Policy and Decision Making in the HKSAR Government

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The basic economic resource of society is and
will be knowledge. . . . Value is now created by
productivity and innovation, both
applications of knowledge to work. The leading
groups of the knowledge society will be
knowledge workers. . . . The economic challenge
. . . will therefore be the productivity of
knowledge work and the knowledge workers.
Peter Drucker, Post-Capitalist Society, 1993
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We are moving into a learning economy where the
success of individuals, firms, regions and
countries will reflect, more than anything else,
their ability to learn. The speeding up of
change reflects the rapid diffusion of
information technology, the widening of the
global marketplace . . . and deregulation of and
less stability in markets.
OECD, Knowledge Management in the Learning
Society, 2001.
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Successful Knowledge Economies
Characterized by

• Creativity
• Flexibility
• Problem Solving
• Ingenuity
• Collective Intelligence
• Professional Trust
• Risk Taking
• Continuous Improvement

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v multiple, not singular v infinite, not
fixed v shared, not individual(from Brown
Lauder, Capitalism and Social Progress)
Collective Intelligence is
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• Teachers as Catalysts of the Knowledge Society
• Promote deep cognitive learning
• Learn to teach in ways they were not taught
  themselves
• Commit to continuous professional learning
• Work and learn in collegial teams
• Treat parents as partners in learning
• Develop and draw on collective intelligence
• Monitor and self-direct their own professional
  learning
• Build a capacity for change and risk
• Foster professional trust in processes
• From Andy Hargreaves, Teaching in the Knowledge
  Society, Open University Press, 2003

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• The deepest anxieties of this prosperous age
  concern the erosion of families, the fragmenting
  of our communities and the keeping of our own
  integrity intact.. (The rewards of the new
  economy are) coming at the price of lives that
  are more frenzied, less secure, more economically
  divergent, more socially stratified.
• Robert Reich, The Future of Success, 2000

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How do we decide what is of lasting value
in ourselves in a society which is impatient,
which focuses on the immediate moment? How can
long term goals be pursued in an economy
devoted to the short-term? How can mutual
loyalties and commitments be sustained in
institutions which are constantly breaking apart
or continually being redesigned? These are the
questions about character posed by the new,
flexible capitalism. Richard Sennett, The
Corrosion of Character, 1998
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Social capital is critical for the creation of a
healthy civil society that is, the realm of
groups and associations that fall between the
family and the state. . . . Without social
capital, there would be no civil society and . .
. without civil society there would be no
democracy.
Francis Fukuyama, The Great Disruption, 1999.
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Repetitive change syndrome is initiative
overload change related chaos
Eric Abrahamson, Change Without Pain, 2004
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No one leader, institution or nation can control
everything without help.
Hargreaves, A. Teaching In The Knowledge Society,
2003.
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Culture and Contract Regimes
CONTRACT
Permissive Individualism
Corrosive Individualism
CULTURE
Professional Learning Communities
Collaborative Cultures
Contrived Collegiality
Performance Training Sect
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Professional Learning Community
Learning and Teaching Focus
Collaboration
Achievement and Engagement
Learning, Reflection and Review
Use of Evidence
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Its hard to eat something youve had a
relationship with (Hargreaves Fullan Whats
Worth Fighting For Out There? Teachers College
Press, 1998)
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Three Cultures of Teaching

• Veteran dominated
• serves experienced teacher interests
• feels exclusionary
• offers few leadership opportunities
• Novice orientated
• surrounded by fellow novices
• feels inclusive
• driven by enthusiasm rather than expertise
• Blended
• provides mentoring
• offers leadership
• reciprocal learning

Susan Moore Johnson et al, Finders and Keepers,
2004.
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Policies for Teacher Inclusion and Change

• Teacher leadership development
• School inspection and accreditation
• Recertification and performance management
• Support for self-learning
• Professional self regulation
• Professional networks
• Regional professional development support
• Grown up norms of professional community

Andy Hargreaves Teaching In The Knowledge
Society, 2003
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Sustainable leadership

• Sustainable leadership matters, spreads and
  lasts. It is a shared responsibility that does
  not unduly deplete human or financial resources,
  and that cares for and avoids exerting damage on
  the surrounding educational and community
  environment.
• Hargreaves Fink 2003

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Principle 1 Depth
Sustainable leadership matters. It
preserves, protects and promotes deep and
broad learning for all in relationship of care
for others.
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Standards and Sustainability

• Learning ? Achievement ? Testing
• NOT
• Testing ? Achievement ? Learning
• Hargreaves Fink, 2006

1. Depth
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Basics

• Old basics
• Literacy
• Numeracy
• Obedience
• Punctuality

• New basics
• Multiliteracy
• Creativity
• Communication
• IT
• Teamwork
• Lifelong Learning
• Adaptation Change
• Environmental Responsibility

1. Depth
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Slow schooling

• starts formal learning later
• reduces testing
• increases curriculum flexibility
• emphasizes enjoyment
• doesnt hurry the child
• rehabilitates play alongside purpose
• Honore, 2004

1. Depth
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Principle 2 Endurance

• Sustainable leadership lasts. It preserves and
  advances the most valuable aspects of learning
  and life over time, year upon year, from one
  leader to the next.

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Endurance

• It is a common defect in men not to consider in
  good weather the possibility of a tempest
• Machiavelli, 1532
• All leaders, no matter how charismatic or
  visionary, eventually die
• Collins Porras, 1994
• Few things succeed less than leadership
  succession
• Hargreaves Fink, 2006

2. Endurance
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Principle 3 Breadth

• Sustainable leadership spreads. It sustains
  as well as depends on the leadership of others

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Principle 4 Justice

• Sustainable leadership does no harm to and
  actively improves the surrounding environment by
  finding ways to share knowledge and resources
  with neighboring schools and the local
  communities.

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Principle 5 Diversity

• Sustainable leadership promotes cohesive
  diversity and avoids aligned standardization. It
  fosters and learns from diversity and creates
  cohesion and networking among its richly varying
  components.

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Networked learning communities

• Share and transfer knowledge.
• Stimulate professional fulfilment and motivation.
• Capitalize on positive diversity.
• Create opportunities for lateral leadership.
• Can be evidence-informed.
• Promote innovation.
• Give teachers voice.
• Personalize schools as learning communities.
• Are flexible and resilient.

Continued
5. Diversity
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Network risks

• Restricted to enthusiasts
• Shared delusions
• Self-indulgent
• Limited scale
• Unaccountable
• Over-regulation
• Over-participation

5. Diversity
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Principle 6 Resourcefulness

• Sustainable leadership develops and does not
  deplete material and human resources. It renews
  peoples energy. Sustainable leadership is
  prudent and resourceful leadership that wastes
  neither its money nor its people.

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Two theories of energy

• Energy
• Entropy
• Restraint

• Energy
• Exchange
• Renewal

6. Resourcefulness
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Principle 7 Conservation

• Sustainable leadership respects and builds on
  the past in its quest to create a better future.

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Short-term strategies

• Exam strategies
• Revision sessions
• Tutoring
• Recognition of achievements
• Pupil-teacher conferences
• Bananas and water

5. Diversity
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Medium-term strategies

• Teacher mentor programs
• SAM technology
• Data-driven assessment for targeted instruction
• Training days

5. Diversity
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Long-term strategies

• Restructuring
• Student voice
• Continuous improvement
• Teaching and learning

5. Diversity