This document discusses issues with how Specialist Leaders of Education (SLEs) are currently recruited, trained, and deployed. It notes that the training provided focuses too much on business leadership models rather than education, and does not adequately cover topics like system leadership and distributed leadership. There is also a lack of strategic deployment of SLEs to work in teams on developing resources. This has led to short-term exploitation of SLEs as consultants for hire by individual schools rather than deeper collaboration across networks. The document calls for a reconsideration of the SLE role and a more ambitious strategic vision for how SLEs can contribute to a self-improving school system.
The document defines and describes various types of sounds that can be used in films, including dialogue between characters, diegetic sounds that characters can hear within the film's world, non-diegetic incidental music and sound effects added in post-production to set mood or reinforce action, sound bridges that carry sound between scenes, and voiceovers where a character speaks their thoughts over a scene. It also mentions that the soundtrack incorporates all audio, and background music adds atmosphere.
This is a step-by-step guide to producing a magazine cover with a variety of effects designed to give students an overview of filters and blending options. All the assets are included and there is also a link to the completed .psd file. Please also see my Simple Magazine Cover Photoshop tutorial. Adapted from a tutorial I found online.
This document discusses key terms related to sound and their use in film. It introduces sound terms and has students match definitions to terms. Activities include listening to a sequence and writing down all sounds heard, describing sounds in as many words as possible, and analyzing how the genre of the film Mary Poppins is made to seem scary through different sound techniques in the trailer. The document aims to build understanding of sound terminology and identify the impact of sounds used in film.
- Professor Hugh Davidson gave a speech on managing vision and values in organizations, drawing from his research interviewing leaders of 125 major companies and institutions.
- He identified that vision, purpose, and values are the three fundamental questions organizations must address: what they are there for, their long-term destination, and the beliefs and behaviors that will guide them.
- Goldman Sachs was highlighted as an exemplary company, with a clear purpose to provide excellent investment advice to major companies, a vision to be the world's premier investment bank, and prioritizing client needs over profits in their values.
This document discusses different types of camera shots including long shots, medium shots, close-ups, high angle shots, and low angle shots. It explains what each shot shows and the purpose and effect of each type of shot. The document encourages analyzing shots in videos to identify the shot type, what the camera is drawing attention to, how the shot type does this, and the intended effect on the audience. As an example, it suggests analyzing shots in the Godzilla trailer video.
This document provides an overview of expectations and content for a GCSE Media Studies course. It outlines orderly procedures for lessons, such as lining up and having the proper equipment. Key topics that will be studied include music videos, films, and the music and media industries. Students will analyze images, write essays, research, evaluate, and complete hands-on projects involving video editing and Photoshop. The homework is to complete a media consumption log to audit personal media habits.
This document discusses key terms related to sound and their use in film. It introduces sound terms and has students match definitions to terms. Activities include listening to a sequence and writing down all sounds heard, describing sounds in as many words as possible, and analyzing how the genre of the film Mary Poppins is made to seem scary through different sound techniques in the trailer. The document aims to build understanding of sound terminology and identify the impact of sounds used in film.
This document discusses various editing techniques used in filmmaking. It explains that editing involves assembling shots to shape the rhythm and pace of a film. It defines different types of cuts and transitions like dissolves and wipes that join two shots. It also discusses techniques like parallel editing, match cuts, montages, and manipulating the pace of editing by varying the length of shots. The document provides examples and encourages analyzing how editing techniques are used in different film trailers and clips.
The document defines and describes various types of sounds that can be used in films, including dialogue between characters, diegetic sounds that characters can hear within the film's world, non-diegetic incidental music and sound effects added in post-production to set mood or reinforce action, sound bridges that carry sound between scenes, and voiceovers where a character speaks their thoughts over a scene. It also mentions that the soundtrack incorporates all audio, and background music adds atmosphere.
This is a step-by-step guide to producing a magazine cover with a variety of effects designed to give students an overview of filters and blending options. All the assets are included and there is also a link to the completed .psd file. Please also see my Simple Magazine Cover Photoshop tutorial. Adapted from a tutorial I found online.
This document discusses key terms related to sound and their use in film. It introduces sound terms and has students match definitions to terms. Activities include listening to a sequence and writing down all sounds heard, describing sounds in as many words as possible, and analyzing how the genre of the film Mary Poppins is made to seem scary through different sound techniques in the trailer. The document aims to build understanding of sound terminology and identify the impact of sounds used in film.
- Professor Hugh Davidson gave a speech on managing vision and values in organizations, drawing from his research interviewing leaders of 125 major companies and institutions.
- He identified that vision, purpose, and values are the three fundamental questions organizations must address: what they are there for, their long-term destination, and the beliefs and behaviors that will guide them.
- Goldman Sachs was highlighted as an exemplary company, with a clear purpose to provide excellent investment advice to major companies, a vision to be the world's premier investment bank, and prioritizing client needs over profits in their values.
This document discusses different types of camera shots including long shots, medium shots, close-ups, high angle shots, and low angle shots. It explains what each shot shows and the purpose and effect of each type of shot. The document encourages analyzing shots in videos to identify the shot type, what the camera is drawing attention to, how the shot type does this, and the intended effect on the audience. As an example, it suggests analyzing shots in the Godzilla trailer video.
This document provides an overview of expectations and content for a GCSE Media Studies course. It outlines orderly procedures for lessons, such as lining up and having the proper equipment. Key topics that will be studied include music videos, films, and the music and media industries. Students will analyze images, write essays, research, evaluate, and complete hands-on projects involving video editing and Photoshop. The homework is to complete a media consumption log to audit personal media habits.
This document discusses key terms related to sound and their use in film. It introduces sound terms and has students match definitions to terms. Activities include listening to a sequence and writing down all sounds heard, describing sounds in as many words as possible, and analyzing how the genre of the film Mary Poppins is made to seem scary through different sound techniques in the trailer. The document aims to build understanding of sound terminology and identify the impact of sounds used in film.
This document discusses various editing techniques used in filmmaking. It explains that editing involves assembling shots to shape the rhythm and pace of a film. It defines different types of cuts and transitions like dissolves and wipes that join two shots. It also discusses techniques like parallel editing, match cuts, montages, and manipulating the pace of editing by varying the length of shots. The document provides examples and encourages analyzing how editing techniques are used in different film trailers and clips.
Here is a draft answer to question 1:
The attractions of going to the cinema today still hold appeal when competing against other viewing options, but cinemas face challenges in fully competing. Watching a new release film on the big screen, with high quality sound, provides an immersive experience that cannot be replicated at home. However, the ability to watch films at home using streaming services, Blu-Ray, or downloads is convenient and cheaper. Cinemas aim to enhance the experience through premium formats like IMAX, 3D and 4DX to encourage viewers to choose the cinema experience over watching at home. Marketing events and exclusive previews also entice audiences. Overall, cinemas remain attractive for certain films and audiences, but competing
This document provides an overview of the content covered in a 2-year Media Studies GCSE course. It introduces some key concepts in media including different types of media like film, television, newspapers and how the media can influence society. The document outlines what students will study in each year of the course, including analyzing music videos, films and TV shows. Students will learn industry processes, research and production skills, and terminology to understand how the media works and its role in society.
The document defines and describes various types of sounds that can be used in films, including dialogue between characters, diegetic sounds that characters can hear within the film's world, non-diegetic incidental music and sound effects added in post-production to set mood or reinforce action, sound bridges that carry sound between scenes, and voiceovers where a character speaks their thoughts over a scene. It also mentions that the soundtrack incorporates all audio, and background music is used to add atmosphere.
This document discusses five types of camera movements: panning, tilt, crane, tracking, and roll. Panning involves horizontal movement, tilt involves vertical movement, crane shots use an overhead crane, tracking follows parallel action, and rolling creates a disoriented effect. It provides examples of when each type would be used and their effects. It also prompts analyzing camera movements in a film extract from Frankenstein to identify techniques and how they reflect mood, smooth transitions, and create effects.
Mise-en-scene is a filmmaking element that refers to everything within the camera frame, including the setting, props, costumes, lighting, and positioning of actors. It provides visual context and clues about characters. Films like Blade Runner use distinctive settings, props, and lighting through mise-en-scene to establish a unique futuristic world and enhance the story.
Here is a draft answer to question 1:
The attractions of going to the cinema today still hold appeal when compared to other viewing options, but cinemas face increasing competition that they must work to overcome. Watching a new release film on the big screen, with high quality sound, provides an immersive experience that cannot be replicated at home. However, the ability to watch films at home using streaming services, Blu-Ray, or DVDs provides convenience that cinemas cannot match. Cinemas have countered this by emphasizing the communal aspect of watching films as an event or night out, with extras like reserved seating, food/drink options. Keeping ticket and concession prices reasonable will also help cinemas compete for
This document discusses debating the impacts of the Internet. It provides guidance on how to structure a debate, including developing ideas and asking relevant questions. The learning objectives are to generate new ideas and discuss issues raised. The outcome is that participants can have an interesting and challenging discussion to share ideas, discussion, and terminology.
This document discusses the concept of mise-en-scene in filmmaking. Mise-en-scene refers to all the elements within a frame that help tell the story, including lighting, costumes, props, sets, and positioning of characters. The document provides examples of how different mise-en-scene elements like camera angles, lighting, costumes can manipulate audience perspective and convey meaning. Students are engaged in activities that demonstrate how mise-en-scene elements like facial expressions, positioning of characters, and lighting can impact the overall impression and suggest different meanings.
The document discusses controversial print advertising and analyzes some examples. Controversial ads can shock, entertain, raise awareness or drive purchases. Different demographics find different ads controversial. Advertisers must understand their target market. Charities and organizations sometimes use controversial ads to stimulate conversations about important issues. The document then analyzes controversial product ads for Ariel washing powder, Just hand wash, Glassing sunglasses, and The Dark Side of Sweetness chocolate. It notes charities often use shocking ads to stand out and prompt action. The reader is asked to identify the most controversial charity ad and explain why.
1. Learning objectives describe what a learner is expected to achieve through instruction using measurable verbs, while learning goals are broader statements of what a learner will gain from a course.
2. The ideal learning objective has three parts: a measurable verb, any important conditions for the performance, and the criteria for acceptable performance.
3. Writing clear learning objectives with measurable verbs and no vague terms helps learners understand what is expected and how a lesson relates to assessments. It also allows instructors to design effective lesson plans and assessments.
This document discusses narrative structure in horror films. It explains that most commercial films follow a three act structure of a beginning, middle, and end. The set-up is the first 5-10 minutes where the main characters, storyline, location, and genre are introduced. During the set-up, a catalyst kicks off the story and a central question is posed that needs resolution. Turning points change the story's direction and raise stakes, while the climax is the big finish where good and bad meet. The resolution ties up loose ends. Students are tasked to watch openings of past student horror films and evaluate how tension rises and falls through specific elements.
This document discusses how advertisers target teenagers as a consumer demographic. It explains that teenagers are considered the largest consumer group because they have disposable income, greatly influence their peers and parents, and brand loyalty established during teenage years often lasts a lifetime. The document also outlines some common advertising strategies used to target teenagers, such as selling a lifestyle/image rather than just a product, using humor to attract attention, and preying on teenage insecurities and desire to fit in.
David Hingle is a mechanical engineer with a bachelor's degree from the University of New Orleans. He has over 2 years of experience as a field engineer for Schlumberger, where he supervised projects valued at over $500,000 and obtained a promotion more quickly than average. Prior to that, he interned at Monsanto as a project engineer, leading multiple projects simultaneously and gaining experience in piping, equipment, and estimates.
Este documento describe un caso sobre la falta de instrumentos de evaluación formativa en un plan de curso. Presenta el problema de estudiantes que no saben si van por buen camino en su trabajo práctico debido a que solo hay una escala de evaluación sumativa. Se proponen soluciones como utilizar portafolios y listas de cotejo para proveer retroalimentación formativa a distancia.
Ha13 land e checklist template 050116 completedcrisgalliano
This document is a legal and ethical checklist agreement between Slide, represented by Andy Boyd, and Cristian Galliano regarding a work for a games design project. Cristian Galliano has checked that the work meets standards for decency and appropriate representation of race, gender, religion and sexuality. Both parties agree to and accept the terms of the checklist, protecting Slide's intellectual property, on February 12, 2016. Notes provide guidance on ensuring the work is ethical and legal, considering issues like privacy, representation, and intellectual property rights.
The document discusses the relationship between conceptual knowledge and experience in learning. It argues that conceptual knowledge and experience should complement each other rather than compete. At the individual level, the experiential learning theory involving concrete experience, reflective observation, abstract conceptualization and active experimentation can help integrate the two. At the organizational level, allowing less experienced staff to present frameworks and more experienced staff to provide real-world examples can create an integrative learning environment where both conceptual knowledge and experience are leveraged. Viewing learning as a continuous process that combines these two aspects can help avoid missed opportunities.
6) Michel Laurent Regisse - System Leadership: What if?futuresinlearning
The document discusses system leadership and moving school leadership beyond individual institutions. It notes that leadership is increasingly being shared across multiple schools through methods like pooled leadership. This allows schools to better deliver shared goals and services. The document also discusses the potential for more radical changes like merging primary and secondary schools or virtual schooling without physical school buildings. It reflects on challenges of collaborative leadership between institutions and developing next practices in education.
I have just finished leading a large organisation and I thought I would share my views on leadership. This is a personal view but hopefully someone will benefit.
Application for Head vocational Post_dreamsmakewaves_acneumann_21Allan Neumann
The document discusses strategic vision and leadership philosophy for managing a college. It emphasizes developing the college comprehensively across academics, sports, and culture to achieve wide-ranging success. Strategic planning should match the college's resources and include all stakeholders. Thinking skills are among the most valuable skills and the brain is vastly underused despite its great potential. Education systems should focus more on understanding thinking and the brain to improve learning outcomes.
Here is a draft answer to question 1:
The attractions of going to the cinema today still hold appeal when competing against other viewing options, but cinemas face challenges in fully competing. Watching a new release film on the big screen, with high quality sound, provides an immersive experience that cannot be replicated at home. However, the ability to watch films at home using streaming services, Blu-Ray, or downloads is convenient and cheaper. Cinemas aim to enhance the experience through premium formats like IMAX, 3D and 4DX to encourage viewers to choose the cinema experience over watching at home. Marketing events and exclusive previews also entice audiences. Overall, cinemas remain attractive for certain films and audiences, but competing
This document provides an overview of the content covered in a 2-year Media Studies GCSE course. It introduces some key concepts in media including different types of media like film, television, newspapers and how the media can influence society. The document outlines what students will study in each year of the course, including analyzing music videos, films and TV shows. Students will learn industry processes, research and production skills, and terminology to understand how the media works and its role in society.
The document defines and describes various types of sounds that can be used in films, including dialogue between characters, diegetic sounds that characters can hear within the film's world, non-diegetic incidental music and sound effects added in post-production to set mood or reinforce action, sound bridges that carry sound between scenes, and voiceovers where a character speaks their thoughts over a scene. It also mentions that the soundtrack incorporates all audio, and background music is used to add atmosphere.
This document discusses five types of camera movements: panning, tilt, crane, tracking, and roll. Panning involves horizontal movement, tilt involves vertical movement, crane shots use an overhead crane, tracking follows parallel action, and rolling creates a disoriented effect. It provides examples of when each type would be used and their effects. It also prompts analyzing camera movements in a film extract from Frankenstein to identify techniques and how they reflect mood, smooth transitions, and create effects.
Mise-en-scene is a filmmaking element that refers to everything within the camera frame, including the setting, props, costumes, lighting, and positioning of actors. It provides visual context and clues about characters. Films like Blade Runner use distinctive settings, props, and lighting through mise-en-scene to establish a unique futuristic world and enhance the story.
Here is a draft answer to question 1:
The attractions of going to the cinema today still hold appeal when compared to other viewing options, but cinemas face increasing competition that they must work to overcome. Watching a new release film on the big screen, with high quality sound, provides an immersive experience that cannot be replicated at home. However, the ability to watch films at home using streaming services, Blu-Ray, or DVDs provides convenience that cinemas cannot match. Cinemas have countered this by emphasizing the communal aspect of watching films as an event or night out, with extras like reserved seating, food/drink options. Keeping ticket and concession prices reasonable will also help cinemas compete for
This document discusses debating the impacts of the Internet. It provides guidance on how to structure a debate, including developing ideas and asking relevant questions. The learning objectives are to generate new ideas and discuss issues raised. The outcome is that participants can have an interesting and challenging discussion to share ideas, discussion, and terminology.
This document discusses the concept of mise-en-scene in filmmaking. Mise-en-scene refers to all the elements within a frame that help tell the story, including lighting, costumes, props, sets, and positioning of characters. The document provides examples of how different mise-en-scene elements like camera angles, lighting, costumes can manipulate audience perspective and convey meaning. Students are engaged in activities that demonstrate how mise-en-scene elements like facial expressions, positioning of characters, and lighting can impact the overall impression and suggest different meanings.
The document discusses controversial print advertising and analyzes some examples. Controversial ads can shock, entertain, raise awareness or drive purchases. Different demographics find different ads controversial. Advertisers must understand their target market. Charities and organizations sometimes use controversial ads to stimulate conversations about important issues. The document then analyzes controversial product ads for Ariel washing powder, Just hand wash, Glassing sunglasses, and The Dark Side of Sweetness chocolate. It notes charities often use shocking ads to stand out and prompt action. The reader is asked to identify the most controversial charity ad and explain why.
1. Learning objectives describe what a learner is expected to achieve through instruction using measurable verbs, while learning goals are broader statements of what a learner will gain from a course.
2. The ideal learning objective has three parts: a measurable verb, any important conditions for the performance, and the criteria for acceptable performance.
3. Writing clear learning objectives with measurable verbs and no vague terms helps learners understand what is expected and how a lesson relates to assessments. It also allows instructors to design effective lesson plans and assessments.
This document discusses narrative structure in horror films. It explains that most commercial films follow a three act structure of a beginning, middle, and end. The set-up is the first 5-10 minutes where the main characters, storyline, location, and genre are introduced. During the set-up, a catalyst kicks off the story and a central question is posed that needs resolution. Turning points change the story's direction and raise stakes, while the climax is the big finish where good and bad meet. The resolution ties up loose ends. Students are tasked to watch openings of past student horror films and evaluate how tension rises and falls through specific elements.
This document discusses how advertisers target teenagers as a consumer demographic. It explains that teenagers are considered the largest consumer group because they have disposable income, greatly influence their peers and parents, and brand loyalty established during teenage years often lasts a lifetime. The document also outlines some common advertising strategies used to target teenagers, such as selling a lifestyle/image rather than just a product, using humor to attract attention, and preying on teenage insecurities and desire to fit in.
David Hingle is a mechanical engineer with a bachelor's degree from the University of New Orleans. He has over 2 years of experience as a field engineer for Schlumberger, where he supervised projects valued at over $500,000 and obtained a promotion more quickly than average. Prior to that, he interned at Monsanto as a project engineer, leading multiple projects simultaneously and gaining experience in piping, equipment, and estimates.
Este documento describe un caso sobre la falta de instrumentos de evaluación formativa en un plan de curso. Presenta el problema de estudiantes que no saben si van por buen camino en su trabajo práctico debido a que solo hay una escala de evaluación sumativa. Se proponen soluciones como utilizar portafolios y listas de cotejo para proveer retroalimentación formativa a distancia.
Ha13 land e checklist template 050116 completedcrisgalliano
This document is a legal and ethical checklist agreement between Slide, represented by Andy Boyd, and Cristian Galliano regarding a work for a games design project. Cristian Galliano has checked that the work meets standards for decency and appropriate representation of race, gender, religion and sexuality. Both parties agree to and accept the terms of the checklist, protecting Slide's intellectual property, on February 12, 2016. Notes provide guidance on ensuring the work is ethical and legal, considering issues like privacy, representation, and intellectual property rights.
The document discusses the relationship between conceptual knowledge and experience in learning. It argues that conceptual knowledge and experience should complement each other rather than compete. At the individual level, the experiential learning theory involving concrete experience, reflective observation, abstract conceptualization and active experimentation can help integrate the two. At the organizational level, allowing less experienced staff to present frameworks and more experienced staff to provide real-world examples can create an integrative learning environment where both conceptual knowledge and experience are leveraged. Viewing learning as a continuous process that combines these two aspects can help avoid missed opportunities.
6) Michel Laurent Regisse - System Leadership: What if?futuresinlearning
The document discusses system leadership and moving school leadership beyond individual institutions. It notes that leadership is increasingly being shared across multiple schools through methods like pooled leadership. This allows schools to better deliver shared goals and services. The document also discusses the potential for more radical changes like merging primary and secondary schools or virtual schooling without physical school buildings. It reflects on challenges of collaborative leadership between institutions and developing next practices in education.
I have just finished leading a large organisation and I thought I would share my views on leadership. This is a personal view but hopefully someone will benefit.
Application for Head vocational Post_dreamsmakewaves_acneumann_21Allan Neumann
The document discusses strategic vision and leadership philosophy for managing a college. It emphasizes developing the college comprehensively across academics, sports, and culture to achieve wide-ranging success. Strategic planning should match the college's resources and include all stakeholders. Thinking skills are among the most valuable skills and the brain is vastly underused despite its great potential. Education systems should focus more on understanding thinking and the brain to improve learning outcomes.
The document summarizes discussions from the 2007 VET Pedagogy leadership team about expanding e-learning opportunities in vocational education. The team explored topics like emerging e-learning practices, assessing skills through e-portfolios, generational differences, and supporting remote communities through technology. Members found that the discussions challenged their ideas, contributed new understandings, and strengthened their philosophies around lifelong learning and the links between recognition of prior learning and teaching.
This chapter takes a unique approach to ethics. Rather than cover traditional ethical theories from academic fields like philosophy or epistemology, it breaks ethics down to two frameworks of content and context. Weaving leadership theories throughout the chapter, it provides some basic activities for self-development towards congruence. Major challenges in conventional business practices such as behaviorism, scarcity, and competition often form the root of many judgments which are ethically challenged. While the chapter provides historical foundations of management practices that creates ample problems in the currently workplace environments, it also offers ethical practices within an organizational context with multiplicity as its foundation.
DevLearn Notes - Ashley's four days at the DevLearn Conference! Ashley Porter
This document summarizes notes from a three-day e-learning conference called DevLearn. The conference included keynote speakers, certification courses, and small group courses on topics like applying brain science to learning, the X-API standard, designing effective learning experiences, and more. The notes highlight takeaways like using stories and scenarios to provide context for learning, engaging learners in practicing skills, and creating a collaborative environment where learners can become contributors.
Excellent
Good
Average
Poor
Presentation Content
Introduction
Introduced topic, established rapport and explained the purpose of presentation in creative, clear way capturing attention.
Introduced presentation in clear way.
Started with a self introduction or “My topic is” before capturing attention.
Did not clearly introduce purpose of presentation.
Content Selection
All information was relevant and appropriate to requirements of the assignment
Most information relevant; some topics needed expansion or shortened.
Information was valid but not explicitly related to the purpose.
Information was not relevant to the audience or directly related to the assignment
Organization
Contains a clear central message and clearly-identifiable sections featuring purposeful organizational pattern (e.g., chronological, problem-solution, analysis of parts, etc.)
Central message is identifiable; sections of the speech may vary in explicit organizational pattern, which influences the audience engagement level or comprehension of the central message.
Central message is not clearly and/or easily identifiable by audience; sections may be in need of further organization and clarity
Does not contain central message or identifiable organizational pattern
Transitions
Effective, smooth transitions that indicated transitions in presentation /person topic or focus.
Included transitions to connect key points but often used fillers such as um, ah, or like.
Included some transitions to connect key points but over reliance on fillers was distracting.
Presentation was choppy and disjointed with a lack of structure.
Conclusion
Ends with an accurate conclusion tying the content back to the opening with a dynamic 25 words or less close. Transitioned into close so audience was ready for it.
Ends with a summary of main points showing some evaluation but over the 25-word limit. Transitioned to close.
Ends with a recap of key points without adding a closing twist.
Ends with only a recap of key points or with no transition to closure.
Exemplary
Proficient
Developing
Novice
Physical Presentation and Delivery
Length
Time used efficiently. Within one hour.
Within 4 minutes of allotted time.
Within 5 minutes of allotted time.
Substantially longer or shorter than indicated by assignment.
Visual Aids (where appropriate)
Slides, posters, and/or handouts are professional and easy to read. Materials enable speaker to focus on presentation and provide audience with important resources for later consideration.
Slides contain appropriate material but too much text or too many images/builds. Handouts and other materials provide useful information for further consideration but may not directly relate to central topic.
Slides, handouts, materials with occasional typos, unclear organization, and/or questionable applicability to presentation. All slides include significant amounts of text.
Typos throughout slides and materials. Does not include handouts; too much text on slides. M.
The document discusses teams and teamwork in organizations. It defines a team as a group of people organized to work independently and cooperatively to achieve common goals and purposes. Effective teamwork is important in fields like nursing to ensure patient safety. The document also discusses factors that make teams effective or dysfunctional, and barriers to dysfunctional teams like lack of cooperation, respect for other's roles, and unwillingness to share skills. It emphasizes the importance of leadership, communication, and organizational behavior for successful teamwork.
Mentoring is always a two-way street, whether it is reverse mentorship or the traditional kind. While you’re Mentoring a senior colleague, use the opportunity to learn more about how things get done on their team, gain new perspectives on how decisions are made, & build your credibility as a young professional. Place them in your shoes by asking how they might handle the various challenges you face. Know that this isn’t about showing off but a genuine intent on both ends to share what you have learned & benefit the other person.
This document discusses future-focused inquiry and collaboration. It notes that knowledge is no longer thought of as static facts but as dynamic networks and flows. This represents a major shift with implications for education. The document encourages groups to discuss how they take a future orientation in their practice and enable collaborative leadership and intelligence. It provides characteristics of effective school collaboration, including commitment to common goals, use of inquiry cycles, and presence of challenge and critique. Overall, the document promotes collaborative and future-focused approaches to education.
Similar to SLEs: the foot soldiers of system leadership? (13)
This document provides resources on effective teaching strategies based on evidence from learning science research. It lists reports, principles of instruction, and strategies that have been shown to strengthen student learning, such as the 10 principles of instruction from Rosenshine that outline what teaching methods work best and what doesn't work as well based on scientific evidence. The document also references understanding working memory and strategies for effective learning from The Learning Scientists.
Beats is a headphone product line endorsed by celebrities like Dr. Dre to deliver high quality sound that allows listeners to hear music as artists intended. Reviews of Beats headphones are mixed, with some praising their style and sound quality while others criticize them as overpriced.
This document lists past exam questions for a media studies course from 2009 to 2014. The questions generally ask students to discuss the effects of increased hardware/content in media industries on institutions and audiences in the area they have studied, with one question from May 2014 provided as an example.
This document appears to list past exam questions for a course on representation in TV drama from 2009-2014. The questions focused on analyzing how representations of class and status were constructed through technical elements like camera work, editing, sound, and mise-en-scene in an extract from Downton Abbey. Multiple past questions from 2009-2014 are listed with no other context provided.
The document summarizes the results of two longitudinal studies that tracked the literacy development of children taught systematic synthetic phonics (SSP) from reception through secondary school. The studies found:
- Children made strong progress in reading, writing, and spelling from an early age and were well equipped for secondary school literacy demands.
- Low-income and struggling learners overcame difficulties to achieve average literacy levels for their age.
- Early SSP instruction had long-lasting, effective impact on literacy achievement without being expensive.
The document discusses opening sequences in films and the concept of genre. It provides examples of opening sequences from films like Se7en and Donnie Brasco to illustrate techniques. Genre is described as a "regulated variety" that develops conventions to satisfy audience expectations. While genres allow audiences to understand new works, they also prescribe social values and may oversimplify the diversity of artistic works. The document examines how genres represent the anxieties and interests of their time periods but also serve commercial and ideological interests.
iPads can be useful tools in the media classroom for several reasons. They allow for quick research in the classroom through internet searches and accessing prepared resources. Students can screengrab, annotate, and comment on videos and articles. This aids formative assessment as evidence of student understanding is captured. iPads also save time by providing instant access to resources and allowing quick uploading of student work to sites like YouTube. Examples showed how iPads can support collaborative work, critique and redrafting through apps like Explain Everything and iMovie. This makes the learning process visible and supports literacy development.
Teachers will lead collaborative enquiries to develop aspects of their pedagogy. They will focus on a specific cohort, gather evidence of their practice's impact on student learning, and engage in collaborative planning, observing, recording, reflecting and tweaking. The goal is to embed effective practices and share results. Teachers will use regular CPD sessions and mentor support for planning and discussion. The process involves identifying an inquiry question, designing an evaluation, investigating issues, planning interventions, reviewing with experts, refining approaches, and evaluating impact.
Stopping people doing good things discusses effective teacher development. It argues that replacing teachers is less effective than helping existing teachers improve, as expertise develops gradually over many years of deliberate practice. The document advocates a strengths-based approach to teacher learning, focusing on developing teachers' existing strengths through small, incremental changes while maintaining flexibility. Teachers are encouraged to make public commitments to specific improvement goals to increase accountability and motivation to change. Overall, the document promotes long-term, personalized development of teacher expertise through formative assessment practices.
This document discusses principles of curriculum and assessment design for schools. It outlines seven principles for curriculum design: balanced, rigorous, coherent, vertically integrated, appropriate, focused, and relevant. It argues the most important principle is appropriate, as curriculum should match students' developmental levels. The least important is focused/parsimonious, as not overloading students is less critical than other principles. The document also discusses different functions of assessment, including evaluating institutions, describing individuals, and supporting learning.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Opening credits and themes in television shows serve several important functions: they establish the setting, mood, subgenre, and overarching themes and ideologies of the show. Specifically, the opening scenes and credits of The Wire introduce its gritty portrayal of the law and police work in Baltimore through realistic scenes of officers dealing with crime, while A Touch of Frost presents a more traditional representation of a detective and his work in a small English town.
The document discusses creativity in TV crime drama genre. It explores how genres evolve through new variations that audiences find popular, such as CSI's forensic science focus. Innovation comes from creative producers and writers expressing the "zeitgeist" or spirit of the times in their shows. Examples given are Prime Suspect addressing women's issues and The Wire portraying the political dimensions of crime. The most innovative programs come from non-mainstream networks with creative freedom, like HBO, which produce challenging shows like The Wire and The Shield with morally ambiguous characters. Genres remain creative by tapping cultural trends and hybridizing with other genres, such as Hill Street Blues combining crime and soap opera elements.
This document discusses various questioning strategies and techniques for the classroom. It provides tips on using questions to engage students, check learning, scaffold understanding, and promote a culture of learning. Some highlighted strategies include targeted questioning, hands up vs no hands up approaches, building on peers' responses, student-generated questions, learning objectives as questions, Socratic questioning techniques, and using questions to structure class discussions and written feedback. The document emphasizes using questions to challenge students' thinking and promote higher-order analysis.
The document discusses various technical codes used in music videos, including camerawork, editing, and the use of color. It notes that camera angles, shots, and movement can impact meaning. Fast cutting is common to ensure multiple viewings. Editing may also incorporate digital effects. Color is sometimes used deliberately, such as the transition from black and white to color propelling the narrative. Iconography of the artist, genre, or director helps with audience recognition. Music videos are important for constructing and maintaining an artist's image over time through reinforcing or changing their persona. Managing an artist's image transition may require exposure through a new video and other means.
Pan's Labyrinth is a dark fantasy film directed by Guillermo del Toro that blends elements of fairy tales and historical fiction set in fascist Spain. It follows a young girl who escapes the cruelty of real world by exploring an fantastical labyrinth. The film features stunning visuals and performances that bring to life both the magical and horrific worlds. While containing disturbing images of violence and brutality, it balances this with scenes of beauty and innocence. The film is a complex work that addresses themes of fascism, war, and childhood through its hybrid genre style.
John Berger argues that society views men as active and women as passive. Berger claims that men look at women and women watch themselves being looked at, influencing gender relations and how women view themselves. Berger outlines traditional stereotypes that cast men as rational and dominant versus women as emotional and submissive. While an overgeneralization, these stereotypes formed a template for mainstream media to represent gender in advertising and other forms, reinforcing patriarchal views.
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Visible Learning summarizes over 800 meta-analyses relating to influences on student achievement. It found that the top influences are feedback, teacher-student relationships, mastery learning, setting challenging goals, peer tutoring, and expectations. However, ability grouping and homework have smaller effects. Expert teachers are distinguished by how they challenge students, use representations, and monitor and provide feedback. Transition between teachers is a key issue if expectations and tasks are not continuous. Overall, learning depends on the teacher's response after instruction to support each student's interpretation and application.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
SLEs: the foot soldiers of system leadership?
1. SLEs: The foot soldiers of system leadership?
How can we better recruit, train and deploy Specialist Leaders of Education?
(Session for the Canons Park TSA Conference on 6th
February 2016, co-presented with Athena Pitsillis, SLE)
I have just been appointed as an SLE. I have no experience yet of being deployed as an SLE. I have not yet received
the SLE training.
In fact, the NCTL, after validating our appointments, have little more involvement and will no longer be organising
the training; it is now down to regions to organise it using the training materials provided.
I applied because I was looking forward to working with a team of SLEs to develop areas of expertise, contribute to
training programmes, work in partnership with a range of schools for our mutual benefit, and in the hope that
they, too, would get involved with our TSA and contribute based on their own capacity. Schools supporting schools.
Schools co-developing schools. “Leveraging on deep inter-school partnership which can be developed via three
major inter-related thrusts: professional development, partnership competence and collaborative capital” – yes,
Hargreaves’ words were ringing in my ears as I eagerly clicked on the NCTL training materials. I have been called an
idealist before (usually as a synonym for naïve), but I am proudly so.
What did I find?
Not what I was looking for. In fact, I was confused, deflated, then plain frustrated.
https://www.nationalcollege.org.uk/?q=node/626
“Developing trust and relationships”?
Questionnaire on my working style traits?
Role plays of body language to inspire trust and confidence?
What were they selling me?
Another session on leadership styles? (I swear I have already had to sit
through some of that as part of aspiring leader courses). So the
positional charismatic leader is still being sold then?
Scenarios full of language and concepts that I was hoping were on the
way out (such as graded lesson observations and the cult of
‘outstanding’ alive and well)?
2. Inverted commas or not,
this poor teacher is still
called ‘satisfactory’, not
his/her obviously high-
stake OBSERVED lessons,
but him/herself!
And so it continues...
And the reassuring and heart-warming finale of top tips for credibility:
Establishing trust, gaining credibility, resistance, RESISTANCE, BLOCKERS… CLIENT. Yes, even the coaching
programme uses the term ‘client’! Isn’t that selling the wrong narrative from the start?
Not what I was expecting. Not the language of Hargreaves and co. Not the ‘collaborative capital’ I had been reading
about and digesting for the last few years. And to be honest, if anyone tried some rehearsed ‘meant-to-gain-trust’
body language trick on me, I’d be resistant!
(In the interest of partiality, here is what a SLE who has gone through the training, and who is on the whole positive
about it, had to say: Specialist leader of education training: be ready for a businesslike approach - 'Sometimes the
training borrows too much from business leadership and management models, rather than education.' Teacher
Andrew Jones reflects on his SLE preparation.)
3. Where are the discussions about system leadership, distributed leadership – a highly debated and nuanced topic,
and one generally not promoted particularly well by the then NCSL. What about building teams, networks, pools of
expertise, programmes built on research? What about the promise of ecological leadership? What about giving us
something to really chew on, something that would elevate the debate and engage us intellectually with some
exciting literature and evidence followed by some nuanced discussion and then ambitious planning focusing on
reimagining a self-improving system in specific contexts?
Is this then any wonder that articles like this one appear On the Guardian network?
http://www.theguardian.com/teacher-network/teacher-blog/2014/may/28/specialist-leader-education-career-
option-teachers?CMP=Share_iOSApp_Other
With comments like these below the line?
Add colleagues on twitter highlighting issues such as “SLEs often used as income stream for their own setting” and
being deployed on top of existing workloads as “consultants on the cheap”.
And actually, many of the issues around SLEs cannot be denied.
The title itself is cringe-inducing, and certainly promoting the old paradigm of the expert bringing wisdom onto the
less clued-ups, the old beacon model of parachuted ‘specialists’ who will firefight, troubleshoot and rescue you
from the clutch of an Ofsted RI.
And then the recruitment criteria and process… the restricted areas of ‘expertise’ which means that the
opportunity to recruit key support staff is limited, which means that all teaching schools can potentially recruit
colleagues covering the same areas, regardless of location, with no national or regional link to ‘demand’ or ‘needs’.
The incentive is therefore present to compete for a potentially over-crowded ‘market’. In fact, the potential for
perverse incentives, as highlighted above, is endless. The non-deployment of SLEs is also an absolute waste of
talent and obvious willingness to change the system from the inside out. It would take a little effort to harness this
commitment and deploy teams of SLEs to work strategically in teams, developing resources and supporting a range
of programmes. The ‘traded services’ model cannot be the only way to go, with the hypocritically paid lip service to
Fullan, Hargreaves and co.
I am an English and Media teacher with a keen interest in developing effective CPD. Recruited as a ‘CPD SLE’, does
that mean that if the opportunity arises to work on developing English resources arises, I won’t be able to work in
collaboration with others? If I were expert on the subject of behaviour management and inclusion with years of
4. teaching RE under my belt, would I not be called upon to collaborate with a team of colleagues to develop
network-wide curriculum development programmes? Isn’t the point of the interview to bring to the fore your
commitment to working towards ‘alliance architecture’ structures, harnessing ‘professional capital’, in brief to
show that you have some understanding of system leadership?
No one ever told schools that they had to ‘sell’ their SLE time! No one advised us to sell a ‘diagnostic consultation’
only to sell a further package afterwards – not that diagnostic tools aren’t useful; far from it! And yet, in these
times of budget restrictions, it is too easy to understand why schools do it. But it is no excuse. We owe it to
ourselves to forge fewer, perhaps, but deeper links for everyone’s benefit within a network of schools. This of
course requires a true vision and sense of collective moral purpose.
The article and tweets mentioned above illustrates short-termism of the current system. From lack of deployment
to crude exploitation, if you haven’t given up after the training session (no official follow up), then it is easy to see
how it might be hard to retain SLEs, or at least their commitment and enthusiasm. And of course, if you’re
appointed as SLE belonging to a specific alliance, then moving jobs means that alliance loses an SLE, and the SLE
must face asking their new boss to be released to work for their former alliance… I am sure there might be
flexibility there, but there is certainly a need for clarity.
I think we are once again selling ourselves short - pun intended. Surely we must seek to develop new ways of
leading a self-improving school system beyond marketization of so-called expertise underpinned by a fear of
Ofsted.
We seriously need to reconsider the role of SLEs and aim for a more ambitious and strategic deployment.
In fact, I think we should start with calling the role something else. Any ideas?
*********************************
Athena Pitsillis, another Canons Park TSA SLE, introduced the session by discussing the metaphor of SLEs as
footsoldiers of system leadership. The phrase came from a blog by Keven Bartle who set out in the original post the
alliance’s vision in terms of SLE deployment. He writes:
“Our belief is that the work of the alliance needs to be filtered through the lens of R&D if it is to truly
be seen as doing it right, and the work of our alliance needs to be committed to the genuine
improvement of partner schools of it is to truly be seen as doing it well. (…)
If we are to use research to do things right and S2SS to do things well, we will need a committed
group of individuals who are genuinely enthused about the concept of being part of an alliance
forging a distinctive identity and pathway in an already crowded system improvement ‘market’ (in
essence, an alliance that does not want to be part of that ‘market’ at all).
SLEs, within our schools and locality but also beyond our schools and locality, will be the foot soldiers
of our approach to system leadership. You will be utilised. You will be free for all partners. You will be
integral to the success of the alliance.”
Extract from the Keven Bartle’s blog, SLEs: The Footsoldiers of system leadership
Chatting with Athena ahead of the session, we started to think about the connotations of the phrase ‘foot soldiers’,
and whilst we agree with the sentiment in the post above, we couldn’t help but think of the problematic limitations
of the metaphor. Athena articulates this beautifully by quoting Tennyson in Charge of the Light Brigade:
‘Theirs not to make reply,
Theirs not to reason why,
Theirs but to do…’
SLEs as ‘foot soldiers’ are deployed or parachuted into schools with the aim of problem-solving, trouble-shooting
and offering alternative solutions. However, is that the role sold to us on recruitment? Is this what our role should
be as part of systems and distributed leadership?
5. This forms the basis of our session discussion, aiming to inspire debate around the role of SLEs and challenge the
way they are ‘sold’ to ‘clients’ in order to elicit improving standards.
Athena further explores the role of foot soldiers:
• Foot soldiers were organized into heavy infantry.
• These were among the first troops ever to be drilled, and they fought packed in a close rectangular
formation, typically eight men deep, with a leader at the head of each column and a secondary leader in
the middle so that the back rows could move off to the sides if more frontage was needed.
This led her to reflect on the fact that SLEs are mainly deployed individually and work alone and in isolation. There
is a lack of trust when you’re just parachuted in to solve a problem. Oh, and foot soldiers fight the opposition and
die!
However, the idea of foot soldiers is not necessary negative.
We need to re-assemble SLEs into teams of strategic partners where they can co-construct and develop the
systems in which they are working. In this way they will have more impact in the schools and alliances they work in.
Thankfully, and after my exploration of some of the issues (what Philippa Cordingley would call ‘wicked issues’)
around recruitment, training, deployment and retention, Athena moved on to reminding us of what we aspire to,
and what the alternatives may be. We went right back to Hargreaves.
David Hargreaves explains that:
‘A self-improving school system is one that leverages on deep inter-school partnership which can be developed via
three major inter-related thrusts: professional development, partnership competence and collaborative capital.’
(Hargreaves, 2011)
Bearing this in mind, what do we like to change?
• Systems leadership should be about interaction, setting direction and developing people.
• Move away from ‘trouble-shooting’ or ‘firefighting,’ to working together as teams. Needs to be a process
of development and support, not a quick fix.
• Move away from language which implies a sense of failure and one-way benefit such as ‘clients’ and
‘support.’
• Assembling ‘foot soldiers’ to become ‘systems thinkers’ (Fullan, 2004) whereby they can use research and
more of a surplus model rather than a ‘sticking plaster chat’ OR the enforced ‘do it our way to improve’
approach, using instead strategies which will have impact. Not short term solutions but long-term
sustainable development.
Athena referred back to Fullan writing in 2014:
‘We need first to sort out quality ideas, and then to incorporate them into collective action. It is not so much that
we have to put blind trust in the wisdom of crowds, but rather we have to create the conditions under which local
wisdom can be amassed and mined.’
And
‘To change, organizations and systems will require leaders to get experience in linking to other parts of the system.’
And here we have it: strategic thinking, system leadership, action-driven endeavour – just what the recruitment
process focused on. In fact, the more we read and aim to articulate our vision for a different system, the more we
are drawn to the idea of the world of education as an ecology. The next quotation we introduced is taken from a
paper tantalizingly titled “Ecological Leadership: Going Beyond System Leadership”:
6. […] there is shift of focus away from ‘‘positional leader’’ (Wielkiewicz and Stelzner 2005, p. 327) to leadership that
draws on collective voices emanating from the ecology—a departure from the stance of system leadership which
is still predominantly centred on nurturing positional leaders, especially head teachers with macro views of
benefitting the school system.
(Ecological Leadership: Going Beyond System Leadership for Diffusing School-Based Innovations in the Crucible of
Change for 21st Century Learning, Yancy Toh, Azilawati Jamaludin, Wei Loong David Hung, Paul Meng-Huat Chua,
published online: September 2014)
Here is an attractive and alternative perspective to the traditional narrative which, even when it proclaims
differently, ends up being about positional leadership. The trick therefore is to allow these voices to be heard and
put in place systems to allow them to collaborate and learn from each other.
And so we come to articulating alternative ways in which we will be deploying SLEs:
• Moving towards a more ecological leadership approach which maximises resources and includes all,
engaging those involved to share and co-construct a vision (Harms & Leis)
• We need ‘collective commitment’ (Fullan) to improvement.
• SLEs need proper training in how to optimise research, use appreciative enquiry and action projects in
order to think strategically, make decisions and lead systems to conceptualise their own improvement
from the inside out.
• SLEs should be involved in whole-school and whole-alliance strategic level decision making.
• Building capacity and sustainability through action research, project development and working in teams to
create off the peg research and resources ‘starter kits’ (the idea is not to start from scratch every time) to
create tailored and co-created inputs that suit the needs of schools.
In short, allowing SLEs to lead specific projects and utilise their skills and potential.
In fact, we aim to go beyond this and are toying with ways in which the team of SLEs could further lead the work of
the alliance through steering the alliance strategic groups – a truly distributive structure.
And so we keep our eyes on the immediate future, and our determination to do things differently, keeping firmly in
mind Hargreaves’ maturity model and its 12 strands:
The professional development dimension and its strands:
— joint practice development
— mentoring and coaching
— talent identification
— distributed staff information
The partnership competence dimension and its strands:
— fit governance
— high social capital
— collective moral purpose, or distributed system leadership
— evaluation and challenge
The collaborative capital dimension and its strands:
— analytical investigation
7. — disciplined innovation
— creative entrepreneurship
— alliance architecture
We kept this slide up as we opened up the discussion, highlighting some specific strands such collective moral
purpose, analytical investigation, alliance architecture
And we will leave you with this as a point for immediate discussion:
“The role of the centre is to set up the conditions for cultivating and sorting the wisdom of the system.”
(Systems thinkers in action: moving beyond the standards plateau, Michael Fullan, Teachers transforming teaching,
2004)
NB: During Philippa Cordingley’s session on Design Thinking in the morning ahead of our own session, Athena
and I kept looking at one another so much did it resonate. I really ought to redraft this post to incorporate the
ideas she introduced, but that’s for another day. I do realise that what we are talking about here is DESIGN
THINKING, and the changes we seek to bring about could be described as a set of nested behaviours.