The Innovator's Mindset in Education

The Innovator’s Mindset

In Part I of The Innovator’s Mindset, George Couros provides a definition of innovation and discusses what it should look like in schools.  Couros believes that innovation is “...a way of thinking that creates something new and better.” (19)  It can emerge from either invention or iteration, with the latter being “...a change of something that already exists.” (19)

While the author acknowledges that technology can be “crucial” in the process of innovation, he emphasizes that innovation is “...less about tools like computers, tablets, social media, and the Internet, and more about how [educators] use those things. (20)

According to Couros, the innovator’s mindset takes growth mindset “a step further” such that one possessing an innovator’s mindset believes that a person’s abilities and talents can be developed to the point that the individual creates “new and better ideas.” (33)  From the teacher’s perspective, an innovator’s mindset means that new and better learning opportunities should be created in the classroom.  These learning opportunities should be personalized for students based on their interests and passions.  Resiliency and grit are key ingredients of an innovator’s mindset as well as the sense of freedom to fail.  However, failure should never be accepted as the final outcome for children.  Instead, the innovator’s mindset is “Try ,fail, and try something else until you find or create a solution that works.” (38)

In Chapter 3, the author outlines the 8 characteristics of the innovator’s mindset:

1.    Empathetic – The learning opportunities are learner-centric;

2.    Problem Finders/Solvers – Allowing students through their questions to both identify problems and find solutions;

3.    Risk Takers – Both learners and teachers should try different strategies and approaches;

4.    Networked – “Being in spaces where people actively share ideas makes us smarter.” (52) ie. Social media, blogs, etc.;

5.    Observant -  Sources of learning exist in and outside the classroom;

6.    Creators – Creation is crucial to the process of learning;

7.    Resilient – on the part of both learners and teacher; and,

8.    Reflective – “Looking back [on new learning] is crucial to moving forward.” (58)

With respect to the final characteristic, Couros laments that “...few schools focus on encouraging students or educators to ‘Drop Everything and Reflect.” (58) 

Couros also makes 3 other important points in Chapter 3:

•  Innovation doesn’t need to be sacrificed because of limited resources; teachers and administrators need to be innovative inside of the box (47);  
•  “Effective leadership in education is not about moving everyone from one standardized point to the next but moving individuals from their point ‘A’ to their Point ‘B’.” (47); and,
•   Leaders can’t expect teachers to be innovative unless they themselves model risk taking.

Throughout the 4 chapters that comprise Part II of The Innovator’s Mindset, Couros explains how a culture of innovation can be developed in schools.   The first ingredient is strong relationships.  Teachers should establish relationships with students not only in their classes but also beyond their classrooms.  The distinction here is between being a classroom teacher and a school teacher. (74)  Administrators must also forge personal relationships with teachers.  Couros references “the rule of seven touches” (76) to emphasize that  administrators should frequently interact in positive ways with their staffs.  States the author, “If we want meaningful change, we have to make a connection to the heart before we can make a connection to the mind.” (79)

The second pre-condition for a culture of innovation is leading and learning.  Couros’ advice to educational leaders is  “If we want ‘innovation’ to flourish in our schools, we have to be willing to immerse ourselves in the environments where it is going to happen.” (85)  Hence, “being present in the classroom” will best enable administrators to “learn first” and then “lead well”. (86)  The author also notes that an important role for school leaders is to “remove barriers” for teachers so that they can be innovative. (85)

The focus of Chapter 6 is the 3^rd pre-condition for a culture of innovation – student empowerment.  Couros maintains that it is not enough to just engage students – They must also be empowered in their learning, which, for him, means “...giving kids the knowledge and skills to pursue their passions, interests, and future.” (96)  A strategy he shares for empowering students is Identity Day, during which all individuals in a school (students, teachers, support staff, administrators) have “...an opportunity to share something they were passionate about with the entire school.” (99)

Creating a shared vision is the final element.  Couros recommends that all stakeholders in the school be invited to help create the vision.  He also lists 8 classroom lookfors that inspire innovation – student voice and choice, regular reflection time, innovation opportunities, focus on critical thinking, both problem solving and finding activities, self-assessment, and connected learning (ie. Google Hangouts, Skype, and social media).   

Part III: Unleashing Talent is spread over 5 chapters which provide advice for educational leaders to support teachers in their efforts to provide innovative learning opportunities for students.  Strength-based leadership is the first area.  Couros’ main point is that leaders should focus on the individual strengths of teachers as, by doing so, leaders will move their schools from being places with “pockets of innovation”  to centres of innovation. (135)  While “balancing trust and autonomy”, leaders also need to provide “strong mentorship”. (127)  Most of all, they need to give teachers “license to take risks” and support [teachers’] pursuit of their passions. (132)

In Chapter 9, the author argues that technology can be transformational, particularly when it is personalized for students.  However, the main point made in this chapter concerning technology is that teachers must be provided with training in how to effectively use technology.  Other advice offered regarding technology includes:

• ·         Remove hardware and software barriers so less time is spent “...on fixing stuff and more time [is spent] on deep learning” (147);
• ·         Make certain that students have a sound understanding of digital citizenship and their digital footprint; and,
• ·         Consider the “balance of risk vs. reward” in all technology decisions – Do the benefits for student and teacher learning outweigh the possible issues? (149)

Couros advocates The “less is more rule” in Chapter 10.  He states, “Before [administrators] add a new initiative, ask ...Is this adding or subtracting to the already full plates of the educators I serve? (154-55) The author adds that by “presenting fewer choices to your staff”, teachers can “...go deep, rather than wide and shallow...” in their “...exploration  and collaboration to allow new and better ideas to emerge....” (156-57) 

  

Couros also maintains that educational leaders must promote “open, connected learning” for a culture of innovation to develop in their schools. (171)  For him, isolation is the enemy to innovation.  By “being in the space” of social media both educational leaders and teachers will gain exposure to innovative ideas. (175)  He encourages administrators to lead by example when it comes to “...sharing [their] learning every step of the way....” (174)

Couros provides, in Chapter 12, suggestions on how educational leaders can provide meaningful learning experiences for teachers.  His main point is that administrators must ensure that there is sufficient time provided “...for exploration, collaboration, and reflection to allow educators to apply what they are learning.” (182)   Furthermore, he stresses the importance of creating learning opportunities for teachers “...in the same spaces [ie Google Apps for Education] and environments that our students experience daily....” (184) 

Part III concludes with some great ideas for educator professional learning for innovation, including:

•  EdCamp – PD sessions that are “developed, created, and led by educators who partake in the event” (187);
• Use of Google Forms for teacher reflection time during workshops;
• Educator Innovation Day – a day for teachers to “tinker and develop innovative ideas both inside and outside of education” (189); and,
• Blogs as digital portfolios and self-assessment.