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The above quote that Dr. McAfee shared in October has remained closely with me throughout the year. I feel that it captures the essence of what I am hoping to achieve in all three layers of my learning (individual, organisation, system). I think what resonated with the quote is that it's not about an end point or product that I'm trying to create. I want something to happen and what that is I won't truly know until I experience it - in fact it could take multiple forms.

Testing assumptions:

A large part of assumption testing that has taken place throughout the year has been completed through a loose process of appreciative inquiry. It is a loose process in that there are very few set parameters, aside from a stance of support and trust and a desire to be curious. A semi-regular contemplative practice has aided this process at an individual level. I have found that I am more readily able to consider how I am showing up and where I might find myself within the various systems that I am a part of.

Brene Brown writes that 'stories are data with soul' and at the organisational and systemic levels I feel that this sums up a lot of the research that has taken (and is taking) place.  Earlier in this academic year my school initiated a new Professional Growth model that places a model of teachers being with each other at its centre. No matter how hardened or experienced the teacher, something special happens when a Grade 9 teacher spends time in a Grade 1 class (and vice versa). It helps to uncover the story of learning at our school and it also prioritises the elements that were stated previously - support, trust and a desire to be curious. To answer the question 'As an organisation, what are we saying about..'?

It has been a pleasure to be able to take these opportunities to observe the behaviours and interactions between the educators and the students. What a great way to enter into a new community! One of the aspects that has emerged as part of the conversations with teachers is the importance of purpose. A key element of well-being, this has been truly tested over the past 24-36 months as many teachers have pondered whether this is really what they signed up for as a teacher. I have certainly found that those who find greater purpose in their work are typically in a better place in a holistic sense.

Saying, Doing and Relating:

Students are the best advocates for any research and, coupled with an approach of appreciative inquiry becoming embedded throughout the organisation, this helps to provide a rich and nuanced picture of  learning that is taking place. I see this data collection to be largely qualitative by nature and have explored the use of practice architectures as a way of framing this. Stephen Kemmis' work, in particular, provides one possible lens. Kemmis’ practice architecture framework refers to sayings, doings and relatings, where sayings are defined as the cultural-discursive, semantic space; the physical space is referred to as doings; and the dimensions of the social space are referred to as relatings (Edwards-Groves et al., 2010). This framework will be a useful way to collate and analyse data throughout the three projects as it follows an ontological stance that values the complexity of a classroom environment. It acknowledges the relationships between different cultural forces in a classroom and offers a way of drawing together the key themes from the data (Edwards-Groves & Grootenboer, 2017).

While I haven't established an in-depth data collection and analysis process throughout the course of this portfolio, I have been able to reflect on what might be possible pathways for further thinking about the Compassionate Systems. The use of frameworks such as practice architectures, reflective essays around a compassionate stance, assessments of learning based on the Sustainable Development Goals and/or the Inner Development Goals and the analysis of the transition between behaviour and language, are some possible steps that institutions could explore. Future research-based work that explores the ways that new language, new ways of interacting and new ways of being, as framed through a Compassionate Systems Approach, changes a community will be valuable.

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Preliminary Assumptions

Individual

My initial assumptions at an individual level primarily revolve around my capacity to manage my own time. I know the adage around time and how we choose to use it, and when I consider this based on that various things that will take place over the course of this coming academic year (August 2021 - June 2022) I am mindful that there are several things that will pull me in different directions. I assume that this will take a significant level of practice in order to balance everything that is currently in play as well as incorporating the various aspects of my vision. Part of me is also assuming that this incorporation (for want of a better word) will actually be more of an alignment with daily practice, rather than 'another thing'.

Organisation

The assumptions that I carry around my organisational learning will be that everyone actually wants to see the world become a better place and therefore will see the potential and value in the Compassionate Systems Approach. Having had some prior experience bringing the approach to a new community, I also hold an assumption that there will be people that will bring a level of skepticism and will find some aspects challenging or perhaps uncomfortable. Conversely, I also assume that there will be some early adopters that will want to be involved with the learning from the beginning. My own practice around this assumption will be related to how thoughtfully I respond to these situations - I assume that a big part of my role will be to celebrate the early progress of eager participants.

System

Reflecting on my assumptions at a systems level, I found that these were less prominent in my thinking at this stage of the process. I approach this part of my learning with a similar assumption as held with the organisational level - that people want to see a better world and learning community for everyone, and that this approach brings hope in that area. Following from that, I assume that practitioners within Japan (and possibly in the neighbouring geographical regions) will see value in establishing a connection with each other to broaden our own sense of community and reflective conversation. As part of this, I assume that I will have to undertake a reasonable portion of the initial organisational work to get this up and running.

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Self: What I need to develop

A consistent contemplative practice: This will benefit me by allowing me to be more aware of my own ways of showing up and how I am contributing to the relational field.

Refined ability to identify which compassionate systems tools and practices might be useful to explore a particular situation or issue: This will support my overall project as my community will look to me for guidance as an experienced practitioner.

Capacity to remain with creative tension: Understanding that this project is a process that will take several years to grow and that there are times where the reality of the current situation will feel like a challenge, but that this is ok.

(mid-way update) Scrutiny of my vision: In January, Peter challenged us to consider the extent to which our vision was coming through us or whether it was coming from us. My capacity to engage with my vision in an emergent sense rather than a preconceived idea about what it should be will be important for the sustainability of the project.

Organisational and Systemic: What we need to develop

Knowledge and understanding of tools: At TIS there is very little familiarity with the Compassionate Systems so it will be important for the community to experience the tools and processes so they can see which ones might be most useful for them. Systemically, although there is a wider level of experience within the practitioners in Japan and in the Asia-Pacific region, continued practice of these, as well as us trying out lesser used tools, will be important.

Our capacity to grow: Much has been written about the plasticity of the brain and how we are capable of learning new things at any age of our lives. Recognition of this will be important for this project, as well as the opportunity for us to consider which aspects of ourselves can be developed to better contribute to the cultivation of generative social fields.

The recognition of the connection between affective and cognitive aspects of our daily action: As has been mentioned many times in learning through the Compassionate Systems, the capacity to sense into the broader system is something that has been largely lost in modern societies, where the focus is more a narrow version of the individual. Therefore, our capacity to understand the role that emotions play in our inclination to act in certain ways is something that will need attention.

Vulnerability: In the first few months of starting at TIS we explored what a strong model of professional growth would look like. One of the concerns that came up was a question around whether we were ready, as a community, to engage in the type of critical learning that was emerging as a theme in our conversations. Our collective inclination to step into the unknown, share our ideas and questions, and provide an honest account of our perspectives is paramount, not only to a model of professional growth, but to any process of growth and improvement.

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Collaborators: Who should be involved? Why are they important?

Within the layer of my professional organisation, I will be starting at my new school with another new member of the leadership team so there will be a natural connection there as we navigate our way through the new environment. Along with the other two members of the leadership team, this group will be instrumental in supporting my transition to the new community. As the Compassionate Systems is new to this school, I remain open to interested students, educators and parents that show an interest in learning more about the approach and these collaborators will emerge over the coming weeks and months. These people will be important as they will become think partners and will provide valuable feedback as we explore Compassionate Systems in our context.

For the broader system and network within Japan, there are a couple of key collaborators to highlight. Aki and Tomoko, who are both undertaking the Master Practitioner course with me this year and are both based in Japan, will be key connections for me. Not only will they provide additional reflective avenues, but they also bring a vital cultural insight for the Japanese context. Their bilingualism will also be important as we aim to connect with local schools and communities throughout Japan. Beyond that, Jacob Martin in Singapore and Richard Owens (my peer buddy) in Australia will be important connections to maintain both through the experience and insight that they bring to the learning and also for the possibility of branching out further and connecting with schools and collaborators from other countries in the region.

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Vision: What do you seek to grow? What is your desired change?

At a personal level I am approaching this project with a willingness to explore the areas of myself that I find the most daunting. While I am cognisant that some of these will only be revealed through a process of introspection over the next 12 months, at this point in time I would specifically like to grow my capacity to maintain a committed approach to contemplative practice. My desired change from this will be the growth in my abilities to better serve the people that I live and work with.

As my new professional context is new to the Compassionate Systems Approach, what I hope to grow through this process is an interest and curiosity about the framework and where the potential lies for it with our school community. The change that I would like to observe would be the recognition of a common set of skills, competencies and language that we can use to help deal with the complexities of the different and shared issues that we are a part of.

At a broader systems level I would like to grow the connectedness and awareness throughout the Japanese region. In my previous context I had held the vision of connecting with other schools, businesses and organisations within the local community. And then a pandemic struck. And then I moved countries. So while I am starting from the very beginning in a new part of the world, it is still my hope to expand the interest and practice with Compassionate Systems in a similar way. I feel that this will serve to meet a desired change of broadening the perspectives of the different stakeholders within the community and ultimately lead to more positive, generative social fields.

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ASPIRATIONS, PLANS and TIMELINE

The overall focus of my project will be to nurture the space for the growth of the capacity to engage compassionately with one's self and others. This will take place at three levels: individually through personal growth; at an organisational level through learning in my professional context (based in Japan), and at a systemic level through my engagement with the broader Asia-Pacific region. By taking this approach it is my hope to create an environment of care and compassion within the communities that I am a part of. This plan connects directly with my own personal beliefs about leadership and learning, the mission of my school organisation (to nurture confident, open-minded, independently thinking, well-balanced inquirers for global responsibility) and the mission of the International Baccalaureate (to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through education that builds intercultural understanding and respect).