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Chapter 1

Design-Inspired Leadership

A leader takes people where they want to go. A great leader takes

people where they don’t necessarily want to go, but ought to be.

—Rosalynn Carter, former First Lady

A Call to Action It’s no secret: schools need to change. Everywhere you go, edu- cators are talking about change. Whether at educational confer- ences, school district meetings, or in school hallways, there are many discussions about the need for education to be different. Sometimes it feels as if we are living in an echo chamber, with everyone talking about and even agreeing that change needs to happen, but most are unsure where to start. In many places, a “culture of powerlessness” has been accepted as the status quo. Teachers and site leaders feel bound by habits, traditions, and test scores, mostly because our current school system is

Gallagher, Alyssa, and Kami Thordarson. Design Thinking for School Leaders : Five Roles and Mindsets That Ignite Positive Change, Association for Supervision & Curriculum Development, 2018. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/amridge/detail.action?docID=5437456. Created from amridge on 2021-08-30 17:17:58.

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2 • Design Thinking for School Leaders

designed around two primary design principles, both of which are outdated:

1. Students come to school as empty vessels or blank slates ready to have their heads filled with knowledge.

2. This is best accomplished in an assembly-line format in which students are batched and grouped to proceed through a fixed amount of knowledge to prepare them for their futures.

These two design principles served us well for many years, but are no longer sufficient. In a VUCA—Volatile, Uncertain, Chaotic, Ambiguous—world, what does it mean to prepare our kids for their futures? Are we learning as fast as our world is changing? If not, why not? Now, more than ever, school leaders, both in class- rooms and administrative offices, are needed to move us beyond the conversation about change and start making changes.

So how do we move beyond the talk?

Portrait of a School Leader School leaders have historically been portrayed fairly negatively in the media. From Ferris Bueller’s Day Off to the HBO series Vice Principals, school leaders are almost always inane characters or ineffective managers at best who care more about the rules and procedures than the actual well-being or education of students at their schools. While those portrayals may not be accurate, they do highlight the traditional view of “principal as manager,” a role that no longer captures the complexity of school leadership. And while it is easy to laugh at the ways in which principals are portrayed, sadly, the role of the principal hasn’t evolved as much as the world around it. This failure to morph the principal into a more modern leadership role may be one of the reasons for such a high turnover rate. Annually, there is a 20 percent turnover rate among public school principals. Year after year, approximately 12 percent of all school principals leave the profession, either to retirement or other careers, and 8 percent move on to other roles

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Design-Inspired Leadership • 3

within education. This number is only slightly lower in private schools (Goldring & Taie, 2014). And sadly, turnover is much worse in troubled schools, where every year, nearly 30 percent of principals quit and, by year three, more than half of all principals leave their jobs. We can’t help but wonder if all this transition is partly due to dissatisfaction with the role of school principal.

Unfortunately, the high turnover rate is not only limited to school principal roles; it applies to teachers as well. In the past, it was common to celebrate teachers’ retirements representing 25 to 35 years of teaching. Nowadays, it is a much different picture. In the last 15 years, the turnover rate has increased, with teach- ers leaving the classroom for alternative careers in educational technology or leaving the field of education altogether. Studies from the U.S. Department of Education show that 17 percent of teachers who entered the field in 2007–2008 left the profession within the first five years. Teacher leaders are an important key to creating the change that is needed, not only because changes are needed in the classroom, but also because we need a quali- fied leadership pipeline for the future. What if there were more or different opportunities for teacher leaders? Could we create a new profile of the school leader that is more effective and there- fore more appealing?

Disruption The world is changing rapidly. Our learners have changed, and everything in the world of education must change, as well. We are in the middle of major disruptions in almost every industry (see Figure 1.1), including learning, yet our roles and infrastruc- tures haven’t kept up. Learning has been disrupted by technol- ogy, which has altered how we learn. For the first time in history, people of all ages can learn anything they want at any time of day with little more than a device and an Internet connection.

For example, making the news in Ohio, an 8-year-old decided he was hungry, but both parents were fast asleep in the house.

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4 • Design Thinking for School Leaders

He had seen his parents drive their car and decided the best way to quickly learn was to watch videos on YouTube. After viewing what he felt was enough instruction, he and his younger sister ventured out to McDonald’s . . . in their parents’ car! While it was a short distance to travel, he apparently followed every rule of the road and handled the vehicle without incident. Imagine the surprise of the McDonald’s worker when an 8-year-old expertly pulled up to the drive-thru window. Learning has changed.

Figure 1.1

Disruption A few indicators of global change:

• The world’s biggest taxi company does not own any taxis (Uber).

• One of the largest accommodation providers owns no real estate (Airbnb).

• What has become one of the most popular media sites creates no content (Face- book).

• The world’s largest movie provider owns no cinemas (Netflix).

• Two of the largest software vendors don’t write their apps (Apple and Google).

Source: From “The Battle Is for the Customer Interface,” by T. Goodwin, 2015, TechCrunch. Retrieved from https://techcrunch.com/2015/03/03/in-the-age-of-disintermediation-the-battle-is-all-for-the-customer- interface/.

The World Economic Forum, a nonprofit organization estab- lished in 1971, engages political, business, and societal leaders in discussions around the many issues facing our world. One of their primary concerns is education, because they don’t see education broadly making the changes necessary to keep up with how fast the rest of the world is evolving.

“We are today at the beginning of a Fourth Industrial Revolu- tion. Developments in previously disjointed fields, such as artifi- cial intelligence and machine learning, robotics, nanotechnology, 3D printing, and genetics and biotechnology are all building on and amplifying one another. Smart systems—homes, factories, farms, grids, or entire cities—will help tackle problems ranging

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https://techcrunch.com/2015/03/03/in-the-age-of-disintermediation-the-battle-is-all-for-the-customer-interface/.The

https://techcrunch.com/2015/03/03/in-the-age-of-disintermediation-the-battle-is-all-for-the-customer-interface/

https://techcrunch.com/2015/03/03/in-the-age-of-disintermediation-the-battle-is-all-for-the-customer-interface/.The

Design-Inspired Leadership • 5

from supply-chain management to climate change” (World Eco- nomic Forum, 2016b, p. 1).

With the world changing so quickly, how can we get to a place where schools are experimenting and able to adapt at the rate needed to keep up? We are in the middle of major disruptions that are requiring new abilities and roles in our future workplaces. Innovation is pushing us to fine-tune our skills in data collection and interpretation and demanding that we master lifelong learn- ing. With the rate of change increasing exponentially, leadership will also need to draw on new strategies and practices to work with and support new talent, the younger population of educators who are more adaptable and accustomed to a change-oriented environment. The skills to manage, shape, and lead the changes underway will be in short supply unless we take action today to develop them. “For a talent revolution to take place, governments and businesses will need to profoundly change their approach to education, skills, and employment, and their approach to working with each other” (World Economic Forum, 2016b, p. 7).

The role of school leaders—whether the principal or the head of school—needs a major disruption, too. What if leaders were able to approach their work more like designers? Designers actu- ally see the world differently and therefore bring a new perspec- tive to their work. This new perspective is desperately needed in schools and really does begin with the school leader. We call this new perspective design-inspired leadership and believe it is one of the most powerful ways to spark positive change and address education challenges using the same design and innovation prin- ciples that have been so successful in private industry.

Design-Inspired Leadership The word “design” can be elusive to define; however, we know it when we see it. We certainly know when we experience poor design, because it usually means that something isn’t working.

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6 • Design Thinking for School Leaders

In a blog post on experience mapping by Jared Spool (n.d.) we came across this definition of design:

“Design is the rendering of intent (para. 7).”

A designer works to make their intentions real in the world. Regardless of our background and experience, educators are all actually designers with the common goal of making education better. Design might happen unintentionally, but it happens. From the principal planning next week’s staff meeting, to the cre- ation of school goals, implementation of new programs, and the meeting of new mandates, we are constantly designing. Without taking the time to understand design principles, many leaders are operating as “accidental designers,” occasionally stumbling upon innovative ideas or solutions. With more background on design, we believe we can help leaders shift from “accidental designers” to “design-inspired leaders,” acting with greater inten- tion and achieving greater impact.

Design-inspired leadership deals with more than just pro- cess; it is rooted in mindsets that you adopt in your work. Approaching Design Thinking as just a process can reduce it to a series of meetings and checklists. Design-driven leadership offers opportunities for moments of impact, often unscripted and unplanned but still intentional, and the mindsets are what help you identify these opportunities. These mindsets correspond to the five roles of leaders embedded within design-inspired leader- ship (see Figure 1.2), which will help you move from an acciden- tal designer to an intentional designer—one who embraces an explorer’s mindset, ready to discover something new rather than return to something familiar. Intentional designers in education will need tools for creating real, lasting, and replicable change in their schools and districts.

Design-inspired leadership is a shift from the traditional view or role; it is a dramatic move away from Leader as Manager and a move toward Leader as Designer. Figure 1.3 outlines traits of both traditional leadership and design-inspired leadership.

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Design-Inspired Leadership • 7

Figure 1.2

Roles Embedded Within Design-Inspired Leadership

Opportunity Seeker

Experience Architect

Rule Breaker

Producer Storyteller

Which column inspires you more? What type of leader do you want to work for? What type of leader do you want to be?

This book is for school leaders who understand the need to lead differently, but could use some practical help in imagining a new role, both what it looks like and how to get there. Written with a clear goal in mind, this book will put you in the driver’s seat and enable you to make choices about both the pace of change and the distance you wish to travel. Even if you only engage with a few of the strategies partway, we believe they will result in positive changes for your school. We will reframe the role of a school leader by sharing five new roles and tools to develop the skills necessary to make these changes. Each of these five roles includes a set of stances and mindsets. Some roles may feel very familiar in your work, while others may be new. While the outcomes of design-inspired leadership can be dramatic, the steps you take don’t need to be. The change to this new way of leading can be accomplished with a series of small steps that build over time into big wins.

We will explore the following five roles in this book:

1. Opportunity Seeker. Shifts from problem solving to problem finding and actively seeking opportunities.

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8 • Design Thinking for School Leaders

Figure 1.3

Traditional Leadership Versus Design-Inspired Leadership

Traditional Leadership Design-Inspired Leadership

• Leader (teacher) centered

• Heavily influenced by organiza- tional hierarchy and time in the role

• Afraid to venture beyond what has been strictly deemed “best practices”

• Yes, but, or no

• Begins with constraints

• Slow to act

• Starts with answers

• Fearful of unknown

• Prefers things to fit in their boxes

• Takes the safe path

• Values being right and risks avoid- ance

• Fixed mindset

• User (student) centered

• Recognizes the intelligence in the room regardless of “status” within the organization

• Not afraid to go beyond “best practices” to experiment with new solutions

• Begins with possibilities. Leads with “What if . . . ?”

• Bias toward action

• Starts with questions

• Embraces ambiguity

• Comfortable with the messiness of learning

• Values great questions and experi- mentation

• Growth mindset

2. Experience Architect. Designs and curates learning experiences based on needs that stretch the current status quo.

3. Rule Breaker. Thoughtfully challenges the way things are “always” done.

4. Producer. Hustles, gets things done, creates rapid learning cycles for his or her teams, and is responsible for shipping a “final” product.

5. Storyteller. Captures the hearts and minds of a community to amplify the good and create authentic community.

These new roles will help school leaders realize both their true potential and the true potential of their organizations. We are at the forefront of the design + education movement.

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Design-Inspired Leadership • 9

Design Thinking

Everything in modern society is the result of a collection of decisions

made by someone. Why shouldn’t that someone be you?

—Tom Kelley, Creative Confidence: Unleashing the Creative Potential Within Us All

Before we dive into reimagining the principal role, it will be help- ful to have a basic understanding of Design Thinking and some foundational design principles. Design Thinking isn’t unknown in the educational space. In recent years, interest in Design Think- ing has grown among educators as it is a natural complement to inquiry, project-based learning, collaboration, and problem solv- ing. Increasingly, teachers are being trained in how to use Design Thinking as a means to promote student creativity and problem solving. In fact, you can join a community of teachers having weekly conversations about Design Thinking in the classroom by using #dtk12chat on Twitter every Wednesday night. There are three primary ways we see Design Thinking being used in education today:

1. As a pedagogical tool (essentially teaching students to be design thinkers)

2. As a tool for teachers to design learning experiences 3. As a tool for school leaders to design school change

While the awareness of Design Thinking is growing among teach- ers, less attention has been paid to how leading like a designer can influence both the rate and type of changes being made in education.

Design Thinking is a process for problem solving and a method for creative action whose origins date back to the 1960s, when design methods and practices were being investigated as a way to solve “wicked problems.” “Wicked problems are those that are difficult or impossible to solve because of incomplete, contradic- tory, and changing requirements that are challenging to recognize”

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10 • Design Thinking for School Leaders

(Wicked problem, n.d., para. 1). Think of global warming or world hunger. In education, think of personalized learning, closing the achievement gap, or meeting the needs of second-language learn- ers. Design Thinking began moving into the business world in two major areas: companies using the design process to create innova- tive products, and companies using the design process to rethink their current methods and models of operation.

We begin with the process, because it is in the process that the mindsets of designers come to life. Figure 1.4 is an example based on one of the most well-known design thinking processes from the Stanford d.school.

Figure 1.4

Design Thinking Process

To help you better understand Design Thinking, Figure 1.5 outlines the purpose of each stage in the design thinking pro- cess, design thinking mindsets, and helpful tips to keep in mind. While this overview only touches the surface of Design Thinking, it will help you understand the foundation from which we are building. We encourage you to jump in and play. Design Thinking

Wo nd

er Question Ideate

Reflection

Define

Empathize Test

Prototype

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Design-Inspired Leadership • 11

Figure 1.5

Design Thinking Process, Mindsets, and Helpful Tips

Wonder and

Question

Mindfulness is becoming an important component to our lives. Part of wondering and questioning is to become aware of your own identity, values, emotions, biases, and assumptions that you may be carrying into the process.

Ask, “How might my perceptions and assumptions influence my thinking?”

Helpful tips: • List everything you think or think you might know about

the person or situation you’re designing for. • Reflect on where your bias may be showing and ask

where your knowledge or full understanding may be lacking.

• What new wonders and questions do you have?

Empathize Learn about the audience for which you are designing.

Ask, “Who is my user?” “What is important to this person?”

Helpful tips: • Three quick ways to develop empathy are observation,

interview, and immersion. The art of empathetic observa- tion is a means to observe and listen to our users as they teach and learn. It’s like looking over their shoulders while trying to imagine what they are thinking and feeling. The empathy interview is an approach to finding out as much as possible about a person’s experience as the user of a space, a process, an objective, or an environment. Immer- sion is your most powerful tool for achieving empathy, as it allows you to enter the world of your users. In schools, this means shadowing a student or teacher for the day.

• When designing for a large group, identify your extreme users and design to the edges. List a number of facets to explore within your design space, then think of people who may be extreme in those facets. This helps you pull out meaningful needs that may not pop when engaging with the middle of the bell curve. Pay special attention to work-arounds (or other extreme behaviors) that can serve as inspiration and uncover insights.

continued

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12 • Design Thinking for School Leaders

Figure 1.5 (continued )

Design Thinking Process, Mindsets, and Helpful Tips

Define Create a point of view that is based on user needs and insights.

Ask, “What are their needs?”

Helpful tips: • Clarity at this stage can lead to more relevant solutions.

Move beyond what seems to be the apparent need and dig deep. What are we really solving? If you don’t have as much clarity as you want at an early stage, remember that while some problems are defined for us, others may be discovered in the design process.

Ideate Brainstorm and come up with as many creative solutions as possible.

Ask crazy questions to prompt thinking. “How would I solve this problem if I had $1 million?” “How would Walt Disney solve this problem?”

Helpful tips: • Good ideating takes a page from improv. Try “yes, and

. . .” not “yes, but . . . ”

• Don’t limit yourself; go for quantity!

Prototype Build a representation of one or more of your ideas to show others.

Ask, “How can I show my idea?” “What does a rough draft of this idea look like?”

Helpful tips: • Don’t fall in love with your idea; our first ideas are usually

our worst! Get feedback quickly to keep your relationship with your idea healthy.

• You can use anything as prototyping materials—remem- ber, you are just building to learn.

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Design-Inspired Leadership • 13

Test Share a prototyped idea with your original use for feedback.

Ask, “What worked?” “What didn’t?” “What can be improved?”

Helpful tips: • Encourage honest feedback. • Poor designs are often the result of not spending enough

time in the testing phase. Cycle back and forth between prototyping and testing as many times as needed.

Reflection Reflection is an ongoing process throughout the design thinking process.

Ask, “What evidence do we have that we are self-aware and self-correcting as we move through the process?”

Helpful tips: • Include time for reflection at various points in your pro-

cess. (Take a selfie!) • Don’t forget to check in on the emotional state of your

team. Is it impacting the work? • Build in time to connect and release frustrations.

embraces a bias toward action, and the process can easily be applied anywhere in your life. Not ready to experiment at work? Then test out the process with a problem at home. Either way, the reference tool will be helpful as you learn to navigate the design process for yourself. And remember, the only way to get better at Design Thinking is to engage in the messiness of it.

Another version of the design process, which was created by IDEO, one of the most well-known design firms, is “Inspiration, Ideation, and Implementation.” As described on IDEO.com, “Inspi- ration is the problem or opportunity that motivates the search for solutions. Ideation is the process of generating, developing, and testing ideas. Implementation is the path that leads from the project stage into people’s lives” (Design Thinking, n.d.).

The exact design thinking process is less important than the core components and mindsets embedded in the process. All design processes share the same foundational components of design (Ertel & Solomon, 2014):

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https://www.ideo.com/

14 • Design Thinking for School Leaders

• Developing a deep understanding of and empathy for users and their needs.

• Cycling through periods of divergent thinking to explore diverse sources of inspiration.

• Learning through quick cycles of prototyping, gathering feedback, and making necessary adaptations.

• Testing solutions with a small group and only scaling up after they have proved effective in meeting the identified needs.

Design Thinking is messy and nonlinear, which can make it challenging for educators to embrace. Its open-endedness can feel counterintuitive in a world that is often driven by mandates, accountability, top-down decisions, and rigid rules. And yet, as we start to imagine new models of education, design might be just the tool to help overcome common obstacles and resistance to change. Design Thinking empowers all leaders and teachers. It can be a catalyst for changing the culture of powerlessness that exists in many schools today. In times of increasing complexity and constraints, it may be more important than ever for educa- tional leaders to lead like designers. The more you engage in the process, the more comfortable and adept you will feel at adapt- ing it to your specific needs and context.

We encourage you to learn more about Design Thinking by tak- ing a free 90-minute virtual crash course via the Stanford d.school. Not everyone can make the trip to the Stanford d.school. to experience how they teach Design Thinking, but this online tuto- rial (https://dschool.stanford.edu/resources-collections/a-virtual- crash-course-in-design-thinking) will take you step by step through the process of participating in a 90-minute design challenge.

Getting from the Schools We Have to the Schools We Want We may not currently have the schools we want, but we can take active steps to shift in that direction. First, we may have to allow

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https://dschool.stanford.edu/resources-collections/a-virtual-crash-course-in-design-thinking

Design-Inspired Leadership • 15

ourselves to dream. Do we even know what type of schools we want to create? What if leaders were encouraged to dream big and then able to leverage resources to accomplish those dreams? Google has created a way to make this happen through “Moonshot Thinking,” a term used for their most innovative projects, such as the driverless car and augmented reality glasses. “Google simply defines a moonshot project as one that addresses a huge problem, proposes a radical solution, and uses breakthrough technology. Instead of a mere 10 percent gain, a moonshot aims for a 10x improvement over what currently exists. The combination of a huge problem, a radical solution to that problem, and the break- through technology that just might make that solution possible, is the essence of a moonshot” (X, moonshot factory, 2013).

What if we encouraged school leaders to identify their “moonshot”? What would be on your list? Struggling to identify your moonshot? What if you approached it from another direc- tion? Try listing the top 10 changes you would make to improve student learning if you weren’t afraid, and why these changes are important. Would you change how we define homework? Would you change your schedule? If you feel even more daring, share your top 10 with your superintendent, president of the teachers’ association, or members of the school board. You are guaran- teed to have some interesting conversations!

Myths About Educational Change To get closer to our moonshot, we must first revisit and question long-held assumptions. In our work with school leaders, we have uncovered a set of beliefs about change that are really myths. On a rational level, we know that these myths aren’t true, and yet we have a tendency to buy into them, even repeating mantras that reinforce these beliefs, without questioning the assumptions behind them. Following are some of the most common myths about educational change we have encountered.

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16 • Design Thinking for School Leaders

Myth #1: All you need to do is take a monumental leap.

Reality: In most cases, a leap is a result of lots of tinkering behind the scenes. Yes, there may be a radical jump within an organization, but there has likely been a series of shifts and small movements happening that helped pave the way for the big leap. Our organizational systems in education are slow to react, and often “taking a leap” can appear overwhelming and actually shut down big ideas for change. Think about getting your body to jump over or up onto something. Your sensory system and your motor system need to be seamless; biomechanics are at work as every muscle and joint needs to cooperate, and you need momentum. If you spend much of your time on a couch, or your exercise routine does not involve jumping, your first leap may be very small and may leave you on the ground. You can return to the couch, or you can continue to work on all the elements to make the leap in small movements over time.

Myth #2: Even if a leader wants change, there is not enough time, help, or buy-in from others.

Reality: In our world of abundance, we often work from a scarcity perspective. Our first human instinct is to look around and worry about what we don’t have. When you get your team together and create time to dig deep into their needs, many of them find themselves in the same worried mindset. Acknowl- edging these feelings of scarcity and fear can help identify the constraints so that they can be dealt with. You can’t help build- ing an abundance of support and camaraderie when you realize you are all in the same boat. The focus shifts from “The boat is leaking and drifting farther from the shore and I don’t know how to swim!” to “How can we work together with what we do have to get everyone safely to shore?” It also helps to be clear with your language. For example, replace “I don’t have time” with “This isn’t a priority.” You might be surprised at how quickly this subtle shift can help you get clear on your priorities—we find

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Design-Inspired Leadership • 17

the time when things are important. It’s easy to say that we don’t have time to go to the doctor, but when we shift it to “My health isn’t a priority,” it helps us see how silly our use of time can be. Knowing, understanding, and defining your constraints can lead you to truly creative solutions that shape change.

Myth #3: Change must begin at the top.

Reality: It can be tempting to sit back and wait for someone farther up the food chain to initiate change, but ordinary people who want to see things done initiate many incredible changes. It can be helpful for change to be supported from the top, but it doesn’t have to start there. Change can start from the bot- tom, from grassroots efforts and groups or people who want to see things done differently. One of the benefits of grassroots change in education is that the work happens closer to the stu- dents we are trying to impact, and results may be easier to see in a shorter timeframe.

Myth #4: Technology drives innovation.

Reality: Many districts believe that rolling Chromebook or iPad carts into classrooms will instantly move everyone into 21st century teaching and learning. The focus is often on the tools, both hardware and software. We are so anxious to get technology into classrooms that we forget to step back and have a discussion about how it impacts learning. With the addition of technology, you see many students sitting with headphones, working through a playlist of plug-and-play programs or curric- ulums that are a substitute for textbook learning. The technol- ogy has not innovated the practice of teaching and learning; it’s just substituted a computer for a pencil and paper. It may be different, but perhaps not better. Invention is the fun part of innovation, but it doesn’t always lead to true innovation. As Peter Denning and Robert Dunham describe in their book The Innovator’s Way, innovation equals “new practices adopted by a

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community that produces better results” (The Innovator’s Way, 2010). This simple distinction opens new insights into how to foster innovation. Reframing innovation as a personal skill means that it is something that can be developed through practice and extended into organizations. So, to put it simply, technology does not equal innovation.

Myth #5: There is a clear path forward and a simple answer that will fix education.

Reality: If only this were true. Broadly speaking, the educa- tional community has been in search of simple and seemingly magical solutions to our complicated problems for years, but sadly, there is no silver bullet. It would be fantastic if there were a manual for change. Whenever you hit a snag, you could simply look it up in the index, turn to that page, and easily find your solution, with the next step clearly defined. That is not the case, because change is messy. Emotions are involved. Habits need to be examined and broken. There is no one right way or linear process that will move your organization forward. We are humans teaching humans, which means all our beliefs and values are wrapped up in our practices. It takes time and empathy to work through different viewpoints and create a new way of thinking about our students, our practices, our classrooms, and our schools.

Assumptions drive our behaviors; therefore, a first step in changing behaviors is to identify the underlying assumptions. What are your assumptions about change in education? What assumptions do your teachers hold? We have provided five com- mon assumptions or myths as a starting point. See if you can iden- tify and bust the most common myths held in your community.

Theory of Change We believe that educators can solve the challenges that face our schools faster and more effectively than any policy, top-down mandate, or expensive commercial solution. While the education

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space may not be widely known as a lucrative space for inno- vation (yet!), we believe it will be, and that this innovation will be driven by educators who are leading like designers. These are educators who are embracing the mindsets and stances of Design Thinking, operating as Opportunity Seekers, Experience Architects, Rule Breakers, Producers, and Storytellers.

We believe that

• Shifting beliefs is always harder than shifting actions. People need time to grieve over things that they might be letting go. Find ways to support people in this process and meet them where they are.

• Change is scary. It can be challenging for people to unlearn habits and routines that have worked well for them and to connect to a need for change.

• Top-down change takes away all the voice and choice of our

adult learners. We need innovative change to bubble up. Teachers and leaders must be empowered to come to solu- tions from a human-centered design process. We want and need to allow teachers to feel what it is like to be a part of the student experience and to honor their insights.

• Culture is an essential component to the change process. For sustainable change to take place, there must be a cul- ture of trust and risk taking, where open dialogue is valued and encouraged.

• Transparency and collaboration are critical. Invite teachers, parents, and students in behind the curtain. Together, we will be more effective in our problem solving.

• Life is lived in perpetual beta. Change is the only constant, and we must decide to disrupt ourselves.

• Fun is a crucial component of the change process. Just like students, adults retain more and have more sustainability for what they are working on when they enjoy the process.

So let’s begin this journey that will take you from “Leader as Man- ager” to “Leader as Designer.”

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