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Compassionate Systems Professional Growth Model

This document outlines a three step professional growth model for educators. Step 1 focuses on leadership of self through reflection. Step 2 involves embracing creative tension through observing classrooms and agreeing on growth areas. Step 3 pursues meaningful change by identifying interconnected domains using a systems change model and setting implementation and outcome indicators.

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Dave Secomb
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4K views3 pages

Compassionate Systems Professional Growth Model

This document outlines a three step professional growth model for educators. Step 1 focuses on leadership of self through reflection. Step 2 involves embracing creative tension through observing classrooms and agreeing on growth areas. Step 3 pursues meaningful change by identifying interconnected domains using a systems change model and setting implementation and outcome indicators.

Uploaded by

Dave Secomb
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Compassionate Systems Professional Growth Model

Individual Aim: Generate an educational vision and tell the truth about the current reality.

Step 1- Leadership of the Self: Uncover the first layer of truth and begin generating your vision. Understanding how people approach work and
what they get from it is vital to learning how to achieve the best possible outcomes for individuals and organisations. Enabling learners to
understand their character strengths also helps them to access other skills they may need to develop during their life (ref.). Providing people with
the tools which, over time, will help them to adjust their practice is vital for sustained change.

Involves: Teacher and Leader

AWARENESS (Reflective) CONNECTION (Reflective)


● Focus ● Kindness
4 Pillars of Well-Being ● Attention ● Empathy
(Core leadership ● Self-Awareness ● Positive outlook
capacities) ● Meta-Awareness

Leadership of self INSIGHT (Systems Sensing) PURPOSE (Aspiration)


● Healthy sense of self (what you can and can’t do) ● Clear direction
● Less emotional stuckness (resilience) ● Sense that life has meaning
● Self-Knowledge ● Everyday tasks aligned with purpose

Pre work: complete the Work and Meaning Inventory1 (WAMI)


Conversation map
Initial questions:
(P) = purpose (P) What sort of educator do you aspire to be?
(A) = awareness
(C) = connection (P) How are you integrating what you learn as a practitioner into your daily work?
(I) = insight (P) What sort of observations can we put in place to capture growth?
(P) Where have you embraced changes to impact the learning of your students?

Follow-up questions:

1
This is developed via work from Harvard's Center for Health and Happiness.

/
(I) What are you currently working on improving?
(I) What emotions prevail when you’re faced with a challenging situation?
(A) What is it about your mindset that contributes to growth?
(A) How are you aware of the emotions you’re feeling?
(A) Can you screen out emotions or other distractions in order to stay focussed?
(C) What are some examples of reflection that have led to improvement?
(C) What happens to your energy and engagement when things don’t go your way? How does it affect your outlook?

Step 2 - Embracing Creative Tension: The systems in which we operate are both universal and personal. We cannot design the future until we
deeply understand the present so we now add an additional perspective of the system to the current reality in order to develop a more nuanced
truth.

Involves: All Classroom teachers for the grade level, EAL, LS.

Each teacher has so much to learn from one another, and the effects of our work are magnified when commitments are shared and conversations
are open, challenging, and supportive. This occurs when we create a system that generates continual, accurate feedback in an environment where
people feel safe to take risks and make mistakes.

Our current reality is guided by the ISZL Educator competencies. Using the key points of the conversation from step 1, clarify examples of
observations that can be put in place with your team to examine what the current reality is in regard to your practice.

● Conduct walkthroughs of each other’s classrooms


● Use systems archetypes to guide discussion and reflection around these observations.
● Come to an agreement on what it is that you would like to grow or cultivate in your practice.

Guiding Questions:
Actions: How are you spending your time with students? What are your practices? How do you approach inquiry?
Beliefs: Why are you doing that?
Consequences: What are the consequences of this?

/
Step 3 - Pursue something meaningful: Systems change grows in each specific context and we must nurture and cultivate the space required for
it to flourish.

Involves: Teacher and Leader

Identify the interconnected domains that will allow for self-sustaining change to occur by using the Madala for Systems Change2

Guiding Questions:
● What do I want to grow?
● What is my first step?
● Who needs to be involved?
● Where does it take place?
● When will I take the first step? What day? What time? With whom?
● How will my next steps help me work towards my vision?

Reflect on alignment with ISZL Mission and Vision.

Decide on implementation indicators (short-term) and outcome indicators (long-term).

 
 
 

2
Mandala for Systems Change

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