Moving  Mindsets  

Dr  Cheryl  Doig  www.thinkbeyond.co.nz  

Schooling  becomes  irrelevant  

Status  quo  

MLE/P  emphasis  by  MoE  

What  we  had  before  with  beDer  windows  

Agency  and  ownership  

TRANSFORM

ATION  

Blockers? Inquire and listen – presume positive intentions Use appropriate language Be explicit about expected outcomes Support them to get there but be clear about non-negotiables Connect back to the vision

•  A  deliberate  act  of  compelling  change  •  External  forces  eg  Ministry  of  EducaGon,  government  direcGon  •  Needs  an  accurate  forecast  about  the  expected  outcome  •  The  language  of  advocacy  

Examples:  •  Changes  to  the  expectaGons  of  staff  eg  give  them  an  ipad  and  expect  that  they  

will  use  it.  •  Shared  programmes  for  professional  development  •  Clear  measures  of  outcomes  and  accountability  for  achieving  excellence  

Create mechanisms for compelling the change

Reduce choice

Mobilising  people  to  innovate  and  grow  capabiliGes  CreaGng  the  condiGons  for  people  to  reach  out,  find  and  access  the  resources  they  need  when  they  need  them.  Flexibility  to  take  part    For  example:  Ask  quesGons  that  encourage  open  response  –  inquiry  and  listening  Provide  personalised  professional  learning  opportuniGes  Enabling  a  volunteer  army  to  try  new  ideas  and  increase  influence  Co-­‐create  a  vision  and  celebrate  successes  

Create an ecosystem that encourages people to join

Agency and choice

hDp://mrkempreflects.blogspot.sg/  

For  those  of  you  wondering,  I  discussed  potenGal  goals  with  her  and  she  suggested  that  I  might  like  to  work  on  "conGnuing  to  tell  engaging  stories  that  are  related  to  our  topic  of  learning".  Another  goal  was  to  "conGnue  supporGng  students  in  their  learning,  but  give  them  another  space  to  learn  from  their  mistakes".  

Noble Purpose

www.thinkbeyond.co.nz

Signatories competition - collaboration

Building design Wall artefacts

Staff meetings

Induction

Stronger  Christchurch  Infrastructure  Rebuild  Team  

Allow  for  acGvity  at  the  fringes  MulGple  possibiliGes  PaDerns  oUen  not  obvious  except  in  retrospect  Recognise  complexity  and  can  cater  for  greater  uncertainty    Some  examples:  Design  thinking  with  diverse  groups  Lessons  learnt  -­‐  retrospecGves           Step Change

Creates space between the lines for new ideas to emerge

Mindset Job Description

Intentional acts of leadership focused on a clear co-created vision for the organisation and the greater good with creative tension between push and pull and yet unknown opportunities transparently communicated, modelled and reviewed

No excuses

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www.impactcollaboraGon.co.nz  www.thinkbeyond.co.nz  

   

Are you heading towards an accidental future or

your preferred future?