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Creative Professionalism: The Role of Teachers in the Knowledge Society

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Creative Professionalism: The Role of Teachers in the Knowledge Society

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by David Hargreaves
http://www.demos.co.uk/files/creativeprofessionalism.pdf

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1) Creative professionals are creative even when they don't feel like being creative.
Lacking inspiration or motivation is an obstacle to be overcome. Creative professionals have an urgency to create, to engage, to produce. Non-professionals shy away from the obstacle, while professionals see it as an itch they need to scratch.

2) Creative professionals say "yes" more than they say "no".
Creative professionals thrive on options and variety. Phrases like, "that's not my job" or "that's not how you are supposed to do it", rarely enter a creative professionals mind. Often a creative professional will say yes to an idea or project or direction before really knowing how to do it. Creative professionals prefer challenges where the outcome is known but the path to success is varied.

3) Creative professionals are autonomous members of a team.
Autonomy is a rising theme in today's world of work. The ability to take vague requirements and produce a desirable solution will get most middle managers salivating to have you on their team. Fewer and fewer people work in isolation. Almost everything produced today is through a team. Creative professionals know how to balance independence with interdependence and know how to keep the ball moving in the direction it needs to go.

4) Creative professionals embrace chaos and process.
Nothing is accomplished reliably without a process. Creative professionals often say to their junior colleagues, "trust the process". Chaos is an explosive energy that provides huge ranges of variation and results quickly. Process channels and directs that explosive energy to move the project closer to its solution. Creative professionals know how to leverage chaos (brainstorming) and process (editing) at key points in the project lifecycle.

5) Creative professionals champion fruit bearing ideas ruthlessly.
Creative professionals sometimes seem cruel in their disregard for others when they champion an idea. They are ruthless. What is important is that successful creative professionals are ruthless with all ideas and champion the ones they believe will yield the greatest fruits for their labour. A weed in a garden sees the gardener as a ruthless harbinger of death. The gardener knows what is a desirable plant and what isn't. The gardener isn't worried about how the weed feels. This is how creative professionals see ideas.

6) Creative professionals have gigantic egos and grateful humility.
There is no doubt that the most successful creative professionals have massive egos. Confidence, courage, fearlessness are requirements for creative work. The bigger the ego, the greater the risk tolerance. By contrast, that ego is counter-balanced by gratefulness and humility. In my experience, the most successful creative professionals have this child-like awe at their good fortune. Yes, there are those who are megalomaniacs, but most burn out and are forgotten quickly. Lasting success comes with a balance between ego and humility.

7) Creative professionals are urgently patient.
Creative professionals are the most impatiently patient people I have ever met. Knowing when to be patient (for example, while bread dough is rising) and when to be impatient (for example, when the bread isn't rising the way it should) is a careful skill that comes from experience and variety. The Beatles performed in almost every venue known under extreme conditions. They had a huge body of performance experience from their time performing relatively unknown in Hamburg. Knowing when to be patient and knowing when to take action is vital to every creative professional I've met.
Owen Brierley

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How do leaders manage a variety of cultures and beliefs

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How do leaders manage a variety of cultures and beliefs

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This article is about how leadership is a culturally and contextually bounded process that means it is inextricably intertwined with its larger environment--at levels ranging from the organizational, to local community through to larger society.

https://eric.ed.gov/?id=ED486653

Diversity leadership skills of school administrators:

A scale development study

http://www.iier.org.au/iier27/polat.pdf

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How leadership influences student learning?

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These articles explore the relationship between leadership and student achievement. Also, discussion surrounding transitioning of leaders and the impact on the school culture

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The artisan quality of teachers’ practice, gained through experience, association and personal commitment, makes possible a visualisation of teacher professionalism as bricolage that, when read alongside theories of teacher agency, generates an affirmative picture of how teacher professionalism may be reframed as creative and responsive rather than homogenous and mechanistic.

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Not related to the educational environment, but sets a good list of values
https://cmoe.com/blog/great-leaders-have-specific-beliefs-and-core-values/

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What Sort of Intelligence is Needed?

Baby boomers looked to leaders with “strength” and big brains. Eisenhower and Churchill were the big names in global leadership back in the 1940s and 50s but they were already outdated. President John F. Kennedy provided the wind of change but his force was sadly short lived. He was, some would say the first modern leader thanks to his apparent empathy and approachability.

It’s fair to say that UK and US leadership reverted to type for quite some time after Kennedy and it wasn’t until the 1990s that both sides of the Atlantic welcomed a more connected, empathetic, understanding, friendly model of statesmanship though Messrs Blair and Clinton.

Authentic or Fake

Forgive the trip down memory lane again but back in the 60s, 70s and 80s there was a man who dominated US Television news correspondence and anchoring. His name was Walter Cronkite.

But that wasn’t his trick. His success in leading the world of news reporting was that he too was emotionally intelligent enough to understand his audience, the subjects on which he reported, and those he interviewed. He leaned in and listened, he understood more than the average person, and all because he knew that understanding was the secret.

One question he was asked was, “Mr Cronkite, what was your secret?”. His reply was funny, but over modest. “Well,” he said, “I’ll tell you. Sincerity. If you can fake that you’ll can get them to tell you anything”.

The challenge? Training yourself and others around you to develop Emotional, and Cultural Intelligence, then using it to become a more effective global leader.

https://insights.learnlight.com/en/articles/rise-global-leader/

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How is the traditional admin programs are different than IB leadership programs?

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How is the traditional admin programs are different than IB leadership programs?

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IB Leadership Brochure
How is IB different

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The International Baccalaureate® (IB) programmes aim to do more than other curricula. Our four programmes develop inquiring, knowledgeable and caring young people who are motivated to succeed. The IB gives students distinct advantages by building their critical thinking skills, nurturing their curiosity and their ability to solve complex problems.

We strive to develop students who will build a better world through intercultural understanding and respect, alongside a healthy appetite for learning and excellence.

IB programme frameworks can operate effectively with national curricula across all school ages; more than half of IB World Schools are state-funded.

The IB's programmes are different from other curricula because they:

encourage students of all ages to think critically and challenge assumptions

develop independently of government and national systems, incorporating quality practice from research and our global community of schools

encourage students of all ages to consider both local and global contexts

develop multilingual students.

To teach IB programmes, schools must be authorized. Every school authorized to offer IB programmes is known as an IB World School.

A continuum of international education

We provide a continuum of education, consisting of four programmes that are united by the IB's philosophy and approaches to learning and teaching. The programmes encourage both personal and academic achievement, challenging students to excel in their studies and in their personal development.

Quality practice

IB programmes incorporate quality practice from national and international research and the IB global community. They encourage students to be internationally-minded, within a complex and hyper-connected world.

Students learn how to learn

Throughout all IB programmes, students develop approaches to learning skills and the attributes of the IB learner profile. The IB learner is positively challenged to think critically and to learn in a flexible environment crossing disciplinary, cultural and national boundaries.

IB students take responsibility for their own learning and understand how knowledge itself is constructed, underpinned by our unique theory of knowledge (TOK) course.

Our programmes help IB students:

ask challenging questions

think critically

learn across disciplines

develop research skills proven to help them in higher education.

IB programmes also encourage students to be active in their communities and to take their learning beyond academic study.

IB community video library

A video library is available to help your community discover and share the IB experience. This series introduces viewers to a global network of engaged, passionate teachers and learners.

The IB Community series is on Vimeo and YouTube

What is an IB education?

This document explains the ideals that underpin all IB programmes, communicating what lies at the heart of an IB education.

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The International Baccalaureate® (IB) is different not only through its leading educational programmes and certificates, but by the mission behind them.

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https://lifehacker.com/what-creative-professionals-do-that-separate-them-from-1684023649

1.  Don't Over-Identify with Your Job
2.  Distinguish Between What's Important and What's Urgent
3.  Create Daily Focus Blocks
4.  Recognize that Fear is Normal
5.  Be Armed with Patience

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Learning to Lead: What Gets Taught in Principal Education Programs (Hess, 2005)

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Learning to Lead: What Gets Taught in Principal Education Programs (Hess, 2005)

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How the traditional administrative programs are different from IB Leadership Programs?

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According to James G Clawson, a leading writer on the subject of global leadership, there are eleven key skills that a global leader must possess:

Overseas experience

Deep self-awareness

Sensitivity to cultural diversity

Humility

Lifelong curiosity

Cautious honesty

Global strategic thinking

Patiently impatient

Well-spoken

Good negotiator

Presence

https://insights.learnlight.com/en/articles/develop-global-leadership-skills/

Huber (2004) suggests that a knowledge base  (moral purpose of the school) is present and should be considered and clearly linked to the context.
Developing new school leaders, Kaser & Halbert, https://books.google.ca/books?id=5-_5umlR5eAC&pg=PA259&lpg=PA259&dq=international+set+of+values+for+educational+leadership&source=bl&ots=CHks51zA5H&sig=ACfU3U0CpUr7seI8g2MVQrpRh8dS5Gl7Bg&hl=es-419&sa=X&ved=2ahUKEwiisv_88rDnAhVSKH0KHWqFBN0Q6AEwF3oECAoQAQ#v=onepage&q=international%20set%20of%20values%20for%20educational%20leadership&f=false

A growing emphasis on the importance of distributed leadership (the ability of principals to incorporate different stakeholders in their decision- making processes) and instructional leadership (the involvement of principals in improving of teaching and learning).
DL is said to produce better student learning outcomes (Breakspear et al. 2017; OECD, 2016).  The potential impact of the use of distributed leadership is still unclear because the term is used to refer to diverse arrangements, which involve varying degrees of involvement of stakeholders in decision-making processes.
Evidence on school

leadership in an

international context , Research report, David Greatbatch and Sue Tate, 2018, https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/732719/School_Leadership_Review.pdf

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What does Professional Learning Community look like and how is it valuable for the  leaders?

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What does Professional Learning Community look like and how is it valuable for the  leaders?

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According to Hu Yuan, leading and developing a professional learning community (PLC) will provide a job environment with collective, shared values among teaching staff. Students’ academic achievement and school autonomy are positively impacted by well-developed PLCs. Yet, few studies showed the positive relationship between IBDP and PLCs in China. A study aimed at exploring challenges and strategies in developing PLCs indicated that students learning outcome and school cultural context has been well-developed by PLCs. Based on this study, he proposes five dimensions for further research on developing PLC:

shared and supportive leadership,

support conditions,

collective learning and application,

shared value and vision, and

shared personal practice, positively affect teachers’ commitment to students.

Challenges and opportunities

Hui YUAN, Yue On James KO

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How do leaders manage a variety of values and beliefs

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How do leaders manage a variety of values and beliefs

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Must be visible. Explicit
https://www.thebalancecareers.com/leadership-values-and-workplace-ethics-1918615

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How do leaders manage a variety of values and beliefs?

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How do leaders manage a variety of values and beliefs?

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"Beyond Borders: Developing Globally Adaptive Leaders." This article by Collins is about leadership in the corporate world, but a lot of its concepts are applicable to educational leadership. In particular, it talks about how leadership can be adaptive to different cultural contexts, mainly through five main characteristics:
1. Cosmopolitan
2. Sensible fearlessness
3. Insatiable curiosity
4. Suspension of judgement
5. Graceful ease
https://www.cambriaconsulting.com/wp-content/uploads/whitepapers/78259-global-leaders.pdf

"As Diversity Grows, So Do We" by Howard. This article focuses on the public school context, and talks about how school leadership can adapt to schools transitioning to more multicultural populations.
http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/As-Diversity-Grows,-So-Must-We.aspx