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Renee Cornelius

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Renee Cornelius

Four things leaders are, but aren’t

Posted on April 30, 2015 by Renee Cornelius

How our expectations of leadership will determine its future

leadership

Sometimes people get into leadership for the wrong reasons: they wanted a title, a pay bump, a higher rank — sometimes they end up in leadership roles by accident, because no one else wanted the job, or they were the ‘most senior’ or ‘most qualified’ person available. Many of us have worked with these types of leaders and probably sworn that if we ever find ourselves in a similar position we will definitely not be like them. But what were they like, and why was that so disappointing to us and/or destructive to our teams?

If we can answer this question, we stand a much better chance of getting, or becoming, the leaders we want to work with in the future — because just creating more leaders will not help us achieve our goals, but creating more great leaders will.

What follow are four things we expect leaders to be, but often just aren’t.

 

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eFellowship: they’ll let anyone in — ‘e’ isn’t just for e-learning

Posted on August 26, 2014 by Renee Cornelius

Background

The CORE Education eFellowship is based on a strong belief that action research can drive innovative practice. The annual programme, run since 2004, supports up to ten teachers from early years, primary, and/or secondary sectors to be released from the classroom to conduct an inquiry with academic support and mentoring. Over 80 educators are now part of the ever-growing network of eFellows.

The 2014 eFellows are (L-R): Tim Gander, Anne-Louise Robertson, Marnel Van der Spuy, Vicki Hagenaars, Bec Power, Rowan Taigel, and Ben Britton.

CORE eFellows 2014
CORE eFellows 2014 at their first Masterclass in Auckland (L-R): Tim Gander, Anne-Louise Robertson, Marnel Van der Spuy, Vicki Hagenaars, Bec Power, Rowan Taigel, and Ben Britton.

The lurker

Since 2014’s seven eFellows were selected back in October 2013, I have had the pleasure of lurking about at some of their masterclasses (face-to-face meetings). As a bewildered outsider to the fellowship, I observed and conversed with these fine folk in order that one day I might tell the story of their first year as eFellows. Although their first year is not yet over, and their action research will continue even after they share their discoveries at the Ulearn14 conference this October, I thought it might be timely to share with others what this eFellowship thing looks like. This story is for those who, like me, might have wondered: What does the ‘e’ stand for?

What does the eFellowship look like (to me)?

I guess the first thing I’d say is it’s not actually about teachers. While there are definitely some pleasant by-products of being selected for the fellowship (networking, career, and presenting opportunities) it is the learner/ākonga who is at the centre of every story, presentation, debate, discussion, and collaborative Google doc I witness. Voice, diversity, new forms of knowledge and identity are just some of the terms-most-treasured I hear coming from the mouths of these educators. At the first masterclass in Auckland, I recall a palpable desire to transform education — to extend that word ‘education’ into something that means ‘learning which meets the needs of all learners’. I get tingles, my heart beats faster as I tap away at my keyboard, trying to capture the weight of that yearning in the room, and the hope and possibility that go along with it. Tim would later sum up my feeling in this blog post he wrote after masterclass number two, in Christchurch: “Suddenly the thought pops into your head that you know the reason behind why we exist in this world, and as quickly as you feel like you are going to solve all of humanity's problems, it disappears…”

Tim Gander at work on eFellows project
Tim Gander surrounded by the enormity of his task. Wellington masterclass, the last face-to-face before research is presented.

A safe place to wonder

Wherever the eFellows meet this year, virtually or face-to-face, their room is a room of wonderings — even the facilitators and experts share theirs with the group. Louise Taylor, who co-leads the eFellowship programme with John Fenaughty, emphasises that the programme “will be guided by discussions within the group, with contributions from the fellows as much as from the programme leaders” with John adding that “openness and vulnerability [are] crucial starting points for the growth that will take place this year”. Doubts and anxieties are acknowledged, and everyone understands that they have the support of everyone else in the ‘wondering room’.

The eFellows are, afterall, only human: “The more I research, the more I discover I don't know! Will I be able to manage teaching full-time, looking after my 5-month-old baby, and embark on an e-learning fellowship inquiry project? Have I bitten off more than I can chew?” writes Rowan in October 2013.

And yet, they are all happily venturing into some uncomfortable territory: Marnel aims to shed some light on the dark spot that is current research into Modern Learning Pedagogy in New Entrant Environments; Ben is boldly (in his own words) “sailing off in his own little boat” to the nascent world of 3D printing; and Bec was only 15 days into her new role as Deputy Principal at Tatahai Coast School when she attended her first masterclass.

I am in awe of these educators, who have pledged to be more critical and questioning; to maintain an objective perspective; and interpret their data faithfully and honestly (says Anne in this blog post) as well as being open to the criticism of their peers to be challenged in their thinking.

Anne at work
Anne sketches out her early thoughts at the first masterclass in Auckland.

So, this isn’t going to be ‘e’ for easy then…

Not easy, no, but this group don’t take themselves too seriously, and they’re really fun. This somehow makes their task seem less daunting. It’s nice to have someone to laugh with when you realise just how vast the education landscape is — how much there is still left to explore. Perhaps the ‘e’ of eFellows stands for exploration?

eFellowship group masterclass activity
Louise, Rowan and Bec share in a light-hearted lunch during the third masterclass in Wellington.

Vicki Hagenaars, another of the 2014 seven, wears an ‘evolve’ bracelet, each charm denoting a part of her life’s journey. Cook Strait, Canterbury, Ohakune are there, as well as a koru for the eFellowship. Could the ‘e’ stand for ‘evolution’? Do the eFellows see education as forever on its own continuum of development? Perhaps the 80+ fellows are people who envision education as something that should excite, engage, enable, be equal, encourage, empower, entrust, expand….

Yes, I think the ‘e’ in eFellows stands for all of these things, and more.

What about the ‘e’ for electronic?

I can’t say I learnt all that much about the ‘e’ for electronic from my time with the eFellows — or at least, that wasn’t the most rousing part of their masterclasses. It was their passion and the stories of their learners that gave me goosebumps. The wondering that had led them here, that overrode any tentativeness they had about applying, and spurs them on to uncover more and better ways to help their learners.

If you’re a fellow wonderer; if you have a strong desire to see positive change in your school, kura, and learners; if your ākongo are at the centre of what you want to do in your practice…then the eFellowship is definitely for you. Educators and kaiako, apply here.

Snapshots of the 2014 eFellows' journey so far. Serious work, and serious fun.

Links to further information:

  • The start of a journey — where the fellowship could take you: Jo Fothergill (eFellow 2011) and Tara Taylor-Jorgenson (eFellow 2010), presents at Thinking Digital in the UK
  • An example of an area of inquiry: 2014 fellow Tim Gander’s blog post — A call to adventure: learner agency in the traditional school
  • Dissemination of the 2014 eFellows’ action research will be shared via:
    • ULearn14 Research Strand Breakouts (October 8-10)
    • EDtalks eFellows channel (post-ULearn14)
  • 2015 applications
    • Further info for Māori applicants
    • Further info for Pasifika applicants
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A year of YES: How the Young Enterprise Scheme unlocks a world of possibility for secondary students

Posted on March 13, 2014 by Renee Cornelius

YES students

Where school failed me

The current scope of school subjects is very narrow relative to the number of career possibilities that exist. This is especially true for the 21st century student who, regardless of their geographical location in edge-of-the-earth New Zealand, will enter a global, connected, and varied job market. School as I knew it fell well short of preparing me to make a living in a world of such limitless possibility. Indeed, even if I had known this kind of world existed, how could I ever hope to contribute meaningfully to it?

Career is not the same as contribution

Sadly, “career” was a word more commonly heard during my high school days than “contribution” — what you were going to “do” when you grew up seemed more important than who you were going to “be”, and our future careers were so strongly tied to our school subjects that it was hard to see the possibilities beyond them. Most of us now know that the formula for success in life is much more complicated than “career choice = pharmacist = subject choice = chemistry”, but how can we teach young people to have work goals beyond a respectable job with adequate remuneration? How can we help to develop them as complete, confident, contributing citizens?

The year of the YES experience opened my eyes

It is only now, at the age of 28 and through witnessing the confidence of peers ten years my junior that I feel I am beginning to see the power in a year of YES.

To clarify, this is not about “The Year of Yes” as advocated in the memoir of author Maria Headley, who resolves, for an entire year, to say “yes” to every man that asks her out on a date (hilarity ensues). No, we’re not venturing into Carrie Bradshaw and Mr Big territory here. However, both my and Headley’s “Years of Yeses” do share one common theme: The power of possibility.

My year of YES (Young Enterprise Scheme) began in March 2013 when I first acted in a supporting role to Judith Tatom, regional coordinator for the Canterbury YES programme. Since then, I have seen what young people are capable of when someone says: “It is possible.” That statement was a seed from which little companies sprang forth — some are now saplings with a year’s worth of growth on them. In years to come these saplings could grow, cross-pollenate, drop their own seeds, and create entrepreneurial forests in abundance comparable to pre-colonisation Aotearoa. In other words (and before I leave the horticultural metaphor behind entirely): Cultivating entrepreneurship and confidence at a young age could cause widespread shifts in our future economies, societies, and communities.

Real-life skills at school can show a life-student possibilities and give permission to succeed

Young Enterprise Scheme

These companies, or “demonstrations in possibility”, could have an exponential impact on the number of people in society who feel able and encouraged to lead, voice their ideas, earn a living working from their passions, and contribute to a whole greater than themselves. Some of the companies I witnessed in 2013 had a very strong social or community focus: A team from St Margaret’s College started Surrounded by Love, a not-for-profit that supported the families of cancer sufferers; a team from Christchurch Girls’ High petitioned for free WiFi on city buses; another from Christchurch Boys’ High sold seeds and planters made from used wooden pallets to encourage people to grow their own food and recycle; Nothink Ltd from Hornby High developed a specialised pen-grip for sufferers of a rare condition which made holding certain objects difficult; and the New Plymouth Girls’ High team, Exposure, (overall winners for 2013) partnered with the Cancer Foundation to develop and sell UV sensitive wrist bands, which changed colour to let the wearer know when they needed to apply more sunscreen.

Often, teenagers are painted as a selfish and unruly bunch — hormonally insane, consumed by their immediate worlds, and probably not the first members of society you’d expect to, well, care. But many of these students already had a strong sense of “what was needed” and a willingness to “make it work”. All they needed was permission to succeed.

Companies that were more profit-driven still necessitated the same teamwork, commitment, knowledge of ethical practice, and most importantly, a belief in the worthwhile-ness of their product or service. Some companies fizzled, or “fast failed” in time to reinvent themselves, others continued to grow and thrive well past submitting their annual report for judging; but no one could complete the scheme without having learned valuable life lessons that just can’t be taught in Spanish or accounting class.

Why not learn some life-skills earlier than after we’re twenty one?

I feel I had a good education, from a good school, with good teachers, and good peers, but in retrospect, I can see there were things missing; things I would come across much later in life and say “Oh! How useful! If only I’d known that all along”. I would realise I had been inexplicitly told throughout my education journey not to think for myself until at least my third year of University. Fortunately, I was encouraged by some less precious first-year professors to take some risks and posit ideas at 100 level — but why not earlier? Why not always? And certainly, why not before the age of 21 when, as the tradition goes, we are finally handed the keys to an as-yet-unknown adult world? What does one do with a key that is given without the knowledge of all the possibilities it is designed to unlock? Just hang it on the wall?

The Young Enterprise Scheme is more than playing shop

The Young Enterprise Scheme is much more than just kids “playing shop” and mimicking their elders. It requires them to participate in the same world as the grown-ups. It is one way we can cultivate in our young people the kinds of life skills that school, family, and community can struggle to provide: How to get to work on time, willpower, emotional control — there are no school subjects specifically designed to teach these. After a year of YES, skills forged in the pursuit of a shared goal will prove more valuable than the products or companies themselves.

2014 is the YES year of Possibility and We can

I recently attended Enterprise Day, the first event in the 2014 YES calendar for participating secondary students throughout the country. It is when the first round of mentorship, coaching sessions, and start-up presentations take place. The word I most relished hearing from students at the end of this day was “can”. A close cousin of “possibility”, the word “can” was repeated as if the students had just happened upon something miraculous: “We can do this”, they said, “we can actually create a company. We can take our idea and turn it into something bigger”.

What is most exciting for me this year, is not imagining what kinds of products and services the class of 2014 will bring to the Dragons’ Den (although they are always impressive); it is imagining who these YES participants might become after this powerful lesson in possibility.

We can provide these early possibilities

The world as we experience it is expanding, and it is so easy to feel small and insignificant. We need to bolster our young people with small wins early on in their lives, so that they feel empowered to contribute later. We need to provide “fast fail” opportunities and demonstrate how to bounce back. We need to teach them, and allow them, to think beyond the confines of their classrooms and schools.

A year of YES addresses these needs in a unique, practical, and comprehensive way. It’s creating a braver, better New Zealand by teaching its young people just how valuable, powerful, and clever they really are.

 Examples, links, and further information

  • Jonny Wilson, Academy Director, Good Time Music Academy — YES alumni profile
  • Catherine Etuata, Niuean businesswoman —YES alumni profile
  • Nine Enterprise Schemes from the Young Enterprise Trust
  • Exposure — National YES Winners 2013
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Holiday reading list

Posted on December 20, 2013 by Renee Cornelius

Beach chairs

Recommended texts,novels, blogs, videos, articles & more

Renee Cornelius asked CORE staff to provide some of their favourites for your viewing enjoyment over the Christmas holiday period. Here’s the list, divided into categories for your convenience.

Something for everyone

Derek Wenmoth

Derek Wenmoth — Director e-Learning

Beyond Prototypes — The Beyond Prototypes report provides an in-depth examination of the processes of innovation in technology-enhanced learning (TEL).

Swimming out of our depth? — Excellent and challenging read that provides some penetrating questions around leadership and professional development with three NZ school case studies.


Karen Mehuish Spencer

Karen Melhuish Spencer — e-Learning Consultant

Learning Futures: Education, Technology and Social Change — Drawing on ten years of research into educational innovation and socio-technical change, working with educators, researchers, digital industries, students and policy-makers, this book questions taken-for-granted assumptions about the future of education.

Explore the video stores in Enabling e-Learning's Media Gallery.

Explore Māori Maps (in English or Te Reo) and connect with the ancestral marae of Aotearoa.


Tania Coutts

Tania Coutts — Blended e-Learning/Early Years Facilitator

iLearn Research and iLearn Research Report —These are great holiday reads on research around iPads in various settings.

EdventureGirl — A very cool website, and definitely a good one for holiday exploring and reading.


Allanah King

Allanah King — Facilitator—Blended e-Learning

eLearnings- Implementing National strategy ICT in Education — read it as an ePub on your Kindle! CORE's own book if you haven't read it already in the hardcopy version.

Ki te Aotūroa—Improving Inservice Teacher Educator Learning & Practice — You can download or order the hardcopy from Down the Back of the Chair for free — mine turned up almost overnight.


Michael Lintott

Michael Lintott — Digital Media Camera Operator/Editor

The Diamond Age by Neal Stephenson (presciently written in the 1995) features so many themes that I see in my work for CORE: one-to-one devices, the importance of universal access to technology, homogenisation of education, 3D printing and Thinking in 3D, and a few more. It's a pretty hard Sci-fi novel and is about 600 (very dense) pages, but I enjoyed it and I recommend it to anyone wanting to read fiction with a very CORE edge to it. (Adults only.)


Primary/Intermediate

Anne Kenneally

Anne Kenneally — Blended e-Learning Facilitator

Daily 5 and The CAFE Book by Gail Boushey — two inspirational books that have the power to support transformation in your literacy programme. I used both last year and was overwhelmed by the shifts in reading right across the class.

The Book Whisperer and Reading in the Wild by Donalyn Miller — Both of these books are becoming increasingly read and recommended across NZ. We have recently initiated a presentation as a base for a book-chat around The Book Whisperer and will move onto Reading in the Wild soon. Please join us and share your reading journey!


Chris McLean

Chris McLean — Online Facilitator

This sabbatical report by Paul Irving, Principal of Riccarton School, which has just been added to Educational Leaders is well-researched, well-written, and a really worthwhile read. Useful for Primary and Pasifika sectors.

 


Secondary

Te Mako Orzecki

Te Mako Orzecki — TKI Channel Support Services, Content Editor

There are some great Te Kete Ipurangi sites for Māori-medium/secondary sectors.
Karawhiua — Great Māori-medium resource. Looks at four topics: Kapahaka, Waka Ama, Matariki, and Manu Korero.

Kei te mōhio anō koe? — A Science-based website with a Māori/English toogle.

Kia Mau — Also has a Māori/English toogle. This site has a Social Sciences/Arts focus, and comes with teachers' notes.


Māori

Janelle Riki

Janelle Riki — Facilitator

Creating culturally-safe schools for Māori Students — One of my favourites! From the Australian Journal of Indigenous Education.

 

 


Tamara and Beth

Tamara Bell — National Facilitator

This blog is awesome. I am an avid follower, as are many of the CORE Māori whānau members and I have learned a lot from reading it. Full of Te Reo lessons, with a strong focus on grammar, but also a lot of simple tips, examples, and humour.

Beth Dixon — Regional Facilitator

This resource really encourages the learning of Te Reo. The explanations are contextual so the learner can see how each phrase or colloquialism can be used in specific situations. I also receive emails now too, which is fantastic!

We both recommend upokopakaru.


Pasifika

Manu Faaea Semeaatu

Manu Faaea-Semeatu  — National Pasifika Facilitator

The Coconet TV is a virtual village that connects Pasifika people in an online community space. Check out video clips of Pasifika artists' short films, information about each of the Pasifika cultures, songs and dances of Pasifika cultures. Highlights includes some hilarious fashion and lifestyle tips with a Pasifika twist.

Inspired by the artform of spoken word poetry, this digital story highlights the collective voices of secondary school Pasifika students and their learning experiences connected to teachers' perceptions of them. A powerful example of student voice.

Anae (2010) Anae is the one-stop shop to read about how Pasifika methdologies have been articulated in the research of Pasifika Education. Identity is explored and the concept of Teu Le Va explains how Pasifika researchers work collectively in relationship spaces.

Celebrating Gifted Indigenous Roots: Gifted and Talented Pacific Island (Pasifika) Students, Faaea-Semeatu (2011). Rather than focusing on a deficit model of Pasifika underachievement, Faaea-Semeatu (2011) explores a culturally affirmative model through the concepts of Pasifika giftedness. The cultural identifiers are notions that are inherent in Pasifika families and communities and schools may not necessarily see the strengths of their Pasifika learners in the classroom, because Pasifika giftedness is more readily seen at home and in Pasifika communities.


Early Childhood

Ann Hatherly​

Ann Hatherly — National Facilitator, and the Early Years Team

Key competencies, assessment and learning stories— This DVD has just been released by NZCER. It looks at the way Learning Stories are being used in schools to assess Key Competencies. For ECE teachers it will provide a fresh take on Learning Stories and narrative assessment. Highly recommended.

Samskaara Academy — A Facebook page I love to 'like'. Samskaara Academy is an eco-friendly early childhood centre and school in Coimbatore, South India, which prioritises holistic and authentic learning. Their Facebook page profiles their approach well through photos and small descriptions.

National Quality Standard PLP's notes— If you know the Australian early childhood academic and consultant Anne Stonehouse's work you are bound to enjoy this. Anne writes a short provocative piece each Friday called 'What do you think?'.  A quick read about everyday issues for busy teachers, which really make you think!

Whakawhetu — Sometimes our best support for the future of education comes from looking to the past. This report helps us do precisely that. It provides a well-researched and rich picture of traditional Māori child rearing practices with lots of pointers on how we might better cater for Māori children in educational settings today.

Ken Robinson: How to escape education's death valley — If you haven't seen this video yet I suggest you put your feet up with a glass of whatever pleases you and reflect on what Ken suggests needs to change in early childhood education in Aotearoa/New Zealand starting 2014.

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