and Leading In Independent Schools Presentation Available at wwwgclileadershiporg PRESENTERS Ted S Fish EdD gcLi Executive Director Dr JoAnn Deak gcLi Institute Scholar ID: 476984
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Slide1
Keys to Innovatingand LeadingIn Independent Schools
Presentation
Available at www.gclileadership.orgSlide2
PRESENTERSTed S. Fish, Ed.D., gcLi Executive DirectorDr. JoAnn Deak,
gcLi Institute Scholar
Jeremy LaCasse, gcLi Faculty Dean & Head of School, Kents Hill SchoolDavid Jimenez, Urban Promise, Camden, NJ; Shadyside Academy ’
11 Slide3
INNOVATION
Leadership Slide4
Adolescent Advantages
Leadership
and
the
Brain
Copyright © J. Deak 2012Slide5
CORTEX
AMYGDALA
[
Limbic system]
PREFRONTAL
CORTEX
Basic functional design of the brain…
Triumvirate… 3 parts always work in
s
ynchronicity:
Copyright © J. Deak 2012Slide6
Equal muscularity is the growth goal But
that isn’t the design
during adolescence!Copyright © J. Deak 2012Slide7
Copyright © J. Deak 2012Slide8
I have a better
idea: let
’
s send him
to an NAIS school!
Copyright © J. Deak 2012Slide9
Not only is the PFC immature [has not reached its natural full size], What is there is often suppressed [functionally imitates a five year old PFC ]
Copyright © J. Deak 2012Slide10
And the amygdala is swollen!Copyright © J. Deak 2012Slide11
Brain Quiz! Swollen amygdala +
suppressed/immature PFC
=
You will be surprised by the answer…
Copyright © J. Deak 2012Slide12
A person who is predisposed to:Try new thingsTake more risksEnjoy challengesSeek interesting ideasExcite others by their actionsMaking mistakes and trying againCopyright © J. Deak 2012
AKA… A LEADERSlide13
In a nutshell…It is the design of the adolescent brain to seek excitement, novelty and exhilaration to enhance learning and growth before
adding to the gene pool!Learning happens best when the brain works,
does new and harder things, not the same thing over and over [it acts like a muscle].Copyright © J. Deak 2012Slide14
However, it can be shutdown easily: When adults curtail adolescent excitement and mistakes.
When peers give negative feedback, pressure
each other to conform too much [some is natural and healthy].When the school culture is too controlling, promotes a ‘right’ answer approach too much.
Copyright © J. Deak 2012Slide15
Copyright © J. Deak 2012
If the adolescent brain is stopped from seeking
excitement, novelty and exhilaration in school,it will find ways to do this without our neurosculpting help! Slide16
available online:Copyright © J. Deak 2012
www.deakgroup.com
Resources: elvis1 is passwordSlide17
Implications#1: Teachers invite, promote and support new ideas #2: Teachers and schools create cultures where students do the same
LEADERSHIP…caveat: the same cultures that give risk to risky behavior and mistakes give rise to innovation.
They emerge from the same groundSlide18
Implications#1: What does it mean for students to step outside of the box and innovate?…it’s natural…they are hardwired for it, so long as they are not hobbled by socio-cultural concerns#2: What does it mean for teachers and schools to support that moment, so it happens frequently?
…That’s where we build a conducive culture,
Teacher-student; student-student ….LEADERSHIPCopyright © J. Deak 2012Slide19
APPLICATIONSlide20
Problem: We had a community full of affinity groups, but little cohesion resulting from their work
Goal/
vision: to help students see the benefits of difference while creating a common understanding in the Shady Side community Copyright © J. Deak 2012Slide21
Presentation Available at www.gclileadership.orgFor more: LL Jun 15-21, 2012
Also
see: www.facebook.com/gcLiLeadership