11 Comments

  1. Jilian

    Mapping on to this,
    Is there a a plan that is co-developed with T and P for personalized professional development to support Edus as they shift thinking and practice?
    I’m wondering if this is one of the specific barriers to innovation in schools (or systems)? Professional Learning is really great until it isn’t able to be implemented because behaviour/action doesn’t change in classroom, staff rooms etc. I think that’s where Edus need to develop professionally as well.

  2. George wrote:
    I often ask administrators these two questions…”Have you learned anything in the last three months?” Which the answer is always “yes!” This question is followed with, “Could the people you serve tell me what you have learned in the last three months?

    —————–
    This is brilliance, Pal.

    Pure brilliance.

    It is impossible to lead an innovative workspace until people see you as an innovator, too.

    And that requires transparency and risk taking.

    So good,
    Bill

  3. A question I might add to this list is What are our core competencies? By identifying what we are already doing well, we can focus our resources into areas where innovation is needed bringing efficiencies to our systems. While these core competencies will differ from educator to educator, school to school and division to division, I feel knowing what they are is an important step in innovation.

  4. Really thoughtful post thanks for this. School boards love the idea of innovation, but it is really hard for them to practice this. By their very nature, they attempt to preserve what they have. This does not lead to innovative practices, but no school board will ever say they are not innovative. They may have ‘school innovation plans’ but they are hard-pressed to actually do very much that is innovative. I don’t think this is really the fault of the school board – how can a large organization or corporation really be innovative? This is a really big challenge.

    • Sydney H Coffin

      I believe the answer at a macro level can be found at the micro level in Couros’ own words: transparency—in the same way that corporations are in actuality not people but made up of people, a school district is made up of (in most cases, a hierarchy of) people serving in a variety of roles, we all must strive towards open displays of our own curiosity and willingness to learn from one another. I tease my kids when I often joke “this would be a terrific school if it weren’t for the students! The irony is that we are only as great as the least among us, and to “bring them into the fold” is to meet them where they are and together determine a way through to discovery.

  5. I think that there is incredible street cred to be earned with the faculty by serving as a learning model. I’ve always tried to have my professional development experiences mirror what I want to see in the classroom. It helps to think of your teachers as learners and students and what makes learning meaningful for them.

    From an empathy standpoint, it also helps you to understand the demands that creating innovative learning experiences has. If you find being innovative during one faculty meeting a month stressful, imagine what it is like for the teachers who need to do this daily.

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