title: A Changing Perspective: leading and learning in new ways

authors: Woodward, Phillipa Jean

subjects: Adult Developmental Theory

abstract: Schools are learning places, tasked with providing rich, meaningful and diverse learning experiences for all of its’ learners.  Educational leaders are facing increasing challenges and demands to become more responsive to the fast changing world in which we live and work.  With the increasing complexity and unpredictability that surrounds us, as educators we need to respond in new ways to address the inequity and increasing disparity that exists for our learners. 

The traditional model of schooling that aimed to equip learners with the skills and knowledge to live in a predictable world are no longer fit for purpose, placing new demands on educators.  As leaders we need to consider how we are leading change and building the capability and capacity of ourselves, and others to cope with the increasing complexity and demands of education today.  This requires us to critically reflect on how we create the conditions and learning experiences for our colleagues with the ultimate aim to improve the quality of teaching and learning in our schools.

We need to consider how we can bring about deep and sustainable change in our practice that creates transformational shifts in our learning and leading.  This will require us to rethink about what we pay close attention to and how we shape our schools as authentic learning communities. 

The aim of this research was to explore what leadership practices could support the professional learning and growth of educators in these complex and unpredictable times, with the ultimate goal of improving outcomes for student learners. 

The focus for this research was to investigate whether leadership practices could be strengthened when the leader took in to consideration the adult developmental stages of the team members they were working with.  It was hoped that using the constructive developmental theory to inform leadership practices it may strengthened the learning experiences of the team and subsequently all of the teaching community in the school over time.  These leadership practices required the Key Leader to build their own knowledge of constructive developmental theory and consider how this strengthened their own leadership capacity and then how it could be used to inform the leaders practices in order to support the growth of the team the leader was working with. 

The findings indicated that when we begin to explore the theory of adult development it exposes a great deal more about how we learn, lead and can create conditions for transformation.  It highlighted the importance of deepening our understanding of the developmental diversity of those we lead and work with and responding appropriately to this diversity.   This requires us to ensure learning experiences are developmentally orientated, providing enough support but also challenge to create transformational shifts.

As indicated in these findings, as we gain greater insight in to our own developmental capacity and ways to grow we become far more at ease in working in the complex domain of the unknown unknowns.  We are able to view challenges in new ways, taking a more adaptive leadership approach to how we embrace and lead change. 

When we consider new ways to think, act and engage we have the potential to create places where learners can flourish amongst the uncertainty and complexity.

text: A Changing Perspective: leading and learning in new ways Schools are learning places, tasked with providing rich, meaningful and diverse learning experiences for all of its’ learners.  Educational leaders are facing increasing challenges and demands to become more responsive to the fast changing world in which we live and work.  With the increasing complexity and unpredictability that surrounds us, as educators we need to respond in new ways to address the inequity and increasing disparity that exists for our learners. 

The traditional model of schooling that aimed to equip learners with the skills and knowledge to live in a predictable world are no longer fit for purpose, placing new demands on educators.  As leaders we need to consider how we are leading change and building the capability and capacity of ourselves, and others to cope with the increasing complexity and demands of education today.  This requires us to critically reflect on how we create the conditions and learning experiences for our colleagues with the ultimate aim to improve the quality of teaching and learning in our schools.

We need to consider how we can bring about deep and sustainable change in our practice that creates transformational shifts in our learning and leading.  This will require us to rethink about what we pay close attention to and how we shape our schools as authentic learning communities. 

The aim of this research was to explore what leadership practices could support the professional learning and growth of educators in these complex and unpredictable times, with the ultimate goal of improving outcomes for student learners. 

The focus for this research was to investigate whether leadership practices could be strengthened when the leader took in to consideration the adult developmental stages of the team members they were working with.  It was hoped that using the constructive developmental theory to inform leadership practices it may strengthened the learning experiences of the team and subsequently all of the teaching community in the school over time.  These leadership practices required the Key Leader to build their own knowledge of constructive developmental theory and consider how this strengthened their own leadership capacity and then how it could be used to inform the leaders practices in order to support the growth of the team the leader was working with. 

The findings indicated that when we begin to explore the theory of adult development it exposes a great deal more about how we learn, lead and can create conditions for transformation.  It highlighted the importance of deepening our understanding of the developmental diversity of those we lead and work with and responding appropriately to this diversity.   This requires us to ensure learning experiences are developmentally orientated, providing enough support but also challenge to create transformational shifts.

As indicated in these findings, as we gain greater insight in to our own developmental capacity and ways to grow we become far more at ease in working in the complex domain of the unknown unknowns.  We are able to view challenges in new ways, taking a more adaptive leadership approach to how we embrace and lead change. 

When we consider new ways to think, act and engage we have the potential to create places where learners can flourish amongst the uncertainty and complexity.

year: 2016

title: Coaching, talent identification and talent development in Para sport: Developing the field

authors: Townsend, Robert C.

abstract: This chapter provides an overview of the role of the coach in talent identification and development environments in para sport. While interest in para sport continues to grow, particularly in coaching, we know very little about the role, function and practices of coaching in talent identification and development in para programmes. In this chapter we carefully examine coaching and talent identification through a disability lens, highlighting how coaches are implicated in ‘access work’, and questioning how coaches reconcile cultural understandings of disability with sport-specific conceptions of ‘talent’. In so doing we draw connections between coaching and disability studies, questioning the extent to which ableism may influence talent identification. Furthermore, we discuss coach and athlete development, illustrating the limits of ‘normative’ models of athlete development applied to para sport and the implications for coach education and development. Finally, we outline some key considerations for researchers and outline some productive lines of inquiry to develop the field.

text: Coaching, talent identification and talent development in Para sport: Developing the field This chapter provides an overview of the role of the coach in talent identification and development environments in para sport. While interest in para sport continues to grow, particularly in coaching, we know very little about the role, function and practices of coaching in talent identification and development in para programmes. In this chapter we carefully examine coaching and talent identification through a disability lens, highlighting how coaches are implicated in ‘access work’, and questioning how coaches reconcile cultural understandings of disability with sport-specific conceptions of ‘talent’. In so doing we draw connections between coaching and disability studies, questioning the extent to which ableism may influence talent identification. Furthermore, we discuss coach and athlete development, illustrating the limits of ‘normative’ models of athlete development applied to para sport and the implications for coach education and development. Finally, we outline some key considerations for researchers and outline some productive lines of inquiry to develop the field.

year: 2022

title: "Takahi ngā takahanga o ngā tūpuna" - Tramp the pathways of our ancestors

authors: Williams, Taniwha

subjects: Māori health and wellbeing

abstract: The rise of reconnecting to holistic approaches to health to improve wellbeing outcomes for Māori has become increasingly prominent in recent years. Such developments have highlighted the need to introduce traditional Māori concepts, values and practices within whānau, hapū and iwi as vehicles for promoting and improving Māori health. This research had two objectives. Firstly, it aimed to explore the process of reclaiming mātauranga Māori (Māori knowledge systems) with my whānau who had limited access to te ao Māori (the Māori world). The second objective sought to explore the experiences of my whānau reconnecting with te reo me ōna tikanga (Māori language and culture). Using the Whiti Te Rā as a guide informed the design and structure of the wānanga (workshops). The Whiti Te Rā is a therapeutic model designed to improve health and wellbeing outcomes for Māori by developing and enhancing a cultural identity. Central to this model are six Māori customary practices and values that provide pathways to wellbeing and flourishing mauri. These dimensions also have synergies with other models of health – Te Whare Tapa Whā, Te Wheke. Four tāne (men) from my whānau took part in this research. We used the Pūrākau Method to record, explore, and analyse the narratives that emerged following each wānanga. The key findings from this research included connection to history, whakapapa and wairua; connection to pepeha and cultural practices; connection to self as a Māori; connection through whanaungatanga; and connection to taiao (the environment). This study showed that Māori models of health and wellbeing are consistent in demonstrating their effectiveness in connecting Māori to their language and culture. Despite the impact of colonisation, reconnection to customary practices and values was meaningful and valuable to my whānau. Future research is needed to revitalise, regenerate and reclaim a thriving Māori identity.

text: "Takahi ngā takahanga o ngā tūpuna" - Tramp the pathways of our ancestors The rise of reconnecting to holistic approaches to health to improve wellbeing outcomes for Māori has become increasingly prominent in recent years. Such developments have highlighted the need to introduce traditional Māori concepts, values and practices within whānau, hapū and iwi as vehicles for promoting and improving Māori health. This research had two objectives. Firstly, it aimed to explore the process of reclaiming mātauranga Māori (Māori knowledge systems) with my whānau who had limited access to te ao Māori (the Māori world). The second objective sought to explore the experiences of my whānau reconnecting with te reo me ōna tikanga (Māori language and culture). Using the Whiti Te Rā as a guide informed the design and structure of the wānanga (workshops). The Whiti Te Rā is a therapeutic model designed to improve health and wellbeing outcomes for Māori by developing and enhancing a cultural identity. Central to this model are six Māori customary practices and values that provide pathways to wellbeing and flourishing mauri. These dimensions also have synergies with other models of health – Te Whare Tapa Whā, Te Wheke. Four tāne (men) from my whānau took part in this research. We used the Pūrākau Method to record, explore, and analyse the narratives that emerged following each wānanga. The key findings from this research included connection to history, whakapapa and wairua; connection to pepeha and cultural practices; connection to self as a Māori; connection through whanaungatanga; and connection to taiao (the environment). This study showed that Māori models of health and wellbeing are consistent in demonstrating their effectiveness in connecting Māori to their language and culture. Despite the impact of colonisation, reconnection to customary practices and values was meaningful and valuable to my whānau. Future research is needed to revitalise, regenerate and reclaim a thriving Māori identity.

year: 2024