"Give children teaching that is determined, energetic and engaging.

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Introduction

• "Give children teaching that is determined,
  energetic and engaging.  Hold them to high
  standards.  Expose them to as much as you can,
  especially the arts.  Recognize the reality of
  race, poverty and social barriers, but make
  children understand that barriers dont have to
  limit their lives.  Above all, no matter where in
  the social structure children are coming from,
  act as if the possibilities are boundless" 
• Charles Payne (So Much Reform)

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• For leaders to get results they need all three
  kinds of focus. Inner focus attunes us to our
  intuitions, guiding values, and better decisions.
  Other focus smooths our connections to the people
  in our lives. And outer focus lets us navigate in
  the larger world. A leader tuned out of his
  internal world will be rudderless one blind to
  the world of others will be clueless those
  indifferent to the larger systems within which
  they operate will be blindsided.
• Daniel Goleman Focus (2013)

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Key Learning Uplifting Leadership

• Connect past, present and future
• Embrace struggle
• Keep on giving away your best ideas
• Embrace collaboration
• Take an opposite approach
• Celebrate success and continuously remind each
  other of how far we have come together

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Uplifting Leadership
Though uplifting leaders have inspiring dreams,
they are not idle dreamers. They keep their eyes
up and their feet always on the ground. They
experience fear, but are not overwhelmed by it.
They know how to fight, but for a cause greater
than themselves. They lead from the front when
they have to, but lead from behind whenever they
can. They can lift and inspire those around
them, but also know how to let go. Uplifting
leaders can do a lot with a little, create
something from almost nothing and turn failure
into success
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Connecting Past, Present and Future
All people dream, but not equally. Those who
dream by night in the dusty recesses of their
mind, Wake in the mornings to find that it was
vanity. But the dreamers of the day are dangerous
people, For they dream their dreams with open
eyes, And make them come true
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Spending and outcomes
In England, spending has increased by 47 since
2001, but over this period improvements in pupil
outcomes have been marginal.
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Spending and outcomes
Capturing the benefits of increased spending is
difficult. Internationally, the relationship
between spending and outcomes is very weak.
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A Shifting Paradigm
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Entrepreneur-Oriented Education Paradigm
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Entrepreneur-Oriented Paradigm Yong Zhao
By promoting child-centred learning, this
paradigm places the responsibility of learning on
the child, instead of external agencies. By
following the childrens passion and interest,
this paradigm capitalizes on the intrinsic
motivation and natural curiosity to learn. Ehen
a child has a reason to learn, the basics will be
sought after, rather than imposed upon. This
paradigm also recognises the arrival of the era
of globalisation. Children will no longer live
in issolated societies, and thus their context of
learning and living should not be confined to a
physical location anymore
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What is Social Entrepreneurism?
Social entrepreneurship is about growth,
creativity and innovation. Innovative
entrepreneurs come in all shapes and forms.
Entrepreneurship refers to the ability to turn
ideas into action and is therefore a key
competence for all, helping young people to be
more creative, self confident in whatever they
undertake World Economic Forum 2011
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Case Studies

1. High Tech High Students make learning
   handbooks, publish art in local stores. The
   school is full of things the students have made
   http//www.hightechhigh.org/projects/
2. Summerhill School Shifting responsibility for
   learning to the learner. Only when children
   learn what they want to learn and take
   responsibility for learning and living can they
   become truly engaged.

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Building Relationships By Enabling Pupil Voice
Student voice ranges from the familiar
engagement with the social and interpersonal
matters (e.g. prefects, buddying, mentoring,
coaching and traditional school councils),
through more innovative, student led developments
(school ambassadors, student-led learning walks,
lead learners, student leaders, students as
co-researchers and more radical forms of student
council. Student voice goes beyond token
representations. It requires deep
reconsideration of the role of pupils in the
school as a community of learners
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Different Models
Expected Outcome Control Setting
Academic Model Academic Content Teacher-led Primarily in a single classroom
Mixed Model Product within constraints of academic requirements Teacher/pupil collaboration Single or multiple classes, community
Entrepreneurship Model Product Pupil-led School and community
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Parameters

• Each class provided with 1000 to develop an
  entrepreneurship project with children
• Each project has to lead to the production of
  something which benefits the school, local or
  wider community
• Each project should link with our school values
• Children should be involved in co-construction
  and management of project inc. having clear roles
  and responsibilities
• Classes can decide to pool resources with
  phases or other teams
• Each project will be evaluated for impact (summer
  2015)

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And Finally...

• Mankind owes to Children the best it has to give.
• Their life is fragile.
• If they are to have a tomorrow
• Their needs must be met today.
• Many things can wait, but not the children.
• Now is the time that their bones are being
  formed.
• Their blood composed, and their senses developed.
• We cannot answer their tomorrows.
• Their name is today.
• Gabriela Mistral (Chilean Poet)

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References

• Andy Hargreaves Uplifting Leadership
• Yong Zhao World Class Learners
• Paul Bambrick Santoyo Leverage Leadership
• Michael Fullan and Richard Dufour Cultures
  Built To Last
• Danial Goleman Focus
• Amanda Riplay The Smartest Kids In The World