Overview

Leading with the Social Brain in Mind puts relationships front and centre of the important work that educators do. The number and different types of relationships that educators maintain on daily basis can be undervalued and underestimated. Specifically, it challenges system and school leaders to investigate how social brain theory affects the unintended results of collaborative interactions in their own complex organisational environments. Designing environments for collaboration in schools is a complex task and requires a lot of skill, especially in those where many institutional practices and structures are so widely accepted that they are rarely questioned. This book discusses the importance of collaboration in schools, explores silo mentality and asks educators to reflect on how their decisions are impacted by implementation barriers. It is an invaluable read for educators who want to understand associations among cognition, complexity and collaboration in leading change initiatives in schools.

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9781922607706

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Reviews

In these stressful times, it is important to deliberately pause and consider the impact of 'cognitive overload' in our daily optimal functioning. Dr Joanne Casey's new and original thinking, Leading with the Social Brain in Mind, is a 'must read' for all educators striving to give all students the best possible life chances, amid the turbulence in society. Joanne gives teachers and leaders many practical strategies to meet the demands of ensuring that ALL students are growing and achieving. Pure gold. Dr Lyn Sharratt - Honorary Fellow, University of Melbourne, Graduate School of Education, International Consultant and Author The provocations are powerful! Leading with the Social Brain in Mind clearly shows us that we must have a more realistic understanding of the organisational structures we create in our schools. School improvement requires more than a framework or a revised approach. Leanne Armao - Principal, Keysborough Primary School, Vic Leading with the Social Brain in Mind connects the lived experience with research. In particular, the visuals helped me to conceptualise my own thinking. I really liked the mapping approach at the end of each chapter - it makes lots of sense to me. Scott Moore - Head of Junior School Burgmann Anglican School, ACT Joanne clearly explains the complex nature of collaboration within the schooling context, recognizing the mental gymnastics we go through every day! The questions she places at the end of each chapter brings focus and attention to assumptions at play, encouraging exploration and dialogue. Debra Patzwald - Experienced Senior Teacher, Darling Downs, QLD Joanne, thank you for writing the section about Wardley Mapping. And yes... maps are not solutions, nor are they ever right. They are a graphical communication tool - a way of having conversations around complex and complicated spaces. Simon Wardley - British Researcher and former CEO, best known for the creation of Wardley Mapping

Author Information

Joanne Casey is an education practitioner who works in a range of contexts to support reform agendas that build sustainable practices over time. Her focus remains on improved outcomes for all students. She understands schools are complex environments requiring flexible but research-based approaches to achieve improved outcomes for those they serve.

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