10 November – Direction (re)forming and the ‘next normal’: Embracing paradox in growing resilient schools in our communities
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…
Read More4 November – Direction (re)forming and the ‘next normal’: Embracing paradox in growing resilient schools in our communities
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…
Read More27 October – The loss of normalcy and ‘being well’: Humble inquiry with collaborative endeavour
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…
Read More21 October – Well-being in times of major disruption: Engaging in challenging conversations through humble inquiry
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…
Read More23 September – Why Genuine Inquiry Matters
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…
Read More8 September – Traction and transformation challenges (part two): Applying principles of organisational learning to unrealised collaborative practices
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.…
Read More2 September – Engaging with resistance to change
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…
Read More25 August – Traction and transformation challenges (part one): Roadblocks, potholes, and fault lines
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…
Read More5 August – Tackling the challenges of time and coherence
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
Read More4 August – Tackling the challenges of time and coherence
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…
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