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Godliness in Stone

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  Scene 1 It smells like… time down here. Not just damp earth or rot, but something older. A primal scent that’s been waiting in the dark for a millennium. I’m recording this at the bottom of the scar somewhere in the anomaly. In my mind, it's called the Necropolis Gully . My helmet is trying to map it—casting these sterile, digital grids over the moss and the stone—but the data doesn’t make sense. It’s glitching. It’s shuddering against the reality of this place. I don't know why I'm here, looking at ruins. Just... debris. But in the ruins, I found the ghosts of a future that never happened. I was walking over shards of polymerised memories . This was once a city.  It was meant to be the heart of a new world that... simply stopped. It wasn't an engineering failure. It was a failure of existence. Holding that slate, I felt this... weight. The grief of the architect. The "wounds of unbuilt dreams." I realised then that this isn't a graveyard for people. It’...
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Education Drivers, Innovation, Culture and Targets

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Education Drivers (Fullan)
  • personalised
  • student centred
  • capacity
  • systemness
System Needs & Change (Clayton Christensen)
  • efficiency (faster & cheaper)
  • sustaining (improve current system needs),
  • disruptive (make complicated solutions simpler)
Enabler
  • Technologies 
    • internet
    • ubiquitous
    • mobile
    • efficient (cost and HR support)
    • rich content
Purpose and Target
Doing the same things the same way will not work
Move from a centralised authority to a discreet and targeted system
  • focus on targeted client audiences (not at the system middle)
  • view schools as interconnected cottage industries
  • focus on teaching and learning work practices (Hattie)
  • Why, then how then  what 
Innovation and Culture
  • innovation is as important for leaders as strategy and operational excellence
    • Innovation to enable continuous improvement (not big bang)
  • Disciplined, deliberate, relentless
  • Developing business units culture, artefacts and explicit purpose.
  • Identify school site culture and focus on variants of service.
    • One size doesn't fit all.
    • Nurture the demand to develop program flavours
Research (Hattie) and targeted application
  • Packages of support based on the following the big influences on learning
    • Student self-assessment/self-grading
    • Response to intervention
    • Teacher credibility
    • Providing formative assessments
    • Classroom discussion
    • Teacher clarity
    • Feedback
    • Reciprocal teaching
    • Teacher-student relationships fostered
    • Spaced vs. mass practice
    • Meta-cognitive strategies taught and used
    • Acceleration
    • Classroom behavioral techniques
    • Vocabulary programs
    • Repeated reading programs
    • Creativity programs
    • Student prior achievement
    • Self-questioning by students
    • Study skills
    • Problem-solving teaching
    • Not labeling students
    • Concept mapping
    • Cooperative vs individualistic learning
    • Direct instruction
    • Tactile stimulation programs
    • Mastery learning
    • Worked examples
    • Visual-perception programs
    • Peer tutoring
    • Cooperative vs competitive learning
    • Phonics instruction
    • Student-centered teaching
    • Classroom cohesion
    • Peer influences
    • Classroom management techniques
    • Outdoor-adventure programs

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