1 hour presentation to MOE LCC cluster leaders on 6 November 2014

1. Future
focused
inquiry
&
Collabora5on
Rebbecca
Sweeney
(M.Ed),
2014

2. Future
focused
|
Spirals
of
Inquiry
|
Collaborative
practice

3. Being
future
focused
...As
well
as
this
(and
this
is
very
important
for
education),
knowledge’s
meaning
is
changing.
Knowledge
is
no
longer
being
thought
of
as
‘stuff’
that
is
developed
(and
stored)
in
the
minds
of
experts,
represented
in
books,
and
classiAied
into
disciplines.
Instead,
it
is
now
thought
of
as
being
like
a
form
of
energy,
as
a
system
of
networks
and
Alows
–
something
that
does
things,
or
makes
things
happen.
Knowledge
Age
knowledge
is
deAined—and
valued—not
for
what
it
is,
but
for
what
it
can
do.
It
is
produced,
not
by
individual
experts,
but
by
‘collectivising
intelligence’
–
that
is,
groups
of
people
with
complementary
expertise
who
collaborate
for
speciAic
purposes.
These
changes
have
major
implications
for
our
education
system.
(http://www.shiftingthinking.org/?page_id=58)

6. In
pairs
or
groups...pick
one
or
two
to
talk
about...
1. Clarify
your
role
in
your
cluster
with
the
person
next
to
you
if
you
haven’t
already
done
this.
2. Talk
about
how
you
are
future
focused
in
your
practice
and
how
you
encourage
this
focus
in
the
cluster.
3. Talk
about
whether
or
not
you
encourage
collaborative
leadership
or
collectivised
intelligence
and
if
so,
how.
4. Talk
about
whether
you
support
sustainability
of
effective
practices
and
processes
in
the
cluster.

7. Future
focused
|
Spirals
of
Inquiry
|
Collaborative
practice

8. Macro
Inquiry
We
are
here

11. Sharing
is
nice
but
it’s
not
enough
• pooling
funding
• sharing
ideas
for
classroom
practice
or
professional
learning
and
development
• teachers
visiting
each
others
schools
to
get
ideas
and
to
be
inspired.

12. Alright
stop!
Collaborate
&
listen...
Common
signs
that
a
network
of
schools
is
effectively
collaborating
include:
• commitment
to
a
common,
needs-­‐based
goal
• use
of
inquiry
and
knowledge-­‐building
cycles
• the
presence
of
challenge
and
critique
practices
• a
focus
on
evidence-­‐based
needs,
and
• the
presence
of
role
clarity
and
relational
trust
among
network
members.

13. What
might
we
do
next?
• consider
the
“do’s”
and
“don’ts”
of
collaboration
• learn
more
about
collaborative
practice
• Hind
ways
to
get
the
balance
right
between
reHlecting,
learning
and
taking
action
(coherence)
(espoused
theories
to
theories
in
action)
• there
is
always
more
expertise
in
the
group
-­‐
we
need
to
Hind
ways
to
uncover
it
and
use
it
-­‐
CONNECT

14. Contact:
Name:
Rebbecca
Sweeney
Job
Title:
Professional
Learning
Facilitator
Tel:
+
64
(027)
487
3009
Email:
rebbecca.sweeney@core-­‐ed.org