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Comenius: Future School Leadership Creating Change: What change exactly?

Sub-brand to go here. Comenius: Future School Leadership Creating Change: What change exactly?. Joyce Macfarlane. Change Models. Educational Leaders are leaders of change Effective leaders enable quality learning Quality teachers enable quality learning

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Comenius: Future School Leadership Creating Change: What change exactly?

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  1. Sub-brand to go here Comenius: Future School LeadershipCreating Change: What change exactly? Joyce Macfarlane

  2. Change Models • Educational Leaders are leaders of change • Effective leaders enable quality learning • Quality teachers enable quality learning • What are some of your favourite change tools/models? • Consider: • A problem or how you are going to create change in yourself or others. For example, if you are unhappy in your job what questions might you ask yourself? • At what level were your questions targeted?

  3. Models for Learning – Models for Change 1 • Gregory Bateson’s concept was that learning takes place on different levels in ‘Steps to an Ecology of Mind’, 1972: • A context for learning (environment) • Learning (behaviour) • Learning to learn (skills and competences) • Believing that learning is vital to life (beliefs and values) • Being a learning (identity) • Contributing to others with your learning (purpose)

  4. Models for Learning – Models for Change 2 • Robert Dilts developed Neurological Levels of Change model from Bateson’s. • Useful for understanding change and how it occurs in people. • Why change may or may not be happening. • Enables a look at issues or situations to find where the real problem lies.

  5. Educational Leaders – Leaders of Learning Good teachers – Good Leaders Collaborate, innovate and lead Create the space for teachers/leaders to learn from their peers Give ‘authority to act’/Access to systems to change 5

  6. Logical Levels of Change: Interactive • Self Reflection • Logical Level for change • problem state (individually) • Self-disclosure • Desired state (in pairs) • Discuss to share • D) What are the barriers to new leaders moving up with our school? (group working – flip chart responses using model)

  7. What factors account for gap in effectiveness? • Level 1: The Environment – the situation. Answers questions where? when? and with whom? • Level 2: The Behaviour – within the environment. Answers question what? • Level 3: The capabilities – skills and knowledge directing behaviour in the environment. Answers question how? • Level 4: The Beliefs and values – those things that are true and important to people within our context. Answer question why? • Level 5: The identity – people’s sense of self or their roles. Answers question of who? • Level 6: The purpose – how people connect to something bigger than themselves. Answers the question what for?

  8. Our Action Research Focus: Project Goals/ Outcomes/Objectives? • What? • Why? • How? • Our Impact?

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