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This discussion forum is being moderated as an expression of servant leadership in teaching & learning. As a collaborative tool for brainstorming enriching experiences for students, teacher learning groups, and district learning teams, we can inspire and build experiences to help empower each of us to personal leadership in learning. Thank you, in advance, for your contributions and leadership to realizing outcomes for improving student achievement, equity and well-being.

FROM THE ARCHIVES

“If you want to go fast, go alone. If you want to go far, go together.”

8/26/2018

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Welcome back to Flipping the Focus.

Today's post blends the introduction of Episode 3 (#K12 podcast series: "Shifting from Professional Collaboration to Collaborative Professionalism") with an equally-important message. This message is not only about planning and implementing your start-up this year, but also about how we seek to be thinking and interacting with one another during the course of our collaborative work.
Introducing...The Message

Relationships are vitally important to cultivating educational communities that effectively serve the needs of all stakeholders.

Like the African Proverb, in the title of today's post, building relational trust is key to any other form of leadership you intend to enact in managerial and/or instructional capacities. 

You might think that this is inherent--already understood and a hallmark of the collaborative work underway in our leadership (formal and/or informal) practice.
Picture
Fig. 1 Actions supporting collaborative professionalism
I would challenge us to think differently about what might be a characteristic attribute of our interactions with others: Think differently, as our context for working with and supporting others is continuously shifting.
Recognizing a Challenge: A Theory of Action for Relationship-Building
As I move into a new professional role this year, I have been taking some time to reflect and understand what has gone into/is going into building relationships in my professional learning network. To deepen my ability to relate to others, if I start with gratefulness and expressing it more often, I might come to know how I need to be for others that their values 'shine through.' In a reciprocal manner, by expressing and honoring these values, we will be cultivating stronger, collaborative cultures--those that shift from professional collaboration to Collaborative Professionalism.
Taking Action on a Theory of Action-Step 1
In the context of my external, professional learning network, I took a sample of Tweeps across two, Twitter profiles and focused not only how I came to know them and/or what we have done, but I took the time to consider how we interact, what they've done in support of my efforts, and/or how they make me feel.

Below, I've included a small sample of comments. If you consider the embedded pdf (or file attachment), you'll come across a few more.

Sample Comments
I'm grateful that you/we...
  • Have been a consistent, early supporter of Flipping the Focus' mission to optimize learning by facilitating those interactions—be they f2f, blended or digital—to take teachers’ and PLC's improvement efforts from good to great ​
  • Have one another for collaboration. We both value the importance of asking good questions, facilitating and making spaces for others to think...always encouraging the participation of others​
  • Have always supported my work as a classroom teacher, coach and voice in Ontario Education
recognizing_a_challenge-_a_theory_of_action_for_relationship-building.pdf
File Size: 82 kb
File Type: pdf
Download File

Taking Action on a Theory of Action-Step 2
Now that I've identified these acts, I need to further engage gratefulness by expressing it to each of the individuals from the sample taken. By doing so, I can effectively provide each person with an opportunity to express their own gratefulness and to give ourselves more opportunities to support one another and to collaborate on future projects.
Assessing Impact-Step 3
How am I going? How are we going? What does our success look like?

​What should our success criteria be for cultivating collaborative cultures--much of it starting by expressing our gratitude for one another? Invariably, we will all have our own perspectives on this...collaboration is contextual...it's personal. Everyone (or every team, for example) collaborates differently (Hargreaves & O'Connor, 2018). If we are to collectively anchor into something that is characteristic of success, then we will be...
  • engaging more often in co-creation
  • producing & celebrating work, communications, reflections, etc. that unequivocally espouse more WE than I/ME
  • driving our own professional learning (a characteristic of "Collaborative Professionalism," Hargreaves & O'Connor, 2018)
​Through the coaching and facilitation of professional learning I engage in this year, I will be focused on enacting these criteria, as well as co-creating additional markers of successful collaboration with those I serve. As identified by Kraft & Blazar (2018), coaching can have a significant impact upon educator practice, and in turn, this can impact student learning outcomes.

CONSIDER THIS: What's your perspective on success criteria for cultivating and sustaining collaborative cultures? Share your comments to this post.

#K12 Podcast Series-EPISODE 3: Shifting from Professional Collaboration to Collaborative Professionalism
At the outset of this post, I mentioned that I would be blending the podcast with the topic of expressing gratefulness. Largely, I've chosen to do this because of the intersection between the expression of gratefulness and building collaborative cultures. Above, I also indicated the importance of and potential impact of coaching (e.g., professional and/or peer) to improving our own educational practice. 

As you complete today's post (and related exploration and/or reflection), I would encourage you to listen to Episode 3 (of 4...Episode 4 this Fall) in the "Shifting from Professional Collaboration to Collaborative Professionalism" podcast series. Although related closely to Episodes 1 and 2, in Episode 3 you’ll here the perspectives of a provincial, instructional coach (or Student Achievement Officer, SAO) as they describe some of the conditions they identified as being necessary for growing cultures of collaboration in teacher, professional learning communities.


​For your convenience, the interview from ​Flipping the Focus’ YouTube channel has been embedded, below. In support of your viewing, a transcript (pdf) of the interview has also been provided, below.
Transcript: Interview
may_24_interview_re__collaboration_c_stewart___sao.pdf
File Size: 107 kb
File Type: pdf
Download File


Final Thoughts
  • As you continue thinking about the start of the school year, consider the messages in Episode 3--shared by an instructional coach. Coaches build relationships in unique 'spaces'--spaces where there are opportunities for engaging in frequent observation and feedback.​
  • Take a look at some of the actions in Figure 1: Do you incorporate these into your ongoing work with others? Reflect upon those things that others have done (are doing and continuing to do) in supporting you.
  • Start with gratefulness; express yourself; and determine how you will serve the needs of others in your leadership.
Concluding...The Message

How do I need to be that my core values 'shine through' for others?
​
What can I do to build strong, collaborative cultures amongst those I serve?

In closing, I encourage you to comment to this blog and/or share your own experiences with building relational trust, cultivating collaborative communities, and/or working with the Coherence Framework ​(Fullan & Quinn, 2016).

I am more than happy to collaborate with you and feature our learning, here, in this blog and across 
Flipping the Focus' social media platforms (Facebook and Instagram at FlippingtheFocus and
Twitter @flip4change), as well as those of your own.

Contact Flipping the Focus to see how we can work with you and your organizational improvement plans and processes.
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Book Your Event
Professionally Yours,

Chris Stewart, OCT
Founder & Educational Consultant, Flipping the Focus (c) 2018
Student Achievement Officer (on secondment from the Upper Canada DSB to the Ontario Ministry of Education)

References
Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks: Corwin.

Fullan, M., & Quinn, J. (2016, January). Coherence Making: How Leaders Cultivate the Pathway for School and System Change with a Shared Process. School Administrator, 30-34. Retrieved from https://www.scoe.org/files/Fullan_Quinn.pdf
​
Hargreaves, A & O’Connor, M.T. (2018). Seminar Series 274: Leading Collaborative Professionalism, Centre for Strategic Education, Melbourne, Victoria, Australia. Retrieved from http://www.andyhargreaves.com/online-reports--monographs.html 

Kraft, M. A., & Blazar, D. (2018, August 09). Taking Teacher Coaching To Scale: Can Personalized Training Become Standard Practice? Retrieved from https://www.educationnext.org/taking-teacher-coaching-to-scale-can-personalized-training-become-standard-practice/
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#k12 Podcast series: shifting from professional collaboration to collaborative professionalism-episode 2

8/20/2018

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​
​Welcome back to Flipping the Focus.

Excitedly, we’re drawing closer to another school year—excited to re-engage the awesome privilege to improving our teaching and supporting students’ learning and well-being through collaboration.
Picture
In the last post, I mentioned that in addition to my informal leadership experiences as an instructional coach, I wanted to delve deeper into how we can better leverage design thinking to moving ourselves and groups of practitioners to deeper levels of collaboration...towards Collaborative Professionalism (PPM 159, Ontario Ministry of Education, 2016). As a part of my ongoing journey into instructional leadership, I'd like to continue by sharing an aspect of my own learning. With design thinking in mind, I set course to interview two, professional educators--each from a different district and working through different roles. My goal was also to understand how each professional has been working through the #coherence framework to supporting the professional learning of others.

Today, our #k12 #coherence #podcast continues with an interview of a system-level, school administrator. Listen as they describe their educators' journeys from growing their self- and collective-efficacy to collectively sharing responsibility for improvements, over time, in student engagement.
​

For your convenience, the interview from Flipping the Focus’ YouTube channel has been embedded, below.
Reflecting Forward
As you develop your leadership goals and plan for coming year, you might consider the instructional leadership exemplified, through the eyes of this professional, as a means of cultivating a collaborative culture for teaching and learning.
​

Below, a transcript (pdf) of the interview has been provided for your engagement. You’ll notice that the interview has been qualitatively coded for principles that surfaced through the thinking and actions of the administrator. The attributes noted include: Enacting Leadership for Teacher Wellness/Care, Learning on Behalf of Others: Professional Collaboration, Goal Setting: Professional Learning for Social Capital-SC1, Network Growth: Past Practice (Building Social Capital-SC2), and Openness to Learning: Building Social Capital-SC3. Themes are in bold; codes, underlined; and actions (verbs of building a collaborative culture) in italics. These qualifiers are colour-coded and included at the beginning of sections C, D and E.
​
jun_1_2018_interview_collaboration_c_stewart_and_system_admin.pdf
File Size: 126 kb
File Type: pdf
Download File


As improvement practices are well-supported by engaging the Coherence Framework (Fullan & Quinn, 2016) in one’s own context, you might find it beneficial to consider the attributes noted  in this interview and making connections to those that define the Framework: Focusing Direction, Cultivating Collaborative Cultures, Deepening Learning, and Securing Accountability. 

Reflective Questions...


  • In light of the interview, what do you like about what has been represented? Why?
  • Considering the context provided, what “moves” might push those represented (i.e., administrator, teachers) further up the mountain-top? Explain.

Final Thoughts
I would also like to encourage you to comment to this blog and/or share your own experiences with coherence-making. We are more than happy to collaborate with you and feature our learning, here, in this blog and across Flipping the Focus' social media platforms (Facebook and Instagram at Flippingthefocus and Twitter @flip4change).

​Contact Flipping the Focus to see how we can work with you and your organizational improvement plans and processes through coherence-making.

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​Get Ready: Further Your Learning
In the coming days, seek to generate further insights regarding your instructional leadership goal-setting and planning through interacting with the content and suggestions provided in Episode 3 of our podcast: Shifting from Professional Collaboration to Collaborative Professionalism.


Professionally Yours,
​

 Chris Stewart, OCT                                                                                                                       Student Achievement Officer (on secondment from the Upper Canada DSB to the Ontario Ministry   of Education)                                                                                                                                   Founder & Educational Consultant, Flipping the Focus (c) 2018


References
Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks: Corwin.

Fullan, M., & Quinn, J. (2016, January). Coherence Making: How Leaders Cultivate the Pathway for School and System Change with a Shared Process. School Administrator, 30-34. Retrieved from https://www.scoe.org/files/Fullan_Quinn.pdf
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#k12 podcast series: Shifting from professional collaboration to collaborative professionalism-episode 1

8/13/2018

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Introduction

Welcome back to Flipping the Focus.

In the last post, you read about the gratefulness that I expressed regarding the quality of lateral relationships built, as well as the success of collaboration with and between teachers during the course of the 2017-18 school year. In essence, our work was the pursuit of coherence-making (Fullan & Quinn, 2016) for school improvement.

As defined by Michael Fullan and Joanne Quinn, the Coherence Framework consists of four, interdependent elements: Focusing Direction, Cultivating Collaborative Cultures, Deepening Learning, and Securing Accountability (for further reading, see the pdf; below, left). Of all of these elements, that which resonates most closely with the support that I've been able to provide to schools is Cultivating Collaborative Cultures. Fullan, in Coherence, writes that "...collaboration is the social glue that drives us towards coherence." As Hargreaves and O'Connor (2018) explain, there is no one way to collaborate: each of us may do so a bit differently. As leaders and facilitators of professional learning, it is imperative that we create and participate in opportunities to grow our collective responsibility to ensuring success for all learners--for students and educators (for further reading, see the pdf; below, right). This requires that, with empathy, we encourage professional autonomy while cultivating cooperation for working towards a shared goal. Although your team(s) might be challenged by navigating tensions, there is nothing more gratifying for professional learning communities to collectively support students to deepening their own learning and becoming more assessment-capable and competent in acquiring and exercising global competencies. For leaders, there is great satisfaction in seeing this shift happen: a group of educators collectively taking responsibility for all learners' successes (including the success of their colleagues) and becoming the drivers of their own professional collaboration--a characteristic of Collaborative Professionalism (Hargreaves and O'Connor, 2018).

Moving Forward

In addition to my informal leadership experiences as an instructional coach, I want to delve deeper into how we can better leverage design thinking to moving ourselves and groups of practitioners to deeper levels of collaboration...towards Collaborative Professionalism (PPM 159, Ontario Ministry of Education, 2016). This, in part, will continue to be a focus of my own collaborative, action-oriented research and support to schools in the 2018-19 academic year. 

#K12 Podcast Series: Episode 1
Above, I mentioned working towards cultivating collaborative cultures in education. As a part of my ongoing journey into instructional leadership, I'd like to share an aspect of my own learning this year. With design thinking in mind, I set course to interview two professional educators--each from a different district and working through different roles. My goal was also to derive empathy, in an analagous manner, by understanding how each professional has been working through the coherence framework to supporting the professional learning of others.

These experiences are being captured through the form of podcasts and are featured on Flipping the Focus' YouTube channel (and embedded, below, for your convenience). Episode 1 provides some background to Collaborative Professionalism and the Coherence Framework. Episodes 2 and 3 (to be posted) will share the perspectives of the professionals mentioned. Episode 4 (expected to be posted early Fall, 2018) will seek to make connections between these experiences and the professional support I'm facilitating, as well as making reflections for next steps.

Further Reading
Coherence Making: How Leaders Cultivate the Pathway for School and System Change with a Shared Process
fullan_quinn.pdf
File Size: 787 kb
File Type: pdf
Download File

Seminar Series 274-Centre for Strategic Education: Leading Collaborative Professionalism
seminar_series_274-april2018.pdf
File Size: 760 kb
File Type: pdf
Download File


Final Thoughts
Mentioned, above, Episode 4 is expected to be posted early in the Fall of 2018. I be will seeking to make connections between these experiences and the professional support I'm facilitating, as well as making reflections for next steps.

I would also like to encourage you to comment to this blog and/or share your own experiences with coherence-making. I am more than happy to collaborate with you and feature our learning, here, in this blog and across Flipping the Focus' social media platforms (Facebook and Instagram at FlippingtheFocus and Twitter @flip4change).

Contact Flipping the Focus to see how we can work with you and your organizational improvement plans and processes through coherence-making.

Professionally Yours,

Chris Stewart, OCT
Founder & Educational Consultant, Flipping the Focus (c) 2018
Student Achievement Officer (on secondment from the Upper Canada DSB to the Ontario Ministry of Education)

References
Collaborative Professionalism - Policy/Program Memorandum 159. (2016, May 31). Retrieved from http://www.edu.gov.on.ca/extra/eng/ppm/ppm159.pdf

Fullan, M., & Quinn, J. (2016). 
Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks: Corwin.

Fullan, M., & Quinn, J. (2016, January). Coherence Making: How Leaders Cultivate the Pathway for School and System Change with a Shared Process. School Administrator, 30-34. Retrieved from https://www.scoe.org/files/Fullan_Quinn.pdf
​
Hargreaves, A & O’Connor, M.T. (2018). Seminar Series 274: Leading Collaborative Professionalism, Centre for Strategic Education, Melbourne, Victoria, Australia. Retrieved from http://www.andyhargreaves.com/online-reports--monographs.html 

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    I am passionate about leadership for learning and teaching and learning through inquiry. Through collaborative exploration of high-yield, pedagogical strategies, I have been able to further engage students to deepen their learning and fellow educators in continuously growing their practice--Flipped Learning, Thinking Classrooms, and culturing Student Voice as examples.  I hope that this site serves you well in your educational journey through teaching and learning by moving professional learning into your time ... your space. If you have questions or feedback, please feel free to contact me. Sincerely, Chris Stewart (OCT).

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    ​The discussion, information, and materials provided in this online space do not necessarily represent the opinion of the Upper Canada District School Board (UCDSB), Ontario Association of Mathematics Educators (OAME), Ontario Ministry of Education (MoE), the University of Windsor (Faculty of Education), and their affiliates. This online space is intended to provide its readers and/or contributors with opportunities to learn about and share, respectively, information about teaching & learning. The UCDSB, OAME, MoE, UWindsor, and their affiliates do not guarantee the accuracy and appropriateness of the content posted. Aside from the moderators' posts, Flipping the Focus does not guarantee the accuracy of the comments and/or information posted by contributors. The moderators have the right to remove and will remove any content that they deem inappropriate or offensive. Questions regarding the information posted can be directed to the site's moderators using the contact form provided (below).

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