JOHN EDWARDS, STEVE STANLEY BILL MARTIN and NEIL CARRINGTON

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JOHN EDWARDS, STEVE STANLEY BILL MARTIN and NEIL
CARRINGTON

• THE LEADERS REPERTOIRE

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TRANSMISSION MODEL

• The single greatest determiner of what a person
  is able to learn is my ability to skilfully craft
  the message, transmit it, and lodge it in the
  learner.

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MENTAL MODEL - CONSTRUCTIVISM
MENTAL MODELS
FILTER
WHAT I ALREADY KNOW
M
M
MEANING MAKER
M
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SOCIAL CONSTRUCTIVISM Vygotsky
SOCIAL
PERSONAL
r
R
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LEADERSHIP - KEY ELEMENT 1
LEADERS UNDERSTAND HOW PEOPLE MAKE MEANING
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DYSFUNCTIONAL MENTAL MODEL OF PERCEPTION

• What I observe are THE FACTS.
• What I know is THE TRUTH.
• And any reasonable person would see what I see
  and know the truth as I know it.

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CHRIS ARGYRIS - LADDER OF INFERENCE
ACTION
MENTAL MODEL
CONCLUSION
REFLEXIVE LOOP
ASSUMPTIONS
MEANING
DATA
SITUATION
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Working with the personal response technology
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LEADERSHIP - KEY ELEMENT 2
LEADERS KNOW HOW TO LEAD, NOT MANAGE
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LEVELS OF PERSPECTIVE - Kim
Vision
LEVERAGE
Mental Models
Systemic Structures
Patterns of behaviour
Events
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LEADERSHIP - KEY ELEMENT 3
LEADERS ALIGN PEOPLE TO A SHARED VISION AND
VALUES
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LEADERSHIP - KEY ELEMENT 4
LEADERS UNDERSTAND HOW LEARNING IS GENERATED IN
THE WORKPLACE
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ACTION LEARNING - Revans
ACT
ACT
ACT
GATHER DATA
GATHER DATA
DESIGN
DESIGN
REFLECT
REFLECT
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TRANSFORMATIONAL LEARNING - Butler and Edwards
L
clear understood flows
time
THE PIT
confusion frustration angst
L -
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LEADERSHIP - KEY ELEMENT 5
LEADERS UNDERSTAND SKILL ACQUISITION
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DREYFUS MODEL
Rule Governed Behaviour
PPK
Basis For Action
Read the Context
Novice
Beginner
Proficient
Competent
Expert
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TEACHER DESIGNED SCHOOLS NETWORK

• Teachers know how to design magnificent schools.
• Powerful processes are needed to help them do
  this.
• By the end of this year, the Network will have
  over 60 schools across Australia, New Zealand,
  the UK, USA, Norway and Sweden.
• It is based on total respect for the PPK of
  teachers.
• Such schools need strong leadership, not
  management.

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TEACHER DESIGNED SCHOOLS

• Shared Vision and Core Values
• Deep Personal Coaching for Principal
• Bringing in the Worlds Best
• Implement Long Term Action Plan
• Leading, not managing

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SHARED VISION CORE VALUES

• THE SHARED VISION IS A RICH DESCRIPTION OF THE
  WAY THE SCHOOL WILL BE, WRITTEN IN THE PRESENT
  TENSE.
• THE CORE VALUES WE WILL LIVE BY ARE THEN
  EXTRACTED FROM THE VISION, CLARIFIED
  ARTICULATED.

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TEACHER DESIGNED SCHOOLS

• Shared Vision and Core Values
• Deep Personal Coaching for Principal
• Bringing in the Worlds Best
• Implement Long Term Action Plan
• Leading, not managing

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THE LIFECYCLE OF GROUPSTuckman

• FORMING
• STORMING
• NORMING
• PERFORMING

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FORMING

• AGREEING TO DO SOMETHING TOGETHER.
• INTELLECTUAL COLLABORATION
• UNCERTAINTY
• NEGOTIATION
• SKILLED CONSENSUS
• EXCITEMENT
• CREATING THE SHARED VISION

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STORMING

• THE STRUGGLE TO BREAK FREE FROM CURRENT REALITY.
• CHALLENGE TO MINDSETS
• POTENTIAL CONFRONTATIONS
• SURFACING OF EGO FACTIONS
• USE/ABUSE OF POWER POLITICS
• COLLECTIVE AWARENESS
• CLARIFYING TRAINING NEEDS
• ACTION LEARNING
• DEVELOPING FOCUS AND COMMITMENT

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NORMING

• NEW SYSTEMIC STRUCTURES MENTAL MODELS ARE
  EMBEDDED.
• FUNDAMENTAL SYSTEMIC CHANGE
• NEW MENTAL MODELS EMERGE
• PERFORMANCE NORMS ESTABLISHED
• ALIGNMENT
• TEAM LEARNING
• CONFIDENCE THAT THE VISION IS ACHIEVABLE

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PERFORMING

• THE ENJOYMENT OF DOING YOUR WORK.
• CONTINUOUS CYCLES OF LEARNING IMPROVEMENT
• SYNERGY
• FINE TUNING
• DRAMATIC SHIFTS IN SKILL ACQUISITION
• COLLECTIVE SENSE OF ACHIEVEMENT AND SATISFACTION
• THIS IS THE WAY WE DO THINGS AROUND HERE

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TEACHER DESIGNED SCHOOLS

• Shared Vision and Core Values
• Deep Personal Coaching for Principal
• Bringing in the Worlds Best
• Implement Long Term Action Plan
• Leading, not managing

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CREATING AND LIVING YOUR LONG TERM PLAN

• EACH TEAM PRESENTS THEIR RECOMMENDED ACTION
  STRATEGIES TO ACHIEVE THE VISION.
• THE LEADERSHIP TEAM THEN SEQUENCES THESE INTO A
  LONG TERM PLAN.
• THE SEQUENCE IS BASED ON STAFF FEEDBACK, LEVEL OF
  PERSPECTIVE, IMPACT ON STUDENT LEARNING, TIME,
  LOGISTICS, TRAINING NEEDS AND COST.
• YOU THEN JUST WORK YOUR PLAN.

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AUCKLAND INTERMEDIATE TEACHER
It's amazing to work with a team who all are
passionate there were no energy vampires, we
are all sources of energy and we energise each
other".
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AUSTRALIANPRIMARY PRINCIPAL
Yesterday at school was amazing. The minute I
walked in I felt empowered for the first time in
my educational life. I have a crystal clear
vision of where we are going. I have clarity on
how to do this and at last an understanding of
why I need to do what I need to do.
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AUSTRALIANPRIMARY PRINCIPAL
I was asked to take on another two roles outside
my school up came this little voice and asked
does this take me closer to our vision or
further away for the first time I said no I
do not want to be an EVENTS manager anymore.
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LEADERSHIP CHALLENGE 1

• LEADERSHIP IS ABOUT SHARED VISION

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LEVELS OF PERSPECTIVE - Kim
Vision
LEVERAGE
Mental Models
Systemic Structures
Patterns of behaviour
Events
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VISION FOCUS
VISION
Focus on what we want to create
Creative Tension
Structural Tension
Focus on how we feel and on getting rid of bad
feelings
Reactive Tension
CURRENT REALITY
(Robert Fritz)
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ONE MIND, ONE VOICE

• Be frank, honest. Argue. Debate.
• But, when you open the doors you must be of
  one mind, one voice or your cynics will drive a
  truck through you.
• Letting go of ego, the leaders most difficult
  task!
• Agree on the issues where you will speak as one
  mind, one voice.

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A MESSAGE FOR LEADERS
When leadership are unhappy with other
leadership members, do not relay this to staff -
it undermines and makes staff jumpy and unsure.
Feedback needs to begin at that level - be
received and worked through, so it does not have
a chance to unravel the rest of us.
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LEADERSHIP CHALLENGE 2

• LEADERSHIP IS ABOUT MENTAL MODELS

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SOURCES OF POWER

• Position and/or authority
• Expertise
• Age and/or experience
• Relationships

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LEADERSHIP CHALLENGE 3

• LEADERSHIP IS ABOUT COURAGE

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FACE THE TRUTH

• Surface the current reality, the kind of deep and
  potentially threatening or embarrassing
  information that can motivate learning and
  produce real change.

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DEALING WITH RESISTANCE

• Never ignore a resister. Get to them as fast as
  you can.
• Never argue, never coerce.
• Simply question them as to why they resist. 50
  of the time they dont have the information they
  need.
• If they still resist tell them the choice you
  have made. Invite them to make the same choice.
• Thank them and go away, but come back to them
  again and again.