniqueInclusive Brainstorming Technique
PEACEKEEPERSPEACEKEEPERS
44. PeacekeepersPeacekeepers
PP urposefulurposeful
EE motionally intelligentmotionally intelligent
AA daptabledaptable
CC ommunicatively competentommunicatively competent
EE ncouragingncouraging
KK nowledgeablenowledgeable
EE nergeticnergetic
EE nthusiasticnthusiastic
PP roactiveroactive
EE xemplararyxemplarary
RR isk-takerisk-taker
SS elf-managerelf-manager
George Pickering
46. Ex 5: Innovation TheoryEx 5: Innovation Theory
http://www.britishcouncil.org/learning-research-english-next.pdfhttp://www.britishcouncil.org/learning-research-english-next.pdf
47. Ex 5b: HOEx 5b: HO
How could you make the GartnerHow could you make the Gartner
Hype Cycle a metaphor for yourHype Cycle a metaphor for your
situation in terms of introducing asituation in terms of introducing a
PLC ?PLC ?
48. PLCs for a Change?PLCs for a Change?
Part IIIPart III
Susan Hillyard B.Ed ( Hons)Susan Hillyard B.Ed ( Hons)
49. Questions for today: Session 3Questions for today: Session 3
Why trust your staff?Why trust your staff?
What is Social Intelligence?What is Social Intelligence?
How do I start to create aHow do I start to create a
Community of ProfessionalCommunity of Professional
Learners?Learners?
KWL:What did you learn?KWL:What did you learn?
50. TrustTrust
Think time:Think time:
What is your definition of trust?What is your definition of trust?
Talk time:Talk time:
Discuss with your partnerDiscuss with your partner
51. The Quantum Theory of TrustThe Quantum Theory of Trust
Karen StephensonKaren Stephenson
““the association between trust and learning is a vastthe association between trust and learning is a vast
instrument of organisational power”instrument of organisational power”
““ how to recognise, cultivate and increase the collectivehow to recognise, cultivate and increase the collective
cognitive capability of the school”cognitive capability of the school”
““ the organisation chart shows you the formal rules butthe organisation chart shows you the formal rules but
the ropes of the organisation is the human network”the ropes of the organisation is the human network”
““ people have at their fingertips and at the tips of theirpeople have at their fingertips and at the tips of their
brains vast funds of tacit knowledge which cannot bebrains vast funds of tacit knowledge which cannot be
captured in our computer systems. Trust is the utilitycaptured in our computer systems. Trust is the utility
through which this knowledge flows”through which this knowledge flows”
52. 5 Good Reasons to Trust5 Good Reasons to Trust
your Staffyour Staff
1.1. You’ll inspire confidence.You’ll inspire confidence.
2.2. You’ll get more done.You’ll get more done.
3.3. You’ll breed new leaders.You’ll breed new leaders.
4.4. Your staff will stick around.Your staff will stick around.
5.5. You will develop yourself and furtherYou will develop yourself and further
your own career.your own career.
53. Trust and TalkTrust and Talk
““The form and substance of TALKThe form and substance of TALK
in an organisation is as palpablyin an organisation is as palpably
influential on performance as is ainfluential on performance as is a
magnet on a cluster of iron filings”magnet on a cluster of iron filings”
54. Six Layers of NetworksSix Layers of Networks
Network AnalysisNetwork Analysis
WorkWork
SocialSocial
InnovationInnovation
ExpertExpert
StrategicStrategic
LearningLearning
These layers areThese layers are
interdependent and exert ainterdependent and exert a
huge influence on the successhuge influence on the success
or failure of an organisationor failure of an organisation
to implement change. It takesto implement change. It takes
a tough kind of love toa tough kind of love to
entrust people to tell youentrust people to tell you
what they know about yourwhat they know about your
habits, rules and practices.habits, rules and practices.
55. Overlay network charts on organisation’s formalOverlay network charts on organisation’s formal
chart e.g.chart e.g.
Social network/work network/CPD networkSocial network/work network/CPD network
Ask how communication really worksAsk how communication really works
Ask how information travelsAsk how information travels
56. What is SI?What is SI?
http://www.youtube.com/watch?v=lHmtKfRIRQs
57.
58. The Communication Process
GIVER OF INFORMATION:GIVER OF INFORMATION:
SHOULD KNOW: 100%SHOULD KNOW: 100%
ACTUALLY KNOWS: 80%ACTUALLY KNOWS: 80%
SAYS: 60%SAYS: 60%
RECEIVER OF INFORMATION:RECEIVER OF INFORMATION:
HEARS: 40%HEARS: 40%
UNDERSTANDS: 30%UNDERSTANDS: 30%
ACCEPTS: 20%ACCEPTS: 20%
REMEMBERS: 10%REMEMBERS: 10%
DOES: 5%DOES: 5%
59. ListeningListening
““It’s interesting to me that we haveIt’s interesting to me that we have
considered so many facets ofconsidered so many facets of
communication in the company, butcommunication in the company, but
have inadvertently overlookedhave inadvertently overlooked
listening. I’ve decided it’s the mostlistening. I’ve decided it’s the most
important link in the company’simportant link in the company’s
communications and it’s obviouslycommunications and it’s obviously
also the weakest one”also the weakest one”
Nichols R.G. and Stevens L.A.
(Are You Listening? 1957)
60. Seven Mental Activities ofSeven Mental Activities of
Good ListenersGood Listeners
1)1) AnticipationAnticipation
2)2) EvidenceEvidence
3)3) Reviews and summarizes pointsReviews and summarizes points
4)4) Listens between the lines (deep meaning andListens between the lines (deep meaning and
body language)body language)
5)5) Memorizes facts only long enough to putMemorizes facts only long enough to put
together the conceptstogether the concepts
6)6) Accepts that emotions act as aural filtersAccepts that emotions act as aural filters
7)7) MAKES NOTESMAKES NOTES
61. 12 Useful Things to Promote12 Useful Things to Promote
ConversationConversation
11. Ask the fundamental question.
2. Engage any and all stakeholders who care.
3. Include all the people who will make the conversation awkward.
4. Trust in the intelligence of the human system.
5. Chaos is fundamental to change – structure reinforces status quo.
6. Diverge, diverge, diverge…THEN converge. Be gracefully persistent throughout.
7. Conversations that matter take time to emerge; they follow on the heels of trust.
8. People can only be polite for so long. Outlast them.
9. Change……. Is……… Uncomfortable. It’s your job to make sure no one ever knows if
it’s uncomfortable for you.
10. Hold hope. You’ve been there before; you know there’s another side. They may not.
Hold hope.
11. Always start from a clear outcome and design backward. Always.
12. Promises are irrelevant. Sincerity is the act of following through.
62. Talk timeTalk time
To what extent do youTo what extent do you
have Social Intelligence?have Social Intelligence?
63. Creating a PLC at your SchoolCreating a PLC at your School
Work alone or in pairs or as a group.Work alone or in pairs or as a group.
Read your fragment of the article.Read your fragment of the article.
Present your Plan to the group.Present your Plan to the group.
64. The Boiling Frog Metaphor.The Boiling Frog Metaphor.
http://www.youtube.com/watch?v=TyBKz1wdK0M&feature=youtu.behttp://www.youtube.com/watch?v=TyBKz1wdK0M&feature=youtu.be