Things a little bird told me by Biz Stone

Biz Stone things a little bird told me.

A short lesson in constraint. Creativity flourishes when there are some
constraints – 140 Characters

All hail the fail whale. The system was not perfect when it was launched.

Big changes in little packages. Had to be rebuilt in compartments so it would not completely collapse under pressure of use such as earthquakes, Middle East events 2008 Obama election.

Wisdom of the masses- hashtags @ to call things update or tweets. Arab spring

‘When I realised this I stopped thinking about grades. ‘ Biz Stone on when he realised the point about school was to learn.

People come before technology. P157

Six assumptions

1. We don’t always know what is going to happen.

2. There are more smart people out there than in here

3. We will win if we do the right thing for our users.

4. The only deal worth doing is the win win deal.

5. Our coworkers are smart and have good intentions

6. We can build businesses change the world and have fun.

Look up his new business jelly.

Be nice have empathy

He is a vegan

Help people

New capitalism with social responsibility.

Changed to no bottles water but to having a bottle for water in offices.

Develop a communication strategy for a departure.

June 28 2011 last day at twitter.

Principles he implemented at twitter. Empathy altruism and humanity.

The true promise of a connected society. Jelly is a tool for people to help each other.

Thank you for being late By Thomas Friedman

Thank you for being late Thomas Friedman

Three prerequisites
1. Your own value set
2. How you think the machine works
3. What you have learned about how the machine affects people and Culture and vice a versa.

Thankyou for being late – it gave me time to think.

Moores law
The market
Mother nature

Just damm too fast
Turning ai into ia – intelligent assistants
Control into kaos – opensource
Mother Nature as a political mentor
Is god in cyberspace
Always looking for Minnesota his home town
You can go home again and you should

From Minnesota to the world and back.

On Abraham Lincoln


Abraham Lincoln George Haven Putman

Random notes about the man

Reading as much a reasonable about Lincoln through my 2008 Kindle. This one written in 1909 was 51 years after he was elected President.  This has made me think of my Prime Ministers and the comparable impact and influence on society in my 56 years.

This book was written in 1909 and a reflection of man who was a child in the Lincoln era.

In non essentials he was pliable but with truth and justice he was as firm as steel.

A house divided by itself cannot stand – you cannot have half slavery and half free.

He never was directed from the main issue by personal attacks.

The true problem for 1860 was the fight to prevent slavery becoming national.

The voice gained a natural and impressive modulation the gestures were dignified and appropriate and the hearers came under the influence  of the earnest look from the deeply set eyes and of absolute integrity of purpose and devotion to the principle  which were behind the thoughts an word of the speaker.

He had mastered the issues know the rights of his opponents

“We are not enemies but friends. We must not be enemies . Though passion may have strained our relations, it must not break our bonds of affection. “

On Seward Secretary of State ’HIs nature was, however, not quite large enough to stand  the pressure  of political disappointment  nor quite elastic enough to develop rapidly  under the tremendous urgency of absolutely new requirements.’

On Stanton – War department.  He showed exceptional ability, great will power and an enormous capacity for work. HIs judgement in regard to men was in fact very often at fault.

Lincoln on keeping Europe out of the war.  The despatch  was reworded and the harsh and angry expressions were reworded.

Lincoln wielded the powers of government when stern resolution and relentless forces  were the order of the day and won and ruled the popular mind and heart by the tender sympathies of his nature.

When you stand at the back of the lines all you hear are the negatives and this was the space Lincoln was in for most of the war.   The man that withstood this pressure was all to keep the heart firm and the mind clear but give the soldiers a firm response.

Lincoln came out of the White House Office. “ Where is mr Hewitt?  I want to see , I want to thank, the man who does things” He was the man who gave him advice on mortars 12 months earlier.

He was the military leader and yet he was always modest in regard to matters in which his experience was limited.

Lincoln on the clergy. Different opinions, though each express divine will. “suppose all the property you possess were in  gold, and you placed it in the hands of Blondin to carry it across the Niagara River on a rope.  With slow cautious and steady steps he walks the rope bearing you all.  ‘ blonde stand  up a little straighter ! Blondin stoop a bit more go  a little faster lean more to the south. Now lean a little more to the north!Would that be your behaviour in such an emergency. NO you would hold your breath, everyone of you, as well as our tongues.  You would keep your hands off until you reaches  the other side.”

Lincoln on the revolving  doors of generals.  Hooker said the govt needed a dictator.  “ Only those Generals who gain success can setup as dictator.  What I now ask of you is military success and I will risk the dictatorship,

Genera Lee “ Lees’s  character, sweetness of nature, and unselfish integrity of purpose…had impressed.

On Chase and the Treasury.  Lincoln came to the conclusions  that more effective service could be secured from another man, even possessing less ability , whose temperament made it possible  for him to work in cooperation.  And he accepted his resignation and made him Chief Justice.

The man of distinction lives for a time after his death.

Putnam wrote the book in 1909 some 50 years after Lincoln started as president.

AHISA 2016 Day 3

Unedited notes

AHISA 2016 Day 3

Dr Barbara Spears
Nothing about us without us: youth voice and participatory co design for interventions


University of SA was a Primary Schiool Teacher

Cyber bullying, bystander behaviour….


How do we move students on councils to be co designers researchers of the work we do in schools.

Key areas to examine – challenges, situating youth, change in school practices, youth as co researchers and youth voices.

Everything we do must be evidence informed.

Challenge – when were you born in relation to the web, do we use the tools the way our youth do, socialising occurs on and offline, traditional research and ire entire processes in a changing technological setting, doing science and gathering evidence New Phenomenon =research rush but what does it mean at a practical level, how best to gather the information , translation to policy and practice, three cultures on a shared mission (scientists, policy designers, deliver on the policies the teachers ), tensions between these worlds, designing effective prevention and intervention strategies ( universal, rapid response targeted strategy), effective implementation (are we all on the same page ), the context in which we operate ( we are not the experts we are people with wisdom) and what happens when we invert this whole process?

In different contexts their is different normalities.

Situating childhood from passive to engaged. They are social actors and agents and have the right to voice their opinion. Check 2014 UNICEF Digital Rights of the Child.

Reframe cyber bullying – this is where participatory methods are important.

If there is no meaning for you you will not embrace change. Adults have not experienced cyber bullying.

Check Hart’s ladder of participation

Prensky has moved from digital natives to digital wisdom for youth.

Don’t build websites – young people don’t go there. Look up Keep it tame, Appeciate a mate, something haunting you and Goalzie.

If you want to change culture start with social Norms

Text and tweet like you will end up in court. Dance as if no one was watching you.

We are the end point of research – we can tip this.
Panel of Principalship


70% of Australia’s 10000 Principals retire in 5 years.

Jane Wilderness School, Nick Hately Rebecca Clarke and Cain McDonald

Wilderness Jane Danvers
English teacher In same school and came back. Becoming a Principal comes as a surprise. Creating a world that is better for us. Say yes when things come across your path. Some times the opportunities don’t come at the right time. I am glad I did not know everything when I did start. I do know it is a whole of life – hours are not yours. It becomes the rhythm of your life. Networks important in times of need it can be lonely.

Trinity College Gawler

PDHPE and science teacher. 3700 students employ 700 people. Right place at right time. When a Head you don’t get to hear the discussion about decisions passed down. People in leadership have additional information. Loneliness and burden. Lot of people have intellectual abilities but emotional abilities is very important and need to grow as a person. Working with Board perspective important. Deputies are skewed to teachers. Best way to get another job is to do a great job in your current job. If you don’t want to be judged not do it. I want the staff to know I am all in but not at the expense of your family. Leadership philosophy – people have not thought about it – right people right places, set the direction and live the sculpture and standards of the school.
Rebecca Clark Walford School

New kid on block and aging pretty quickly.
What I did not realise that the leading had started anyway very early. At age 23 was a middle level leader. Be able to say yes not because of strategic opportunities but because I wanted to be involved. Need to align ourselves with the school you want to live. Balancing a blended young family of four children. You need people in your family to support you. I wish I realised how heavily invested I would be e optionally – it is hard to switch off. It never leaves you.

Cain McDonald a Lutheran College Tatachilla?

Knew I was going to be a teacher of history. Don’t go back to ‘your’ school till you have been elsewhere

Outdoor education teacher in a girls school, then faculty coordinator and temporary daily coordinator. Served on a lot of committees. Outside still involved in history and became involved in HTA Victoria. Chance meeting at Croydon Pub – we need to get you into a Lutheran schools. Took job and did not know at this point the Principal was retiring and then put my hand up. When are you leaving us? Interesting question but needs to be thought about. Hard transition moving interstate. Importance of models, mentors coaches – conscious and structured. Been describes as emotionally stable don’t worry what people think of me but would worry if they felt I did not support them. Thrive on the ability to work with a whole range of people.


Have you applied and missed out and how did that effect you? Yes it has to be the position that you think you are going to get and will invest in the process. Dust yourself off and get on with it. There is a danger in over applying for every position – desperate for a leadership or desperate to get out of a situation. There is a line yes we would give you the job but there is someone is more suited to the position. Are you the right fit for that job.

New Principals what would be the first thing when you go into the role? The really successful ones high quality relationships not the slash and burn model – get to know your community and culture. People are highly invested in that. In addition, no matter what you are inheriting , (remediation, risk or strong), you are going in behind someone else – need to respect this. In first few weeks many people wanted to tell me what was wrong. So listen and need to establish priorities. Respect the narrative of the place you are coming into. You do need to put your mark fairly early – acknowledge the students first.


Mark Smith Toward autonomy and beyond: 21st Century learning


Gifted and Talented Coordinator Mentone Gramma School
PDHPE teacher said he struggled to engage with the profession. That is I have to be able to do more. I feel I am innovative and wanted the opportunities to do things. Tells the story as his journey over the years

Discussed embedded formative assessment – teaching is hard – Dylan Wiliam

Comments are so much more important. Encourage student collaboration.

Reinvention as a new teacher or do I consider an new vocation. Post Grad Cert in Gifted Education. Empowering access to knowledge and skills. What works? Inquiry learning tasks with clear learning intentions and clear success criteria.

Could a mentor be used in an inquiry based class? Could this proved an answer to engage students. Started very small Maths Talent Quest. Focus formalise inquiry questions, weekly short term goals, weekly progress check, engage students to challenge their thinking, encourage student reflection take a personal interest and offer advice.

Build a series of mentors who would work with students for 10 weeks. All students entered the competitions but some wanted to be mentored. Next stage students wanted to do the process themselves with out a mention and they still would do well in the competitions.

Mentoring 16 of the top Year 12 students.
Look up
Grit Angela Lee Duckworth
Growth mind Set Carol Dweck
The resilience project Hugh van Cuylengurg
Dr Erica McWilliam ‘meddler in the middle’ the ability to unlearn and relearn for oneself.
Dr Jim Watters and Dr Carmel Diezmann

Now to implement this in your school? You have to be very disciplined he teachers 5 lessons and mentors 60 students a week. One on three can work. One on class can work. Provide PD and use your staff experts. Target Year 12 able and those most fragile.

Several years on what has been learnt? Tailors rich learning opportunities or differentiation, encourages risk taking with support, encourages student confidence which is transferable models a process how to learn and what to learn hence autonomy, enhances our pose of class, empowers students to know, can see relative auto only empowers them to be autonomous researchers and learners, become very active participant, enter collaboration with more confidence, builds high student expectation in them selves , assists in building reader academic culture in the school and provided invaluable skills for life after school. Had to add a community project module for groups of five. Students wanted to become mentors for younger students.

A school with a growing academic culture. Last year of 16 students ATAR 93-99 one 93 the rest over 95 and 9 over 99.

His passion as a teacher is reignited. He has found his place in a area that is the best for me.
Brendan Spillane
Performance patters a reflection of what high performing leaders pay attention to


Executive Coach business, education and elite sports.

International OUR Network Group presenter on international conference Thinking. Cultural change feedback systems and skills for crucial conversations. Leaders to take personal responsibility. Was a Principal. Looks at high performing people.

218 nights on the road last year, lot of time to think and be alone and time in the Qantas Club. 20% business 40 sport and 4O education

Story teller.

Thank you what you do.

Bill O’ Brien the success of any intervention depends on the interior condition of the intervener

Talk about the performance pattern people get things done in busy world. It would be good to meet as people not positions. Give yourself permission to be here.

You get the session you deserve. The presence your bring to the session gives you the session you deserve.

We are only people through other people. Avoid weapons of mass distraction into your pockets.

VUCA Volitility Uncertainity, complexity ambiguity.

Why do smart people live with a stupid dynamic.

Nicholas Carr The Shallows 2010

His teenager is a screenager.

We are the frontier for young people. The future is a place still worth going to. Adults laugh to give children a reason to grow up.

High performance. Energy not time is the key to high performance. Jim Loehr

Schools run on discretionary effort – things you don’t ask for.

Where I was and where I am.

Do you live with absence or presence in your work.

I have a lot of fun in my life but not enough joy his son asked him. We can learn off our children. Outside of me everything looks good. Inside me I am busy and no joy. I used to have joy when you had time for me. I lost touch with having joy and giving joy – presence and energy.

New Zealand rugby they do it well. Worked with super 15 coaches. PM personal meaning time. Our job is to turn what you do the concept into tools. At teacher who is not a learner is like a mountaineer who does not climb. Student – have you been there? Don’t just point to the summit.

Presence not planning is the fundamental currency of school performance – there are people upstream. Need to walk upstream to see what the issue is. Solving with band aids issues which could be solved better what we know is what is wrong. Don’t close the door with strategic planning.

Giving up
Keeping up
Speeding up
Standing up

What do they do to protect presence, space to the performance pattern.

Did work with Rio bound NZ coaches. Who among you is influential – they all said Paul. The first thing he said. If I cannot do my work under these values I cannot do it

‘Everyone if fighting a battle you know nothing about. Be kind . Always.’

teaching imperfect ably job done by perfectionists


What leadership stance?

They know it’s not about them. Looking for ecosystem not ego system. Some leaders see venous twice a day when they clean their teeth. There is a shift to collaborative leaders though traditional leadership is important but not the default setting. When less is personal there is less to defend.

More than literacy and numeracy – there is more to being human. When they leave us they know there is a place for them. Don’t fail childhood.

Confidence and humility can be together.

Is it say to talk in your meetings?


All of these people get strong feedback on their impact. Intention and impact are not the same thing. People too unaware that they are unaware. What is it like to be led by you?


They don’t plan for journeys they know they will. Planning needs to be in sections with a sense of direction. You need to know you are going to Hobart on a boat. Do we over plan teacher observation. Presence not planning. Teachers are the heroes- are they present. The plan gives you freedom to go off the plan. Prototype and iterate – people and great planes for one to one the day before the laptop came out.

They don’t lose sight of what they asking people to do. Principal remember to be teacher. Now do we know they are life long learning. Are you running when you need to be running? Are you working when you need to be? Teachers feel like air traffic controllers. Upstream of performance are people – don’t just get now people and flog them. What does the airspace for your team look like.


They find ways to increase the total quantity of power. They give people budget and autonomy to others. Give other people permission to have power. I have passed the ball but was it the right time and right person on the fiend if not I have caused the problem. Leave freedom to paint within the constraints of the canvas. Hierarchy and heterachy ie is many voices needed.


They have appreciative mindsets. People need to be valued. Worth right now and potential. Now and the next. Do you plan crucial conversations to tell them how much they are valued.


They achieve narrative coherence – narrative clarity. Not like a jig saw puzzle and not given lid. Leaders say it’s there a lid? Data and story.


They ask outrageous questions. What do we have to keep getting better and when are we there. Can we take something off the fire and still be great. How would I lead differently if my group were volunteers. Hospital 12 minute video of ceiling because that is what patients look at.

Do we have any invisible children here?

Do something with the concepts. Be of good heart in your noble professions.

AHISA 2016 Day 2 Part B Notes

Unedited Notes

Student Session

Not sitting in front row for this sessionimage

All girls all panel from three schools. Some of the ideas and projects.

Yong Zhao – Employment oriented approach to an entrepreneurial approach. Human beings need to become more human with meaningful and authentic work.

Discussed transition of students from primary to secondary or from one school to another. Fundraising for another country hip hop dance group.

Student voice project in one big festival of ideas. Workshop project in class does not allow things to happen so can happen in the festival.

Allow girls to identify a passion project – disciplined creativity.

When asked what advice you would give to teachers in the audience. ‘Let students have a go; stop staying no. ‘




Measuring the immeasurable – using big data approach to tracking students as learners from functioning to thriving. Justin Raymond, Stephen Dunk and Deborah WIlliams. PLC Pymble
Learning at PLC is deliberately designed. Learning accelerators are used which includes spaces – technology, space and learning design.

Focus on knowing guiding and challenging. Started using data walls so there are photos of the girls.

Snapshot 1 functioning. Looked at attributes for a girl to thrive include routines, times, interactions, opportunities, responsibility. Student snapshot of these 5 functions

Snapshot 2 Primed to Thrive

Examined levels of introversion and extroversion amongst the students.
Locus of control, motivation, academic self esteem , fixed and growth mindset and perfectionism. Collect, centralised and analysed.

Snapshot 3 Thriving – attributes of the learner – is she thriving. Assessments drive curriculum.

Indicators- Resilience , social literacy creativity critical thinking and metacognition and have to be measurable which is difficult – need to count non cognitive functions. Developed examples of the above indicators.

Moved away from a providing marks and providing descriptive feedback.



Vice Chancellor University SA Professor David Lloyd Preparing leaders who can learn

Speech no slides.

Rapidly evolving society involves embracing changes. We have to do more than staying ahead of the game but get ahead of the game. Many of the the jobs of the future have yet developed. Always been the case but still difficult. Need to learn unlearn and relearn.

Why are we here and who would care if we were not here.

We have plenty of resources as a country and eventually prices will eventually shift around and make their use viable.

47% jobs to be automated white collar and 53 % will need new skills.

We are teaching them how to be ready for tomorrow.

Future graduates will change jobs 7-11 times in their career.

Build in innovation not as a niche course but in all courses.

It is a myth that Creativity is something you are born with. Curiosity has its own reason for existence. Who among us aspires to be average?

STEM spoken about a lot these days. We know that will not be enough hence STEAM. Reality is STEAM happening at school not university level. This is a space where we need cooperation with schools.

We all have a role in preparing students to lead. David believes we are coming a good job but need to blur boundaries between schools and universities. Believes schools prepare for uni and Uni prepares for work.

Asked if online is the way forward for teacher training.

Do people seriously complain when you are trying to change for the better?

What would Captain Kirk do? You got to learn why things work on a starship. Need to know good and bad, how the parts work, what is needed for the journey and you need to share insights with all the crew so they know where you are boldly going.

As VC the most pressing management issue at Uni SA was culture – culture kills strategy any day. Lead by example, not wearing a tie on Friday. Did other do it?

Kirk said to his replacement in Enterprise 2 – risk is part of the game if you want to sit in that chair?

As VC he discussed the need for a Uni Jam which was IMB innovation collaborating platform for 36 hours everyone 7500 contributed and got 20 years of work in 38 hours. A kind of a MOOC.

Put into practice a service culture. We are in the business of looking after the students who come through our doors. Have to meet the needs of students, beyond reproach and fit for purpose.

I don’t want you to expect me to tell you want to do. I want you to tell me what we can do together.

Now we need to step up and not be bashful and lead.

Do people know we have a plan?

Students want more online courses.

Addresses the issue of ATARs and NAPLAN fictitious national average which crashes from year to year. Need to free up curriculum for innovation. Teachers of tomorrow will be different of teachers of the future will be different but will still be teachers.

Transition year 12 to uni is an abrupt jump to adulthood – are they read or do they need a transition. Adds another years to education and cost but gets them ready to learn.


Peer Group Discussion


Group of teachers with similar job positions at schools from all over the country. Discussed the school visits which I did not get to do.

One example- new Head of School create a vision of global hope and and encouraged middle managers have become middle leaders.

Discussion on tradition and culture in older and new schools

Discussion about online learning and the match up between teachers students, schools and university.

Discussed the relationship between academic success and pastoral care. Do they work together in schools. Evidences suggest one cannot live without the other and in fact the next step is they need to work together.

Messages of creativity and links to Stage 6

Dr Julie Harris Director of Teaching and Learning Guilford Gramma School Opening up the faculty



K- 12 boys school

Lesson observations
How to observe people?
How to record?
What works and does not work?

Nice intro showing a map of where she taught and part of her experience was people observing her classes. Then went to a school where there were no observations – how can I review without seeing teachers in action. Initially resistance but eventually feedback was welcomed. When she became the Director of Pedagogy sat in 300+ lessons. Was not allowed to speak to anyone except the teacher to build confidence.
Why can lesson observations be challenging? Confronting for the teacher watching and the watcher, depends if linked in to appraisal of just feedback. Needs to be authentic. Changed the dynamic in the room. Takes a long time to do the process. May not yet be part of the school culture. Involves trust. Can be the start of challenging conversations. Difficult to take notes quickly.

Should we watch teaching? yes and why. How else can you known what happens in the classroom, valid feedback, how can you influence what is happening, how else can change.

How? Observation half and a feedback half. Observation Julie sits at the back of the lesson and does not get involved in the lesson. Takes notes on the proceedings very objective. Then comments, thoughts and suggestions. Within 24 hours feedback is done then the notes are given. First question? How do you think it went? What did you did well? I noticed you did this – why did you do that?


Do you use proformas – no to prescriptive.

Do you do them all? No – Julie coaches the different HODs.

Have you considered filming? Yes would like to – only one teacher suggested to do it and it went well.

Have noticed a change in the culture? Yes but it is frustratingly slow.

Any value in unannounced visits? Would love to but it would not be ethical.