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…

There is no doubt we are presently experiencing major disruption and the indications are that this will continue. 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 to the…

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 will explore what genuine inquiry means, why it matters, and what makes it difficult. We will practice some strategies to help ourselves and others engage…

People resist change for a range of reasons; some logical and some not. Understanding where resistance comes from is the first step in developing a productive response to it. This workshop will look at three common forms of resistance to change and the best ways to engage with them. Click Here to download the Questions…

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. Click Here to download a pdf of the slides

When implementing new practices, reactions inevitably vary from strong support through to vocal resistance. This session explored where resistance to change comes from; ways to minimise it ahead of time; as well as the best ways to respond to resistance when it occurs. When understood and responded to appropriately, resistance to change can result in…

Trigger events and barriers can be at work when we try to engage in critical thinking. In this session we will use an ICI framework (identifying, challenging, imagining) to help reveal more about what is going on with our practice and that of others. At the heart of this is identifying assumptions, especially those that…

Over the next two terms with your focus on implementing changes related to your leadership inquiries, attention now turns to sustaining transformation of practices. We started by revisiting where we left off at the end of Term One regarding the focus of your inquiries, your positioning within these and the current status of your inquiries.…

There are numerous ways a leadership inquiry can be positioned. This depends on your own school and Kãhui Ako context. Some approaches are informative, critical, affirmative, generative and/or strategic (Southern, 2015). In this online session we provide a framework for you to apply to your emerging leadership inquiry plans. At the core of this are…

Collaborative leadership inquiries occur in and across groups, where learning is collective. There are enablers and barriers to group/team learning, some you may have experienced and others you may not be aware of. Many enablers are aligned to critical reflective practice and dialogue, whereas a number of the barriers can be traced back to untested…