a profession at the tipping point

ASLA XXII Biennial Conference 2 – 5 October 2011

“It is one of the paradoxes of success that the things and the ways which got you where you are, are seldom the things that keep you the things that keep you there.”

Handy, C 1995, The empty raincoat: making sense of the future, Arrow Books, London, p. 49.

ASLA XXII Biennial Conference 2-5 October 2011

� Invisible profession� School library inquiry reporthttp://www.aph.gov.au/house/committee/ee/schoollibraries/report.htm

� Job convergence� Ageing profession� Ageing profession� Federal Government initiatives� Principal autonomy

Glass half full – Glass half empty


Your rhetoric must resonate with your


with your audience

�Begin with the end in mind

�Five finger plan to success

�Five finger plan to success

�The Jupiter Effect�Your siesmic shift


Your rhetoric must resonate with your


with your audience

� Thumb – Strength of character� Pointer finger – F.O.C.U.S.� Middle finger – Brand (what you stand for)� Ring finger – Relationships� Little finger – Little things that count (what � Little finger – Little things that count (what you do that others don’t)

[Trump & Kiyosaki 2011, ‘Guide to developing your Midas touch’, in The Midas Touch, Plata Publishing, Scottsdale, AZ.]


Thumb� Establish pre-eminence

(the you who shows up before you show up)

Pointer finger Follow one course until successful

1. Know your outcomes2. Take action3. Find out what works

and what doesn’tRe-align until you

Strength of character F.O.C.U.S.

4. Re-align until you achieve 1.


Middle finger� Who are you?

� What do you stand for?

� Are you who you say you are?

Standards

Ring finger

Circle of concernCircle of concernCircle of concernCircle of concern

Circle of Circle of Circle of Circle of influenceinfluenceinfluenceinfluence

Brand Relationships

Standards

Benchmarks


Your Your Your Your FOCUSFOCUSFOCUSFOCUS

Little finger� What you do that others don’t do

� It’s all about them

What is your core story?

Your rhetoric must resonate

Little things that count

[90 second elevator pitch]

resonate with your audience


ACARA(Australian Curriculum, Assessment & Reporting Authority)

AITSL(Australian Institute for Teaching and

School Leadership)

The Jupiter EffectThe Jupiter EffectThe Jupiter EffectThe Jupiter EffectThe Jupiter EffectThe Jupiter EffectThe Jupiter EffectThe Jupiter Effect

ESA(Education Services Australia)

Curriculum + Standards + Services Curriculum + Standards + Services Curriculum + Standards + Services Curriculum + Standards + Services



www.australiancurriculum.edu.au/Home

Students develop ICT competence ICT competence ICT competence ICT competence when they learn to:

� InvestigateInvestigateInvestigateInvestigate with ICT: using ICT to plan and refine information plan and refine information plan and refine information plan and refine information searchessearchessearchessearches; to locate and access different types of data and locate and access different types of data and locate and access different types of data and locate and access different types of data and information information information information and to verify the integrity of data verify the integrity of data verify the integrity of data verify the integrity of data when investigating questions, topics or problems

� CreateCreateCreateCreate with ICT: using ICT to generate ideas, plans, processes and generate ideas, plans, processes and generate ideas, plans, processes and generate ideas, plans, processes and products to create solutions products to create solutions products to create solutions products to create solutions to challenges or learning area tasksproducts to create solutions products to create solutions products to create solutions products to create solutions to challenges or learning area tasks

� CommunicateCommunicateCommunicateCommunicate with ICT: using ICT to communicate ideas and communicate ideas and communicate ideas and communicate ideas and information with others information with others information with others information with others adhering to social protocols social protocols social protocols social protocols appropriate to the communicative context (purpose, audience and technology)

� Operate ICTOperate ICTOperate ICTOperate ICT: applying technical knowledge and skills technical knowledge and skills technical knowledge and skills technical knowledge and skills to use ICT efficiently and to manage data and information manage data and information manage data and information manage data and information when and as needed

� Apply appropriate social and ethical protocols social and ethical protocols social and ethical protocols social and ethical protocols and practices to operate and manage ICT.

www.australiancurriculum.edu.au/GeneralCapabilities


The capability incorporates four interrelated processes or elements that constitute critical and creative thinkingcritical and creative thinkingcritical and creative thinkingcritical and creative thinking:

� InquiringInquiringInquiringInquiring – identifying, exploring and clarifying informationidentifying, exploring and clarifying informationidentifying, exploring and clarifying informationidentifying, exploring and clarifying information: the identification and clarification of questionsquestionsquestionsquestions and issues, and following this, the gathering and processing gathering and processing gathering and processing gathering and processing of information, as well as the processes of adapting and transferringadapting and transferringadapting and transferringadapting and transferring knowledge.

� Generating and developing Generating and developing Generating and developing Generating and developing ideas and possibilities: investigating, investigating, investigating, investigating, � Generating and developing Generating and developing Generating and developing Generating and developing ideas and possibilities: investigating, investigating, investigating, investigating, organising and evaluatingorganising and evaluatingorganising and evaluatingorganising and evaluating ideas through considering alternatives and seeking innovative solutions.

� Analysing, evaluating and synthesising informationAnalysing, evaluating and synthesising informationAnalysing, evaluating and synthesising informationAnalysing, evaluating and synthesising information: planning, evaluating and designing actions, creating solutions creating solutions creating solutions creating solutions and drawing drawing drawing drawing conclusions conclusions conclusions conclusions through logical and creative processes.

� Reflecting on thinkingReflecting on thinkingReflecting on thinkingReflecting on thinking, actions and processesprocessesprocessesprocesses: suspending judgment and reflecting on thinking processes (metacognitionmetacognitionmetacognitionmetacognition), procedures and products to create alternatives.

http://consultation.australiancurriculum.edu.au/GeneralCapabilities/Critical-and-creative-thinking/ConceptualStatement


Domains of teachingDomains of teachingDomains of teachingDomains of teaching StandardsStandardsStandardsStandards FocusFocusFocusFocus areas & descriptorsareas & descriptorsareas & descriptorsareas & descriptors

Professional Knowledge

1. Know students & how they learn

2. Know the content &how to teach it

e.g. 1.2 Understand how students learn“Expand understanding of how students learn using research & workplace knowledge.”

Professional Practice 3. Plan for & implement effective teaching and learning

4. Create & maintain

e.g. 3.4 Select & use resources“Assist colleagues to create, select & use a wide range of resources, including ICT, to engage students in their learning”


4. Create & maintain supportive & safe learning environments

5. Assess, provide feedback & report on student learning

to engage students in their learning”

Profession Engagement

6. Engage in professional learning

7. Engage professionally with colleagues, parents/carers & the community

e.g. 6.3Engage with colleagues & improve practice“Initiate & engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge & practice , & the educational outcomes of students.

http://www.teacherstandards.aitsl.edu.au/OrganisationStandards


http://www.esa.edu.au/

� Thumb – Strength of character� Pointer finger – F.O.C.U.S.� Middle finger – Brand (what you stand for)� Ring finger – Relationships� Little finger – Little things that count (what � Little finger – Little things that count (what you do that others don’t)

[Trump & Kiyosaki 2011, ‘Guide to developing your Midas touch’, in The Midas Touch, Plata Publishing, Scottsdale, AZ.]


At least aim for 1% improvement

Per week = 167% per yearPer week = 167% per year

Per day = 3778% per year

(~ 5 mins a day)


How to get 1% improvement –Dr Marc Dussault

http://www.youtube.com/watch?v=eYCvEoAnhBI