Leadership week 6

Leadership Assessment 1

In part 1 of your LEADERSHIP 1 assessment you'll need to write (either individually, or in groups of two or three) a cohesive essay where you critically analyse the leadership of a change initiative that you were involved with in the past. Identify the leadership theories, styles and attributes used and evaluate their effectiveness. You can choose the leadership theories freely, they just have to be ones that are recognised in research literature.

You then plan your leadership of a future digital and collaborative change initiative. Indicate how insights gained from reflecting on the past initiative have influenced your plan for leading the future initiative. Remember that the focus of the plan is your leadership - not the initiative itself.

Leadership Theories

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. In 1922, Max Weber (see Weber, 1978) identified three kinds of leader/follower relations; traditional, bureaucratic and charismatic. He also noted that they occur in combination, and there may be gradual transitions between these types. Since then, much has been written about types of leadership. Some examples of leadership theories relevant to education include

• Transactional
• Transformational
• Pedagogical
• Distributed
• Servant (Agile)
• Tū Rangatira
• Situational

Burns (1978) outlined the original ideas for both transactional and transformational leadership. He stated that both are 'moral' forms of leadership, as opposed to 'amoral' power-wielding.

Bass & Riggio (2006) developed their 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. 

Providing a different perspective, Tū Rangatira: Māori Medium Educational Leadership (Ministry of Education, 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. Its message is not, however, limited only to kura. "Contemporary times call for innovative thinking. This visionary role of leadership entails understanding the past, recognising the present and envisioning the future, to bring about optimal education and life outcomes for learners.” (p.24).

Leadership Styles

Situational leadership (Hersey, Blanchard & Johnson, 1969) is interesting from the perspective of linking theory and style. It suggests that leaders adjust their leadership styles based on the 'readiness' of their followers. Situational leadership theory argues that for leaders to be truly successful, they must adjust the way they lead their teams, to suit two factors:

• The ‘task maturity’ of the people they are leading (that is, how competent a person or team is at the task at hand)
• The details of the task 

The Situational leadership model suggests four quadrants. Each quadrant denotes a different leadership style. In situational leadership theory, leaders place more or less emphasis on the task, and more or less emphasis on the empowerment of the people they’re leading, depending on what’s needed to get the job done successfully

(Adapted from Hersey, Blanchard and Johnson, 1969)

In class, complete the University of Kent (2011) online quiz about your typical leadership styles When you have finished record your results and thoughts for later use (Leadership 1 & 2 Assessments).

University of Kent - This online quiz from the University of Kent (UK) will ask you 50 questions about your own styles of leadership tinyurl.com/TMLLeadership(requires Flash)

Golman’s Leadership Styles – A different view of leadership styles - one of the reasons for including these is that they are in the same sources as the emotional intelligences that we look at later. Also important to note that each list of leadership styles tends to differ somewhat, so we are looking at three examples, Hersey and Blanchard, Goleman and the University of Kent

• Coercive
• Authoritative
• Affiliative
• Democratic
• Pacesetting
• Coaching

Leadership Attributes

There are many personal characteristics that may be identified as aspects of leadership. However it may be helpful to explore some of the attributes identified within various categories that we have introduced on the course previously. These include:

• Key Competencies (e.g. relating to others)
• 21st Century Skills (e.g. real-world problem-solving and innovation)
• Growth Mindset (e.g. resilience)
• Emotional intelligence (e.g. social skill)

Google Training and Emotional Intelligence

Google (n.d.) freely share their New Manager Training Guide, which includes some coverage of the importance of emotional intelligence.

5 Emotional Intelligences

In this session we look at the five emotional intelligences. 

1. Self-awareness
2. Self-regulation
3. Motivation
4. Empathy
5. Social skills

See tinyurl.com/TMLEI (Akers & Porter, 2016) for more detail on these intelligences.

Critical Reflection on Leadership 

In-class you will also use a critical reflection framework to consider leadership iof previous change initiatives in preparation for the Leadership Assessment 1.See media below. 

Active Learning

What is active learning? Teaching techniques. small task, can have several tasks within. applying, creating. Discussions.

Face to face - discussions
online - discussions

students learn more through active learning.
More focus on higher learning skills

Week 7 Leadership

Some tools that could be used to facilitate online discussions

Facebook, twitter, Google+, SecondLife, Snapchat, instagram, google docs, blogger, Trello, World War Craft in School, messenger, Whatsapp, Poll Everywhere, Disqus, Office 365, Youtube, nearpod, slack, twitch, edmodo

Why Use Twitter

• Encourages brevity
• Identifies the tweeter
• Allows replies and hashtags
• Integrates with other tools (e.g. Tweetdeck, Tagboard, Pocket, Buffer, Feedly)
• Supports weblinks
• Mobile App available
• Can be linked to from blogs etc.

Mind Lab Twitter

Handle: @NZMindLab
Hashtag: #TMLDCL

Some Twitter Tweeters and NZ education hashtags

@EducationGovtNZ @netsafeNZ

#edchatNZ (See: www.edchatnz.com/getting-started) #kidsedchatNZ #engchatNZ #mathschatNZ #scichatNZ #hackyrclass

Twitter Tips for Teachers

Education Review (2013) suggests ten ways that New Zealand teachers can get more out of the Twitterverse. We think these 6 are the most useful.

• Use TweetDeck to manage your Twitter feeds.
• Choose hashtags carefully and check for duplicates already being used
• Join the #edchatNZ club. Teachers and anyone interested can jump onto Twitter and join the discussions at #edchatNZ
• Make use of lists to group people based on any criteria you want for the purposes of reading their tweets
• Saving tweets for a rainy day. There are several tools for saving your favourite tweets, such as Diigo.com, Getpocket.com  and Evernote (using @myEN)
• Teaching with Twitter, for example microblogging for ‘summing up’, following the tweets of a famous person(s) during a significant event, such as politicians in the build-up to an election, ‘time tweeting’, where students choose a famous historical figure and create a twitter account from them, writing regular tweets in the appropriate vocabulary, or progressive collaborative writing, where students agree to take it in turns to contribute to an account or ‘story’ over a period of time.

Leading Online Discussions (MindEdge Learning Workshop, 2014).

• Set guidelines
• Make connections
• Challenge students to think critically
• Encourage participation
• Praise discussion posts
• Guide conversations back to the question at hand
• Use real world experiences
• Hesitate before interjecting

We will ask you to try to apply these suggestions during our Twitter discussion sessions.

Wicked Problems

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. The use of term "wicked" here has come to denote resistance to resolution, rather than evil. (Rittel & Webber, 1973). Bolstad et al. (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.

Is teaching a wicked problem?

The original TPACK paper argued that teaching was a wicked problem, referring to the following factors (Mishra & Koehler, 2008, p. 2).

1. Requirements that are incomplete, contradictory and changing
2. Uniqueness, in that no two wicked problems are alike
3. Occurring in complex and unique social contexts
4. Solutions that are difficult to realize and recognize because of complex interdependencies and contexts
5. Solutions that are not right or wrong, simply “better,” “worse,” “good enough,” or “not good enough”.
6. Solutions that have no stopping rule, the best we can hope for is “satisficing".

The 2017 Horizon Report (Freeman et al, 2017) explores the significant challenges impeding technology adoption in K-12 education and identifies 'The Achievement Gap' and 'Sustaining Innovation through Leadership Changes' as Wicked problems.

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)

Education is complex. Wicked problems don't have a single 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.

Online and Distributed Leadership

Effective leadership in digital and collaborative environments requires more than a repertoire of techniques or lessons, particularly in blended learning models, where part of the learning process is online. The integration of digital tools and collaborative teaching methodologies requires an understanding of how to lead interactions online. The educator plays a key role in leading the learning environment and even when conducting activities that are largely student led and student regulated, such as online discussions, requires active direction by the teacher. 

Distributed leadership requires all educators to take responsibility for leadership, whether or not they are in a formal leadership role. It involves not only staff taking on leadership within the school but students too. It is closely linked to collaboration, in that distributed leadership builds on interdependence.

Whakataukī

Ko te pae tawhiti, whāia kia tata. Ko te pae tata, whakamaua kia tina.

Seek out distant horizons and cherish those you attain.

Standards for the Teaching Profession

Learning Focused CultureFoster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks. 

He ahurea akoranga
Me whakatītina i te pono, i te whakaaro nui me te mahi tahi i te taha, i waenga o ngā ākonga kia rongo ai rātau i tētahi taiao ka taea te mahi tūpono i roto o te haumarutanga.

Diversity of Leadership Practice

Since Surowiecki (2004) argued that “diversity helps because it actually adds perspectives that would otherwise be absent”, Harris (2013) suggested that “the potential for imaginative and creative solutions to problems is more likely to occur where there is diversity of leadership practice that fits the contours or the needs of the organization or system.” 

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 roles. 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 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.

Jones (n.d.) defines distributed leadership as action by many people working collectively across the institution to build leadership capacity in learning and teaching. It differs from other, more traditional, approaches to building leadership capacity in which the traits, skills and behaviours of individual leaders are emphasised.

Digital Week 4 & 5

Collaborative Learning week 5

Computational Thinking

In his book 'Mindstorms', Seymour Papert (1980) stated that 'when a child learns to program, the process of learning is transformed. It becomes more active and self-directed. In particular, the knowledge is acquired for a recognizable personal purpose. The child does something with it. The new knowledge is a source of power and is experienced as such from the moment it begins to form in the child's mind." (p.21)

Computational Thinking is a problem solving process. It is a fundamental skill for everyone, and involves solving problems, designing solutions and systems to solve open ended problems based on multiple variables. We illustrate the concept in this week's session with the following quotes:

“Everyone should learn how to program a computer, because it teaches you how to think.” (Steve Jobs, cited in Sen, 1995)

"Computational thinking is a way humans solve problems; it is not trying to get humans to think like computers." (Wing, 2006)

"Computational thinking is taking an approach to solving problems, designing systems and understanding human behaviour that draws on concepts fundamental to computing." (Wing, 2006)

According to Google (n.d.), Computational Thinking Means Solving problems by using:

• Decomposition: Breaking down data, processes, or problems into smaller, manageable parts
• Pattern Recognition: Observing patterns, trends, and regularities in data
• Abstraction: Identifying the general principles that generate these patterns
• Algorithm Design: Developing the step by step instructions for solving this and similar problems

Scratch for Computational Thinking

Last week we used Scratch with Makey Makey. This week we will be using Scratch for computational thinking. 

Pair Programming

Pair programming is a common technique in agile software development. One member of the pair is the ‘driver’ (does the typing, and focuses on tactics) while the other is the ‘navigator’ (can review and suggest, and focuses on strategy). When pair programming you should change your roles within the pair on a regular basis, and also change your partner on a regular basis.

"This combined effort, which requires frequent role changes between the two developers, and changes of pairing, has been argued to provide benefits such as improved team discipline, cohesion and morale, better code, a more resilient work flow and creation of better solutions. It raises the working knowledge of the entire code base by all the developers, and enables mentoring of team members" (Parsons, Ryu & Lal, 2008).

Scratch Examples 

With Scratch examples you can click the 'See Inside' button to see how the code was written and, if you want to, you can make a copy to modify yourself by pressing the 'Remix' button. This example shows repetition and selection

There is also a ScratchJR for 5-7 year old and Snap! (formerly BYOB) which is an extended reimplementation of Scratch that allows you to Build Your Own Blocks. It also features first class lists, first class procedures, and continuations. These added capabilities make it suitable for a serious introduction to computer science for high school or college students.

Celebrating 50 Years of Kids Coding

This Google Doodle (which appeared the Google homepage in 2017) is a short coding game to celebrate 50 years of kids coding.

Digital Curriculum

The new digital curriculum (Ministry of Education, 2017) emphasises computational thinking. 

“In this area, students develop algorithmic thinking skills and an understanding of the computer science principles that underpin all digital technologies. They become aware of what is and isn’t possible with computing, allowing them to make judgments and informed decisions as citizens of the digital world” (Ministry of Education, 2017). 

We will be looking at the 8 progress outcomes/whakatupuranga of the Computational Thinking technology area, which you can find through the following links: 

• 8 Progress Outcomes: tinyurl.com/CTOutcomes
• 8 Whakatupuranga: tinyurl.com/whakatupuranga

This image from the curriculum shows how the 8 progress outcomes are intended to align to levels.

Collaborative Learning week 4

Collaborative learning is a learning process that brings learners together (including the teacher) and enables students to be responsible for their own learning as well as the learning of their peers. Collaborative learning is aimed at having students fully appreciate the process of building knowledge together and improving learning outcomes by collective knowledge and collective capability. We might link these ideas with the concept of kotahitanga, as outlined in this week's in class video from Trevor Moeke

In the flipped preparation discussion this week we will be looking at how collaboration links with the learning theories of constructivism and constructionism. A learning theory is about changes in observable behaviour. It addresses: how such changes become relatively permanent, whether the change is immediate or potential, what role experience plays, and what aspects of reinforcement are present (Olsen & Hergenhahn, 2013).

These top ten learning theories are particularly relevant to digital and collaborative learning

1. Conditioning
2. Connectionism and the Law of Effect
3. Progressive Education
4. Constructivism: Social Development Theory
5. Constructivism: Equilibration
6. Social Cognitive Theory
7. Situated Learning / Cognition
8. Community of Practice
9. Constructionism
10. Connectivism

Constructionism

Constructionism argues that collaborative learning is particularly effective in environments where learners are required to actually produce what Seymour Papert refers to as a 'social product' - and this may be anything from a robot to a computer game or even a mathematical theory.

Papert & Harel (1991) state that constructionism is the idea of learning-by-making and that these activities display qualities of "learning-richness":

"The simplest definition of constructionism evokes the idea of learning-by-making... I do not believe that anyone fully understands what gives these activities their quality of "learning-richness." But this does not prevent one from taking them as models in benefiting from the presence of new technologies to expand the scope of activities with that quality." Papert & Harel (1991)

Constructivism

Constructivism is based on a type of learning in which the learner forms, or constructs, much of what he or she learns or comprehends (Cashman et al., 2005). This means that knowledge is constructed, and transformed by students. The learning process is something a learner does by either activating already existing cognitive structures, or by constructing new ones that accommodate the new input. Learners do not passively receive knowledge from the teacher; teaching becomes a transaction between all the stakeholders in the learning process. One of the ideas associated with constructivism is Vygotsky's zone of proximal development (what the learner can do with the guidance of a knowledgeable other).

Liu and Matthews (2005) put constructivism in its historical context, contrasting it with earlier behaviourist and cognitivist theories; "knowledge is not mechanically acquired, but actively constructed within the constraints and offerings of the learning environment… The mechanistic positivist accounts of learners as recipients of hard-wired knowledge were supplanted by accounts of learners as situated, active knowledge constructors.”

Scratch

The first activity of this session will be using Scratch, a visual programming tool with Makey Makey kits to make a musical instrument.

Scratch is a project of the Lifelong Kindergarten Group at the MIT Media Lab, and it helps young people learn to think creatively, reason systematically, and work collaboratively. With Scratch you can program your own stories, games and animations and share and use other projects on the online library. When combined with a Makey Makey it can be used to respond to external events to create interactive programs. Makey Makey is an electronic circuit board that allows users to connect everyday objects to computer programs that respond to events.

After the activity, we will reflect on how constructionist and constructivist theories apply to this type of learning.

Some other ways in which Makey Makeys can be used are:

• Building scientific instruments
• Flight simulators
• Power motors
• Lighting LED's
• Rain gauge
• Home security system
• Selfie switch
• Bringing code to life.

These ideas are described in the video on the portal: Makey Makey: An invention kit for everyone.

Cooperation and Collaboration

One area of debate in education is the difference (or similarity) between cooperation and collaboration. To begin our discussion this week we ask you to answer the PollDaddy question at poll.fm/5zccy to share your own viewpoint on collaboration and cooperation

In his book chapter, 'What do you mean by collaborative learning'. Pierre Dillenbourg suggests that it is not easy to define what we mean by collaborative learning, since there are many different opinions. “This book arises from a series of workshops on collaborative learning, that gathered together 20 scholars from the disciplines of psychology, education and computer science… The reader will not be surprised to learn that our group did not agree on any definition of collaborative learning. We did not even try. There is such a wide variety of uses of this term.”

This, however, is not very helpful to teachers who are required by 'Our Code, Our Standards'  to “Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.” (Education Council, 2017).

Fortunately there are some ideas in the literature that can help us to define what collaborative learning means. Kozar (2010) uses the analogy of a pot luck dinner to compare cooperation and collaboration. In a potluck dinner, people cook and bring different dishes to the table. Had they cooked together they would have learned a lot more from one another; they would have taken away some practical, hands-on skills even if cooking together had meant a messier and a more chaotic process. In the cooperative process, guests return back to their homes being able to cook only the same dish they brought. In collaboration, guests cook together to  gain new knowledge or experience from the interaction.

A few other ideas about what defines collaborative learning include

• Shifting the responsibility for learning to the student (Panitz, 1999).
• For non-foundational knowledge (picks up where cooperative learning leaves off) (Bruffee, 1995).
• A social contract (instructions, settings, constraints) (Dillenbourg, 1999).
• Horizontal not vertical division of labour (reasoning layers, not subtasks) (Dillenbourg, 1999).
• Interdependent, with shared responsibility to make substantive decisions together (ITL Research, 2012)

leadership week 4 & 5

Mindsets week 5

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.

One of the flipped learning tasks before the session was to complete a quiz to explore your own mindset

Intelligence

In the session we will address the question of whether Intelligence is innate and, therefore, cannot be developed beyond what you are born with. Claxton (2008) notes that "intelligence [has] become defined as the kind of mind that responds most readily to the peculiar demands of school."

Dweck's Theory of intelligence

Dweck (2006) descried two different views of intelligence. The previous view is that there is a fixed intelligence that can be measured using an IQ Test. No matter how much you learn, or how hard you work, your intelligence stays the same. Her view of intelligence is that  the brain is malleable: it is like a muscle that can get stronger and work better as you learn and stretch yourself. Over time, you can get smarter. This leads to two contrasting views of mindset, fixed and growth:

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.

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)

Myth Busting

During the class session we will be making 'myth busting' stop motion videos where we bust myths relating to human brains and growth mindset. One of those we mention in class is '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, January 11). 

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 movies manually using generic video editing tools like VideoPad or iMovie, or use a dedicated stop motion tool such as those listed below.

Stop Motion Studio (for iOS or Android)

Dedicated stop motion app for smartphones and tablets. It includes many features such as frame-by-frame preview at different speeds, fade in/out, select, copy, paste, reverse and delete frames, green screen, themes etc.

Stop Motion Builder (iOS/Android)

This app allows users to create stop motion videos by taking pictures frame by frame with their cell phone camera and adding sound effects and music.

Pic Pac (Android)

Stop motion movie app for Android that can also do time lapse.

I Can Animate (lite) (iOS)

A simple and easy to use animation app that will capture frames using either camera on your iOS device

iMotion (iOS)

Time-lapse and stop-motion app for iOS.

Animator DV (PC)

Windows based software, frame grabber, for creating stop motion and time lapse animation.

iStopMotion (iPAD)

Frames Per Second (fps)

One of the main question you need to think about when making stop motion movie is how many frames per second (fps) you will use. The more frames per second, the smoother the action is, but the longer it will take to make the movie. Typical options are:

• 2 fps - recommended by Slowmation
• 10 or 15 fps - bouncy type of animation used on Instagram/ Facebook
• 24 fps - cinematic

Growth Mindset in Leadership

If you want to include the role of growth mindset in your leadership assignments, you might consider some of these ideas. 

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. Dweck (2006) reports on a number of studies of CEOs that suggest that CEOs with a fixed mindest, who believe in natural talent rather than growth, are less successful over the longer term than growth mindset CEOs, even if the former can achieve short term success.

A Growth-Minded [Leadership] Choice (Diehl, 2013) might be one that:

• 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  

An Oracle blog post (Oracle, 2015) suggests that leadership is all about the willingness to grow and change and to help your people do the same. The Harvard Business Review (2014) suggests that organizations focused on employees’ capacity for growth will experience significant advantages.

References:

Research Informed Leadership week 4

Research informed leadership means being able to lead in your practice by having the knowledge and skills to use evidence and critical thinking to support innovatiosn and lead others to change.

Developing Research Informed Practice

1. Develop a personal commitment to review research to determine what is likely to works best and to determine what ‘best-practice’ models exist.
2. Encourage your peers to work with you to empower a collective of teachers who collectively participate in research and literature reviews.
3. Disseminate information and research findings with your students and your peers to raise awareness of research informed practice and decisions in your school.
4. Encourage your students to be reflective of their actions and decisions so that they learn to self critique and take greater responsibility for their learning outcomes.
5. Develop a class culture of referring to credible sources of data and let the class develop a sound understanding of how to evaluate data/content soruces.
6. Be a consumer and promoter of evidence
7. Pose questions without pre-determined answers or expectations. Identify ways to enhance a commitment to investigation.

Whakataukī

Ehara taku toa I te toa takitahi; engari he toa takitini

Success is not the work of one, but the work of many

Related Standards for the Teaching Profession

Design for learning
Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.