Seven Sides of Educational Leadership: Creating ‘space’ for innovation

“The successful exploitation of ideas, generated at the intersection of invention and insight, which lead to the creation of public, social or economic value.”

Adapted from Sutch et al 2008

A definition of Innovation

•Cascade model is broken

•The teacher makes the difference

•Teacher innovation leads to commitment

•Shared ownership leads to success

•Solutions are not universal

Why must we create Space for Innovation?

1. “People just won’t take the risks”

2. “We don’t have innovative people here”

3. “There are just too many obstacles”

4. “We just don’t have the time”

5. “Our budget doesn’t stretch to innovation”

6. “I have to chase the numbers”

Barriers to Innovation

•Permit and protect

•Anticipate objections

•Test on small scale and create prototypes

•Tell the story about the benefit

•Give people reasons to feel safe

1. “People just won’t take the risks”

•Inspire through appealing to shared values

•Nurture talent and develop confidence

•Trust and have faith

•Celebrate small achievements

•Have the courage to allow others to innovate

2. “We don’t have innovative people here”

•Include all major stakeholders

•Make sure people understand what’s in it for them

•Think tactically – not just strategically

•Be prepared to fly under the radar

•Work to know people – not just their roles

3. “There are just too many obstacles”

•Prioritise your own efforts

•Share the work with others

•Make personal commitments to others

•Emphasise benefits

•Create small successes that encourage participants to free up more time

4. “We just don’t have the time”

•Use the resources of informal networks

•Break up the plan into shorter term successes

•Don’t build everything from scratch

•Be prepared to drop other things

•Build partnerships to share resources

5. “Our budget doesn’t stretch to innovation”

•Incorrect measures lead to unintended consequences

•Shift from external to internal challenge

•Flip the importance of quantitative and qualitative data

•Evaluation is for Learning

•Move from ‘current’ to ‘desired’ state by strengthening practice

6. “I have to chase the numbers!”

Leadership Challenge