Have you considered yourself as a leader?
We are hoping that during this course you'll do some critical reflection through consciously interrogating your own experiences and preconceptions about leadership. As a social construct leadership is open to reconstruction and reconfiguration, therefore it is essential to keep exploring the meaning of leadership to open up and develop new ways of understanding.
Remember to share your perspectives and experiences. Help others to raise their awareness of their own and others leadership of practice and the ways in which this can develop and improve.
Followership
Leaders are traditionally treated as heroes or villains depending on how well their organization performs. They get credit for its successes and blamed for its failures. This focus on leaders as drivers of organizational performance has resulted in a long tradition of leader-centered leadership research that emphasizes leader traits and behaviors as antecedents to leadership processes and outcomes. As an unintended consequence of this emphasis, the impact of followership perspective has been largely ignored. Followers have instead been relegated to the role of passive recipients or, at best, moderators of leader influence and behaviors.However, this was not always the case. Early in the leadership literature, researchers understood that leaders are not isolated actors immune from the influence of their followers. There is also a more recent re-introduction of followers as an integral part of leadership.
There is a growing body of theoretical work that develops follower typologies (e.g., Carsten et al., 2010; Kelley, 1988) that makes clear that some followers can be more influential than others. For instance, Carsten et al. (2010) developed a typology of followers arguing that while some followers may proactively challenge a leader's assumptions and provide information and feedback without being asked to do so; others may voice their opinions to their leaders without challenging them, and still others may follow their leaders and execute their orders without question. This continuum from passive to proactive followership suggests that proactive followers, who voluntarily become a part of decision making and challenge leader decisions or behaviors, should have more influence on leaders than passive or simply active followers. Although this and other typologies of followers (e.g., Carsten et al., 2010; Kelley, 1988) highlight critical follower characteristics that distinguish among types of followers, the theoretical rationales for how these different types of followers influence their leader and the leadership process remain unaddressed. This may be one reason why empirical tests of these effects of these typologies remain scant.
Raise Your Voice - Hack Education!
Hack Education is a new platform to crowdsource your ideas about how you would like see primary and secondary education — today, tomorrow and in the future.
This platform is designed for mums, for dads, for teachers and students. It is your platform to capture your ideas, views and concepts on how education should evolve and adapt for today’s world. Your views will be shared on the platform with other passionate New Zealander’s to enable us to gain important insight and education ideas for the future. We'll fill this in on this week's class http://hackeducation.co.nz/
References and recommended reading
Clark, Rory McDowall. (2012). "I've Never Thought of Myself as a Leader But": The Early Years Professional and Catalytic Leadership. European Early Childhood Education Research Journal,20(3), 391-401.
In this research paper the ideas of authority are challenged and a concept of catalytic leadership is proposed, whereby your ability to bring about and inspire change is not dependent on a position of power. It is clear that even if a teacher is not in a position of authority they are in a position of influence, and it is this influence that is crucial to becoming a change agent and leading practice. In this way the teacher can be seen as a catalyst within their setting bringing about internal change to create something new. Change comes about through the recognition of new possibilities rather than being enforced from above.
Carsten, M. K., Uhl-Bien, M., West, B. J., Patera, J. L., & McGregor, R. (2010). Exploring social constructions of followership: A qualitative study. The Leadership Quarterly, 21, 543–562.
Kelley, R. (1988). In praise of followers. Harvard Business Review, 66(6), 142–148.
Leadership - Week 2
Key Competencies
The key competencies element of The New Zealand Curriculum brings with it exciting possibilities for making students’ experience of learning more relevant, engaging, meaningful, and useful.
Key competencies-rich programmes will enable students to be confident, connected, actively involved learners in the present and in the future. They will encourage lifelong learners who are equipped to participate in rapidly changing local, national, and global communities.
What are the conditions that teachers and students need, so that key competencies can develop? There are leadership practice demands on these areas (culture, pedagogy, systems, partnership/networks) – what are also those exactly?
Leadership and the Key Competencies
Learners are most likely to develop and strengthen their capabilities for living and learning when they learn with teachers in a school whose leadership creates conditions that stimulate key competencies.
The key competencies element of The New Zealand Curriculum brings with it exciting possibilities for making students’ experience of learning more relevant, engaging, meaningful, and useful. Key competencies-rich programmes will enable students to be confident, connected, actively involved learners in the present and in the future. They will encourage lifelong learners who are equipped to participate in rapidly changing local, national, and global communities.
Giving effect to key competencies in ways that address their complexity will entail significant challenge and change. Tackling those challenges and compelling change to support key competencies is a vital role for school leadership. Effective leaders create the conditions required for key competencies in teaching and learning. They need to ensure that the culture, pedagogy, systems, partnerships, and networks in their school support key competency development. Leaders also need knowledge and skills in leading change since, for many, key competencies require, and make possible, a significant change in practice
Leadership of the key competencies requires a school culture that signals that those competencies are important and valued. Importance can be signaled through goals for teaching and learning, through the explicit and implicit values of the school, through traditions, and through the things that are celebrated by the school.
Leadership - Week 3
Adaptive Competence
Adaptive competence fits with workers in the knowledge economy who are able to innovate to meet necessary outcomes. Artists (generative competence) are not necessarily working to outcomes or a client's brief but it is easier to move from delivered competence to adaptive competence if we have some creativity. This is why art is more important than ever, since to make this move we need to have creative thinkers who are able to adapt. At the moment, many educational settings still sit at the delivered competence level.
You can find some more detail at Adaptive Competence - The dominant space for human action in the age of knowledge-work
Modelling Innovation
Two simple models, used by many teachers, can help us to plan and analyse our digital classroom innovations. Substitution Augmentation Modification Redefinition (SAMR) supports the design and development of learning experiences that utilize technology. Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching.
SAMR
The SAMR model was developed by Ruben Puentedura and disseminated through Apple education initiatives. It is a very simple layered model of ways that technology can be integrated into teaching and learning. For further information see Puentedura's Weblog and the TKI page on Using the SAMR model. Mark Anderson provides a very similar 4 layer model that focuses more on teacher confidence in delivering digital learning
TPACK
Technological Pedagogical Content Knowledge. TPACK is a framework developed by Punya Mishra and Matthew Koehler that identifies the knowledge teachers need to teach effectively with technology.The TPACK framework is somewhat more academic that SAMR and extends Shulman’s idea of Pedagogical Content Knowledge.
For further information see the tpack.org web site
You may find this TPACK and SAMR assessment rubric useful when assessing classroom activities against these frameworks.
Google Maps and Google Earth group task
Create a Google Doc where you design a learning activity to last 20 minutes using either Google Earth / Maps or Tour Builder and informed by SAMR and/or TPACK. Make sure that your group members can edit the document and anyone ‘Can comment’ on your document. Once done, link your learning activity document onto the Google+ community (session uploads) and ask others to critique it.
If you want, you can look at Thom Cochrane’s guide to creating a custom map http://tinyurl.com/tmlmaphowto or consider tour builder https://tourbuilder.
Conditions for Classroom Technology Innovations
To what extent do you think the homework reading, a research article from 2002, is still relevant?
Creativity and Innovation
According to Tucker (2008), there is a relationship between being creative and innovative. Creativity helps coming up with ideas and being innovative means bringing them to life. Hatching ideas is the ‘creative’ part; bringing them to life successfully in the form of a new product or service or management method is what makes a raw idea an innovation.
Warlow (2007) defines the following attributes of an innovator:
- Curious; constantly questioning things
- Open to new ideas; putting oneself in situations where one can receive stimulation
- Dare to be different; being prepared to act against accepted or conventional wisdom and challenge the unchallengeable
- Be ready; as innovative ideas can strike at any time, there is a need to capture them before they disappear from the mind
- Persistent; time is needed in finding the solutions which are innovative
- Collaborative; ideas can be thought of when working with others
The World Economic Forum (2016) in analysing 21st century skills, identified creativity and collaboration as competences, but curiosity is a character quality, as is initiative. To be innovative, we need not only competencies but also character qualities.
References
Tucker, R. B. (2008). Driving growth through innovation. San Francisco: Berrett-Koehler.
Warlow, R. (2007). Being an innovative entrepreneur. Retrieved April 2, 2010 from http://ezinearticles.com/?Being-an-InnovativeEntre...
World Economic Forum. (2016). New Vision for Education: Fostering Social and Emotional Learning through Technology. Retrieved from http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf
Leadership - Week 4
Research based session/using research software.
Leadership - Week 5
Mindsets
Mindsets are beliefs; how you think about yourself, your intelligence and talents, what it is you can and cannot do. Ultimately, this affects how you perceive other people and their abilities, talents and capabilities, what they are and are not capable of.
Fixed Mindset
People with a Fixed Mindset believe that the abilities and capabilities they have are fixed traits. Their intelligence is set, they are talented at certain things and not others. They believe that it is whether or not someone is talented at something is what allows them to be successful at something or not. Intelligence is fixed and can be measured.
Growth Mindset
People with a Growth Mindset believe that their intelligence, and abilities can be developed and grow. Through hard work, dedication and time, people can learn new talents, learn new things and become more intelligent. Teaching a growth mindset encourages learning, develops relationships and self efficacy. The brain is malleable, it can grow, stretch and expand. The harder you work, the more you can learn.
Quiz
In class we will take a quiz to see if you have a fixed or growth mindset.
Ways to Develop a Growth Mindset
By changing the language we use. The power of 'not yet' in the classroom. "I have not learnt this yet" shows a growth mindset, rather than saying "I can't do this", or "I failed" which shows a fixed mindset. Changing the way we talk in the classroom, 'What we are learning' rather than 'Here is the work to do'. What is it that we value? Do we value the end product or the learning process? (Dweck, 2006)
Critiquing Growth Mindset
Explore and critique these different sites on Growth Mindset.
- MINDSETKIT
The Mindset Kit is a free set of online lessons and practices designed to help you teach and foster adaptive beliefs about learning.
Give Tasks That Promote Struggle And Growth
Open tasks promote a growth mindset. These allow students to problem solve, rather than finding the correct solution. It allows students to struggle, think of possible solutions and make choices. The focus is on the learning process and deep understanding, not on performing certain tasks correctly or incorrectly.
- Recognizing and Overcoming False Growth Mindset
“It all started when my Australian colleague Susan Mackie informed me that she was seeing more and more false growth mindset. This is when educators think and do all sorts of things that they simply call growth mindset. And then I started noticing it, too.” (Dweck, 2016)
- What Having a “Growth Mindset” Actually Means
“...it’s still not easy to attain a growth mindset. One reason why is we all have our own fixed-mindset triggers. When we face challenges, receive criticism, or fare poorly compared with others, we can easily fall into insecurity or defensiveness, a response that inhibits growth. Our work environments, too, can be full of fixed-mindset triggers.” (Dweck, 2016)
- The Growth Mindset : Telling Penguins to Flap Harder ?
“it seems to me that this is a theory which describes the world as we would want it to be, rather than the world as it is.”
Stop Motion Movie Making
Stop motion is an animation technique that physically manipulates an object so it appears to move on its own. An object is moved in small increments, then individually photographed, creating the illusion of movement when played. Dolls, LEGO® and clay figures (claymation) are often used since they are easy to re-position. Stop motion films can also involve humans, household appliances etc. for comedic effect.
Stop Motion Tools
You can make stop motion movie manually using tools like MovieMaker and iMovie, or use a dedicated tool like MonkeyJam, iKITMovie, iPad apps like MyCreate or MyStopAction, or the Chrome Extension app Stop Motion Animator. The Slowmation web site contains some examples and resources. This site recommends 2 frames per second for stop motion movies.
Growth Mindset in Leadership
Growth mindset in a leadership context comes from a belief that those we lead can be motivated to improve and grow their practices. This choice usually involves including many stakeholders in decision-making, over-communicating the vision, mission, and goals, building shared values, and providing specific, targeted, timely feedback.
A Growth-Minded [Leadership] Choice might result in this:
- Validates and addresses staffs fears and barriers
- Communicates the vision explicitly
- Provides support to those who lack knowledge or skills
- Creates an opportunity to share research and information
- Allows everyone access to growth opportunities
- Shares the work load among all staff”
(Diehl, 2013)
If you are interested to reflect upon if you are leading with a growth mindset, you might want to read an article written by a member of Oracle's Leadership Development team. This Harvard Business Review article on the other hand tries to explain how companies can even profit from a growth mindset.
Growth Mindset in the Classroom
Claxton (2008) suggests that intelligence has become defined as the kind of mind that responds most readily to the peculiar demands of school. Would you agree that intelligence is innate and cannot be developed beyond what you are born with?
References:
Boaler, J. (n.d.). Mindset Kit - Give Tasks That Promote Struggle And Growth. Retrieved July 25, 2016, from https://www.mindsetkit.org/topics/give-tasks-promo...
Claxton, G. (2008). What's the point of school?. Richmond: Oneworld
Diehl, E. (2013). Leading Change with a Growth Mindset. Community.mindsetworks.com. Retrieved 8 April 2016, from http://community.mindsetworks.com/blog-page/home-b...
Disidealist. (2014). The Growth Mindset: Telling Penguins to Flap Harder? Retrieved July 26, 2016, from https://disidealist.wordpress.com/2014/12/05/242/
Dweck, C. (2006). Mindset: The new psychology of success. Random House.
Dweck, C. (2016, January 11). Recognizing and Overcoming False Growth Mindset. Retrieved July 26, 2016, from http://www.edutopia.org/blog/recognizing-overcomin...
Dweck, C. (2016, January 13). What Having a “Growth Mindset” Actually Means Carol Dweck. Retrieved July 26, 2016, from https://hbr.org/2016/01/what-having-a-growth-minds...
Leadership - Week 6 - LEADERSHIP THEORIES
Transformational Leadership Theory
Researcher Bernard M. Bass developed what is today referred to as Bass' Transformational Leadership Theory based on Burns' original ideas, this has been the one many of our students have found interesting to reflect upon in their Leadership 1 assessments. According to this theory, transformational leadership can be defined based on the impact that it has on followers. As time has progressed a number of leadership theories have emerged which deal with various styles and methodologies about leadership. These theories could be labelled in four broad headings- namely the Trait theories, Behavioral theories, Contingency theories and the Power and Influence theories.
Leadership attributes and styles
Leadership attributes you might want to look at in your LEADERSHIP 1 analysis could include, for example, emotional intelligence, growth mindset and different kinds of competencies and skills we've talked about a lot during the first 5 weeks on the course.
Leadership styles
During this week's lesson we'll also introduce some views on different Leadership Styles. Keep in mind that the styles are many times drawn from the theories, so from your assessment point of view get your justifications from the theories and draw then the connections from those to the styles you used.
Types of Leadership - Styles drawn from Theories
- Autocratic or Authoritarian Style of Leadership
- Under the autocratic leadership style, all decision-making powers are centralised in the leader. Leaders do not entertain any suggestions or initiatives from subordinates. This approach provides for quick decision making but is generally not successful in gaining employee engagement
- Laissez-faire or Free-rein Style of Leadership
- A person may be in a leadership position without providing leadership, leaving the group to fend for itself. Subordinates are given a free hand in deciding their own policies and methods. This can sometimes be a positive leadership style if workers are responsible and self-starting and do not require a lot of supervision.
- Participative or Democratic Style of Leadership
- A participative or democratic style of leadership involves the leader sharing decision- making abilities with group members while also promoting the interests of the group members and practicing social equality. Employees will likely enjoy this style of leadership because it gives them a say in many decisions.
- Transformational Style of Leadership
- The transformational leadership style is one of the most inspiring leadership styles that enhances the motivation, morale and job performance of followers. The concept was initially introduced by James MacGregor Burns- a leadership expert and presidential biographer. According to Burns, transformational leadership can be seen when "leaders and followers make each other to advance to a higher level of morality and motivation."
Leadership styles according to Goleman
Based on a three-year study of over 3,000 executives, Daniel Goleman identified six different leadership styles:
- Pace-setting
- Authoritative
- Affiliative
- Democratic
- Coaching
- coercive or commanding
Six Leadership Styles
- Pace-setting leaders expect excellence and self-direction, and can be summed up as ‘Do as I do, now’. The Pace-setter very much leads by example, but this type of leadership only works with a highly-competent and well-motivated team. It can only be sustained for a while without team members flagging. Like the Coercive leader, Pace-setters also show drive to succeed and initiative, but instead of self-control, these are coupled with conscientiousness.
- Authoritative leaders move people towards a vision, so are often described as ‘Visionary’. This style is probably best summed up as ‘Come with me’. It is the most useful style when a new vision or clear direction is needed, and is most strongly positive. Authoritative leaders are high in self-confidence and empathy, acting as a change catalyst by drawing people into the vision and engaging them with the future.
- An Affiliative leader values and creates emotional bonds and harmony, believing that ‘People come first’. Such leaders demonstrate empathy, and strong communication skills, and are very good at building relationships. This style is most useful when a team has been through a difficult experience, and needs to heal rifts, or develop motivation. It is not a very goal-oriented style, so anyone using it will need to make sure others understand that the goal is team harmony, and not specific tasks. It is probably obvious from this that it cannot be used on its own for any length of time if you need to ‘get the job done’.
- The democratic leader builds consensus through participation, constantly asking ‘What do you think?’, and showing high levels of collaboration, team leadership and strong communication skills. This style of leadership works well in developing ownership for a project, but it can make for slow progress towards goals, until a certain amount of momentum has built up. Anyone wishing to use this style will need to make sure that senior managers are signed up to the process, and understand that it may take time to develop the consensus.
- A coaching leader will develop people, allowing them to try different approaches in an open way. The phrase that sums up this style is ‘Try it’, and this leader shows high levels of empathy, self-awareness and skills in developing others. A coaching style is especially useful when an organisation values long-term staff development
- Coercive leaders demand immediate obedience. In a single phrase, this style is ‘Do what I tell you’. These leaders show initiative, self-control, and drive to succeed. There is, of course, a time and a place for such leadership: a battlefield is the classic example, but any crisis will need clear, calm, commanding leadership. This style does not, however, encourage anyone else to take the initiative, and often has a negative effect on how people feel.
Tū Rangatira
Tū Rangatira: Māori Medium Educational Leadership (2010) presents a model of leadership that reflects some of the key leadership roles and practices that contribute to high-quality educational outcomes for Māori learners. It focuses on leadership practices, providing insights into how effective professional development programmes can work towards strengthening leaders’ capabilities, growing capacity and sustaining exemplary leadership in the Māori medium education sector.
Week 7 - LEADERSHIP - Online and Distributed Leadership
When leading students through new or unfamiliar online learning environments it is important for the teacher to establish a strong social presence so that they feel a similar sense of community and group cohesion.
When leading a group of students online it is essential that consideration be given to cognitive presence issues that includes; pre-knowledge of the students' knowledge at the point of commencement, preferred delivery methodologies for presenting work, adequate time and skills for self reflection and regular integration of small group discussions (either online or offline).
Why Use Twitter
- Encourages brevity
- Identifies the tweeter
- Allows replies and hashtags
- Integrates with other tools (e.g. Tagboard, Pocket, Buffer, feedly)
- Supports weblinks
- Mobile App available
Twitter Terminology 101 (see http://sandesaimond.hubpages.com/hub/Twitter-Termi...
- Tweet
- @ (precedes a Twitter user name you are referring to)
- Retweet (RT)
- Modified Tweet (MT)
- Reply
- Direct Message (DM)
- Follower
- Hashtags or # (precede a topic)
Mind Lab Twitter
Handle: #NZMindLab
Hashtag: #mindlabED
Hashtag: #mindlabED
Twitter Chats NZ
#edChatNZ #kidsedchatNZ #engchatNZ #mathschatNZ #scichatNZ #WellyED
Twitter Tips for Teachers (see http://www.educationreview.co.nz/magazine/november...
- Use TweetDeck
- The power of the hashtag
- Join the #edchatNZ club
- Make use of lists
- Saving tweets for a rainy day
- Teaching with Twitter
Leading Online Discussions (see http://learningworkshop.mindedge.com/2014/04/30/le...
- Establish the parameters
- Connect topic material but challenge students to think critically
- Encourage all learners to participate with incentives
- Praise learner posts that contribute to a discussion
- Guide off-topic conversations back to the question at hand
- Ask students to describe appropriate real world experiences
- Don’t overly interject - pick your spots judiciously
Distributed Leadership
Distributed leadership acknowledges that the work of leading and managing schools involves multiple individuals – not just those with formally designated leadership and management positions but also individuals without such designations. It is primarily concerned with the practice of leadership rather than specific leadership roles or responsibilities. It equates with shared, collective and extended leadership practice that builds the capacity for change and improvement.
Distributed leadership means mobilising leadership in order to generate more opportunities for change and to build the capacity for improvement. It is ‘leadership by expertise’ rather than leadership by role or years of experience. Genuine distributed leadership requires high levels of trust, transparency and mutual respect.
Distributed leadership is about collective influence and is a contributor to school success and improved performance- it is not an accidental by-product of high performing organisations. Individuals are accountable and responsible for their leadership actions; collaborative teamwork is the modus operandi and inter-dependent working is a cultural norm. (Hargreaves, Boyle & Harris, 2014).
- Expertise not position
- Distributed accountability
- Distribution is non permanent
- Changing roles and responsibilities
- Leadership as practice
A strong correlation has been found between the building of leadership capacity for learning and teaching through distributed leadership and the increased engagement in both learning and teaching.
Because digital technology is multifaceted, it opens itself up to involvement from a variety of people and groups with different roles and responsibilities causing distributed leadership across time.
Collaboration in a digital technology setting is the purposeful joining of people in an online environment that enables relevant problems to be tested and validated through constructed knowledge.
Wicked Problems
James Surowiecki explored a deceptively simple idea: Large groups of people are smarter than an elite few, no matter how brilliant–better at solving problems, fostering innovation, coming to wise decisions, even predicting the future.
Wicked Problems (from TPACK)
- Requirements that are incomplete, contradictory and changing
- Uniqueness, in that no two wicked problems are alike
- Occurring in complex and unique social contexts
- Solutions that are difficult to realize and recognize because of complex interdependencies and contexts
- Solutions that are not right or wrong, simply “better,” “worse,” “good enough,” or “not good enough”.
- Solutions that have no stopping rule, the best we can hope for is “satisficing
(Mishra, P. & Koehler, M. 2008, p. 2).
‘Wicked problems’ vs ‘Wisdom of crowds’
What can guessing the weight of a cow teach us?
How many Jellybeans are in the jar?
add your answer to the google form. Do this individually - (do not discuss your answer with anyone else.) We will share the results next week.
A wicked problem is a problem that is difficult or impossible to solve because of incomplete, contradictory, and changing requirements that are often difficult to recognize. They are highly complex, uncertain and often value laden. Bolstad, Gilbert, McDowall, Bull, Boyd, & Hipkins (2012) argue that learners and teachers, families and communities need support to develop the skills needed to engage in solving the wicked problems of the 21st Century. The use of term "wicked" here has come to denote resistance to resolution, rather than evil.
Education is complex. Wicked problems don't have an answer- but through the use of online tools and digital media, independent people are able to work together to find ideas and concepts to explore wicked problems. Distributed leadership allows many people to work together to tackle these wicked problems. Refining traditional roles for students and teachers allows distributed leadership to occur.
Mess Mapping
Mess Mapping is a process for collecting, sharing, organizing and evaluating information regarding a Wicked Problems. A Mess Map diagram or mural represents a model of the problem at hand that shows the important “chunks” of information and their relationships with other “chunks.” (Horn & Weber 2007)
New Tools For Resolving Wicked Problems Mess Mapping and Resolution Mapping Processes
References
Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-orientated learning and teaching - a New Zealand perspective. Wellington, New Zealand: New Zealand Council for Educational Research.
Cowie, B., Jones, A., & Harlow, A. (2011). The distribution of leadership as an influence on the implementation of a national policy initiative: the example of the Laptops for Teachers scheme. School Leadership & Management: Formerly School Organisation, 31(1), 47-63. doi: 10.1080/13632434.2010.540561
Hargreaves, A., Boyle, A., & Harris, A. (2014). Uplifting leadership: How organizations, teams, and communities raise performance. John Wiley & Sons.
Hayes, D. (2007). ICT and learning: Lessons from Australian classrooms. Computers & Education(49), 385-395.
Horn, R. E., & Weber, R. P. (2007). New tools for resolving wicked problems: Mess mapping and resolution mapping processes. Watertown, MA: Strategy Kinetics LLC.
Horst W. J., R., & Melvin M., W. (1973). Dilemmas in a General Theory of Planning. Policy Sciences, 4(2), 155-169.
Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A.(2015). NMC Horizon Report: 2015 K-12 Edition. Austin, Texas: TheNew Media Consortium. http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/
Jones, S. (n.d.). Distributed Leadership. Retrieved April 15, 2016, from http://www.distributedleadership.com.au/
MindEdge Learning Workshop. (2014, April 30). Leading Online Discussions. Retrieved April 15, 2016, from http://learningworkshop.mindedge.com/2014/04/30/le...
Mishra, P. & Koehler, M. (2008). Introducing Technological Pedagogical Content Knowledge. Paper presented at theAnnual Meeting of the American Educational Research Association, New York City, March 24–28, 2008
Surowiecki, J. (2004). The Wisdom of Crowds. New York, NY: Doubleday, Anchor.
Vaughan, N. D., Cleveland-Innes, M., & Garrison, R. D. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Athabasca, Canada: AU Press.
Week 8 - leading change
Leading change (Kotter)
“The simple insight that management is not leadership is better understood today, but not nearly as well as is needed. Management makes a system work. It helps you do what you know how to do. Leadership builds systems or transforms old ones.” (Kotter, 1996)
Education 2025
The Ministry of Education has laid out a vision for New Zealand education in 2025, called Lifelong Learners in a Connected World. Where and how do your students, you as teachers and your schools fit into this vision?
School vision statements
In class, you will add your own school vision statement to the Padlet page for your location. Include your school's name:
Look at the various vision statements from the schools in your area and beyond. What common themes are there? What distinctive themes are there?
Kotter's 8 step process
Kotter (1996) suggests that there is an 8 step process for leading change.
- Create a sense of urgency
- Build a guiding team
- Develop a vision and strategy
- Communicate the vision
- Enable action by removing barriers
- Celebrate wins
- Sustain change by building on gains
- Embed the change in culture
There is a useful diagram that summarises Kotter's process on the Leading Change course blog
Change Management Toolkit
This week one of our resources (in the portal) comes from the New Zealand Post Primary Teachers' Association / Te Wehengarua (PPTA). Their Education Change Management Toolkit has been developed to assist schools in implementing effective change for improvement, following identified best practices for educational change.
The toolkit contains general principles for implementing successful education change in schools and a series of questions to answer before, during and after a change is trialled and includes a draft policy which branches can discuss with their boards.
We will be using the draft policy (at the end of this document) in class.
See the following web page for more information and a link to the full document (which is also in this week's media): http://ppta.org.nz/resources/publication-list/2460...
Change Management Collaborative Task
The collaborative task using the PPTA's draft change management toolkit can be found in this week's media. You can also download the PDF
Kotter's 8-Step Change Model - you tube
References
Fullan, M. & Miles, M. (1992). Getting reform right: what works and what doesn't. Phi Delta Kappan, 73(10), 745-752.
Kotter, J.P. (1996). Leading Change. Harvard Business Review Press.
Maeroff, G. (1993). Building teams to rebuild schools. Phi Delta Kappan, 74(7), 512-519.
Senge, P. (1990). The fifth discipline: the art and practice of the learning organization. New York: Currency Doubleday.
week 9 - international perspective
School Culture
According to the Ministry of Education (2016), a school's culture consists of the customs, rituals, and stories that are evident and valued throughout the whole school. An effective school culture is one in which the customs and values foster success for all; and where clear boundaries are set, known, and agreed to by everyone. In developing a positive culture, effective principals ensure that educational practices are inclusive. They make certain that students and their families do not feel alienated either from their own culture or from the culture of the school.
International Capabilities
The Ministry of Education (2014) defines international capabilities as the knowledge, skills, attitudes, dispositions, and values that make up the key competencies that enable people to live, work, and learn across national and cultural boundaries. Being internationally capable includes not only the awareness of other cultures, about also the awareness of one’s own culture as particular and specific. It involves the understanding that we all experience our lives through a number of cultural and personal "lenses", and that comprehending and accepting others’ needs and behaviours rests as much on understanding ourselves as it does on understanding them.
Cultural Intelligence
Justin Trudeau, the Canadian Prime Minister, has responded to the Migration crisis by stating that “we define a Canadian not by a skin color or a language or a religion or a background, but by a shared set of values, aspirations, hopes and dreams that not just Canadians but people around the world share.” Street artist Banksy's respond has been a much debated mural. (Ellis-Peterson, 2015)., Many claim that cultural, or even socio-cultural, intelligence is much needed in the times of increasing worldwide migration.
What comes to moving forwards and learning from each other, Fullan claimed already 1993 (p.17) that “there is a ceiling effect to how much we can learn if we keep to ourselves. The ability to collaborate - on both small and large scale - is becoming one of the core requisites of postmodern society”.
PISA
The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations of 15-year-old school pupils' scholastic performance in mathematics, science, and reading.
The PISA discussion
Even if there are many positive affects in this sort of skills comparison it also provokes strong debate from educators the world over. When it was developed, it was created as a diagnostic tool to bring together education policymakers together to discuss and track education and education improvement. However, in recent years, it has become widely criticised as a league table that is used as a indicator of a country's education health. Sir Ken Robinson criticised PISA for “squeezing out” other more creative subjects and creating an anxiety around education that was “grotesque”. Academics from around the world expressed deep concern in the 'PISA letter' (The Guardian, 2014) about the impact of Pisa tests and call for a halt to the next round of testing.
However, PISA tests are developed further all the time and they do assess an unprecedented range of learning outcomes and their contexts, including student performance measures, measures of social and emotional dimensions, student attitudes and motivations, equity issues, and parental support. The OECD has announced that Pearson has been chosen to develop the PISA 2018 Student Assessment 21st Century Framework (Pearson, 2014).
Many have wondered - Does money buy strong performance in PISA?
It has been shown that greater national wealth or higher expenditure on education does not guarantee better student performance. Among high-income economies, the amount spent on education is less important than how those resources are used. Successful school systems in high-income economies tend to prioritise the quality of teachers over the size of classes and school systems that perform well in PISA believe that all students can achieve, and give them the opportunity to do so.
Success in Kura?
Te Aho Matua is the foundation document for Kura Kaupapa Māori. According to Tākao, Grennell, McKegg & Wehipeihana (2010), the six sections of Kura Kaupapa Māori are
- Te Ira Tangata (the human essence)
- Te Reo (the language)
- Ngā Iwi (the people)
- Te Ao (the world)
- Āhuatanga Ako (circumstances of learning)
“our tamariki are able to go out into the world standing strong in who they are and where they are going and enjoying ongoing education along the way in whatever they choose. – Whānau, Te Ara Hou" (Tākao, Grennell, McKegg & Wehipeihana, 2010 p.3),
Hauora - Well-being - Key to Success?
Hauora is a Māori philosophy of health unique to New Zealand (Ministry of Education, 1999). Could Hauora be one of the key concepts on defining what well-being and success is? It encompasses the physical, mental and emotional, social, and spiritual dimensions of health. The concept is recognised by the World Health Organisation. Maybe that could be the key to personal, national or even global success?
Hauroa comprises the following types of well-being:
- Taha tinana - Physical well-being - the physical body, its growth, development, and ability to move, and ways of caring for it
- Taha hinengaro - Mental and emotional well-being - coherent thinking processes, acknowledging and expressing thoughts and feelings and responding constructively
- Taha whanau - Social well-being - family relationships, friendships, and other interpersonal relationships; feelings of belonging, compassion, and caring; and social support
- Taha wairua - Spiritual well-being - the values and beliefs that determine the way people live, the search for meaning and purpose in life, and personal identity and self-awareness (For some individuals and communities, spiritual well- being is linked to a particular religion; for others, it is not.)
Keeping to ourselves?
“There is a ceiling effect to how much we can learn if we keep to ourselves. The ability to collaborate - on both small and large scale - is becoming one of the core requisites of postmodern society.” (Fullan, 1993).
References
Ellis-Peterson, H. (2015, December 11). Banksy uses Steve Jobs artwork to highlight refugee crisis. The Guardian. Retrieved from https://www.theguardian.com/artanddesign/2015/dec/11/banksy-uses-steve-jobs-artwork-to-highlight-refugee-crisis
Fullan, M. (1993). Change forces : Probing the depth of educational reform (School development and management series 10). London: Falmer Press.
Ministry of Education. (1999). Health and Physical Education in the New Zealand Curriculum. Retrieved from http://health.tki.org.nz/Teaching-in-HPE/Health-and-PE-in-the-NZC/Health-and-PE-in-the-NZC-1999
Ministry of Education. (2016). Areas of Practice. Retrieved from http://www.educationalleaders.govt.nz/Leadership-d...
Ministry of Education. (2014). International capabilities. Retrieved from: http://nzcurriculum.tki.org.nz/Curriculum-resources/International-capabilities
Pearson. (2014, December 10). Pearson to develop PISA 2018 Student Assessment 21st Century Frameworks for OECD. Retrieved from https://www.pearson.com/news/announcements/2014/december/pearson-to-develop-pisa-2018-student-assessment-21st-century-fra.html
Tākao, N., Grennell, D., McKegg, K. & Wehipeihana, N. (2010). Te Piko o te Māhuri: The key attributes of successful Kura Kaupapa Māori. Education Counts. Retrieved from https://www.educationcounts.govt.nz/publications/maori/maori-medium-education/80403/2.-te-aho-matua
The Guardian. (2014, May 6). OECD and Pisa tests are damaging education worldwide - academics. The Guardian, Retrieved from https://www.theguardian.com/education/2014/may/06/oecd-pisa-tests-damaging-education-academics
Tough, P. (2012). How Children Succeed: Grit, Curiosity, and the Hidden Power of Character. New York, NY: Houghton Mifflin Harcourt
Week 10 - LEADERSHIP - Entrepreneurialism and Crowdfunding
Entrepreneurialism
If the skills students learn are aligned to growth industries and sectors where there is greatest job security, entrepreneurship would become a core subject for all students.
The NZ Curriculum - Education for Enterprise
Education for Enterprise is about promoting an approach to learning – one that is real, relevant, and gives students responsibility for their learning.
The Vision of NZ Curriculum (2007) states the challenges for schools in preparing young people who will:
- be creative, energetic, enterprising, and entrepreneurial
- contribute to the well-being of New Zealand
- seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic, and environmental future for our country.
Education for Enterprise provides students with opportunities to:
- become engaged in their learning through school/community partnerships
- apply their curriculum knowledge and skills to real contexts
- use initiative and be resourceful
- gain NCEA credits at the same time as developing the key competencies in senior secondary schooling
- have a better understanding of the world outside school.
Maori aspect on entrepreneurial opportunities
“It was thought that Māori are not encouraged to take the right subjects at school to prepare for entrepreneurial success later on. Furthermore, Māori are not exposed to business when growing up, unlike many non-Māori children whose parents work and own businesses. Therefore, the basics of business and entrepreneurship are not instilled in Māori from an early age. A recommendation from the interviews was to increase Māori awareness and exposure to business activity in order to assist Māori in obtaining the mindset and skills needed to successfully exploit entrepreneurial opportunities.” (Dawson 2012, p.154)
“Entrepreneurship education as early as pre-school, family involvement in the education process, and the encouragement of formal and informal education avenues were suggested in the interviews to enhance the educational attainment of Māori entrepreneurs. These recommendations could be included in changes for future strategies and practices within the education system. The changes could assist Māori to acquire the knowledge and skills needed to develop successful entrepreneurial ventures.” (Dawson 2012, p. 155)
Source: Dawson, B. (2012). Māori entrepreneurship: A Māori perspective (Doctoral dissertation, Auckland University of Technology).
Social enterprise
Social enterprise is an organisation that applies commercial strategies to maximise improvements in human and environmental well-being - this may include maximising social impact rather than profits for external shareholders.
Market $hare Board Game
Nick Hindson, from Auckland, originally designed the Market Share game to help entrepreneurs learn more about business. Particularly those who haven't had much in the way of business training. As the game developed they realised that it offered other benefits and provided learning outcomes for students of colleges and universities. And from very early on in the development of Market Share they realised also that their purpose was to
- grow our economy through business education,
- help entrepreneurs build better businesses and
- increase the financial literacy of our next generation."
There is a new version of this board game coming up this winter! If you are interested ordering the game (at teacher-price), you can share your contact details with Nick at: http://tinyurl.com/marketsharegame
Lean canvas as a planning tool
Social Lean canvas is a tool designed to help Social Entrepreneurs understand and build great business models. It is an adaptation of Ash Maurya’s Lean Canvas (leancanvas.com) which he in turn adapted from Alexander Osterwalder’s Business Model Canvas (businessmodelgeneration.com) (and is likewise licensed under the Creative Commons Attribution-Share Alike 3.0 Unported License). Both of these tools are extremely useful for helping companies understand and innovate their business models. However, the creators of the Social Lean canvas found that they miss some key components that are required to help make a social enterprise business model make sense.
The Mind Lab by Unitec - Lean Critiquing Form
We've developed a The Mind Lab by Unitec Lean Form that makes's you to explain and critique your innovation plan in a lean way. We hope this is an useful tool for your DIGITAL 2 assessment, but using it is optional.
Filling in the form and seeking feedback and -forward from your fellow students might help you to explain the innovation in short or critique it. Remember to keep your answers Lean!
Once you have answered in class, you can view the responces from others.
Crowdfunding
With crowdfunding, an entrepreneur raises external financing from a large audience (the “crowd”), in which each individual provides a very small amount, instead of soliciting a small group of sophisticated investors.
In recent years, crowdfunding has become a valuable alternative source of funding for entrepreneurs seeking external financing. Existing empirical analyses report an impressive growing volume of money collected through crowdfunding worldwide. Crowdfunding allows entrepreneurs to raise funding through an open call on the Internet. An important characteristic is the extra private benefits that funders (i.e., “crowdfunders”) enjoy by participating in the crowdfunding mechanism. These additional private benefits vary with the forms of crowdfunding, ranging from an equity-based model, profit-sharing scheme, and lending to outright donations. Although crowdfunding can take different forms, there is little academic understanding of the economic factors that determine an entrepreneur's choice of a particular form of crowdfunding.(Belleflamme, Lambert and Schwienbacher, 2014)
The power of crowdfunding lies in its ability to pool together thousands of small donors in very short periods of time, so it's also a great fit for the aspirations (and wallet) of the younger donor. As the 2012 Millennial Impact Report survey of more than 6,000 active donors aged 20 to 35 revealed, 75 percent prefer to give online. Moreover, 42 percent say they like to "give in the moment" as an emotional response that's often triggered by social media appeals. Millennials may not yet have deep pockets, but it's important for them to know their gifts make a difference. Project-based crowdfunding is a great and cost-effective way to keep these donors philanthropically engaged in smaller fundraising initiatives at their alma mater. (Joly, 2013)
Crowd funding in New Zealand
- http://idealog.co.nz/venture/2014/02/ultimate-guid...
- https://www.snowballeffect.co.nz/
- https://www.pledgeme.co.nz/
- https://givealittle.co.nz/ (just donations and fundraising for causes and charities)
- http://www.pozible.com/collection/detail/109 (Environmental Crowd funding projects in Australia and around the world)
Building an understanding of business
More and more young people are using crowdfunding platforms such as pledgeme.co.nz or kickstarter.com to gain public support to seed fund new start ups and early expansion plans for businesses.
Other ideas that students can use to build an understanding of business, entrepreneurship, marketing, target markets, sales, budgeting and economics include:
- Creating a online shop on a low cost platform such as etsy.com. Online shops can allow students to sell items as diverse as art, crafts, digital assets such as Minecraft characters and simple services eg. car grooming, garage sorting, pet minding etc
- Set up a school-wide or community-based pop-up fair where parents with businesses can sell slow moving or end of line products by hiring a stand where the community can shop.
- Create a community garden at the school and grow vegetables for sale at farmers markets or to parents. Choose seasonal items that make for great after school snacks (for parents to buy) such as strawberries and carrots.
Resources for teachers and students
Young Enterprise offers a range of enterprise programmes and financial literacy resources that can be used by teachers throughout New Zealand. Each resource is designed for a specific age group, and aligns to the New Zealand Curriculum. http://www.youngenterprise.org.nz/
References:
Belleflamme, P., Lambert, T., & Schwienbacher, A. (2014). Crowdfunding: Tapping the right crowd. Journal of Business Venturing,29(5), 585.
Dawson, B. (2012). Māori entrepreneurship: A Māori perspective (Doctoral dissertation, Auckland University of Technology).
Joly, K. (2013). Higher education crowdfunding: After social media and MOOCs, watch out for crowdfunding.(INTERNET TECHNOLOGY). University Business,16(7), 48.
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