Collaborative decision-making involves the process of managing who to involve and when. Whether there is too much collaboration or too little sits at the heart of this process. In complex times and when capacities are reduced (as revealed in your end of term one responses), the process of involving others and when, becomes even more…

At the end of our recent online workshop, we asked how you get a ‘measure’ of well-being across the staff and students. Being well means we are more likely to learn well, individually, collectively and collaboratively. As we near the end of the first term – How much ‘giving capacity’ is across the staff for…

Over the last two years we have been learning to live with disruption. For many of us the degree of disruption is perhaps unprecedented. At times it may seem like we are continually in a storm of unpredictable events, hence the saying “we are all at sea”, tossed to and fro by the elements. We…

At the heart of wayfinding is focusing on all the signs available to you. With so many unknowns still around us as we venture into 2022, we will be weaving some of Professor Chellie Spiller’s work on Wayfinding Leadership into our workshops. We encourage you to watch her introduce Wayfinding Leadership here before this first…

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…