1.
The Future…?

2.
AGE PROFILE OF CORE STAFF
Never known a time
without the internet
Can remember a time
before there was TV!

3.
THINKING 3D

4.
http://3dprintingindustry.com/2014/11/09/11-food-3d-printers/

5.
PRINTING A KIDNEY

6.
Core
Values &
beliefs
Principles
Practices
Lived expression of
your values
Derived from values
and beliefs –
captured in policy
statements
Mutually agreed upon
and owned by the
organisation –
provides a common
sense of purpose.
Made explicit in
vision/mission
statement
WHY
HOW
WHAT

7.
Education In the Future
• How will learning
occur?
• What about the role of
teachers?
• What sorts of
environments?
• What will we learn
about?
• What will we learn with?
Education For the Future
• What skills/knowledge/
competencies do we need
to be developing now in
order to cope with what the
future might hold?
• How do we prepare for the
emerging ethical, moral
and societal change issues
that will emerge?

8.
BEYOND THE STABLE STATE
The loss of the stable state means
that our society and all of its
institutions are in continuous
processes of transformation.
We cannot expect new stable
states that will endure for our own
lifetimes.
We must invent and develop
institutions which are ‘learning
systems’, that is to say, systems
capable of bringing about their
own continuing transformation.
Beyond the stable state,Donald Schon,1973

9.
RESPONSE TO CHANGE
Supportive of change
Not supportive of change
Not aligned with
vision
Aligned with
vision

10.
RESPONSE TO CHANGE
Supportive of change
Not supportive of change
Not aligned with
vision
Aligned with
vision

11.
RESPONSE TO CHANGE
Supportive of change
Not supportive of change
Not aligned with
vision
Aligned with
vision
Moving ahead
together – goals
achieved, innovation
evident
“Rogue” staff –
enthusiasts who are
difficult to harness
Reluctance, silent
resisters, grumblers,
lacking confidence
Vocal opposition,
resisters,
underminers

12.
Those things influencing the
culture of our organisations and
what happens within them
Recognizing the multiple
demands on limited resources,
and the need to prepare our
young people for a changing
economic future
The significant shifts that are
occurring as a result of
technological advances
Things likely to impact how our
schools are organized and
managed
Considering the things that are
impacting on how things are
done within our institutions

13.
ACTIVITY
• Famili groups
• Take an envelope
• Assign a group leader
• Follow the instructions on
the sheet inside the
envelop
• Take a large sheet of paper
to record your group
decisions

14.
FUTURE FOCUS THEMES
• Sustainability
• Enterprise
• Globalization
• Citizenship

15.
FUTURE FOCUSED THEMES
• Personalising learning
• New views of equity, diversity and
inclusivity
• A curriculum that uses knowledge
to develop learning capacity
• “Changing the script”: Rethinking
learners’ and teachers’ roles
• A culture of continuous learning
for teachers and educational
leaders
• New kinds of partnerships and
relationships: Schools no longer
siloed from the community

16.
TOP TEN CHALLENGES
• Confirm the Purpose, Business Model and key strategic intentions with the Board and
share with the organisation
• Unpack the open blue ocean drivers to ensure all staff have a clear understanding and
be used as the basis for our strategic planning
• Develop areas of strategic purpose to ensure these are CORE's recognised point of
difference
• Develop People Strategies and policies to support and develop CORE staff(including
recruitment, retention and professional development)
• Grow credibility and reputation by ensuring all CORE work is high quality, underpinned
by research and uses models and frameworks well understood by staff, and is
embedded throughout our business and operating models
• Package our products and services in a compelling way and ensure aligned to purpose
and strategy
• Develop the marketing strategy and brand awareness consistent with the new purpose
and strategy
• Refine, develop and strengthen CORE’s organisational models and processes to deliver
the purpose and challenge
• Build sustainability through innovation, risk management and succession planning into
our business and operating models
• Define and develop the networks and relationship that align with our values and enable
us to meet our objectives.

17.
25
Support
• Does
“real
work”
• Provides
analysis/data
for
decision-­‐making
• There
can
be
several
Ss
Approve
• Final
sign-­‐off
before
acAon
is
taken
• You
can’t
do
it
unAl
it
is
approved
• Checks
that
it
all
stacks
up
and
supports
the
resource
allocaAon
• There
can
be
more
than
one
A
Responsible
• Directly
accountable
for
quality
of
outcome
• IntegraAon
role
• Ensures
everything
is
done
to
the
point
of
approval
and
effecAvely
implemented
or
handed
over
to
the
next
step
in
process
• There
is
only
one
R
Consult
• A
specialist
with
experAse
to
contribute
to
the
quality
of
the
decision
• Adds
value
(but
doesn’t
do
the
work,
nor
approve)
• Input
obtained
before
decision
made
• Someone
whose
buy-­‐in
is
needed
for
ulAmate
implementaAon
or
who
is
significantly
affected
by
the
project
• There
are
several
Cs
• Cs
are
given
fixed
Ame
to
respond
Inform
• People
who
need
to
know
about
decisions
made
but
do
not
need
to
be
involved
in
the
decision-­‐making
process
• Advised
aRer
decision
made
to
avoid
being
sucked
into
doing
subordinate’s
job
• Is
can
elect
to
become
Cs
if
they
believe
they
may
be
affected
by
the
decision
or
can
create
value
in
the
process
RASCI ROLES

18.
Senior Adviser Roles
SA - Transformation
QualityAssurance
ProfessionalPractice
Inclusive Education
Blended and Digital
Future Focused Education
Pasifika

19.
ENABLE

20.
EMPOWER

21.
TRANSFORM

22.
Derek Wenmoth
Email: derek@core-ed.org
Blog: http://blog.core-ed.org/derek
Skype: <dwenmoth>