Highlights from various presentations

1. Culturally Intelligence
• Cultural intelligence (CQ) refers to the
capabiliity of individuals to function effectively
in multicultural contexts. Earley & Ang (2003)
We tend to be more able to more readily decode the
mental states of others in social groups closest to us;
thus, relative to those outside the group, we would
have an intra-cultural advantage.
Ringleb, Rock, Conser - “NeuroLeadership in 2010”

2. Reflec<ng
on
your
staff
Conscious
Incompetence
Staff
begin
to
recognise
other
cultural
norms
and
start
finding
out
about
how
they
differ
-­‐
considering
why
others
might
not
be
responding
as
staff
thought.
Conscious
competence
Staff
begin
to
accommodate
other
cultural
norms
into
their
planning
and
adjust
their
thinking
and
behaviour
to
fit
other
cultural
norms
as
appropriate.
Unconscious
Incompetence
Staff
react
to
new
cultural
contexts
based
on
their
own
cultural
context,
assuming
that
their
understandings
and
beliefs
are
shared.
Unconscious
competence
Staff
automa<cally
adjust
their
thinking
and
behaviour
to
fit
diverse
cultural
situa<ons.
Feeling
uncomfortable
on
purpose.
Communi)es
are
con)nuing
to
change
–
how
are
you
developing
capabili)es
to
meet
these
diverse
cultural
needs?

3. Culturally
Intelligent
staff…
• Are
interested
and
mo<vated
to
change
• Understand
how
cultures
are
similar
and
different
• Use
their
awareness
to
plan
their
strategy
• Know
when
to
adapt
and
when
not
to

4. Our message to
leaders today for
tomorrow’s
learners
Give young people more choice,
more access to technology,
more and varied opportunities,
especially for independent learning
while keeping each school’s character
and motivating us to learn.
Just don’t allow today’s reality to limit
tomorrow’s possibilities.
Summary of ideas from
secondary school
students ChCh 2013

5. Positional power to Influence
Away From
• Telling
• One off
• One way (either/or)
• Discussion
• Advocacy
• Making assumptions
• Judgment
Towards
• Learning Talk
• 365 days of the year
• Multiple ways (and/both)
• Dialogue & Discussion
• Inquiry and Advocacy
• Checking for understanding
• Evidence

6. Networked
• Collaboration is key
• Collective intelligence
• Sharism - Isaac Mao
• Share more gain more
• Heterarchy, wirearchy,
• Connectivism
• Amplification of ideas
• Key influencer: Mal Lee & Glenn Finger
• Key stretch: The internet of things

7. Focusing on the future sets leaders apart
The capacity to imagine
and arLculate exciLng
future possibiliLes is a
defining competence of
leaders. You have to take
the long‐term
perspecLve. Gain insight
from reviewing your past
and develop outsight by
looking around.
Kouzes & Posner (2010:xxii) The
Truth about Leadership

8. A disconnected
and disengaged
workforce
operaLng in a
rapidly changing
and disconnected
work environment
means lost
producLvity
hAp://www.slideshare.net/marknadsstod/enterprise‐20‐efficient‐collaboraLon‐and‐
knowledge‐exchange‐slideshare

9. It’s not teachers
that drive that
global
connectedness its
kids because they
are already
globally connected
in lots of ways…
What we have to
understand as
teachers is how we
can best
advantage that.

10. L Opportuni8es to develop as a networked leader over the next 10 weeks
9 Best imaginable outcome:
CollaboraLng on a regular basis over important maAers of school development using a
variety of media like video conferencing. Sharing individual school PD sessions ‐
opening to other cluster parLcipants. Teams across schools meeLng for shared
meeLngs. Inquiry groups formed across schools
8 To share data across schools for moderaLon and trends
7 Regular on‐line collaboraLon ‐ google docs, blog etc.
6 Visit other school with clear intenLons. Use others as support and resources/ideas.
Across school team learning walks.
5 Use inquirer/advocacy to gain deeper understanding and clarity of shared ideas
4 DP/AP termly meeLngs building on senior management meeLng
3 To establish shared and agreed upon protocols. Debrief as a team arer each meeLng.
What is it that we can acLon or should discuss?
2 AcLvely parLcipate in meeLngs, sharing ideas and thoughts/discussion
1 Minimum expectaLon: In the next term each member of our leadership cluster will
make at least one contribuLon to discussion.
Idea used with permission Dan.buckley@camb‐ed.com

11.
• Apps
• MOOCs
• 3d
prinKng
• HapKcs
• Nanotechnology
• Arab
spring
• BYOD
• Neuroleadership
• Virtual
pop
stars
• Crowdsourcing
• Hacking
your
educaKon
• Flipped
classrooms
• Online
words
• Augmented
reality
• Learning
analy2cs
Digital
life
planner
Online
idenKty
removal
Lawyer
specialising
in
virtual
property
Freelance
EducaKon
Coordinator
SyntheKc
sausage
maker
3-­‐D
Food
Printer
Fancy
a
new
job?

12. Achieving the Tipping Point
Rogers,
E.M.
(1983).
Diffusion
of
innova3ons.
NY:
The
Free
Press.
p262
“most
individuals
evaluate
an
innova-on,
not
on
the
basis
of
scien-fic
research
by
experts,
but
through
the
subjec-ve
evalua-ons
of
near-­‐peers
who
have
adopted
the
innova-on”

13. STATUS
QUO
Group
think
We’re
doing
well
Nothing
needs
to
change
Opera>onalised
processes
Technical/ra>onal
Socially
Complicated
Certainty
on
how
to
achieve
the
outcomes
No
shared
vision
on
what
outcomes
are
important-­‐
Persuade/influence/
nego>ate/coali>ons
Technically
Complicated
Shared
vision
Moving
towards
a
future
state
but
no
pre-­‐
determined
plan
to
get
there
THE
EDGE
OF
CHAOS
Avoidance
Disintegra>on
Dialogue
and
discussion
CERTAINTY UNCERTAINTY
AGREEMENTDISAGREEMENT
THE
CHALLENGE
ZONE
Challenge
Adap>ve
leadership
Co-­‐crea>on
of
the
future
Self-­‐organising
systems
Breaking
with
the
past
Complexity
and
diversity
CHAOS
Death
of
the
organisa>on
Wicked
problems

14. Adap-ve
Environments
• They
contain
a
large
number
of
interac>ng
elements.
• Informa>on
in
the
system
is
highly
ambiguous,
incomplete,
or
indecipherable.
• Interac>ons
among
system
elements
are
non-­‐linear
and
>ghtly-­‐coupled
such
that
small
changes
can
produce
dispropor>onately
large
effects.
• Solu>ons
emerge
from
the
dynamics
within
the
system
and
cannot
be
imposed
from
outside
with
predictable
results.
• Hindsight
does
not
lead
to
foresight
since
the
elements
and
condi>ons
of
the
system
can
be
in
con>nual
flux.
Perrow,
1986;
Snowden
&
Boone,
2007

15. Posi>ve
Deviance
Somewhere
in
your
organisa>on,
groups
of
people
are
already
doing
things
differently
and
be?er.
To
create
las>ng
change,
find
areas
of
posi>ve
deviance
and
fan
their
flames.
h?p://www.posi>vedeviance.org/
Pascale
&
Sternin
(Harvard
Business
Review)

16. www.suce.org.nz

17. The Horizon Report 2010
• Digital media literacy con0nues its rise in importance as a key skill in
every discipline and profession.
• Students are different, but educa0onal prac0ce and the materials that
support it are changing only slowly.
• Many policy makers and educators believe that deep reform is needed,
but at the same 0me, there is li?le agreement as to what a new model
of educa0on might look like.
• A key challenge is the fundamental structure of the K‐12 educa0on
establishment.
• Many ac0vi0es related to learning and educa0on take place outside the
walls of the classroom — but these experiences are oGen undervalued or
unacknowledged.
h]p://wp.nmc.org/horizon2010/

18. • To provide a safe
suppor=ve emo=onal and
physical environment
• To provide high quality
teaching which develops
millenium thinkers
• To develop strong
community partnerships
• To grow interdependent,
self managing learners

19. The Three Horizons
Progress
Time
Horizon 1
Extend and defend
core
Horizon 2
Build emerging
offerings
Horizon 3
Create viable
options