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Why teachers have a tougher job than doctors

Why teachers have a tougher job than doctors | Leadership, Innovation, and Creativity | Scoop.it
"The only comparison that really could apply is an emergency room doctor in a natural disaster."
Ivon Prefontaine's insight:

Teachers do not arrive in classrooms fully formed. They grow and form throughout their careers.

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Leadership, Innovation, and Creativity
Complexity, chaos, and ambiguity are aspects of leadership and learning. Without those we cannot innovate and create.
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Why It's Time To Put Students In The Driver's Seat

Why It's Time To Put Students In The Driver's Seat | Leadership, Innovation, and Creativity | Scoop.it
Think about how you or the people you work with approach the creation of a blended learning lesson plan. The first steps of coming up with and flushing out your initial idea. Then, scouring the web to find safe, factually accurate sites that are not blocked by your school filters and checking the fine print …

 

This method of teaching does require a certain amount of bravery. There is a very real chance that when a student asks you a question (How do I add media? How do I change the font? How do I import pictures? etc. etc.) you will have to say the dreaded “I don’t know”. But the neat thing is, your students are ok with this. You’re all learning as you go. More often than not another child in the class will be using the same site or will have at least used it before. If a classmate knows the answer, they can step into the role of teacher – from which much confidence is gained and leadership skills are learned.


Even the most reserved kid really enjoys teaching their teacher a trick or two. If no one knows the answer, they can collaborate to find the solution; an activity that provides important life skills with many real-world applications. All while leaving the initiative, process development and ownership of the learning itself right where it belongs, in the hands of the learners.


Gust MEES: I started with it in 2002 already and was a pioneer in my country, BUT I got BEST results! Make sure to work TOGETHER as a TEAM with the students, learners, create ALSO some groups where the BEST work together with the weakest. YOU will love it later and YOU will miss it as it gives YOU a direct feedback of WHAT THEY learned and YOU adjust on demand and necessity... WHEN the BEST feel boring, give THEM a special task to motivate THEM ;) ===> Adjust <===.


Concerning the questions from the students, please check my advice here:


http://gustmees.wordpress.com/2014/01/04/practice-better-ways-to-say-i-dont-know-in-the-classroom/


http://gustmees.wordpress.com/2012/05/02/work-sheet-teachers-best-practiceshowto/



Via Gust MEES
Ivon Prefontaine's insight:

I am not sure what is being suggested is putting students in charge. It is more about a complicated conversation between teachers and students about the subject matter. There is an in-between space where teachers and students meet.

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Gust MEES's comment, May 28, 2014 3:40 PM
@Ivon Prefontaine Hi, give me some time (???), please and I will create a blog about how I did it ages ago (2002-2003), thanks. For the moment GO for #DeepTHINKing and try to find out (paper & notes & ideas) how You could realize it with your actual #ProfessionalDevelopment, make some #Brainstorming with THE #LEARNERS in mind ;) A good exercise ;) Let me know, thanks ;)
Ivon Prefontaine's comment, May 28, 2014 6:57 PM
Thank you Gust.
Gust MEES's comment, May 28, 2014 7:18 PM
@Ivon Prefontaine I will take it is a priority to create THAT blog, stay tuned, please ;)
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Renaissance Florence was a Better Model for innovation than Silicon Valley is - HBR

Renaissance Florence was a Better Model for innovation than Silicon Valley is - HBR | Leadership, Innovation, and Creativity | Scoop.it

 

Urban planners the world over yearn to replicate the success of Silicon Valley: witness Thames Valley (England) and Silicon Oasis (Dubai), to name just two of these attempts. Invariably, these well-intentioned efforts fail for the simple reason that they’re trying to replicate the wrong model. Silicon Valley is too new, too now, to glean lessons from.

 

Chap 1 : Talent needs patronage.

Chap 2 : Mentors matter.

Chap 3 : Potential trumps experience.

Chap 4 : Disaster creates opportunities.

Chap 5 : Embrace competition.

Chap 6 : Seek out and synthesize ideas.


Via Laurent BINDEL
Ivon Prefontaine's insight:

This is a great article. The premise shakes one up and suggests that a teacher-student relationship is vital. We have created an individual system where cooperation and community are often overlooked as important ingredients.

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Personalize Learning: My Transformation as a Teacher

Personalize Learning: My Transformation as a Teacher | Leadership, Innovation, and Creativity | Scoop.it
Pernille Ripp, 7th grade teacher in WI, shares her transformation and pathways to personalized learning environments and passionate learners.

Via Elizabeth E Charles, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:

I find I am still becoming a teacher, even after retiring. Transforming is a process that is ongoing. We are always making sense and meaning of what we are, transforming and becoming some one new.

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Suburban Moms Making Unorthodox Choices — Bright — Medium

Suburban Moms Making Unorthodox Choices - Bright - Medium
Welcome to a homeschooling collective that sounds a lot like school.

Via Antonia Rudenstine
Ivon Prefontaine's insight:

My experience as a teacher and as a parent who homeschooled a child is home school communities have existed for some time and are important to the success of children and parents.

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Antonia Rudenstine's curator insight, February 3, 8:55 AM

I homeschooled my daughter last year, and it was an incredible learning experience for both of us. The modern, secular homeschooling community should be actively informing "school design" efforts. This post describes Trellis: a homeschooling collective in Massachusetts that is "more like the Google break-room than the one room schoolhouse."  

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Engaging with educational research

Engaging with educational research | Leadership, Innovation, and Creativity | Scoop.it

This free course, Engaging with educational research, introduces you to the theoretical toolkit that is an essential part of engaging in educational enquiry. You will consider the types of theories...


Via Mark E. Deschaine, PhD
Ivon Prefontaine's insight:

The article makes it sound like interpretivism and positivism are either/or proposositions. John Dewey suggested we do not live in two separate worlds, subjective and objective, but that those worlds continously interact with each other as we make decisions. The only place we find clear separation, including in research, is in sitcoms like The Big Bang Theory. 

 

It is important for teachers to be familar with educational research and make sense of what outcomes mean in their settings.

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A New Educational System


Via juandoming
Ivon Prefontaine's insight:

Education is process that includes leading children to adulthood and letting go at the right times. This cannot be centralized like we do with school. There is a huge difference.

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High School of the Future? | The Future of K-12 Education

High School of the Future? | The Future of K-12 Education | Leadership, Innovation, and Creativity | Scoop.it

ast week in New Zealand I visited a high school that may well be the exemplar for global high schools of the future. Hobsonville Point Secondary School (HPSS) on the outskirts of Auckland is just two years old, and only has about 20% of its build-out student population. It has been designed, physically and pedagogically to break virtually every boundary condition of the factory model of education while still meeting all prescribed student performance standards. For example:

 

Students and teachers co-create courses that meet mutual interests and passions while including required standards.The daily schedule is unlike any other I have seen, with time for instruction, community planning, passion-based units, social time, and the other elements of a balanced, deeper learning experience.Adults view their role in a state of constant evolution and professional learning.

 


Via Susan Einhorn, Bonnie Bracey Sutton
Ivon Prefontaine's insight:

I glanced at an article today that suggested that all learning is personalized. It is only in that we each learn something different. This article suggests we are always learning and teaching along an intersubjective arc (Emmanual Levinas) with others that shape what we learn, how we experience that learning, and cannot predict what and who will emerge even moments from now.

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Leadership: You can do Anything, but not Everything !

Leadership: You can do Anything, but not Everything ! | Leadership, Innovation, and Creativity | Scoop.it
Big B came to office exactly at 9 am and left at 5 pm. Without fail. I remember one day, I panted to his office at 5 pm. He was ready to leave.

Via Dr. Susan Bainbridge, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:

I worked for a principal who used to pass himself off as a tech expert. I told him several times I was not an expert and relied on others to help me do what I was not able to do. We could not be experts in everything, but, with the help of others, we can get a lot done.

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Districts work to bolster parent involvement

Districts work to bolster parent involvement | Leadership, Innovation, and Creativity | Scoop.it

Traditional parent-teacher conferences may go the way of dial-up internet as administrators experiment with innovative family engagement programs to increase student achievement, experts say.


Via Vicki Moro
Ivon Prefontaine's insight:

James Comer's work established this some time ago. Parents and teachers who work along side each other make a difference in children's lives and learning. Parenting and teaching are two forms of pedagogy, leading children into adulthood.

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You Have To Create Understanding By Design | LEARNing To LEARN

You Have To Create Understanding By Design | LEARNing To LEARN | Leadership, Innovation, and Creativity | Scoop.it

You Have To Create Understanding By Design!

 

Understanding, however, involves something beyond mere acquisition for later straightforward use. To understand, students must do something with, adapt, and sometimes question what they (think they) know.

They have to think and rethink.

 

They must be required to draw inferences and come to realizations, try performing with that understanding, and draw further inferences from what works, what doesn’t, when, and why. The student doesn’t have to merely “know” F=ma or that the Federalists predicted the health-care debate, they have to “realize” the point of the knowledge, its power, and its limits in order to transfer it flexibly and fluently in the future.

 

Thus, to achieve understanding as an educator, you have to help students “by design” come to realizations that they own and appreciate as insightful. If you don’t, if you just “teach” the understandings you aim to have them possess, you will fail – no matter how “good” the teaching. Indeed, this is the key to grasping the meaning of research on student misconception: misunderstandings persist in the face of pedagogy that doesn’t elicit and challenge student meanings and their meaning-making process. Teachers thus need to be crystal-clear in their own mind which of their goals involve knowledge and which involve understanding and treat each goal accordingly.

 

Learn more:

 

https://gustmees.wordpress.com/2015/12/27/what-are-the-best-ways-of-teaching-and-learning-ideas-and-reflections/

 

https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

 


Via Cindy Rudy, Gust MEES
Ivon Prefontaine's insight:

Understanding suggests mis-understanding and multiple ways of understanding. That is lost in many classrooms. Is there one way of knowing or one knowledge in multicultural world?

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Gust MEES's curator insight, January 30, 10:59 AM

You Have To Create Understanding By Design!


Understanding, however, involves something beyond mere acquisition for later straightforward use. To understand, students must do something with, adapt, and sometimes question what they (think they) know.

They have to think and rethink.


They must be required to draw inferences and come to realizations, try performing with that understanding, and draw further inferences from what works, what doesn’t, when, and why. The student doesn’t have to merely “know” F=ma or that the Federalists predicted the health-care debate, they have to “realize” the point of the knowledge, its power, and its limits in order to transfer it flexibly and fluently in the future.


Thus, to achieve understanding as an educator, you have to help students “by design” come to realizations that they own and appreciate as insightful. If you don’t, if you just “teach” the understandings you aim to have them possess, you will fail – no matter how “good” the teaching. Indeed, this is the key to grasping the meaning of research on student misconception: misunderstandings persist in the face of pedagogy that doesn’t elicit and challenge student meanings and their meaning-making process. Teachers thus need to be crystal-clear in their own mind which of their goals involve knowledge and which involve understanding and treat each goal accordingly.


Learn more:


https://gustmees.wordpress.com/2015/12/27/what-are-the-best-ways-of-teaching-and-learning-ideas-and-reflections/


https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/


Carlos Silva's curator insight, January 30, 12:43 PM

añada su visión ...

BestDentistRanchoCucamongaCA's curator insight, January 30, 2:04 PM

Understanding, definitely a game changer!

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Education & Skills Today: Future shock: Teaching yourself to learn

Education & Skills Today: Future shock: Teaching yourself to learn | Leadership, Innovation, and Creativity | Scoop.it

Via Suvi Salo
Ivon Prefontaine's insight:

I find it interesting that the more I consider the space we inhabit with our education the more I think there is something to be learned from John Dewey, Maxine Greene, Aristotle, etc.

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Must's for Mismanagement: How to be an Incompetent Leader

Must's for Mismanagement: How to be an Incompetent Leader | Leadership, Innovation, and Creativity | Scoop.it
Why are so many incompetent leaders men? Turns out it’s all about a show of confidence, rather than a show of competency. What (not) to do.

Via Bobby Dillard
Ivon Prefontaine's insight:

There are many. It appears the "system" fosters them.

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There is No Such Thing as Common Sense

There is No Such Thing as Common Sense | Leadership, Innovation, and Creativity | Scoop.it
Organizations want to hire employees with common sense. Parents want to raise children with good common sense. Universities and schools want to teach our young people to have common sense. The trouble with the concept is this: my "common sense" is not your "common sense." What's common sense to one person is not to another. For example,…

Via Jenny Ebermann
Ivon Prefontaine's insight:

Gadamer suggested that common sense (sensus communis) involved living in community and understanding what that might mean. Do we have a universal common sense? Probably not, but within givin communities it does exist and serves as a form of practical and ethical wisdom.

 

Gadamer went further and suggested this common sense (bon sens in French) was important in educating the young within a community. What does that mean in a flat and digital world?

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Creating An Empowering School Environment - Hybrid Pedagogy

Creating An Empowering School Environment - Hybrid Pedagogy | Leadership, Innovation, and Creativity | Scoop.it
This story is about technology and how its use can contribute to building a culture of trust and empowerment.
Ivon Prefontaine's insight:

A key conclusion was that trust was placed in teachers first. They could choose how to use social media and understood that boundaries existed. That is a key first step. My experience is that teachers are externally ordered (Gert Biesta's work is interesting) by bureaucrats and technocrats who appear to have little insight into the messy conditions that exist in classrooms and their human relationships.

 

This article, based on research, was not a blind acceptance or a total rejection of social media, but a realistic and practical assessment.

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Icarus Falling: Re-Imagining Educational Theory

Icarus Falling: Re-Imagining Educational Theory | Leadership, Innovation, and Creativity | Scoop.it
This article offers a critique of the notion of ‘capacity building’ in educational theory. Are the intentions behind the latter enterprise as benign and altruistic as they first appear? How is the term ‘capacity building’ to be understood?

Via Dan Kirsch
Ivon Prefontaine's insight:

This is an interesting article. What does capacity building mean? We use terms as if they are neutral, but that is not the case. Who is served through capacity building?

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Are You a Leader, or Just Pretending to Be One?

Are You a Leader, or Just Pretending to Be One? | Leadership, Innovation, and Creativity | Scoop.it

It’s not about performing, in either sense of the word.


Via Richard Andrews, Roger Francis, donhornsby
Ivon Prefontaine's insight:

Leadership and management, although both vital, are not the same, but are often conflated. A person who can micro-manage and check off lists like many educational managers can think they are leading. They are managing and not doing that well. Living does not involve a fixed script and leading in the midst of complexity requires qualities many do not have or are not allowed to use.

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donhornsby's curator insight, February 4, 11:50 AM

(From the article): When leaders empower people through a higher purpose, they don’t have to “create buy-in” or use other marketing tactics to win over their followers. Leaders who do find themselves acting something like a pusher — resorting to perks, tit-for-tats, and bonuses — might want to ask themselves if they’re missing some larger point. A leader isn’t a salesman. When Steve Jobs asked John Sculley his famous question, “Do you really want to spend your life selling sugared water, or do you want a chance to change the world?” he was making just such a distinction. Selling sugared water might make you a few bucks — but only at the cost of doing something that matters. The purpose of a leader is to create a purpose.


And yet although that sounds very inspiring, a leader’s job still is not to give inspiring speeches. A leader isn’t an orator who claps everyone on the back once in a while when they’ve sunk into a torpor. The job of a leader is indeed to inspire people — but in the truer sense of the word: from the Latin inspirare, inspire, to breathe or blow into. Leaders breathe life into the organizations they lead, into the people they’re responsible for. They breathe life into possibilities. They make it more possible for the rest of us to dare, imagine, create, and build. They do not merely encourage us to do so; theirs is the hard work of crafting all the incentives, processes, systems, and roles that actually empower us to do so.

 

Leadership is in an uncertain place. We long desperately for better leaders. But perhaps it is precisely our longing that’s the problem. We’re waiting for a rescue at the cost of our own redemption.

Because it’s easier to complain about the leaders we have than to try to do better. After all, it’s a pretty hard job.

Ron McIntyre's curator insight, February 5, 12:59 PM

A very good question for all leaders today.

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The one-room schoolhouse is the next big thing in education

The one-room schoolhouse is the next big thing in education | Leadership, Innovation, and Creativity | Scoop.it
Here's why "micro schools" could save private education.

Via Antonia Rudenstine
Ivon Prefontaine's insight:

This is interesting. I taught for 17 years in a mixed grade classroom and the powers to be could not wait to shut us down. We (the teachers) actually put a proposal forward to expand to about 150 students, a number we felt was about the right maximum.

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Antonia Rudenstine's curator insight, February 3, 9:40 AM

Micro-schools are currently private, but do they need to be? These schools are finding affordable ways to personalize learning using technology and a small scale. Tuition in Austin Texas is about $10k...not so different from public per pupil spending. District & charter schools need to be looking at the kinds of models that middle-class families are choosing: whether it's homeschool collective or micro-schools. The move is towards student agency, deep learning, adaptability and flexibility.

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The Future Belongs to the Curious: How Are We Bringing Curiosity Into School?

The Future Belongs to the Curious: How Are We Bringing Curiosity Into School? | Leadership, Innovation, and Creativity | Scoop.it

The only rational answer to the conundrum of curiosity is to disengage our educational system from standardized testing and common curricula. Curiosity does not hold up well under intense expectation. Give agency to teachers, with the explicit message to slow down and provide students time to wonder and be curious.

 


Via Nik Peachey, Becky Roehrs, Mark E. Deschaine, PhD, Cheryl Frose
Ivon Prefontaine's insight:

Children, and for that matter teachers, bring curiousity with them. Teachers can help create contexts where that curiousity remains vibrant.

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Dr. Theresa Kauffman's curator insight, November 23, 2015 9:27 AM

Engage students by sparking their curiosity and they will work like you have never seen them work before. Stay curious as an educator and it is easier to hook your students.

Willem Kuypers's curator insight, November 23, 2015 1:17 PM

Et le RTBF nous dit d'être curieux. Voilà leur diction revisité. Pour que nos étudiants soient curieux, il faut encore l'être soi-même et adapter la manière de l'évaluer.

Barbara Goebel's curator insight, November 28, 2015 10:32 PM

Curiosity projects, MakerSpaces, Passion projects, asking questions and seeking answers...all mind-expanders.

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Why the Leadership Industry Has Failed

Why the Leadership Industry Has Failed | Leadership, Innovation, and Creativity | Scoop.it

Corporate training in the U.S. is a $70 billion market, and 35% of that is spent on management and leadership training. Over the last several decades, the industry has produced a recipe for how to be a successful corporate leader: Be trustworthy and authentic, serve others (particularly those who work for and with you), be modest, and exhibit empathetic understanding and emotional intelligence.

 


Via Kenneth Mikkelsen, Wise Leader™
Ivon Prefontaine's insight:

We confuse management with leadership. Both are important, but they are different. We cannot summarize leadership into a recipe of 7 habits, 3 phases, 5 outcomes, etc. It is too non-linear and complex.

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Kenneth Mikkelsen's curator insight, November 26, 2015 3:24 PM

People generally want to see and hear only good things about their leaders, so they tend to ignore contradictory evidence and failures. There’s all this mythologizing that besets leadership, as people try to generalize and learn from exceptional cases.


Steve Bax's curator insight, November 27, 2015 4:56 AM

Very stimulating article here. 

 

My take-aways are:

"It’s far more important for leaders to understand what a particular situation requires and to act in an appropriate way, says Pfeffer. “Leaders need to be true to what the situation demands and what the people around them want and need,”

In the end, says Pfeffer, we would all be better off accepting that our leaders are generally not truthful, authentic, modest, or trustworthy, largely the opposite of the message we get from the popular motivational leadership stories we hear. “All those stories and the inspiration we get from them change nothing,” he says. “The fundamental problem with this industry is the disconnect between what we say we want from our leaders and how they actually manage organizations.”

Jeffrey Pfeffer is the Thomas D. Dee II Professor of Organizational Behavior at the Stanford Graduate School of Business. His new book, Leadership BS: Fixing Workplaces and Careers One Truth at a Time, was published by Harper Business. Has to be worth a read!

 

Ron McIntyre's curator insight, November 29, 2015 9:47 AM

Interesting point of view.  What do you think. 

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Statistic Of The Day: We Have Eight Second Attention Spans (& How I'm Using This Info In The Classroom)

Statistic Of The Day: We Have Eight Second Attention Spans (& How I'm Using This Info In The Classroom) | Leadership, Innovation, and Creativity | Scoop.it

The Eight-Second Attention Span is a new column in The New York Times, written by Timothy Egan. Here's an excerpt: He goes on to suggest that gardening and reading might be two ways to increase our...


Via Yashy Tohsaku
Ivon Prefontaine's insight:

And there were some of us who began with an attention span below average.

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The Power Of Routines In Sustaining Creativity :: Fast Company :: Sarah Lawson

The Power Of Routines In Sustaining Creativity :: Fast Company :: Sarah Lawson | Leadership, Innovation, and Creativity | Scoop.it
Austin-based author and artist Sunni Brown makes sense of problems through her dual talents: writing and doodling. She runs consulting firm Sunni Brown Ink, where she helps businesses solve problems using a visual mapping system she calls infodoodling. She's written two books about unlocking creativity, Gamestorming (2010) and The Doodle Revolution (2015), and has just begun working on a third.

But before she helps others unlock their creative potential, she has to channel some inspiration for herself. Here's how she does it:

Via Jim Lerman
Ivon Prefontaine's insight:

This is a very interesting article. Routine is not something we try to rid ourselves of, but something we try to better understand in our creativity.

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Cultivating a New Leadership Archetype

Cultivating a New Leadership Archetype | Leadership, Innovation, and Creativity | Scoop.it

Transformative school leaders embrace creativity and play, reimagine meetings, promote a culture of celebration through their daily interactions, and maintain their own health and spirit.


Via YACOUBAHIEN
Ivon Prefontaine's insight:

I doubt there is one archetype for school leadership. Transforming leaders are important and their leadership helps others assume leadership.

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Carlos Silva's curator insight, January 30, 12:41 PM

añada su visión ...

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How Long Will Your Class Remain Yours? Academic Freedom and Control of the Classroom

How Long Will Your Class Remain Yours? Academic Freedom and Control of the Classroom | Leadership, Innovation, and Creativity | Scoop.it
Faculty should preemptively adapt useful, low or no-cost education technologies which only they can control.

Via Ana Cristina Pratas
Ivon Prefontaine's insight:

This applies across all levels of education.

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Economists Vs. Economics

Economists Vs. Economics | Leadership, Innovation, and Creativity | Scoop.it

Ever since the late nineteenth century, when economics, increasingly embracing mathematics and statistics, developed scientific pretensions, its practitioners have been accused of a variety of sins. The charges – including hubris, neglect of social goals beyond incomes, excessive attention to formal techniques, and failure to predict major economic developments such as financial crises – have usually come from outsiders, or from a heterodox fringe. But lately it seems that even the field’s leaders are unhappy.


Via John Lasschuit ®™
Ivon Prefontaine's insight:

Economy comes from the Greek word oikos which means household. A good economy is one that is cared for and tended to much like a good household and suggests something local happens.

 

Wendell Berry and Marc Anielisksi write about these etymological roots. What does that mean for education? Dewey and Whitehead suggested that education is about the present time and place. There is a sense of appreciation for what happens in the space we share with others, an immedicacy.

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John Lasschuit ®™'s curator insight, September 13, 2015 5:44 AM

By Dani Rodrik. Richard Thaler, a distinguished behavioral economist at the University of Chicago, has taken the profession to task for ignoring real-world behavior in favor of models that assume people are rational optimizers. And finance professor Luigi Zingales, also at the University of Chicago, has charged that his fellow finance specialists have led society astray by overstating the benefits produced by the financial industry.

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Are You a Transformational Leader?

The most popular theory of leadership today is transformational leadership. Take this test to see if you have transformational leadership qualities.


Via Dr. Susan Bainbridge, Dan Kirsch
Ivon Prefontaine's insight:

A key to transforming leadership (Burns) is that those who follow themselves grow and become transforming leaders. In that way, it is similar to servant-leadership.

 

Transforming (etymologically) is about going what exists. It is similar to John Dewey's concept of reconstruction. There is a discarding (Derrida's deconstruction is required) and adding and not just moving deck chairs around.

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5 Keys to Forging Strong Parent Engagement by Dennis Pierce

5 Keys to Forging Strong Parent Engagement by Dennis Pierce | Leadership, Innovation, and Creativity | Scoop.it
Dennis Pierce

Via Tom D'Amico (@TDOttawa)
Ivon Prefontaine's insight:

These keys can also be used to engage teachers. I find they are often left out of the conversation.

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