Over the next few posts, I will be making links to some of the models that might become reality. Some of these ideas link to the Concept Plan developed by our Shaking Up Christchurch Education (SUCE) network. The plan provides one scenario based on the idea of learning hubs, a federated learning model and schools that might specialise and collaborate.

Another model to consider is the Studio School, as explained in a recent TED Talk. Geoff Mulgan describes the work of The Young Foundation, an organisation that melds insights, innovation and entrepreneurship together to explore new possibilities. The question they asked was: ”What kind of schools would teenagers fight to get in to not fight to stay out?” They developed a model of small schools that linked learning to the real world, with students engaged in authentic learning opportunities, and where relationships were key. Doesn’t sound new does it? And of course it’s not but it is not pervasive in education. Should it be? Check out the TED Talk and decide for yourself.

I am interested in Geoff’s final comments about ideas spreading through the use of networks. This is certainly a way in which tribes are grown and ideas are amplified. We should never underestimate the power of networks.

There are other schools that may have some common features. Check out:

• Urban Village Schools in the UK – focusing on developing relationships and meeting the needs of disaffected youth.
• Denmark Folkeskoles

What other models have you come across? In what ways do they support learning? Of whom?

Certainly knowledge of cultural universals and cultural differences is necessary. Yet some leaders who have experience in working in a range of cultural settings fail to develop CQ. Cultural intelligence also requires the leader to take an interest in other cultures, reflect on their own cultural identity and adapt their behaviours accordingly.

If observation, listening and dialogue are important for developing cultural awareness this should be part of every leadership development program. Perhaps every political leader should be required to undertake development in this area. We have so much to learn from one another. Tolerance and understanding are necessary capabilities for leaders of the future.

1. There are teachers who understand that technology is a tool to do things in more powerful ways; that the technology really can be used to collaborate, connect, challenge, and engage.
2. There are other teachers who have a fixed mindset and are not yet open to possibilities.
3. Leadership of schools has an important role to play in developing a growth mindset amongst staff. Principals and other leaders must continually focus on a co-created vision for the future and relentlessly pursue it. See principal Carolyn Stuart’s guest blogpost providing an example of how this is done – on purpose.
4. Unless we do something to improve the quality of teacher training things will change slowly. Old models exist of patch protection, overblown bureaucracy slowing pace of change and lecturers modelling what not to do. In some cases training institutions have limited technological resources and staff are still using overhead projectors to deliver courses.  How will this prepare teachers for the future? Yes, I know there are places that are doing some good things, but I see limited future-focused teacher training here in New Zealand, or further afield. If it happens it is through good luck rather than good planning and vision across the whole organisation.
5. If you have any models of teacher training that are really pushing forward I want to know!! Am I missing something? Join the conversation at ALPinE Leadership if you have ideas and visit our Answergarden on Teacher Training.

So watch the video. It is worth thinking about what you are doing to lead future focused change in education.

And here is my final comment:

We need to get over the talk about 21st century…

We are over a decade into it. Aren’t we there yet?

So in the Storify below I have taken snippets of the journey to date. Social networks enable more power to our people than ever before. As a company that focuses on leadership for the future, we understand that leadership is not about power but about influence. In today’s world we all have the opportunity to influence the future as never before.

This archive of social networking conversations takes snippets from a variety of social networks and Storify helps bring these together easily. The snippets include information about the earthquake, its effect on education, its effect on businesses, and on the lives of us all. They are stories of corage, hope and possibilities.

You will see a “load more” message at the bottom – click it! There are several pages of enlightening material, resources and links. It’s worth it….

With massive unrest, diminishing trust and violent clashes the future picture for some countries is unclear and concerning. Now, more than ever, the way a country is led and how the people perceive that leadership, impacts on us globally. Swedish academic superstar Hans Rosling graphically illustrates changes in global development over the past 200 years, and at the same time models aspects of leadership that we all should take note of. He uses his expert knowledge and translates that transparently in ways that the masses can follow and connect with. He understands the power of technology and uses it to enhance his message. He can see the big picture, as well as break that picture into smaller parts to analyse. He connects and collaborates. Leadership for the future demands this.

Team work is not enough. We must question and challenge our own thinking and that of others. When ‘group think’ occurs there will be no forward momentum – “We’re okay as we are! In fact we’re really good so why change?” While organisational coherence is necessary, so is creative tension and challenge. “Challenge is the crucible for greatness” – Kouzes & Posner.
Over-consultation stymies creation. I’m a fan of involving people to gain deep commitment, and of listening to people’s needs. At the same time I worry that ideas generated from consultation sometimes focus only on the past and present; without building in ways to explore possibilities and to ask “What if…?”. There is the famous quote from Henry Ford “If I had asked people what they wanted, they would have said faster horses.” If we spend too much time in consultation we slow things down, reduce clarity and conform to the average.
Courage is needed. We live in times where we are pulled back to standards, quality assurance and risk aversiveness. Moving beyond this takes leaders who are strong in their beliefs about learning, have a dream of what could be and can intelligently advocate their position. Courageous leadership is not about the position we hold in the organisation and doesn’t make excuses that those ‘above’ require conformity. “The greater the darkness, the more brightly the candle glows.”
Learning will happen if we get out of the way. Most schools of today are over-structured and over controlled. What would happen if educators stepped back and let students do more for themselves? Allow them to be expert learners and teach the adults – it’s a reciprocal arrangement that acknowledges the expert knowledge of the teacher. It also acknowledges that students can create their own learning when they engage, collaborate and choose.

I was reflecting on this as I watched one of the latest TEDTalks from Sugata Mitra, on The Child-driven Education. His work in putting computers into holes in the walls of buildings in Indian villages has had profound results. His latest work goes well beyond this. He has come to understand that children will learn to do what they want to learn to do. Sugata talks about the way in which the learning happened without intervention from the outside.   When the students asked him “How do we do that?” his answer was ” I don’t know that actually…” and he left them to it. They worked together to move their learning forward.

Sugata Mitra: The child-driven education

While I’m not yet convinced of the depth of the learning shown in the TEDTalk what I am sure of is that a new idea was tried and has had amazing results. Sugata Mitra didn’t conform to the tried and true. He had an idea and went with it. If we are aiming for future focussed schools perhaps one of the key understandings is to look outside the current realities and explore the possibilities, generate some creative tension and take a giant leap.

Heifetz, Grashow and  Linsky (2009) describe adaptive leadership as the practice of mobilising people to tackle tough challenges and thrive. I think this is the way to go. Adaptive leadership is needed for the growth of individuals and organisations. Perhaps, to avoid low expectations, future leadership involves:

• looking for those things that should be preserved and having courage to abandon the expendable;
• accepting that conflict is a necessary part of the organisation and can be productive;
• creating a culture of courageous conversations;
• acknowledging the importance of collaboration, networks and global connections; and
• building the capabilities of others to lead in adaptive ways.

This quote from Egon Zehnder (2000) reminds us that future leaders will need to be flexible, future focused and capable of thinking in new ways. “Stability is a liability, not an asset in today’s world. Each new view of the horizon is a glance through a different turn of the kaleidoscope.”

I’m going to leave the survey open for a few more days so take a few minutes to contribute here. And join the conversation about what the biggest challenge for future leaders will be. Do you agree that it is low expectations and if so what do you interpret this to mean?