Posts in #ASK - Learner Mindset
Leadership 4 Learning. #ASK. Leading with a Learner Mindset

There is no doubt that our "I'm the Expert" nature can be a bit addictive. It is easier to tell than to ask. Asking is time-consuming, and we often find ourselves in a hurry to get things done. However, the more we indulge our "I'm the Expert" mindset, the more it becomes a habit and takes over. While it's true that we can never get rid of our "I'm the Expert" mindset, we can learn to manage it, to just be with it. Once we can do that, a whole new way of being becomes available to us. Awareness, commitment, compassion, courage, forgiveness, acceptance—with a dash of humour—that's what it takes to keep recovering ourselves and resetting our course back to the "I'm a Learner" mindset path.

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Leadership 4 Learning. #ASK. Leading with a Learner Mindset

When we operate in a system in which our label informs the actions we take, we can either find ourselves empowered to take action or disempowered by the limitation that the label creates. However, in such cases, if we lack the label for action - then our learning and potential are often stifled, snuffed out like a flame without oxygen.

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Leadership 4 Learning. #ASK. Leading with a Learner Mindset

Being the “knower” or the expert is exhausting, and yet so many leaders front up with this mindset. Unfortunately, needing to know everything is a fairly miserable position for the “I’m the Expert” and everyone around them. It can lead to distrust, bad decisions, unnecessary meetings, and unproductive conflict. It may sound a straightforward task to replace the “I’m the Expert” mindset with becoming a curious learner. But, for many people, the need to be the expert is driven by the need to prove worth or responsibility.

Being an expert can save people in hard situations, and it’s easy to buy into the belief that being an expert is the only value we bring to relationships and work.

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Leadership 4 Learning. #ASK. Leading with a Learner Mindset

Being the “knower” or the expert is exhausting, and yet so many leaders front up with this mindset. Unfortunately, needing to know everything is a fairly miserable position for the “I’m the Expert” and everyone around them. It can lead to distrust, bad decisions, unnecessary meetings, and unproductive conflict. It may sound a straightforward task to replace the “I’m the Expert” mindset with becoming a curious learner. But, for many people, the need to be the expert is driven by the need to prove worth or responsibility.

Being an expert can save people in hard situations, and it’s easy to buy into the belief that being an expert is the only value we bring to relationships and work.

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Leadership 4 Learning - #ASK - Leading with a Learner Mindset Part 4 - Assumptions Part 2

We know that the “I’m the Expert” mindset is hindering learning and blocking the Learner mindset from being prevalent in our schools. It is vital to note that the most effective communication is much more about asking and much less about telling. Unless we do ask questions, how can we make room for new information or find out what it is that people think or need?

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Leadership 4 Learning - #ASK - Leading with a Learner Mindset Part 3 - Assumptions

What is impeding learning in our schools? Our “I’m the Expert” mindset is causing us to make assumptions about what others are thinking, feeling, saying and doing. These assumptions are caused by a lack of data and by our culture of TELL rather than ASK.

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Leadership 4 Learning - #ASK - Leading with a Learner Mindset -Marilee Adams Pt 2

The "I'm the expert" mindset we have is suffocating our learner mindset. I believe as the leaders of learning in our schools, we, as adults, are suffering from a locked learner mindset that needs to be unlocked. When we enter teaching, we perceive that there is an expectation that we know everything, and we have an "I'm the expert" mindset. But what happens when "expert" dominates over "learner"?

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Leadership 4 Learning - #ASK - Leading with a Learner Mindset -Marilee Adams

The collaborative dialogue that comes out of a session where we discover what is good about student learning helps the school to create a culture of shared understanding and a celebration of success. It also engages our learner mindset.

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Leadership 4 Learning - #ASK - What happens when we ASK

Recently I was speaking to a deputy principal who had read my blog post -“Why Asking Is So Important”. In that post, I shared about the importance of asking when we are staring down the barrel of change.

Many of the schools I work with are seeking shifts in the cultures around their appraisal process. In many cases, they face challenges in shifting the traditional perception of judgement that sits with the process.

As I work with my clients, we seek to make the shift to learning centred - through the process of Inquiry into practice - appraisal processes that align appraisal, teacher portfolios of best practice and accountability measures that are required by ERO.

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Leadership 4 Learning - #ASK - Why READY is important - WHY asking is important

Many of the schools I work with are looking to make a change around the culture of their appraisal system. They are working with an old system that has the traditional culture of overwhelm, judgement and is for many teachers in the school, like a noose around their neck.

So, how then do we shift the culture of appraisal, so it becomes centred around professional learning and growth? Lensed around learning in all aspects.

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Leadership 4 Learning - #ASK - WHY ASK

"Plans are only as good as the action they inspire. Thus they have to be clear, specific, communicable, “sticky,” linked to action, and above all internalised by the vast majority of people. The test is whether people use the language of the plan as they do the work."  Fullan  (2011)


So how do we achieve that? - read on…

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Leadership 4 Learning - The Cadence of Change - #ASK

Ready - Fire - Aim -  is the cadence of change. Or shell I say Aspire - Action - Adjust is the cadence of change.

"This is the essence of the change leader: the capacity to generate energy and passion in others through action."

- Michael Fullan (2011)

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Leadership 4 Learning - #ASK

PRACTICE DRIVES THEORY
DOING IS THE CRUCIBLE OF CHANGE

My pondering for today is about Change Leadership. I reckon, if you are a leader who is leading in your school, then you need to be a change leader. I don’t think you can be a leader if you are not leading for change.
Are you in a school that is trying to implement change and you are struggling to gain traction. Does nothing seem to be happening?
Well, you are not alone.

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#wholesystemlearning - Change Leadership

“Old World” of classrooms and in the “New World” of Work.

"Moving between these two worlds, I have come to understand that there is a core set of survival skills for today’s workplace, as well as for lifelong learning and active citizenship—skills that are neither taught nor tested even in our best school systems."

The demands of skills and dispositions for the 21st C workforce include collaboration, communication, critical analysis and creative problem-solving. These skills are even more crucial today than they have ever been.

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