1. The Six Secrets of Change Michael Fullan Reflections after reading - The 'What?' sections are quotes from each of the chapters. The 'So What?' and 'What Now?' are my reflections from what I have read and where I plan to use these ideas within my current leadership roles in e-learning and e-asTTle. Emma Watts

2. Secret 1: Love your employees What? No one stakeholder is more important than any other Love and invest in your employees So What? Employees need to feel valued & to be treated equally - everyone needs personalised PD What Now? Each staff member to receive 45 minutes twice a term to develop their use of ICT within their classroom programmes.

3. Secret 2: Connect Peers with Purpose What? There has to be a sense of purpose, freedom from groupthink, consideration of diverse ideas and retention of practices that work Common purpose and wisdom of the crowd - peer interaction (social and intellectual glue) - learning from each other We-We Solution; higher purpose, knowledge and identifying

4. What? (Continued) Leaders need to; provide direction create the conditions for effective and purposeful peer interactions intervene along the way when things are not working as well as they could

5. So What? school wide & cluster wide walkthroughs now implemented at school What Now? identify the common purpose in meetings when discussing e-learning, e-asTTle, and writing - treat as WALTs and SUCCESS CRITERIA create purposeful peer in meetings - use Tony Ryan techniques to mix staff members

6. Secret 3: Capacity Building Prevails What? Capacity building concerns; competencies (possessing & developing knowledge) resources (time, ideas, expertise, money) motivation (putting energy in) BUT... people do not function well when they are scared or angry when people fear for their jobs, future, self-esteem - they are unlikely to try anything new fearmongering creates a focus on the individual rather than the collective

7. What? (Continued) when peers interact purposefully, their expectations of one another create positive pressure to accomplish goals important to the group intelligence is overrated - emotional intelligence the difference is btw having great credentials and being a great contributor talent depends upon how a person is managed or led/focus on individual talent can be hazardous to an organization

8. So What? teacher's skills need to be developed do that they can embed e- learning into their classroom programmes we need to encourage purposeful interaction, self esteem, contribution focus on the collective rather than the individual What Now? identify when and where PD can take place, and who leads the PD identify how to maximise energy! Work life balance - get rid of the double handling of data - MUSAC develop professional tracking of e-learning PD on Google Apps book staff meeting time for e-asTTle/writing & how to use Google Apps read up on emotional intelligence

9. Secret 4: Learning Is the Work What? Key message; consistency and innovation can and must go together - these are achieved through organized learning in context CLIP - critical learning instructional path Pursuit of precision NOT prescription Teachers need to be more creative than traditional teaching

10. What? (Continued) technology is usually not the best way to spur creative breakthroughs - rather 'improving performance' depth of understanding amongst employees mindless conformity or intentional mindfulness creativity, thinking ability and problem solving CLIP a range of literacy programmes and activities multifaceted data collection analysis of successes and challenges transparency to students, parents, teachers and administrators every programme continually evaluated and refined

11. What? (Continued) external workshops and courses won't do the trick - useful input there is no trick need to build the 6 secrets into the culture of the organization only way to achieve consistency and innovation is thr. learning in context personalization - identifying the learning needs of each and every individual every team leader and manager is a teacher first support, explain who to ask for help, check progress frequently, enc. questions, gradually reduce coaching & follow-up

12. What? (Continued) the objective is not to identify whom to blame for a problem, it is to find out where the system failed without philosophy - people have a tendency to hide problems and consequently no one learns if you want great people to do their work, the logic goes, then you've got to create the right working conditions the moment they walk through the door

13. So What? powerful learning in context is the most powerful precision not prescription creativity - zest! personalization of learning in pedagogy & androgogy the culture of the workplace is key managers need to develop this philosophy is key transparency multifaceted data collection analyse the successes & changes evaluate and refine What Now? walkthroughs - do we need a focus? the need for rubrics, e-asTTle so learning is transparent regular analysis, evaluation, and refining - staff meetings for writing e-asTTle yearly timetable for above individualized PD for e-learning with teachers rubric of ICT skills - not a checklist (I am cautious over this)

14. Secret 5: Transparency Rules What? not measuring and reporting on everything under the sun or getting reams of data overload breeds confusion and clutter not clarity data analysis needs to be non-judgemental - needs to be based on constructive transparency effective in motivating employees keeping information private or refusing to collect it is neither acceptable or useful need to develop a culture where it is normal to experience problems and solve them as they occur

15. What? (Continued) external accountability - transparent data people need to compare themselves with themselves over time to assess their progress transparency works when it is combined with deep learning in context

16. So What? identify what should be measured and reported on should we focus on key competencies rather that assessing subject matter in non-core subjects (core subjects = maths, reading and writing, speaking & listening) What Now? discuss with Paul - in reference to new reports at the end of the year self assessment rubrics against levels for writing, reading and maths in classrooms, used everyday, in portfolios etc.

17. Secret 6: Systems Learn What? How do systems learn? Systems learn when they... focus on developing leaders not relying on key individuals are lead by people who approach complexity with a combination of humility and faith build philosophies and theories into the culture and develop leaders at all levels

18. What? (Continued) enact the six secrets... 1.enact the 6 secrets - so organizational members will feel valued and be valued 2.be engaged in purposeful peer interaction that generates knowledge & commitment 3.build their individual and collective capacity 4.learn everyday on the job 5.experience the value of transparency in practice linked to marking progress 6.cultivate leaders & combine confidence & humility

19. What? (Continued) leaders should be confident that they have taken in to account all possibilities and have made the right choice under the circumstances, even though something may go wrong successful leaders hold 2 diametrically opposing ideas in their heads without panicking or settling for one or the other idea - then produce a synthesis that is superior to either opposing idea - integrative thinking integrative thinkers take a broader view of the salient ideas, try to figure out complex causality, visualize the whole while working on individual parts & then create a resolution of tensions