Skip to content

why do I lead? #SAVMP

August 5, 2013

P1050378

Take a seat – time may spread…

I have always loved learning, but bore witness while some versions of what-is-known-as teaching failed to engage. Most notably, my experience as a student in year 10 revealed that I was unimportant in the mechanised-conveyor model of education.

Like many others, I remained optimistic there were better ways of doing and being. So, I stood when called.

25 years telescope, yet I feel surprise at the speed of its passage. Two daughters, one mortgage, moves from one West Australian country school back to the city, then into a series of roles which define and honed my passion.

I love to learn with others; satisfaction lies within the arc of problem identification, applied tinkering, review and eventual resolution. As a leader, this is your moment-to-moment, oxygenated, fluid reality.

Csikszentmihalyi

calls it flow.

I imagine this state of being looks like the tubular emanation in Donnie Darko. Or like this:

blue rings

CC Image Source: http://mrg.bz/RKgFUD

With the upward momentum of paradigm shifting upon us, now is an exciting time to be a connected learner. And with immense gratitude to George Couros for facilitating the School Admin Virtual Mentor Program, I anticipate many more hours of mobilised practice.

In building learning organizations there is no ultimate destination or end state, only a lifelong journey (Senge, 2006, p. xvi).

Selected reference

Senge, P. (2006). The fifth discipline: The art and practice of the learning organisation (revised edition). London:Random House.

Advertisements
2 Comments leave one →
  1. August 7, 2013 2:19 am

    Thanks Sam for your poetic post! In response to Senge’s quote, “there is no ultimate destination,” how do you respond to people outside education (or inside) who balk at the declaration of no destination? How do we project a clear vision, even as we recognize the idea of flow and being in a people and learning organization?

  2. August 7, 2013 5:34 am

    Hello Patrick,
    Uncertainties and pressured change dynamics are difficult territories to navigate, aren’t they?
    I think alignment with vision is crucial to leading; unless your theories-in-use are congruent with what you espouse, there’s little chance of achieving improvements. Trust evolves by listening to others’ opinions, then doing what you say you’ll do. Walk the talk. Argyris & Schon set the frame of reference in their 1974 text Theory in Practice; the how is your action.
    I am focusing on capacity building in my context – looks like lots of coaching conversations, walkthroughs and some (growing this strategy) instructional rounds. Also trying to learn culture – the way we do things around here – since I am challenging some of the thinking in relation to current research.
    As to those outside education who resist the process – challenge is to compel them to believe in moral purpose. Difficulties lie in the political context, but that’s a topic for a different blog post.
    The “lifelong journey” is the one undertaken learning with others. So co-constructed meaning. There’s not much point understanding if knowledge remains in your own head.
    Thanks for the questions which provoked clarification (sometimes easier to apply harmonising, dance or synergy for what we do – much more nebulous terms!).
    Sam

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

International Education News

What's new, what's good, and what's effective in education around the world

code acts in education

learning through code/learning to code

Dodgy Perth

Sordid tales from Western Australia

Interesting Literature

A Library of Literary Interestingness

IOE LONDON BLOG

Expert opinion from the UK's leading centre for education research

the édu flâneuse

"For the perfect flâneur, for the passionate observer, it's an immense pleasure to take up residence in multiplicity, in whatever is seething, moving, evanescent and infinite: you're not at home, but you feel at home everywhere, you're at the centre of everything yet you remain hidden from everybody." Baudelaire

Reflecting English

In search of classroom answers

catherinecronin

open educator | open researcher

On an e-Journey with Generation Y

Immersing technology in the classroom and beyond into the globe!

creating multimodal texts

resources for literacy teachers

Lightning Droplets

Little flecks of inspiration and creativity

History Tech

History, technology, and probably some other stuff

Not Banjaxed...Yet

give it time

ELA in the middle

Middle School English, Language Arts

News @ CSIRO

CSIRO's news blog

Pragmatic Education

*Ideas are the currency of the 21st century*

Dennis Sparks on re·sil·ience

re·sil·ience\ri-ˈzil-yən(t)s\ noun: the ability to become strong, healthy, or successful after misfortune or disruptive change

TILT

Techniques in Learning & Teaching: Where Transformative learning & scholarly teaching meet.

Combatting Schooling Injustice: Comenius Dreaming

About schools: especially social justice, human rights and equity in education, peace building, gender, environment and food politics, and good education policy and process

%d bloggers like this: