Creating Tomorrow

Newsletter June 2016

Dear Colleague

This month our newsletter contains a model of what happens when groups take decisions and how, as a facilitator, you can aid the process. I have included a BBC radio programme link which I recently listened to, it was fascinating and challenging. I always enjoy hearing about what people are doing with the our change process and this month had news from the Catholic Education Office Sydney who have been training more facilitators.From the participants feedback it sounds as though the master facilitators did a great job.

If you have been forwarded this by a colleague click the 'Follow Pat Collarbone ' button to your right. As always we welcome your feedback.

Pat Collarbone

Technology in education

BBC Radio 4 recently explored the use of technology in education with Professor Sugata Mitra who has installed an internet-connected PC in a slum in India and watched how curiosity leads children to learn. It was a fascinating and challenging discussion - 'It asked the question 'Is the model of our whole education hopelessly out of date?'
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Catholic Education Office Sydney - Train the trainer

Master facilitators Roisin O'Reilly and Mary Ryan from CEO Sydney ran a successful Capacity2 course in May and trained more Change2 facilitators. These new facilitators will buddy up with someone who is experienced in the process. I have included below some of the great feedback from three of the participants.

Decision making model

Change always involves making decisions. I find this model useful to keep in mind when I am facilitating a group. The model shows that decisions differ on two dimensions and how decision making might take place will depend upon where the decision lies on these dimensions - 'Where we want to get to' and 'How we are going to get there'.
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The top right hand box is where the group is clear about their goals and also clear about what they need to do achieve them. Whereas in the box, at the bottom left, both dimensions are unclear. However, in many cases at least one dimension is clearer than the other. For example, If the goal is clear but the 'how' is unclear, it is knowledge and expertise that is required. In contrast, if it is clear how to achieve all the possible goals but unclear which to go for, extra knowledge is not going to help and it is personal preference that will decide. Hence the need for compromise and consensus. In this case having simple tools like the priority matrix and dot voting can be a help. In order to move from confusion to clarity it is important, as the facilitator, to know which of these boxes you are currently in, to ensure that everyone is working on the same dimension and that you give enough time to discuss each option before making a decision.

Professor Louise Stoll - 10 tips for successful school-led research projects

I was reminded of these ten tips from Louise Stoll in a recent newsletter from the National College. Of course they are equally applicable when you are planning school led change.

  1. Be clear about the difference you want to make
  2. Involve others and distribute leadership
  3. Talk about learning to build trusting relationships
  4. Embrace and persist with challenge
  5. Collaborate with peers
  6. Be flexible and adaptable
  7. Emphasise development over judgement
  8. Take the time you need
  9. Draw on external expertise – don’t go it alone
  10. Work towards cultural change

Find out more here.

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