We are in transition and possibly a critical juncture in world history. Netolicky (2020) uses the terms, old normal, new normal, and next normal. Some may be between the old normal and new normal as schools adapt once again. It is important we engage with each other in that space between old and new (current…

We have experienced a loss of normalcy and the impact of this on our communities and schools has been significant. As schools plan for a hopeful return of their students and staff sometime in term four, two foci become paramount; resilience and well-being. This pre-recorded workshop focuses on how can we possibly minimise ourselves adding…

Addressing challenges hindering the further embedding of collaborative norms associated with transformative learning requires a shift in our theories of action (espoused and in-use). This shift involves identifying (subtle and tacit) defensive routines and then transitioning to practices aligned to learning oriented routines. This transitioning is a form of organisational learning and requires intentional interventions.…

Experienced collaborative practices are a mixture of intentional and emergent actions. One intentional action is your collaborative leadership inquiry and up to this point is a combination of realised and unrealised intentions. In this two-part series, we will be focusing on the unrealised aspects and seeking to discern what problems are contributing to challenges in…

Making progress means making better use of time and data. What can schools do differently that allows more time for leaders and teachers to work together productively? How can you use data efficiently to support progress? Cathy Wylie shared insights from research. ELN Team for this session: Cathy Wylie, Maggie Ogram Click Here to download…

During this term we have focused on bringing Kāhui Ako practices into the ‘fold’ of school practices, while building greater coherence through the development and application of leadership inquiries. Part of this process is ensuring reflection is intentional and not left as an afterthought. In this session we briefly unpacked the differences between technical, aligned…

Have you ever wanted to introduce something new in your school but been faced with what feels like ‘resistance to change’. Do you wonder why people sometimes say they are keen to try something new but nothing actually changes? In this session we explored how perceptions of risk can get in the way of change…

We began by mapping your priority role and relational spaces for greater coherence and identifying where the point people for this are situated. These spaces bring our attention to the interface of Kāhui Ako and school-based practices. The session devoted the majority of the time for you to work in school groups to progress a…

ELN Team for this session: Deidre Le Fevre, Maggie Ogram  Creating coherence is an important part of leading an effective school however the multiple daily demands of school life can make this challenging to achieve. In the first half of this session we explored what coherence means and why it matters. In the second we…

Inquiry is something leaders and educators are expected to engage with yet it can be challenging. Humans are hard-wired to make assumptions and jump to conclusions. In this session we explored what genuine inquiry means, why it matters, and what makes it difficult. We practiced some strategies to help ourselves and others engage in genuine…