Tag Archives: change

Change & Complexity: Two Elephant Analogies

Changing behaviour >> Elephant Analogy 1: The Rider, the elephant, and the path

There’s nothing like a good analogy to explain things clearly. I found this analogy for change management in Dylan Wiliam’s book ” Leadership for Teacher Learning”. He summarises an analogy which was based on Plato’s ‘Chariot Analogy‘, which formed the basis Haidt’s (2005) analogy of the rider and the elephant, and was then added to by Heath and Heath (2010) in the book ‘Switch’. Wiliam summarises the analogy as follows: Continue reading

My notes on Collective Teacher Efficacy

This is an overview of my research and thinking around Collective Teacher Efficacy (CTE).

CTE refers to “the perceptions of teachers in a school that the faculty as a whole can execute the courses of  action necessary to have positive effects on students” a. It was identified by Professor John Hattie as having a very high effect size of 1.57 b. CTE is of interest to school leaders because it is an indicator of the willingness by teacher “to invest the time and  energy required to attain educational goals and results in greater effort.” CTE is a broad and systemic intervention which leads to “improved student outcomes” c. Jenni Donohoo identifies the following six enabling conditions for fostering collective teacher efficacy: Continue reading

  1. Goddard, R. (2001). Collective efficacy: A neglected construct in the study of schools and student
    achievement. Journal Of Educational Psychology, 93(3), 467-476. https://doi.org/10.1037/0022-
    0663.93.3.467  (back)
  2. Hattie, J. (2016). Third Visible Learning Annual Conference: Mindframes and Maximizers,
    Washington, DC, July 11, 2016  (back)
  3. Donohoo, J., O’Leary, T., & Hattie, J. (2020). The design and validation of the enabling conditions for collective teacher efficacy scale (EC-CTES). Journal of Professional Capital And Community, 5(2), 147-166. https://doi.org/10.1108/jpcc-08-2019-0020  (back)

Appreciative Inquiry: Conversations worth having

Our new Head of Campus introduced me to ‘Appreciative Inquiry’. Here is an oft cited definition of what ‘AI’ is:  “At its heart, AI is about the search for the best in people, their organizations, and the strengths-filled, opportunity-rich world around them. AI is not so much a shift in the methods and models of organizational change, but AI is a fundamental shift in the overall perspective taken throughout the entire change process to ‘see’ the wholeness of the human system and to “inquire” into that system’s strengths, possibilities, and successes. ” a

Conversations worth having book cover

I read the book “Conversations Worth Having” b on Scribd. This is a subscription service, you pay $9 AUD a month and get fantastic access to books, documents and podcasts. I like reading non-fiction on Scribd because of the easy highlighting you can do with both Scribd and Diigo. I like Scribd better than Audible and Amazon.

What is ‘Appreciative Inquiry’?

AI can be the catalyst for organisational or behavioural change and can be used in all situations where humans interact. Stavros describes it as follows: “AI consists of the cooperative search for the best in people, their organizations, and the world  around them and that solving tough problems from that perspective results in creative solutions, which is life-giving for people.c The idea of Appreciative Inquiry resonates with me because I try to always take a strengths based approach in my dealings with people and the world, rather than a deficit approach. I try to see the best in people, situations and organisations. AI is all about looking at strengths, rather than weaknesses and deficits.  

Appreciate inquiry is so called because you ask questions about and investigate what is good. Your inquiry appreciates and builds on the good and the successful, rather than identifying and investigating what is negative and wrong. Continue reading

  1. Excerpt from: Stavros, Jacqueline, Godwin, Lindsey, & Cooperrider, David. (2015). Appreciative Inquiry: Organization Development and the Strengths Revolution. In Practicing Organization Development: A guide to leading change and transformation (4th Edition), William Rothwell, Roland Sullivan, and Jacqueline Stavros (Eds). Wiley, source  (back)
  2. Link to Conversations Worth Having on Scribd: . https://www.scribd.com/book/375406194/Conversations-Worth-Having-Using-Appreciative-Inquiry-to-Fuel-Productive-and-Meaningful-Engagement   (back)
  3. From Conversations Worth Having, Using Appreciative Inquiry to Fuel Productive and Meaningful, Engagement, Jackie Stavros and Cheri Torres. Page unknown because I took notes in Scribd via Diigo, which didn’t include page numbers, further citations will just be “Conversations worth having”  (back)

Changing the “Grammar of Schooling”

I watched a seminar today, by Melbourne Uni MGSE: Professor Yong Zhao on “Education leaders must reconsider the way we teach and learn”. He challenged us to think about different possibilities in education in response to Covid.

Here is the article Zhao wrote on that: https://kami.app/zVi8JPKpWFe7 I made some highlights and comments in Kami, you can add your own if you are so inclined.

It raises some interesting questions about the lessons we have learnt from lockdown, particularly when it comes to flexibility and trust.

Abstract (TL:DR) is below. Abstract: Speak a Different Language: Reimagine the Grammar of Schooling, by Yong Zhao

Continue reading

Making change happen, workshop with Michael Fullan.

Today I attended a full day workshop with Michael Fullan, expert on Change Leadership in education. We were provided with an informative booklet full of articles and ideas. There was in fact so much information that I reached saturation point at the end of the day. Below are some of my thoughts and pick-ups.

What works (in Change Leadership):

  • Focus
  • Capacity building
  • Consistency of practice
  • Learning from each other
  • Leadership that obsesses with points 1 – 4.

Teaching like a pro means:

  • Continuously inquiring into and improving one’s own teaching.
  • Planning teaching, improving teaching and often doing teaching as part of a high performing team. Continue reading