Late June almost a 1000 principals made the annual 'crusade' to Wellington to attend the 2002 NZ Principal's Conference. A good time was had by all, highlighted by a dinner/dance held at Te Papa. The question remains, what actions have happened as a result of the conference back at every school?

This e-zine shares Bruce's interpretations of the 'messages' from the Conference that present exciting challenges for the new Government, the Ministry and every school. That is unless we prefer being seen as dinosaurs!

'It is not the biggest, the brightest, the best that will survive, but those that adapt the quickest'.
Charles Darwin.

'No other organisational institution faces challenges as radical as those that will transform the school'
Peter Drucker.

Perhaps the Ministry of Education will eventually face the future and see their true role as one of creating the conditions to realise the creativity of communities, schools, teachers and most of all the students. Whatever, the dinosaurs have had their day! New ideas will rule!

'Schools are OK if it were 1965!'
Stoll and Fink

Perhaps a future conference should focus on practical actions to reinvent a future oriented education system? How long will it take us to learn that the dinosaurs are no longer invincible? Difficult if we are dinosaurs ourselves! Fish are the last animals to discover water!

'We make realities out of our dreams and dreams out of our realities
We are the dreamers of the dream.'
Roald Dahl

The main messages from the keynote speakers

1. At last. A Vision for NZ - 'the creative country'.
   
2. The need to reinvent education for the 21stC
   
3. New Leadership - inspiration and relationships.
   
4. The focus is now on Teaching and Learning.
   
5. You are in control of your own destiny.
   
6. Creative teachers are the key!
   
7. Together we can transform our schools.
   
8. Feedback for our site

Bigg's believes NZ needs to become a country renowned for it's innovative spirit and that we should all embrace the vision of NZ as a 'daring, pioneering, creative country'. One that 'celebrates the entrepreneurs of the imagination'.

This is a vision that could unite and inspire us all!

To 'transform' NZ, Bigg's believes, we need schools to 'inspire learning', to develop whatever talents students have, and to encourage students to see themselves as 'adventurers'. Peter challenged us to learn to 'live like artists', to 'value visionaries and ideas people who challenge'. 'Mad people - people who burn!' 'People who believe nothing is impossible.'

To take advantage of such an exciting vision schools, particularly secondary schools will have to change dramatically. Current obsessions with standardised curricula, accountability demands, and other 'top down' imposed solutions, do nothing to free the 'creative spirit' of schools. Dramatic changes will be needed to transform all schools into creative learning communities. There are schools with courageous leadership that are leading the way.

'Who reaches
A future for us from the high shelf
Of spiritual daring?'
Allen Curnow 'Landfall in Unknown Seas'.

Gordon Dryden, author of the best selling book, 'The Learning Revolution', opened the conference. He challenged all to totally 'transform schools' so students can thrive in an increasingly ICT orientated world.

Gordon introduced the metaphor of the student as a 'curious questioning journalist', searching the world to explore, interpret, and express ideas about issues that attract them.

Gordon believes it is not possible 'to take schools designed in the 19th C into the 21stC'. The future, he feels, will depend on integrating the world-renowned skills of creative NZ teachers and information technology.

Primary schools, with their ability to integrate learning around 'global themes', will lead the way Gordon believes.

'Learning how to learn', 'a global curriculum' and 'assessment based on what students can do/demonstrate' are directions innovative schools are taking. Whatever, ICT will force us to rethink the shape of education. Otherwise traditional schools, like the dinosaurs, be reduced to fossils.

3. New leadership - new relationships.

Two guest speakers from the UK (Heather de Quesney and Geoff Southworth) described the philosophy that underpins their National College of School Leadership. 'Learning centred leadership' is now seen as the only way forward. The previous 'managerial era' has all but destroyed schools capacity to be creative.

Echoing the need for new conceptions of schooling for an fast changing future, Geoff Southworth believes we need a 'renaissance' in education as the 'industrial factory model' is increasingly irrelevant.

There is a need to focus more on 'how to teach' rather than 'what to teach' and for students to be seen as their own 'meaning makers', constructing knowledge with the help of innovative teachers.

Schools, Southworth believes, 'will have a future but not as we know them'. New leadership will be required. Principals will need to lead by example, by their actions, their conversations, their beliefs, and their respect for all who are involved in the school. Most of all for their credibility. Future orientated principals will need a 'transformational agenda' based on innovation and inquiry. They will need to collaborate with other schools and with the wider community.

'Managerial' principals, ruling by 'positional' power, will be increasingly seen as 'educational dinosaurs'. The future of leadership is all about 'creating innovative cultures', developing 'shared beliefs and values about teaching' and the valuing of 'informed professional insight'. This will require the development of 'leadership capacity' at all levels.

'Simply by sailing in a new direction, you could enlarge the world.'
Allen Curnow ' Landfall in Unknown Seas.

See newsletter on School Reform by Michael Fullan
www.leading-learning.co.nz/newsletter.html

4. The focus is returning to teaching and learning.

Running through all keynote speakers presentations, implicitly or explicitly, was one key message. If we are to develop an exciting vision for NZ we need to focus on developing the creativity and talents of all learners. A focus on talent development as against measuring achievement against prescribed curricula.

Gareth Morgan, CEO Infometrics, surprisingly for a 'dry' economist, gave real credit to NZ teachers for the success shown by results in International tests. He however went on to reflect that traditional education (presumably secondary) is premised on 'control, obedience and the need to be seen as trustworthy'. This emphasis, he believes, however does not facilitate 'curiosity, individuality, entrepreneur -ship and self motivation'. Gareth, while discussing what makes a good school, indicated that curriculum was not one of the important factors! So much for the past decade of curriculum reform! Attitudes and relationships are far more important.

The challenge, Gareth believes, is for schools to 'maximise the growth of all students but not at the expense of the high achievers'. Schools need to retain a 'curiosity for learning'. 'Too many students leave school with their curiosity lost and their imagination suppressed. Too often mediocrity rules.'

Dinosaurs it seems will need to learn to dance or die! Better still it would be great if the Ministry could start up a number of small experimental secondary schools in an attempt to push evolution along a bit! That is if we want, as Gareth feels we need, to 'deliver the best education possible'.

Di Flemming, an innovative Australian educator, also emphasised the need to focus on the relationship between teaching and learning. Some of her key words were the need for: 'passion', 'leadership', 'matters of the heart' (spirit and values), ' the innovative use of ICT', 'mentoring' and 'unleashing creativity'. All good stuff.

Di talked about schools 'making a child day' ensuring each learner develops a positive identity as an enthusiastic learner.

Leaders or a learner, in the future, she believes, will need to learn to live with: 'mess, confusion, continual improvising, laughing, theatre, listening, and valuing the primacy of the arts.'

'Uncertainty, creativity, excitement and the unexpected', post Sept. 11th, she continued, will mark the future world. The future is 'dancing with the unexpected' -rather like playing in a 'jazz band'.

'Fundamental literacies' however will still need to be in place so 'students can explore the unknown'. The curriculum will need to be integrated, based on relevant issues, and students 'equipped with the tools to take a question to its greatest depth'.

The ideas of all keynote speakers lead to the need for a new evolutionary and transformational conception of education. As Gordon Dryden reminded us, we already have all the elements in place in creative NZ schools! What is now needed is to ensure such creative ideas are shared.

www.leading-learning.co.nz/creating-vision.html

5. The future is in our hands -control your own destiny or someone else will!

Cheryl Randell, a 'consultant' from the Australian business world, left members with the final challenge using very direct examples!

We were told that our belief systems determine our actions. We make our own choices for better or worse. Too often we trade things off for security and self-protection. We all create our own destinies. Our choices count.

Leaders need to articulate their beliefs, decide what they stand for and create 'safe environments for staff and students to learn to take risks'

If leaders ' connect with others emotionally the energy created will be contagious'. 'We need to stop talking about change and do something'. 'We need to stick our necks out and make a real difference'. 'If you are not getting what you want change your responses'. 'Value your uniqueness, protect your integrity - you are all you have got!'

Stand up to the dinosaurs that are standing in the way of evolution or better still simply bi- pass them.

'Man ultimately decides for himself! And in the end, education must be education towards the ability to decide'.
Victor Frankl

The National Film Archive showed inspirational footage from three NZ educators. First Dr Beeby who was central to creating the conditions to make the most dramatic changes in education the last century - changes yet to be matched by any current Ministry developments. The challenge for the Ministry is to complete Beeby's vision to realise the potential and talents of all students, particularly at the secondary level

The second clip was an interview with Sylvia Ashton- Warner, famous for tapping the imagery of students to develop their desire to learn - a lesson still relevant today.

The final clip showed one of NZ's most creative teachers Elwyn Richardson. This inspirational clip provided powerful insight of a teacher and students ' living lives as artists'. It can be done!

Both Sylvia and Elwyn had to fight against 'authority' for their acceptance. Schools need to acquire Elwyn's book 'In the Early World' recently reprinted by the NZCER.
We know of many current creative teachers who still continue to attempt to 'live like artists' in a restrictive compliance culture.

If the Ministry could create the conditions for all teachers to 'live like artists' they in turn could develop the talents of every student and we would indeed become 'the creative country'.

7. Together we can transform schools as we know them!

Heather de Quesney illustrated how the UK Leadership Centre intends to facilitate school sharing and collaboration. Each area in NZ needs to do this. This is already happening informally in some parts of NZ. Some form of direction and infrastructure will need to be provided by the Ministry if the sense of a shared educational community is to be restored. Competition has been counter productive.

The fossils in Wellington are crumbling. Let's hope they re- assemble themselves as a positive force and once again assist schools to become creative collaborative communities. If this were to happen schools could play a key role in creating NZ as an inclusive, creative and innovative country.

Dr Beeby mentioned, during the archive film showing, the importance of a New Education Fellowship Conference held through all major centres in NZ in the 30s. The 'new' Government may wish to consider something similar so as to begin a national conversation about the future of NZ and the role education will have to play.

The Wellington Conference presented a challenge for all educators. Principals will need to demonstrate collective leadership if NZ schools are to become 'creative learning communities' where 'all can live like artists'.

'Whatever you can dream, begin to do it; Boldness has the power and magic within it'
Goethe

Bruce would like to thank those who attended his two NZPFF Conference presentations. Also for the positive feedback passed on to him about the value our e-zine and material posted on our website. Be great if you could send us feedback. What are the issues that are limiting your creativity? We will be happy to share them in our next e-zine. E-mail us now:

bhammonds@leading-learning.co.nz
Visit www.leading-learning.co.nz to check our site out.

A vision without a task is a dream
A task without a vision is drudgery
A task with a vision can change the world
Peter Senge Nelson NZPF Conference