• IB leaders are responsible for designing and sustaining learning organizations where students and staff continually expand their skills, attitudes and dispositions.

• IB leaders challenge prevailing mental models with new ideas and innovative methods in order to bring about change.

• IB leaders apply sense-making, systems thinking and activity theory to build a shared vision and continually develop their IB programme(s).

• Strategic aims that align with the Programme standards and practices, support development with all aspects of leading an IB education.

•Draw on your experience to create a story about why this quote exemplifies current and/or future practice in your context.

Post your group work under this section.

The twist: the story needs to be told in the form of a poem, song, photo collage,...

P.S: AI use is allowed ;)

As designers we will ...

As stewards we will ...

As teachers we will ...

Be creative in designing the product.

Share here.

Read Chapter 7.

• Help current Heads become even better in their role

• Provide inspiration and ideas for those hoping to become Heads in the future

• Help Governors as they go about supporting and developing their Heads

• Guide Governors in the appointment of Heads

• Help us develop new tools for assessing the suitability of candidates, thus giving our clients a distinct advantage when it comes to making headship appointments.

Reflect:

As a table group, draw a school in the center and apply the following steps to reflect on the text you read going back to

your own school organizational context as a point of departure:

·Connections: What connections do you draw between the text and your own life or your other learning?

·Apply your thinking to draft a short ‘School Organizational Profile’ to be part of a recruitment pack for a new leadership position in your school.

In your table group write a job description for the leader of the new school the team is creating.

Share below.

What does it look like? What does it feel like? What words would you use to describe it?

Share your mental Model

• Values, assumptions, beliefs in relation to how students learn, the role of the teacher, the role of the parent voice, who’s involved in the decision-making around student learning

• Traditions: what stories do they tell of their school history? What, who and how do they celebrate?

• Context: what opportunities do they have? What challenges do they face? What constraints do they have?

Reflect on your learning during the day, and identify the three intelligences that have been most important, using the following descriptions as an aid:

·Strategic: articulate and promote a vision, build alliances and  manage resources to respond to changing needs

·Cultural: Understand and balance diverse cultural expectations

·Pedagogical: Lead the learning and development of staff, articulating SMART goals and motivating staff to achieve them

·Relational: cultivate trusting, respectful and collaborative relationships, promote and build the leadership capacity and agency of others

·Entrepreneurial: generate new ideas, redefine problems and act persuasively to get people alongside these new ideas

·Reflective: reflect on your leadership style and the impact your leadership is having on others

·Heuristic: understand multiple perspectives of complex issues and align decision-making and priorities with vision and mission

What is still not clear to you?

Your wonderings?

• The school vision conveys a picture of what the future of the school will look like

• The school vision appeals to best interests of the learning community groups

• The school vision articulates attainable goals that are clear to everyone

• The school vision provides guidance in decision making

• The school vision is general enough to allow all members of the learning community to demonstrate agency

• The school vision is easy to understand and communicate.

• Students

  What would you like to learn in school this year?

  What kinds of things would make it a good school year?

  How does the school meet your social and academic needs?

• Teachers

  What would you like your class to accomplish this year?

  How are subjects taught?

  How should we assess and how have assessments changed over time?

  How are student needs changing?

  How has student performance changed, year by year?

  How has the quality of instruction overall, changed over time?

• Parents

  What would you like your children to learn this year in school

  What would you like your children’s experience to be?

  What relationships do students and teachers have?

  How are parents involved?

Identify similarities and differences in your visions.

Agree on a shared vision for your table. Present it in a visual way for all the group to see. Post it on the wall.

Reflect and discuss the opportunities and challenges this generative approach to designing a shared vision presents. *Consider how to involve all stakeholders.

What emerges as the actions that successful leaders could take to build a successful shared vision? How will they involve all members of the learning community?

•How will you ensure that stakeholders are involved in monitoring the delivery of the vision?

•How do you review whether you are doing everything possible to achieve the vision? Does everyone in the school community know their role in achieving the vision? What opportunities can be built into the school calendar to review the shared vision?

Who owns the vision in your school community? Is their vision proactive or reactive?

Identify possible resources that may be needed by each group in the learning community in order to achieve the vision in their own context.

Answer the questions in the PPT.

•Academic achievement gaps

•Bullying

•Budget cuts

•Parental disquiet

•Professional association/union challenges

2.Fear of conflict

3.Lack of commitment

4.Avoidance of accountability

5.Inattention to results

·Curate strategies that would further develop the effectiveness of the team.

·Select one strategy and discuss how that strategy could be applied with your own school leadership teams?

·Create a rubric which you could use to assess the effectiveness of your team learning.

YELLOW: What questions about team learning do you still have?

GREEN: How has your understanding of team learning developed? 

Share by posting on the wall.

•

•Share with a shoulder partner and explain how you used each component, as well as behaviors, attitudes and dispositions.

Reflect on your learning during the day, and identify the three intelligences that have been most important, using the following descriptions as an aid:

·Strategic: articulate and promote a vision, build alliances and  manage resources to respond to changing needs

·Cultural: Understand and balance diverse cultural expectations

·Pedagogical: Lead the learning and development of staff, articulating SMART goals and motivating staff to achieve them

·Relational: cultivate trusting, respectful and collaborative relationships, promote and build the leadership capacity and agency of others

·Entrepreneurial: generate new ideas, redefine problems and act persuasively to get people alongside these new ideas

·Reflective: reflect on your leadership style and the impact your leadership is having on others

·Heuristic: understand multiple perspectives of complex issues and align decision-making and priorities with vision and mission

What is still not clear to you?

Your wonderings?

In your table group, explain why you have chosen your particular focus and the positive impact you expect it to have on students and their learning.

Add in the five components of a learning organization as part of the connections. Where would they strategically matter? 

Systems thinking, Personal mastery, Mental models, Building a shared vision, Team learning  

Add in the seven IB leadership intelligences. Where would they be most effectively used? 

Strategic, Cultural, Pedagogical, Relational, Entrepreneurial, Reflective, Heuristic

•Two things you would like to know more about 

•One thing you are going to do as a result of this workshop.

What should I do less of?

What could I do differently next time to improve the participants' experience?

2- Dinosaur Teacher