Main Ideas: Chapters 3 and 4

Chapter 3: Characteristics of the Innovator’s Mindset

                Innovation does not have to be sacrificed because of expectations or limitations. Referring to chapter 2 where the author encourages educators to think “inside the box”, he highlights how teachers can work within the constraints of the system and still create the innovative learning opportunities their students need to thrive. Basically, don’t use these constraints as an excuse to not change, to not create something new and better for your students.

               An issue is not the lack of want to change in teachers, but the lack of clear guidance and support to make the change. We need to lead with empathy to help people find or create solutions that work for them. This goes for the administration to the teachers to the students.

The author identified eight characteristics that are necessary for an innovator’s mindset. See the chart below:

Characteristic	Reason	Example
1. Empathetic	Empathetic teachers think about the classroom environment and learning opportunities from the point of view of the student.	Tapping into your learners interests or engaging their needs to create innovative learning experiences for them.
2. Problem Finders/Solvers	Solving a problem is only one part of learning. Finding the problem is an essential part of learning and one students miss out on when we pose the problem to them first. This helps them learn how to effectively learn.	Teaching students by example to be self-starters and to evaluate how to improve their education. Stop telling students how to learn and support them to find their own solutions.
3. Risk-takers	Risk is necessary to ensure we are meeting the needs of each unique student. It is finding the balance between drawing on experience and maintaining a willingness to try something new.	Don’t just challenge what doesn’t work. Also question our “best practices” as teachers. This will led us to implementing more innovative ideas in the classroom that lead to successes for the students.
4. Networked	Being in spaces where people actively share ideas makes us smarter. The power of networking is sharing ideas, clarifying our thinking, and developing new and better ideas.	Social media provides a place for ideas to spread. Take advantage of this and collaborate with your fellow teachers to learn and practice new strategies.
5. Observant	The most valuable thing you get from the network isn’t an idea but the inspiration or courage to try something new.	Ideas for education today are not limited to education. Making connections between these ideas and information that is shared online allows you to expand learning possibilities to your students.
6. Creators	Learning is creation, not consumption. Knowledge is not something a learner absorbs, but something a learner creates.	Shifting your classes from teacher-centered to student-centered (learner-centric) will help them really understand the concept and retain the knowledge.
7. Resilient	You must be prepared to move forward even when the risk of rejection is involved. How you recover from failure and move forward is important to how you learn and live.	Encourage and challenge your students to stretch their thinking. The school environment is a safe place for them to try, fail, and try again.
8. Reflective	Looking back is crucial to moving forward. Questioning our efforts, progress, and processes is crucial to innovation. We can find areas that can be modified, reiterated, or even reinvented.	Build reflection into learning. Encourage students to take the time out of each day to think about what they have learned and how it impacts their next steps.

*We must model these characteristics so that our students will do the same. It is important to not limit innovation so teachers have to learn when to step in and when to step to the side to allow opportunities for our students to come up with some of their own types of learning opportunities.

Part II: Laying the Groundwork

Chapter 4: Relationships, Relationships, Relationships

This chapter seems geared more towards the leaders of the school. However, the information has a trickle down effect. What the leaders model with the teacher, the teachers will more likely model with the students, and then the students will model this in the real world.

• ·         The job of leaders in education, the administrators, is not to control those whom they serve, but to unleash their talent. This then goes to say the same for teachers so they can create the same culture in their classrooms. This requires schools to create a culture of trust.

The Power of “NO” Versus a Culture of “YES”

• ·         Administrators may have concerns with what one teacher is doing that is very successful that they then fear that it will put more pressure on others in the school.
• ·         Another concern is that is that a new innovative idea or approach may create superior learning opportunities for those students and then the other students aren’t getting those same opportunities.
• ·         Telling teachers “no” to innovation makes others feel reluctant to try new things in the future.
• ·         Leaders should create environments of competitive collaboration which allows teachers to push and help one another to become better.

Classroom Teacher Versus the School Teacher

• ·         Classroom teacher- Those who do great things within their classroom and will do great things with their students.
• ·         School teacher- Do the same as listed above for the classroom teacher, but consider every student in the school as their own. School teachers are then more willing to share ideas.

*Culture is developed by the relationships of the entire learning community. However, relationships are built one-on-one.

*One-on-one interactions increase people’s willingness to try something new.

*For meaningful change to take place, a connection to the heart has to take place before a connection with the mind. This means taking the time to develop relationships and build trust.