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GLOBAL

                        LEADERSHIP:

                 The
Networked
Leader

                         Why
being

                         networked


                          maAers





Dr
Cheryl
Doig
2010

•  Minimally
Invasive
EducaLon

   (MIE).

•  A
pedagogic
method
that
uses
the

   learning
environment
to
generate

   an
adequate
level
of
moLvaLon
to

   induce
learning
in
groups
of

   children,
with
minimal,
or
no,

   intervenLon
by
a
teacher.

                   hAp://www.hole‐in‐the‐wall.com/MIE.html

  hAp://www.ted.com/talks/lang/eng/sugata_mitra_the_child_driven_educaLon.html

Compare
and
contrast…





www.
hAp://thinkglobalschool.org/

Focusing
on
the
future
sets
leaders
apart


The
capacity
to
imagine

 and
arLculate
exciLng

 future
possibiliLes
is
a

 defining
competence
of

 leaders.
You
have
to
take

 the
long‐term

 perspecLve.
Gain
insight

 from
reviewing
your
past

 and
develop
outsight
by

                              Kouzes
&
Posner
(2010:xxii)
The

 looking
around.
             Truth
about
Leadership

LEADERSHIP
GROWTH
AREAS

  •  Leads
Self

  •  Leads
Others

  •  Leads
the
Organisa.on


The
Leadership
Capability
Framework
is
supported
by
a
concept‐
based
Learning
Maps
that
provides
a
shared
language
about

leadership.
The
Framework
and
Learning
Maps
are
designed
to
be

customised.

                    hAp://www.acelleadership.org.au/learning‐resources

Who
is
the
most
networked
leader
you
know?

InnovaLon

     Culture
&
Change

     –  Risk

     –  AssumpLons

     –  Sustainable
change
–
abandonment

     –  Building
collecLve
capabiliLes





     Entrepreneurship

     –  Enterprise

     –  Flexibility
–
adapLve
systems

     –  Divergent
thinking

     –  PossibiliLes…

Builds
Partnerships
&
Networks

               Community

               –  Partnerships
&
alliances

               –  Offers
assistance
to
others





               Connec8vity

               –  Ripple
effect
–
unintended
consequences

               –  Data

               –  Connect
to
people
and
contexts


               Also
poli2cal
and
advocacy/influence

Global Leadership: Why being networked matters
Global Leadership: Why being networked matters
hAp://www.waimairi.school.nz/

Global Leadership: Why being networked matters

A
disconnected

    and
disengaged

    workforce

    operaLng
in
a

    rapidly
changing

    and
disconnected

    work
environment

    means
lost

    producLvity


hAp://www.slideshare.net/marknadsstod/enterprise‐20‐efficient‐collaboraLon‐and‐
knowledge‐exchange‐slideshare

Global Leadership: Why being networked matters
hAps://portal.educaLon.tas.gov.au/schools/THS/
          Home/Pages/Default.aspx

David
HamleA
‐
Taroona
High
School
Hobart,
Tasmania


                            Local
and
global

                            community

                            (within
and
beyond

                            educaLon)


                            Listening
to
students


                            AdapLve
leadership

There
is
nothing
that
says
we
can’t
do
things
with

technology
as
long
as
we
accept
the
risk.
So
in

that
sense
a
risk
adversive
school
will
not
do
any

of
this
sort
of
stuff
because
of
all
the

misconcepLons
that
are
in
the
news
and
media

about
no
connecLng
kids
to
people
you
don’t

know.
As
long
as
you
understand
the
risk
and
you

mediate
it
and
you
teach
kids
about
the
risks

then
I
think
you
can
manage
it.
So
it’s
not
about

saying
it
doesn’t
exist,
it’s
about

recognising
it

exists
and
then
building
some
risk
protecLve

behaviours
or
management
around
that.



It’s
not
teachers

 that
drive
that

 global

 connectedness
its

 kids
because
they

 are
already

 globally
connected

 in
lots
of
ways…

 What
we
have
to

 understand
as

 teachers
is
how
we

 can
best

 advantage
that.



It
starts
in
a
local

         community,
a
bit
like

         a
virus,
it
starts

         locally,
spreads

         around
your

         community…..





TransiLonal
‐ 
‐   
‐   
‐   
‐   
‐   
‐   
‐   
‐   
‐   
‐   
‐   
TransformaLonal

Another
possibility
of
course,
is
that
educators
will
exert

another
kind
of
leadership,
a
leadership
that
connects
the

world
of
teaching
and
learning
with
the
life
world
of

community. 
 
 
 
 
 
‐
Robert
StarraD


                               •  How
do
these

                                  leaders
innovate?


                               •  What
evidence
is

                                  there
of

                                  partnerships
and

                                  networks

                                  developing?


AdapLve

 leadership
is
the

 pracLce
of

 mobilising
people

 to
tackle
tough

 challenges
and

 thrive.


  Heifetz,
Grashow
&
Linsky,
2009


www.thinkbeyond.co.nz

QualiLes
of
an
AdapLve
OrganisaLon


              • Name
the
Elephant
in
the

              room

              • Share
responsibility
for
the

              for
the
organisaLon’s
future

              • Value
Independent

              Judgment

              • Build
leadership
capacity

              • InsLtuLonalise
reflecLon

              and
conLnuous
learning

Heterarchy
&
Wirearchy





                  hAp://www.wirearchy.com/

Global Leadership: Why being networked matters
hAp://weareroom1.wikispaces.com/




Clarence
Fisher,
blogger
and
classroom
teacher,
suggests
a
model
of
“teacher
as
network

administrator”112:
Just
as
our
mind
is
a
conLnuously
evolving
set
of
connecLons
between

concepts,
so
our
students
and
their
learning
can
become
placed
at
the
centre
of
a
personal

learning
network
which
they
construct
with
our
help.
Helping
students
to
gain
the
skills

they
require
to
construct
these
networks
for
learning,
evaluaLng
their
effecLveness,
and

working
within
a
fluid
structure
is
a
massive
change
in
how
the
dynamics
of
classrooms
are

usually
structured.

hAp://www.globalcommuniLesnz.com/index.html

www.schoolofeverything.com


hAp://www.geLdeas.org/

www.alpineleadership.com

L
   Opportuni8es
to
develop
as
a
networked
leader
over
the
next
10
weeks


9
   Best
imaginable
outcome:

     CollaboraLng
on
a
regular
basis
over
important
maAers
of
school
development
using
a

     variety
of
media
like
video
conferencing.
Sharing
individual
school
PD
sessions
‐

     opening
to
other
cluster
parLcipants.
Teams
across
schools
meeLng
for
shared

     meeLngs.

Inquiry
groups
formed
across
schools

8
   To
share
data
across
schools
for
moderaLon
and
trends


7
   Regular
on‐line
collaboraLon
‐
google
docs,
blog
etc.


6
   Visit
other
school
with
clear
intenLons.

Use
others
as
support
and
resources/ideas.

     Across
school
team
learning
walks.

5
   Use
inquirer/advocacy
to
gain
deeper
understanding
and
clarity
of
shared
ideas

4
   DP/AP
termly
meeLngs
building
on
senior
management
meeLng


3
   To
establish
shared
and
agreed
upon
protocols.
Debrief
as
a
team
arer
each
meeLng.


     What
is
it
that
we
can
acLon
or
should
discuss?

2
   AcLvely
parLcipate
in
meeLngs,
sharing
ideas
and
thoughts/discussion


1
   Minimum
expectaLon:
In
the
next
term
each
member
of
our
leadership
cluster
will

     make
at
least
one
contribuLon
to
discussion.

                                  Idea
used
with
permission
Dan.buckley@camb‐ed.com

L
   Opportuni8es
to
improve
cluster
collabora8on
over
the
next
term


9
   Best
imaginable
outcome

     OpportuniLes
to
improve
cluster
collaboraLon
over
the
next
term

8


7


6


5


4


3


2


1
   Minimum
expectaLon:
In
the
next
10
weeks
teachers
will
connect
with
a

     teacher
from
a
different
year
level
or
subject
level


                             Idea
used
with
permission
Dan.buckley@camb‐ed.com


ConnecLon
by
technology
without

 trust
is
merely
traffic.
Trusted

 connecLon
without
technology
is
an

 opportunity
lost.
To
survive
as
a

 species
we
need
both,
but
not
at
the

 expense
of
the
other.





                    Karen
Stephenson,
NetForm,
Inc.
2009


Leadership
is
an
influencing
relaLonship





  Two
recommended
books….

Visit
hAp://www.acelleadership.org.au/
to
explore
the
framework
in
more
depth

www.thinkbeyond.co.nz


www.alpineleadership.com


c.doig@thinkbeyond.co.nz


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