Applying what we have learned about change to how people experience it is for themselves, is just the beginning… How will the community be agents of the change?

Goodwin, B., Cameron, G., & Hein, H. (2015). “Balanced leadership for powerful learning: Tools for achieving success in your school.” ASCD.

Identifying Power-Skills

What are Power Skills?

Power Skills transcend traditional qualifications and technical abilities. They are the innate or developed abilities that enable individuals to connect, inspire, and lead. Power Skills come from personal passions and interests and when operationalized within professional contexts, bring projects to life. They are transversal skills that cut across jobs or roles.

Often people feel as though they have to leave their Power Skills at home, when they come to work. This is usually due to the perception that expectations for how to do the job, have already been prescribed.

One of the keys to activating community-led change is to integrate the personal and professional skills people bring, as these are their unique capabilities.

WHAT ARE YOUR POWER SKILLS?

Quick research: Mental Models

A mental model is a compression of how something works. Models concentrate the world into understandable and usable chunks

Read the first few sections of this web resource by Farnam Street Media if you’d like a little more grounding in the concept of Mental Models. Then scroll down to quick research a Systems Thinking Mental Model as per your color assignment.

Document some insights in your workbook, and get ready to Jigsaw with your table group.

Deconstructing barriers to IB Schoolwide Adoption

As you have established in a number of ways, including by way of some of the work you done today, the IB is not an exclusive elitist programme for the most academically motivated students. The IB has always been a conception and construction of high-quality education, developed by educators and designers to model framework for the most optimal learning environments for all learners. IB programmes indeed, remove barriers to learning.

So what is the next step? What are the barriers or challenges you face in your context? How can the IB help your community meet the needs of students, and drive success?

This document is an early draft and has not yet been peer reviewed. Please consider it a guide rather than a source.

As you work in table groups to deconstruct one of the top barriers to IB Schoolwide Adoption, decided by the community of change-makers, today, you may like to refer to this draft copy of an Index of IB Schoolwide Adoption barriers and challenges.

It is also useful to refer directly to the IB Programme Standards and Practices. And, the IB framework for Excellence and Equity.