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FISO2 Knowledge - and how the tools talk to each other 

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FISO2 Knowledge - and how the tools talk to each other 

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they will need to understand these ideas very deeply to be able to explore attempt implement them.

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Making agendas, keeping to time, minutes etc Meeting Wise Resources | Data Wise (harvard.edu)

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Every day, millions of educators gather in classrooms, faculty rooms, boardrooms, and (sometimes virtual) conference rooms to tackle problems that are so big that no individual can solve them alone. How to prepare students to thrive in a knowledge economy and rapidly developing world, how to support teachers in transforming their practice, how to create policy that drives opportunity and access for every learner-addressing each of these would truly make a big difference in learning and teaching. But although some of the meetings that could take on these issues are invigorating opportunities for generating ideas and creating solutions, many are not.

This book identifies improving meeting agendas as a high-leverage strategy for changing how people work together, and offers the Meeting Wise Checklist as a tool for developing a common language for discussing and improving the quality of meeting design and the Meeting Wise Agenda Template to help you get started. It provides tips for setting up, facilitating, and participating effectively in meetings, and supports the reader in developing a strategy for making a fundamental shift in how collaborative time is used.

Intrigued? For more information:

If you have already read the book, we would love to hear about the extent to which the ideas in the book may be helping you make more effective use of collaborative time. Please email meetingwise@gse.harvard.edu with:

Insights from using the Meeting Wise Checklist

Experiences addressing common dilemmas for facilitators or participants

Your own tips and ideas for helping an organization become Meeting Wise

The Meeting Wise Agenda Template is also available as a Google document.

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Every day, millions of educators gather in classrooms, faculty rooms, boardrooms, and (sometimes virtual) conference rooms to tackle problems that are so big that no individual can solve them alone.

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things change rapidly and we need to stay agile

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Know their team and strengths/weaknesses

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Know their team and strengths/weaknesses

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how to collect and collate ideas to influence up

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Based on strengths or areas of need.

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agenda/minutes for an upcoming meeting or consultation

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agenda/minutes for an upcoming meeting or consultation

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for something they are working on - doing the next step and getting some advice from the peers/facilitators on how it could be done

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exploring personality - some people are very detail oriented and letting go/delegating can be hard

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exploring personality - some people are very detail oriented and letting go/delegating can be hard

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How to break down a goal into elements. 

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How to break down a goal into elements. 

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How to understand who your stakeholders and then how to manage them, how to get them onboard. and keep them to the goal

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reflective practice - a regular check in? 

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reflective practice - a regular check in? 

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Implementation of a shared leadership model. What does it look like? 

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Implementation of a shared leadership model. What does it look like? 

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Case studies

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clear definition of distributed leadership - as distinct from delegation (Alma Harris?)

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clear definition of distributed leadership - as distinct from delegation (Alma Harris?)

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hearing how other middle leaders have achieved this

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hearing how other middle leaders have achieved this

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what does it look like in different contexts (i.e school council, reporting, committees events

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what does it look like in different contexts (i.e school council, reporting, committees events

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influence skills - a toolkit for identifying what makes each team member tick, how to leverage strengths for impact

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influence skills - a toolkit for identifying what makes each team member tick, how to leverage strengths for impact

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Need to have confidence in themselves to distribute leadership in the first place. They don't want to feel like they are being replaced or someone is doing a better job than them.

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great questions and protocols for bringing the team into the thinking about the problem of practice

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great questions and protocols for bringing the team into the thinking about the problem of practice

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can you look at case studies of inspiring examples and unpack how well/not well the learning was distributed

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can you look at case studies of inspiring examples and unpack how well/not well the learning was distributed

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use of video to self-reflect on leadership

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use of video to self-reflect on leadership

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Overview | education.vic.gov.au

Some of the appendices in this document might have some 'tools' examples or frameworks https://www.education.vic.gov.au/hrweb/Documents/Org-Design-Guide.docx

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Overview

Organisation design is defined by organisational theorist, Jay Galbraith as 'the deliberate process of configuring structures, processes, reward systems and people practices and policies to create an effective organisation capable of achieving the business strategy'.

In a school context, it can be seen as a process of aligning the elements within the school's strategic plan and operational (day-to-day) requirements. Effective organisation design (or OD) helps to focus schools staff and the school as a whole towards delivery of the strategic plan.

This page provides links to resources which have been developed by the Department to assist school principals in reviewing their schools' organisation design. Organisation design reviews are not mandated activities for school leaders. However, school leaders may choose to conduct an OD review to assess how well the current school design is impacting on delivery of its strategic plan and student outcomes. The OD framework (refer to the tab) provides a step-by-step process to conducting the review and making any necessary changes, including appropriate consultation and communication processes.

Organisational Design Guide for Victorian school leaders

This guide, referred to in short form as the 'OD guide' was developed by global company Ernst and Young (EY) in conjunction with the Department's People Division. The aim of the guide is to provide school leaders with theoretical knowledge of organisation design and a framework to conduct organisation design reviews for their schools.

Other resources

References and guidance to organisation design review processes may be found in programs offered by and by the Principal Support Unit, located within People Division.

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Organisation design is defined by organisational theorist, Jay Galbraith as 'the deliberate process of configuring structures, processes, reward systems and people practices and policies to create an effective organisation capable of achieving the business strategy'. In a school context, it can be seen as a process of aligning the elements within the school's strategic plan and operational (day-to-day) requirements.