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Why good leaders make you feel safe | Simon Sinek | TED

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3 Takeaways-

1. Trust and cooperation require safety

2. When leaders choose safety first, more can be accomplished

3. A great leader is like a parent, who helps to provide what is needed to help their children achieve more

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1. Create an environment where learners feel safe
2. Coach and support challenges
3. Be a role model that shows what you do for others and others will inherently do for you ( trust and cooperation that goes back and forth)

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Know your community of learners
Empower learners by creating a safe, trusting and caring environment
Celebrate successes, coach challenges
Have shared experiences (hands on, going places) as well as showing that there are shared experiences world wide
Continuously self reflect and gain knowledge in areas where you need growth
Have discoveries that show how we/things are connected and the relationships that exist
Create a community that supports learning as a whole (vertical and horizontal connections)
Establish values, beliefs and connections that are interconnected within the community.

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in response to Candace: Create a safe environment that establishes trust and cooperation. Provide professional development on the challenges that have been expressed. Make outside connections with other schools to create a support network and show that there are similar experiences to create outside connections. Survey staff to find out their strengths and have time for co teaching

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*Trying to add into post covid school year more interactions with older peoples in our community. Loved idea of "Grandteachers" the ides of young and old together mutually assisting one another benefits both.
*Idea of the Human Commonalities is neat. Larger topics that allow for  deeper learning. (This is what IB is about so making sure we go deeper along with student agency is needed)
*Importance of service learning projects-making them doable for units so students see the connection.

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Learned
1. Reframe my thought process to ask "What is needed to understand the central idea and lines of inquiry" NOT what knowledge and skills can I cover in this unit
2. Use subject areas in a broad sense, not as a skill set to meet the lines of inquiry
3. about the enduring values of transdisciplinary themes (shared humanity, real. world issues, complexity and connectedness of the global human condition, & authentically embedded subject areas
Interesting:
1. understand of the future also
2. how much learning outcomes influence the understanding of the central Idea and lines of inquiry
Question
1. How do you know if you have chosen the best learning outcome for understanding?

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1.  Help students to see the interconnectedness of everything.
2.  Model, through action, that the arts are important.
3. Guide students to discover and communicate their values and beliefs.

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1.I can influence individuals, groups and systems to achieve a goal or set of goals. (relational capability)

approaches to use (action): Value each persons contribution

evidence of growth (impact): person is successful with the task/goal

2.I interact with people, institutions and ideas from different cultural traditions to my own and strive to create a shared culture that not only respects and celebrates cultural diversity but also sees it as essential for intercultural understanding. (Cultural capability)

action: connect with other schools of a different culture
Impact: learners identify commonalities and connectedness

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* Good leaders make you feel safe  by showing you they care. They give support and help whenever possible.
*"They don't sacrifice the people to save the numbers" - powerful

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*Trust and cooperation come out of  the feeling of safety.
* People are not sacrificed. Coaching and Support are given instead
*When people feel safe remarkable things happen
*Better for all to suffer a little than some suffer a lot. This is great thing to keep in mind.
*Leader who sacrifice have workers will sacrifice even more.
*Even when difficult situations arise choice in how to deal with the difficulty is helpful.

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Dear Candace;
You should start with survey to find out your teacher's feeling or areas of comfort with the topic. Then you should offer PD on the topic. Build in time to discuss the common vision for the school: to give students more inquiry and agency. Once that is done, you encourage teachers to give it a try, check in with them at a meeting, for those who still are not comfortable offer to have them observe a peer who is more confident in their journey with inquiry. Then offer team teaching if needed to for further assistance.

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*Make sure that I model being guided through values and beliefs
*Make sure that I continue to model the interconnectedness of classroom values and beliefs to values and beliefs in the world outside our room

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*When people feel safe and protected by leadership they naturally trust and cooperate.
*Leadership is a choice not a rank and everyone can be a leader.
*Good leaders are like parents who provide discipline for their children, opportunities to try and fail and want them to achieve more than they can achieve themselves.

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1.  People work better together when they trust each other.
2.  If we feel safe, we have more energy to work harder for the greater good.
3. Leadership means taking care of people. I never thought of it like that.

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Response to Mala: I think you need to offer a professional development to your teams on the integration of the PYP and the grade level specific academic content. Teachers need support as they begin to merge and connect the pieces.

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Learned:
* This is a reiteration that teachers are active participants in the development of plans.
*Teachers are able to generate new ides and pilot them within the unit.
* Teachers are a combination of the following three things: learners, leaders, facilitators.

Interesting:
* Kahlid had an inquiry journal that was shared with his parent and discussed amongst the three of them. I liked that it was a physical journal and not a digital compilation of work.

Question:
* How can we help our youngest learners with understanding rubrics when there is concrete data to score them on? I'm hoping no summative and formal assessments will help with that. I feel our youngest learners do best with conferring along the way.

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1. Good leaders facilitate an environment of trust and cooperation.
2. Good leaders go first and sacrifice for the good of the people.
3. Good leaders create an environment where people want to work for them and each other.

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Guide by values and beliefs and make connections to realities in life.
Celebrate potential of students and give students empowerment.
There was a quote in the reading that stood out about taking arts, science and sports and making all education involve them and how all disciplines would be interrelated. The example they gave was dancing to a poem.

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1. Good leaders build trust and relationships.
2. Good leaders put others first and sacrifice for the greater good.
3. Good Leaders value , love, encourage, and disciple a lot like great parents.

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1.Create  and implement curriculum that embraces the uniqueness of the students.
2. Teach the connectedness of the lessons in the classroom to the realities of life past and present.
3. Make sure I am modeling self-reflection and turning that into actions that create growth in areas of weakness or misunderstanding.

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1. Develop conceptual understanding in students.
2. Model leadership, learning, and shared values within the classroom community.
3. Fostering trust and collaboration in the classroom.

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Relational capability
IB leaders influence individuals, groups and systems to achieve a goal or set of goals.
Action: Set small doable goals with teams.
Impact: teacher feedback, student reflections, benchmark data, etc.

Reflective capability
IB leaders use thinking strategies when engaging with the different experiences they face. The
emphasis the IB programmes place on critical thinking, multiple perspectives and constructivist and
social-constructivist views of knowledge creation requires leaders to be comfortable in creating an
organizational culture that places critical reflection at its core.
Action: Work with teams on being more reflective and building in time for it.
Build in reflections for the students and use that input to assist with making the units better. (impact)
Build in reflection time for teachers to help coaches build their skillset.

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Response to Steven:
I'm wondering if parent education opportunities can be presented that allows them to learn about, understand, and engage in the PYP and concept-based learning. Getting parents on board is a critical aspect to student development.

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Learned:
-Collaboration is key.
-Good leaders create and environment of trust and cooperation.
-The distinction between interdisciplinary and transdisciplinary.
Interesting:
-What it means to be a good leader.
-The role of student agency in inquiry.
Question:
-How do we assess professional and classroom culture as we go?

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Dear Mala,

I would suggest  creating collaboration norms to set the tone for every meeting.  Then I would suggest make specific goals for each collaboration meeting where everyones' voice is valued and respected. Also, give the teachers real examples of the benefit of concept-based, inquiry-led curriculum and allow them time to process the new approach and take ownership in designing the new curriculum.  Celebrate every success; change is difficult for most people.

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Learned:
1. Teachers should be at different times, Leaders, Facilitators, and Learners.
2. That teacher should develop their own learning and continually develop deep understand of subject knowledge.
3.  That transdisciplinary learning needs to relate to students real life.

Interesting:
1. I thought it was interesting to read the conversation about hiring a new teacher.  I do believe that IB teachers need to want to be apart of a culture of continuous improvement and collaborative.
2.  That interactions with various stakeholders have a specific purposes.
Question:

How can we assess our own progress as learners, facilitators and leaders?

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Steven:
Having parents on board is crucial in the success of their child's learning. Parents need to be educated on the significance of a concept based inquiry approach. Offering workshops for parents to attend will help them have an understanding of the value of this type of teaching and learning. Modeling this approach at the workshops and having student leadership will help bring the parents on board.

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3 things learned
*It was good to review the difference between the leader and facilitator. There are times that they overlap which made choosing tricky.
*You really need to find the right people to work in an IB school and this is hard work.
*Good teachers work continually to learn, facilitate and be a leader.
2 Things Found Interesting:
* How our strengths and weaknesses play into these three areas
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Question: What other steps do we need to take to find highly qualified IB teachers?

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Relationship:
A leader needs to build relationships with students, staff, care-givers, and the community.

Action: Setting time aside to truly get to know every student and family.  Creating out-reach programs to build relationships with the community. Inviting care-givers to be apart of the learning process.

Learning:

IB learners need to set time for their personal learning and development as well as continuous learning of subject matters.

Action: Creating personal learning goals and reflecting on your progress. Sharing your learning with others. Reflecting on your teaching practices and taking action to improve on your weaknesses.

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Steven,

Parents play critical roles in their children's learning and to help them understand this learning model, invite them to classrooms where they can see the learning taking place.  Having students lead the learning will go a long way in helping to get their parents on board with concept based inquiry.

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1. Help students understand that  everything is connected.
2. Sharing knowledge and experiences.
3. Celebrate uniqueness and help students feel empowered.

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1. Good leaders puts others before themselves.  "Sooner sacrifice numbers to save the people"
2. Good leaders create spaces where people feel safe and protected.
3. Leadership is a choice.

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Learned:
1. Teachers should be learners, facilitators and leaders.
2. Finding teachers that model agency and self-efficacy.
3. How the capabilities are applied daily.

Interesting:
1.  Learning about my own professional capabilities.
2. The hiring practices used to find  new PYP teachers.

Question:
How to prioritize and manage responsibilities as a PYP teacher?

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Candace,
Change is rarely comfortable especially if you've done things a certain way for a long time.  Could you have staff members visit a school known for it's inquiry based learning?  If they can't see inquiry in action, maybe the PD could provide videos.  Also, your PD Coordinator could model lessons.

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I thought it was interesting learning about leaders, facilitators and learners and how teachers are all of those in every day teaching. I found it more difficult to see the difference between leaders and facilitators than learners. I often mixed them up when ranking the strengths during the hiring activity. I also found it interesting when I scored my own professional capabilities.

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Learned
1.  Teachers have their own inquiries.
2.  The teacher presented inquiry as a challenge.  Motivating.
3. The teacher moves from leader to facilitator to learner throughout the course of the day.

Interesting
1.  I think the collaborative planning team includes people outside your grade level.
2.  In the video, the student portfolio was paper and not electronic.

Question
1.  What is a relevant development experience?

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Reflective capability -  read professional literature to reflect on and refine teaching

Action - try new strategies for teaching reading

Impact - improved performance from students

Relational capability -

Action - help students set and achieve goals that they have set for themselves.

Impact - student self assessment.

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1.  Find human commonalities so we can engage more stakeholders and make learning more accessible to all

2. Help students recognize the connections between classroom values and beliefs and larger cultural/world values

3. Connecting the arts more to our learning (all EA subjects).

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Steven,
Parents play such a critical role in education, and many of them do not realize it. It is not only our job as educators to connect with students, but also with the families. Parents get overwhelmed because they don't understand concept-based learning and they are afraid that they children will not have the tools necessary to be successful beyond the classroom. It is our job to support them to understand how beneficial this form of learning is. Help the parents not be afraid and help them see the value in learning. Furthermore, bring them into the classroom. They have so much to offer our learning, too!!

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Learned: Good leaders can create an environment of trust and teamwork; Interdisciplinary and trans-disciplinary are not the same thing; collaboration and cooperation are essential to group success
Interesting:
Question: How do we allow for student agency while also planning for active instruction and engagement?

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1. Leadership is a choice, not a rank.
2.Great leaders build strong relationships with all stakeholders (students, staff, families, community partners) where people feel safe, trusted, and valued by leadership
3. Good leaders worry about others before themselves.

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1. Continue to support the development of an interconnected curriculum with both vertical and horizontal alignment.
2. Provide time and space for teachers to share their knowledge, strengths, and experiences with their colleagues.
3. Continue to develop strong relationships and connections with all stakeholders. Clearly share what it means to be a part of an IB school community and, most importantly, how it aligns to the mission and vision that is at the heart of our school.

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Steven,

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Learned:
1. I was not very familiar with the enduring values or how to make sure we make time to evaluate the enduring value of a unit.
2. How to look at the role of subject areas differently. They are still important but instead of asking “What subject area knowledge and skills can I cover in this unit?” we should ask “What subject area knowledge, concepts and skills will be needed to understand the central idea and lines of inquiry?”
3. Learned more about how each of the PYP framework diagram features interacts and informs the others.

Interesting- It was helpful to analyze the different learning targets and find the one that most strongly supports students in developing their understandings of the central idea and lines of inquiry. I would like to do this with teams as they analyze units.

Question- how do other schools tasked with meeting so many standards manage the balance between the amount of time needed to teach subjects and more unstructured learning/research time?

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1. Leadership is about relationships.
2. People need to feel safe in order to feel comfortable as well as take risks.
3.  Leaders create an environment of comfort, safety, and mutual respect.

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Hi Steven,
We completely understand where you are coming from. It takes time for families to really understand the transformation of a school into an IB learning community.  Communication is key. Add an "PYP corner" to your regular school newsletters. Give parents resources/tools to learn more. Also try engaging your school's family leadership group. Make sure there is time devoted at each parent meeting to some IB education or allow time for questions. Have students and staff share the successes they are having regularly so parents see the value. Share curriculum updates and photos/student work from a recent unit. Odds are that when families have a general understanding of the PYP and see how it has positive impact and outcomes for children (including their own) they will see the value.

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1. Continue to promote that differences are enriching and wonderful. That uniqueness is something to be celebrated and enhances the school and the world.
2. Celebrate successes, encourage growth where needed.
3. Help children to know that their classroom or even their school is not this single alone entity. That we are all connected and with connection there is power and chance for growth and great things.

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1. Reflective.
We seek to foster an
organizational culture that places critical reflection at its core. Strategy- model self reflection as leaders. Make time for reflection. Decrease the sense of judgement when mistakes are made and instead focus on what can be learned from them. Increase in teacher comfort in reflecting and openness with us as admin would be evidence in addition to higher quality teaching and learning.

2. Insight. We second guess ourselves a lot as leaders. We hope to find ways to engage multiple perspectives, reflect and then take action. We also hope to develop systems (shortcuts) that make teachers feel like they can achieve better work/life balance. Evidence we would see is more productivity & better responses from teachers about follow through.

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Two areas that I would like to work on are reflection and insight.

I would like to help my young leaners to become better at reflecting and goal setting in a way that is positive, concrete and developmentally appropriate. Evidence of this would be that my students are able to engage in reflections and goal setting with appropriate adult support.

I would like to continue learning more about the IB PYP world specifically the units. My goal is to understand the overall unit more and do work to ensure we make ties within the other programs that we use. (F&P, envision)

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Two leadership capabilities I would like to work on are pedagogical and relational.
Learning (action): joining professional learning communities.
(impact): build upon skills as a learner, facilitator and leader.
Relationship (action): build stronger relationships with students, staff, parents/caregivers and community.
(impact): successful engagement and more collaboration.

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Two leadership areas I would like to improve on are relational capability and pedagogical capability.

I would like to improve relational capability in order to help influence my students to be self-motivated, independent learners who set goal for themselves and feel they are capable. I also see this as connecting to parent outreach and relationship building with families to help families understand both our bilingual program and PYP better. Ultimately, this will help foster success for students.

I would like to improve pedagogical capability as well. Although this is not my first year in the PYP or at RMMS, this is the first time I will be teaching Kindergarten two years in a row. I am looking forward to better understanding our Units of Inquiry as well as how all subjects areas can be woven within them. This will ultimately help guide students in building conceptual understanding throughout each unit.

Action Steps:
-Purposeful planning of goal-setting conferences to help establish relationships with families and their piece in the PYP as well as uncovering funds of knowledge of families in students. I think funds of knowledge works perfectly with IB and can help continue to strengthen the parent and family connections.
-Team collaboration time dedicated to building norms and ideas for incorporating play meaningfully into inquiry for kindergarten learners.
-Nano-PD to help conceptualize how to best implement and improve upon Units of Inquiry.

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Learned:
1. Teachers take on different roles at different times.
2. Learning is continuous.
3. All the roles are interconnected.

Interesting:
1. Scoring my own abilities
2. Ranking who to hire and their strengths and weaknesses

Question:
1. Do they have any pd specifically for special education? How can I best support?

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*Trust and safety are important for building healthy relationships and supportive networks.
*"Better for all to suffer a little, than a little to suffer a lot" - so powerful!  This shows compassion and community - "we're in this
together!"
*Lead with heart. This helps someone feel connected and builds on trust and safety. So much can be accomplished when one feels heard and valued.

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1.  Give students more opportunities to experience learning outside of the classroom.
2.  More field trips that support the curriculum.
3.  Community Grandparents - such a lovely idea to show the generations and the connections we have to others.
4. More Arts!! So important because students need to express themselves and see their inner talents - especially important for students that may struggle with academics.

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Dear Steven,

First I think Parents need to know how  important their role is in their child's education.  They are their first teachers!  This doesn't end when their child goes to school, and it continues through Middle and High Schools. I think that providing opportunities for the parents to learn about the PYP are essential.

Some thoughts are:

*Curriculum Days
*Newsletters:  Celebrations of Student work highlighting the units.
*PD for parents
*Parent/Teacher Committees

When parents have a better understanding and see the importance of the curriculum, or more importantly, how much their child loves learning, I think there will be more cooperation.

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Learned:
1.  The roles of Learner,  Facilitator and Leader are interconnected.
2.  Learning is an integral part of being an effective educator.
3.  Daily reflection on teaching and leadership practices are important.

Interesting:
1. The hiring teachers exercise was very informative and gave me an awareness and need for new learning.
2.  Reflecting on my strengths and weaknesses.

Question:
1.   What other Professional Development Workshops are available to build on the areas of Leadership and how can we measure our progress in the areas of Leader, Learner and Facilitator?

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Two areas to work on:   Reflection and Relational Capability.

I want to teach my students to be more reflective in both their academic and social choices.  What are their strengths?  How can they use their strengths to set goals?  I would model the strategy, and give them opportunities to provide peer feedback.  I would see growth in their oral and written responses.

Relational Capability

I want to educate and support my students and their families on the importance of an IB education and how the parents can best support their children. I would participate and facilitate in professional development. I would allot more time in my schedule for family and community outreach. I would include more hands-on and field trip experiences including both families and community. Again, the impact of this would be found in the students' work and family participation.