KEVIN BARTLETT: I think what we're looking
at now is a major disruption in the way education
is being delivered and I think that means
a new ship.
To me, it means a new ship—a leaner, simpler,
more connected ship with much more control
shared with all the passengers.
Where people understand the workings of that
ship and they're safe and comfortable in that
ship, and they have some say in the direction
the ship takes, so I'm looking really at a
new—education is a new kind of ship.
Like I said, same game, new playbook.
The energy vampires are those things that
suck massive amounts of energy out of us with
very little learning impact.
Meaningless meetings, teacher evaluation systems
that simply don't work in terms of learning
impact.
I'd actually even questioned writing reports
to parents when they're the people who are
least empowered to do anything with that information.
So, I think one thing leaders need to do is
conduct an energy audit, probably with their
teams.
A pie chart, any kind of recording system.
""Guys, where does our energy go?""
And for each of the big energy vampires, what's
the learning impact?
And then do what Jim Collins suggested in
""Good to Great.""
He said the great organizations had to stop-doing
list longer than their to-do list.
So, I think we need to clear the decks of
stuff we are doing as a matter of habit that
sucks energy out of us and has no learning
impact.
One of those touches on another tricky topic
which is compliance.
I think we are confounded by complexity and
we're constrained by compliance.
Compliance with authorities who may not be
true authorities in the sense of an authority
as opposed to simply in authority.
Just as an aside, but I think this is a telling
thought, and I don't want to offend the religious
among whoever may be watching this, but I
have it on good authority that there is no
curriculum god.
That may be news to some people, but we behave
sometimes as if some all-knowing authority
is watching us and we spend a lot of time
jumping through hoops.
One of the questions I'm asking leaders now
is: Whose hand is on the hoop?
The testing we have to do with young kids
that we simply don't believe in as educators,
but we have to jump through that hoop.
The multiple authorizations that nobody needs,
and we don't believe in, but we have to jump
through that hoop.
Ask yourself and then maybe ask your team
questions like: What are schools for?
Why lead?
Why should anyone be led by me?
Leading towards what?
Leading whom?
Leading how?
When we've established our own purpose, I
think then is the business of what Drucker
called the re-culturing process.
I loved his phrase, ""Culture eats strategy
for breakfast.""
So, I referenced this earlier.
Building a new learning language but not building
it in the school and then explaining it to
parents, for example.
The work I've been doing is with parents in
the room, sometimes just with parents in the
room, cocreating an understanding of a new
approach to learning.
Working with students to cocreate that learning
language.
Working with large numbers of people to cocreate
a set of learning principles and community
principles.
Community principles for the quality of life
in the school.
Learning principles for the quality of learning
in the school.
We work with five.
We then turn those learning principles into
learning practices.
If we were living this principle, what would
we see the kids doing?
And therefore, teaching practices.
So, what would we be doing to support them?
It's a staged, systemic leadership process.
Start with knowing yourself, then build your
culture, then address the systems and build
the systems.
Along the way kill off the energy vampires
and grab the hoops.
