This presentation explores some ways in which educational leaders are extending their networks and looking beyond their own systems in order to lead for the future. It uses the ACEL Leadership Capability Framework as the basis to explore innovation, partnerships and networks in more depth.
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
Global Leadership: Why being networked matters
1. GLOBAL
LEADERSHIP:
The Networked Leader
Why being
networked
maAers
Dr Cheryl Doig 2010
2. • Minimally Invasive EducaLon
(MIE).
• A pedagogic method that uses the
learning environment to generate
an adequate level of moLvaLon to
induce learning in groups of
children, with minimal, or no,
intervenLon by a teacher.
hAp://www.hole‐in‐the‐wall.com/MIE.html
hAp://www.ted.com/talks/lang/eng/sugata_mitra_the_child_driven_educaLon.html
5. LEADERSHIP GROWTH AREAS
• Leads Self
• Leads Others
• Leads the Organisa.on
The Leadership Capability Framework is supported by a concept‐
based Learning Maps that provides a shared language about
leadership. The Framework and Learning Maps are designed to be
customised.
hAp://www.acelleadership.org.au/learning‐resources
8. Builds Partnerships & Networks
Community
– Partnerships & alliances
– Offers assistance to others
Connec8vity
– Ripple effect – unintended consequences
– Data
– Connect to people and contexts
Also poli2cal and advocacy/influence
13. 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
18. 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.
19. It starts in a local
community, a bit like
a virus, it starts
locally, spreads
around your
community…..
TransiLonal ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ TransformaLonal
22. QualiLes of an AdapLve OrganisaLon
• Name the Elephant in the
room
• Share responsibility for the
for the organisaLon’s future
• Value Independent
Judgment
• Build leadership capacity
• InsLtuLonalise reflecLon
and conLnuous learning
30. 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
31. L Opportuni8es to improve cluster collabora8on over the next term
9 Best imaginable outcome
OpportuniLes to improve cluster collaboraLon over the next term
8
7
6
5
4
3
2
1 Minimum expectaLon: In the next 10 weeks teachers will connect with a
teacher from a different year level or subject level
Idea used with permission Dan.buckley@camb‐ed.com