Seeds of Innovation!

In the ever-evolving landscape of education, it is essential to create an environment where both staff and students are inspired to flourish and develop their thinking skills. In this week's post, I will explore the essential elements of leadership required to support a culture that nurtures innovation in areas such as deep learning, inquiry, differentiation, personalised learning and character development.

Over the last week, I have had the opportunity to work with some outstanding educators from my team discussing the finer points of our curriculum development and future directions. These educators, I hold in high regard as professionals and colleagues who stretch me as a leader as I look forward on the educational horizon. 

Additionally, I had multiple times where other leaders enquired of me about my perspective on why I lead and operate in the manner in which I do. This line of questioning took me back to my why of education and leadership. It reinforced for me how critical it is for those of us in leadership or those aspiring to lead to base the philosophy on research and the experience of those who have walked the path before us.

Throughout my career, I have had a few influential mentors that have shaped and sharpened my philosophy and practice, these are some of the teachings they have given me about innovative leadership and learning.

Leadership as Seed Planting

Leadership is akin to seed planting, where leaders identify individuals who possess the potential to embrace new approaches and act as pioneers. These early adopters become catalysts for change, and their willingness to take on this role helps alleviate the concerns of their colleagues. As a result, the seeds of innovation establish, leading to broader experimentation across the team. This approach empowers staff and encourages them to take ownership of their professional growth but presents in the posture of standing at the shoulder with colleagues. With the freedom to explore and experiment, the fear of failure diminishes for the individual, allowing for more courageous and innovative practices to emerge.

Empowering a Culture of Experimentation

To create a culture of experimentation, leaders must empower an approach that embraces the changing learning experiences of students, incorporating elements from their non-school lives. By acknowledging the importance of integrating new technologies, methodologies, and pedagogies, leaders demonstrate their understanding of the evolving educational landscape. This belief in the opportunities new approaches to learning offer staff and students cultivates a willingness to expand dispositions such as character, citizenship, collaboration, communication, creativity, and critical thinking, commonly known as the 6C’s (Fullan, Quinn & McEachen, 2017) along with resilience, determination and an overall greater sense of wellbeing.

Character Development: The Backbone of Deep Learning

Character development plays a vital role in deep learning and the holistic growth and success of students (Claxton, 2007). As we must embed character development into the fabric of our educational institutions we equip students with the necessary skills to deeply question and engage with their learning. This supports them to apply this new understanding in an ethical manner and with empathy to the problems the world faces beyond school (Fullan & Langworthy, 2013).

Explicit, Inquiry-Based and Personalised Learning

Explicit instruction, inquiry-based and personalised learning are key components of a thriving educational environment. Explicit instruction is effective for teaching foundational skills by directly teaching new concepts or skills to students and helps them understand what they are expected to learn and achieve (Hattie 2009). It provides a structured and supportive framework that allows students to develop a strong foundation of knowledge and skills, promoting deeper understanding and transferability (Clark, Kirschner & Sweller, 2012). 

Inquiry-based learning empowers students to become active participants in their own learning journey. It fosters a sense of curiosity and enables students to explore and discover knowledge independently (Wiggins, 1993). By encouraging students to ask meaningful questions, make connections, and engage in critical thinking (Fullan, Langworthy & Barber, 2014), leaders and teachers promote a culture of deep learning.

Similarly, personalised learning recognises that each student has unique strengths, interests, and learning styles. By tailoring instruction to meet individual needs and providing opportunities for self-directed learning, leaders support students in maximising their capacity to learn. This approach encourages students to take ownership of their learning, fostering intrinsic motivation and a lifelong love for learning (Couros, 2015).

Differentiation: Meeting Diverse Needs

Differentiation is essential in creating a supportive and inclusive learning environment. By recognising and addressing the diverse needs of students, leaders ensure that every learner receives the necessary support and challenge. Through differentiated instruction, educators can tailor their approaches to accommodate different learning styles, abilities, and interests based on pace, place and product (Sheninger, 2020). This promotes an atmosphere of inclusivity, where every student feels valued and supported on their learning journey.

Essential Leadership for a Culture of Inspiration and Growth

From the experience I have had in my career, there have been several essential qualities that the leadership teams embodied to foster a culture where staff and students were inspired and flourishing. The leaders articulated a clear vision for deep learning, character development, and personalised education. This vision served as a guiding light, inspiring others to strive for excellence and growth. The leaders empowered staff and students by providing them with the resources and support to pursue innovative practices. By trusting and valuing their expertise, the leaders fostered a sense of ownership and commitment to growth. Finally, they understood and invested in collaboration as it is at the heart of building a culture of inspiration and growth. Our leaders encouraged collaboration among staff, students, and stakeholders, creating opportunities for shared learning, problem-solving, and innovation through open channels of communication, co-planning, co-teaching and co-assessing.

Conclusion

In today's rapidly changing world, it is more important than ever to create educational environments that nurture deep learning, character development, and personalised learning. By planting the seeds of innovation, empowering a culture of experimentation, and cultivating a culture of inspiration and growth, we can create schools that prepare students for the challenges the world has for them beyond the classroom. 

Stay the Course!

References

• Clark, R. E., Kirschner, P. A., & Sweller, J. (2012). Putting Students on the Path to Learning: The Case for Fully Guided Instruction. American Educator, 36(1), 6-11.

• Claxton, G. (2007). Expanding young people’s capacity to learn. British Journal of Educational Studies, 55(2), 115-134.

• Couros, G. (2015). The Innovator’s Mindset, Dave Burgess Consulting, San Diego.

• Fullan, M., & Langworthy, M. (2013). Towards a New End. New Pedagogies for Deep Learning. Collaborative Impact, Seattle, Washington.

• Fullan, M., Langworthy, M., & Barber, M. (2014). A Rich Seam. How New Pedagogies Find Deep Learning. Retrieved from http://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf

• Fullan, M., Quinn, J., & McEachen, J. (2017). Deep learning: Engage the world change the world. Corwin Press.

• Hattie, J. (2009). Visible teaching–visible learning: A synthesis of 800 meta-analyses on achievement.

• Sheninger, E. (2020 October). Keynote Presentation: Leading Successful Learning in a Changing World. Presented at the 2020 ACEL Global Conference. 

• Wiggins, G. (1993). Assessment: Authenticity, context, and validity. Phi delta kappan, 75(3), 200-213.