Developing Leaders, Developing Learners
When you ask the vast majority of educators why it is that they do what they do, the standard answer is ‘for the learners’. Yet, give leaders the opportunity to be learners, they do not automatically engage. I have spent the last decade of research into understanding both leaders and learners and although both are incredibly complex, I have found several patterns.
1. They are all humans!
Humans function and develop across common lines of development. Some of the less visible lines are often undervalued in education. Yet when you have the awareness, literacy and tools to address them, they fine tune the drivers, enhance energy to maintain the journey and break through glass ceilings of capacity of the self and the collective with are all based around the 3 components of pattern 2.
2. Physiology, emotional and psychological maturity
I studied psychology in my degree, emotions in my masters and discovered the physiological relationship with both during my doctorate. The deeper I studied them, the more I became aware of the interconnected communication of our ‘multiple brains’ and how this physiological integration influences how I interact with the world. As a result, I have shifted my locus of control internally, become more authentic and allowed the rest to unfold with the false reality that I am in control. I mention the study because it has not been easy, it is the hard work that makes us embody the changes we want to see. However, with coaching and trans-disciplinary networks, I know that this has accelerated growth and brought me so much fulfillment. I don’t dismiss the challenges, but I see them as that, and ones I believe others can re-frame and take on. This is also essential for leaders and learners' success.
3. Belief and Research
Applying research and testing it for the context has often served as inspiration to my team’s practice and discovering what is possible. It goes hand in hand with belief. Belief is such a pivotal component of most adults and all young people as it is the external world shaping their own. Awareness of how beliefs and values are formed gives us insight into the attitude others have for change, learning and growth. The frameworks that provide some patterns give us the next step to raise both.
4. Vertical development
Vertical development is based on maturing humans to apply their knowledge, skills, and behaviours in more sophisticated ways to address the ever more complex world we live in and wicked problems we face. Understanding these frameworks provide a map, and we as coaches at the Glass House provide the guidance. If we are to truly expand the capacity of education to change, we must understand the constructs both internally and externally, that we grow through. Only then can we withstand what we see as pressure and performance, and thrive from it.
5. Leadership, teaching, and learning
The Glass House sees research as the inspiration, the beliefs for what’s possible and the capacity of all stakeholders to understand themselves and therefore others as the key facets to design and implementing true transformation. We are passionate about guiding you and your community on its own unique journey of discovery.