24 Feb – Creating Collaborative Improvement: Talk For Action (Part One of a Two-part Workshop)
The focus for the year is Leading for collaborative practice and includes collaboratively leading practice. Note how the first leans more towards leading, clearing and providing the way for improved collaborative practice. The second emphasises the collective first, acknowledging that collaboration is already in play. They encompass what you hope to achieve, and why, and…
Read More11 November – Scaling-up towards 2021: Leading Collaborative Practices and Developing Middle Leadership Capabilities
Part Two: Sowing bespoke ‘Gardens of Practice’ for 2021 This second workshop buillt on the review process of the first one and brought planning for 2021 to the fore. In addition to what needs to be ‘banked’ from 2020, continued and enhanced, what new practices and sub-culture associations are needed in your school and Kāhui…
Read More28 October – Scaling-up towards 2021: Leading Collaborative Practices and Developing Middle Leadership Capabilities
Part One: Taking Stock: What needs to be ‘banked’ from 2020? This workshop was the first of two, connected to reviewing and planning for 2021. The recent past and the present becomes institutional memory in 2021, so what will you register in your ‘memory bank’ now for 2021? What significant learnings related to leading collaborative…
Read More12 August – Benefits from Collaborative School Cultures
Cathy Wylie shares insights about the value of teamwork around what really matters, drawing on the recently released 2019 NZCER national survey of primary schools, and a forthcoming bibliographic overview of the research on scaling up innovation in schools. Click here to respond to the Workshop Forum Group Task for this session. Download a pdf…
Read More22 July – Further Unpacking: Principles behind Successful Practices
This session picked up from the last one by exploring not just what worked well but why it worked. By looking at the principles behind the successful practices you have identified and by understanding any potential barriers that might be present, you will develop a plan for more wide-spread adoption of these promising practices amongst…
Read More24 June – Drawing together: Leadership for sustainability: What structures and relations need to change?
In the final workshop for this term our focus was in the context of coming out of the lockdown crisis. It was timely to investigate the need for consistency that feeds into leadership practices that bring a sense of well-being through stability. We took a pause to reflect on how we might bring a sense…
Read More3 June – Equity and values in Action Part two: Leadership inquiry into a change in season
Our guiding question for this online session was: What has the Covid-19 experience exposed you to, that you didn’t see before, especially in relation to equity? Linking with 6 May workshop: Dilemmas and decision-making Part One: Leadership Inquiry in the ‘dark’? In preparation for when you meet in your school team to view this session:…
Read More6 May – Dilemmas and decision-making Part 1: Leadership inquiry in the ‘dark’?
This is the first of a two-part leadership inquiry focus on the dilemmas schools are facing. Part One, Leadership inquiry in the dark, focuses on the dilemmas associated with ‘wicked problems’ we face due to an external, unanticipated, disruptive (and ongoing?) event, and decision-making. Part Two (June 3rd), Leadership inquiry into a change of season,…
Read More15 April – What Really Matters Now
This workshop splits into 3 segments as we consider “What Really Matters Now” 3 weeks into Covid-19 lockdown. Maggie Ogram, Howard Youngs and Cathy Wylie as a team co-facilitate the following material. Segment 1: Coaching to support learning, teaching and leading adaptably: Making it real We introduce this workshop by revisiting the belief in coaching…
Read More4 March – Ways of being’ that enable leadership to support impactful professional learning
This session focused on some of the ‘ways of being’ that enable leaders to support effective professional learning in their school. Drawing on research on the development of adaptive expertise, you had the opportunity to self-select into groups to explore what ‘ways of being’ such as adopting an evaluative inquiry stance , being agentic, and…
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