Episode Transcript
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Tim Lovelock (00:00):
And you have to
change the way you lead, you
(00:03):
have to change the way youoperate. You know how I ran a to
teacher school and what I had todo was completely different to
what I did at Morris bush and Itried to actively challenge
myself on just not doing what Ifound comfortable or what I
knew, and being okay withdiscomfort. And that's I think
so many places forget this, youknow, you are your own legal
entity. Every school has its ownindependent place. You don't
(00:25):
have to read everything, youdon't have to follow every piece
of thing that comes out. Um,this has been a bit provocative,
but you know, you actually haveto be worth your time and
challenge some of the narrativethat just gets feared out
Mark Herring (00:37):
Welcome to The
Better Mindset Podcast, Episode
Six. I'm Mark Herring.
Bex Rose (00:47):
I'm Bex Rose
Mark Herring (00:48):
Conversations
about leadership, learning and
educational technologies. Ontoday's episode Beck's we've got
a super easy way to grow yourteam culture through paying
attention to people's work lovelanguages, that was a great
conversation. We've also got anamazing conversation with a
school principal, who's got someamazing advice for leaders who
want to see transformativechange in their organization.
(01:09):
And Jeremy, one of our trainersjoins us to give us a virtual
tour of Google's incredible artsand culture resource.
Bex Rose (01:19):
Alright, Mark, I am in
the hot seat for making waves
today. And today I am going tobe talking about love languages.
Mark Herring (01:29):
I'm super excited,
but slightly nervous.
Bex Rose (01:34):
So love languages in
the workplace though, okay, so
I'm not going to find out aboutyour your love languages and
your relationships. But we willtouch on what the love languages
are. So if there are five lovelanguages, they are words of
affirmation, quality, time,receiving gifts, acts of
(01:57):
service, physical touch, andphysical touch, okay. And these
are key aspects of any kind ofrelationship that you respond
best to because it's what youcrave. Okay, so if I'm talking
about words of affirmation andrelationship, it's kind of like
(02:18):
I love you so much like you'redoing a great job at being a mom
or you're doing that kind ofthing. Okay? If you want quality
time, it's kind of like sittingon the couch watching Netflix
together or going for a walktogether. And spending time
together. Receiving Gifts ispretty obvious. It's the ones
that people love getting thegifts at Christmas time or love
(02:38):
just giving a sporadic gift. Andacts of service is like making
sure that the dishwashers or thewashing is out or you know,
mowing the lawns, making surethat you know things around the
house are getting done. Andphysical touches just you know,
the stroke on the back or thehand holding when you're
walking, hugs, that kind ofthing. So everyone has a
(03:01):
preferred love language, whoeverhas the preferred love language.
And and that's what you respondto. And then the interesting
thing is, is that your youproject your love language on
your spouse or your family.
Okay, so I'll give an example.
So I am words of affirmation. Sowords of affirmation, like
(03:24):
making, like, on fix you doingsuch a great job of cleaning the
house or you're doing such agreat job like being a mom, that
kind of thing. Yeah, I need tobe told that I'm doing a great
job. Okay, give me a gift in ourcurrent and I'll go no, don't
give me a gift. It just makes mefeel really awkward. And my
husband is acts of service. Sohe does so much around the
(03:46):
house, and it's his way ofshowing his love for us. What do
you what do you reckon yoursmight be like,
Mark Herring (03:52):
instantly I knew I
think I've done I've had
discussions like this before anddefinitely minus physical touch.
My wife's completely theopposite. She's more about acts
of service like so she wants meto do the dishes and I just want
to go over and you know, sort ofhave a kava cuddle on the couch
or something.
Bex Rose (04:08):
Yeah, it's about that,
that you know that though,
right?
Mark Herring (04:11):
Oh, 100%. Yeah.
And it's probably been likebeing able to talk about that as
one of the things that can bringus closer together. Because,
like, I can even see it in somefriends. Like, I noticed that
I've had this conversation withsome good friends of ours and
his love languages gift giving,so he loves to give gifts. And
that helps me understand fromhis perspective. So when he
gives me something from mybirthday or whatever, like I'm
like, oh, that's kind of weird.
(04:32):
Like, I wasn't expecting that.
But but that's his way ofshowing me how much you know, he
wants to kind of connect and,and keep the friendship going.
So it's about understandingyourself, but also, you know,
that whole kind of understandingothers and that's exactly right.
Yeah,
Bex Rose (04:45):
exactly. Right. So
this, this tool can be used in
leadership. It can be usedwithin teams, because when you
know, people in your team whatthe love languages are, that's
when you really start showingsome authentic wellbeing for
them, right. So that's why Ithink it's so important to know
(05:06):
your team so well, because youcan, I mean, you don't have to
go through a test or figure outwhat their love languages you
can intuitively know, like, Iknew that some people in my team
were really needed to be toldthat they're doing a great job.
Okay, so I knew that I made surethat they did that. But what I'm
going to get into now is ways inthe workplace that you can show
(05:29):
each language because as aleader, you may have to adapt
your leadership style, like youmight not this might not
resonate for you to do this. Butas a leader, you need to know
your team. And you need to knowhow to appreciate them or show
your appreciation. And I'm
Mark Herring (05:44):
keen to know how
the physical touch one relates
in the office workplace. Becausehonestly, if you're gonna say to
me, you just need to get peopleto give you high fives, it's not
going to cut it for me. So I'lllet you
Bex Rose (05:57):
that is the trickiest
one. I'm not gonna lie. Let's
start. Let's start from the oneone of my favorites. So words of
affirmation. So words ofaffirmation can be shown in the
workplace through mentoring andfeedback. So giving good
feedback, giving good mentoring,it's leading the ONE PERSON No,
but with that CC and all theother team members, what a great
(06:18):
job they're doing. So it's kindof like that public. In a public
forum, you know, like, on our onour, in our at UCB, we have
teams, Microsoft Teams. And wecan show appreciation to someone
through a praise channel. And soit's like, you can say, Hey,
Nicole, you've done a great jobleading your team this week, I
(06:38):
can see this, this and this, andyou can tag them in and everyone
can see it. So that's, that's awords of affirmation, work. And
so that's also workplaceappreciation and a public
setting. So that could be onteams, it could be via email,
but it could also be at ameeting, you know, so we used to
have like this, this part of ourPLD meetings, or our sorry, our
admin meetings at school, where,you know, just like an
(07:02):
appreciation part, like ifsomeone's done something really
good for you that week, andreally nice and kind of thought
of you, that's when you kind ofsay it. And then if you're that
kind of person that loves thatkind of thing, make a smile file
on your computer. So a smilefile is like a little dis on
your desktop, like a littlefolder of maybe screenshots of
(07:24):
emails that you've got that'sbeen like, even from parents,
you know, like, I used to savereally nice emails from parents
saying, thanks so much, BEX, fordoing XYZ and organizing some
beans for there, and then justread through them if I was
having a hard day. And I'd go,Oh, that was, you know, that was
really nice. It kind of boostedmy spirits.
Mark Herring (07:43):
Let's go ahead. I
was on a leadership call just a
couple of days ago. And theprincipal said that he has a
spreadsheet with all theteachers in his team, so at a
school and then he would justmake notes of when he's
encouraged them on certainthings. So he can kind of see
who's you know, gettingencouragement and who's not. And
I, I thought that was like OCD,like in terms of track tracking.
But you know, he takes thatpretty seriously. And that words
(08:06):
of affirmation, thatencouragement thing is really
important to him. So heobviously he makes a big deal
about it, because he knows thatit's important for others. So I
thought that was a cool idea.
Yeah,
Bex Rose (08:13):
it kind of reminds me
of what you're doing is
certificates in your class backin the day, like a lesson make
sure you get through because
Mark Herring (08:20):
it's Mary's turn
today, it's been returned. So
Bex Rose (08:24):
it's something that
Mark Herring (08:27):
Mary, I'd like to
encourage you for being so
patient for waiting for acertificate
Bex Rose (08:33):
to tell me that you
have a ticket yet. Okay, we're
gonna move on to quality time.
So quality time in the workplacelooks like workplace bonding, or
taking the team out for lunch,and celebrating work
anniversaries. And so that kindof thing, those workplace
bonding things, some people go,Ooh,
Mark Herring (08:54):
I can't be
bothered, don't
Bex Rose (08:56):
make any sort of like,
let's get through this, you
know, that you will know thatthose kinds of people love the
quality time. It could also beas a leader, encouraging people,
encouraging your team, if yousee that they're starting to
struggle or really starting tohave their cup empty, encourage
them to take a mental healthday, or encourage them if you're
(09:17):
in a business setting.
Obviously, this is a bitdifferent in school, but to go,
you know, you've got two weeksof holidays here, go and take a
couple of days and refill yourcup. So go and spend quality
time with who you need to go andspend quality time with. So
those are some ideas for qualitytime. Right, and we're going to
move into receiving gifts. Sothis could be as it says, like
(09:39):
popping something on the desk,that they might like, you know,
like popping a doughnut on thedesk in the morning or sometimes
I bring in coffees for some ofthe staff that I knew that that
was the love language and they'dbe like, you're amazing. Like
this is so good. Some would belike This is awkward. I already
had two coffees this morning.
(09:59):
No, but that's. But it can alsolook like this. It could also
look like giving someone a newopportunity or a challenge. So
saying, hey, I can see thatyou're really, you're doing
really well in this. Could yougive this a go and try this
thing and give them theopportunity over someone else?
Mark Herring (10:19):
Like a day? Or
some kind of a course or
something? Maybe?
Bex Rose (10:22):
Yeah, that's a good
idea. Yeah, something like that.
So, yeah, I was thinking like,you know, if there was an event
coming up, and yeah, and I knowthere was this professional
event or there was like a coalevent or something and taking
them along, and it would be forlike a receiving gifts type
thing. You could also give themmaybe say, Hey, you have done an
(10:44):
incredible job, you organize thewhole cultural festival, take
tomorrow off, like, get areliever and put it in your
class, or even a higher levelopportunity. So hey, I can see
you're doing really, really wellhere. Do you want to PCT, I
think you can, I think you'd doreally well with getting a PCT
and looking after the PCT. Sothat's what receiving gifts, I
(11:07):
kind of put it in an educationcontext there. But you know,
like, maybe if it's in abusiness context, it's the
newbie that's come along, andyou're the baddie, so you're the
better you can help them pavethe way and kind of mold them to
help the culture and you know,that kind of thing.
Mark Herring (11:23):
And a PCT is like
a beginning teacher. Yeah.
Bex Rose (11:30):
I don't acronyms out
in the woods. Yeah. Okay. And
acts of service. So acts ofservice in the workplace is just
literally giving someone somesupport or telling them that I'm
here to support you. So yellout, if you need me. I can come
I can come and help you. I cantake your class I can sit I'll
come and sit down help you watchher. What'd she give, observe in
(11:53):
give feedback, I can support youknow, I can cut your artwork out
and pick it up on the wall, thatkind of thing. It's also email
checking in saying, Hey, how youdoing today? You know, like,
that was a pretty tough day. Youare right now that kind of
thing. Like just checking in.
And, or it could be, Hey, I sawthis caught our resource here,
give it a go. Like finding aresource and emailing it off to
(12:15):
them or finding some sort of apodcast and saying, Hey, this
could be something that youcould listen to. So yeah, so
that's acts of service in theworkplace. Yep. And the last
one, I'm waiting. Okay, so thisis not like going to the
opposite shutting the door.
Mark Herring (12:39):
We won't go down
that road.
Bex Rose (12:41):
No, so this is you
know, physical touch. It can be
done via verbally, verbally,like verbal, physical touches. I
know verbal and physical is notthe same thing. But it's like
okay, so going past someone andjust go like just giving them a
really legit genuine smile. Likegoing Hey, like, good morning.
(13:02):
Like, you know how when you gopast someone in the morning, and
you're rushing to thephotocopier you're rushing
someone here rushing them in themorning, morning, morning. If
you literally like I some someof the people on my team, I
could tell that was the thing.
And I would just go morning, howare you doing? Like just do like
a real big, over zealous sort ofmourning and instead go away
smiling as well, because itwould be like I've felt touched
(13:25):
by you, but not in physicalseats. You know? He's going,
going past and going. Hey, Ijust saw you out there with your
class taking the most epic PElesson. Wow, that was amazing.
Like, that was so good. And justbeing like, like, in like, not
in the face, but right there andgoing, that was awesome. Like
(13:46):
you had done such a great joblike, right, like giving them
real, overzealous, kind of likehugging without the hugging. But
then there's also you can'tlike, I have people, my staff,
like if I could see someone waswrong, or something was wrong,
and I wasn't, you know, givingthem a cup of coffee wasn't
going to work telling me theywere amazing wasn't going to
work. You know, I could see thatthey actually needed a hug.
(14:07):
Like, give them a hug. You know,like, I mean, obviously, it's
consenting, it's making surethat that's the that reading the
room and reading the vibe, thatkind of thing. But, man,
sometimes my staff just needed ahug. They just did a hug.
Mark Herring (14:23):
So just Yeah.
Especially if it's you know, awoman to woman or man to man,
like I think sometimes there aresome cultures where the guy you
know, like the whole kind ofhandshake thing. Well, yeah, you
do. I don't I'm terrible at it,but you do the handshake, and
then you pull on into theshoulder, the shoulder.
Sometimes, yeah, but what you'resaying is, I guess on a on the
personal level, that physicaltouch element is all about
(14:46):
intimacy and about getting closeto someone. But what you're
saying is in the professionallevel, there are ways to be able
to do that where it's notactually about physical touch
because yeah, I know what you'resaying. You're especially that
greeting part where yes, you'resaying hi to somebody and you're
letting them know that you'rereally stuck to see them. There
was a, there's somebody I alwaysthink of whenever I think about
that his name, his name's Doug.
(15:07):
He's, he's, he used to be ateacher, but we connected
through the church that I was atreally, really quickly. And he
was just like that he was. He'sa real estate agent now. And he
just connects with people reallyquickly. But it's because he's
kind of mastered the art ofsaying hi to somebody in a way
that makes you feel like, wow,he actually really is keen to
see me. Yeah. And you alwaysremember that, because he
(15:27):
reminded me of my uncle and myuncle was exactly the same.
Yeah, so like, that's, that'ssomething that I think is really
important in the workplace andat schools, when you're seeing
people, like, actually let themknow. And that greeting that
you're really, really stoked tosee them.
Bex Rose (15:41):
I think it makes makes
a difference. So the interesting
thing is, is that you can have adifferent love language at home
than at work, as well. Yeah,it's gonna leave. That's
interesting. Yeah, it could bethat, you know, at home, you
acts of service, you know,especially like, let's just say
mums, if your husband or yoursignificant other, does the
(16:02):
dishes, or you know, puts thewashing out, you are going to
love them. Like, that's awesome.
Yeah. But if you, it may not maynot be the same at school,
because it's like, actually,that's your job. Like, that's
what you need to do. So it mightnot be the same. I think for me,
I'm still I still very much lovewords of affirmation. But I
(16:24):
think there's a lot it's a lotdeeper than that for me, because
I think I've always felt likeI've had impostor syndrome. So
tell if someone tells me thatI'm doing a good job. Oh, my
goodness. Maybe? Not at allright, you know, which is a
whole nother podcast.
Mark Herring (16:38):
That's a whole
nother thing. I think we can all
relate to that for sure.
Bex Rose (16:41):
Yeah, but we can
actually do a one on one
impostor syndrome. And so, soyeah, and it can also change
over time. You know, it dependswhere you are, when you where
you are in your life. Things,you know, back when you're 13,
and a boy gives you a gift,you'd be like, Oh, my God, you
know, but that might not be thesame later on in life. So so it
is they can change. But mychallenge to you is to think
(17:05):
about what your love language,maybe there are little tests and
stuff online, if you're a bitconfused, you can you can kind
of go over to as well. So youcan go and teach yourself. But
have a think about if you're inleadership, what your team
craves, and then kind of like,slot that into it. A love
language type box, and how youcan really show your
(17:28):
appreciation to your staff.
Because when you showappreciation to your staff, wow,
what a culture shock, like whatthat is we're culture begins and
where it can eat like that iswhere you need to be you need to
be showing appreciation to yourstaff. And, yeah, I know,
sometimes it's not natural for alot of people. But when you do,
it just makes all thedifference. I've been in staff
(17:49):
rooms that do not have that. Andthen some that do and it's the
hum the buzz, you get more workgetting done because people love
their job. Like it's just a nobrainer.
Mark Herring (18:00):
Yeah, that's so
good. Oh, huge challenge for the
year. And that could besomething that if a leader puts
in place, or even if you're noton leadership in the school, if
you have that conversation withthe people that are leading you,
it could make a big differencefor you, your staff culture. So
thanks both. That's fantastic.
Well, very excited for ourguests to the show today.
(18:21):
Because because we've got TimHey, Tim,
Tim Lovelock (18:24):
Hey, Mark, hey,
Bex.
Mark Herring (18:27):
I just want to
give a little bit of clarity to
and the reason why I'm soexcited. We're gonna dive into a
conversation about leadership,and what makes strong leadership
and not management. That'sreally the theme that I'd love
to draw out of you from youtoday and have a conversation
about but one of the things thatI am also excited about is on
twofold. So you and I have knowneach other for quite a while you
(18:49):
were the third principle that Iworked with, as the DP working
with you. And I often talk topeople about how in the school
that we were at in South Bend, Iknow you've moved up to the
North Island now. But in SouthBend, we were part of a team of
three. And I often think of usas the the dynamic duo or three
Oh, no, what's the tripleversion of that? I have,
obviously haven't planned thatpart of this introduction. But
(19:11):
you were the principal I was theDP and we had there were two DPS
and the three of us has workedso well. And one of the things
that I've often said to peopleabout your leadership and my
experience with you was howenabling you were in a really
good way, not in a bad way. Iwas one of those teachers who
obviously was, you know, tryingto be and it just had a real
bent towards being innovative.
And you were one of those peoplethat I really felt like I could
go to and be nurtured andencouraged and supported. And I
(19:35):
just I felt like I thrived inthat environment because of the
leadership that you brought tothat table. I don't think Tim
ever said no to me, and if hedid, because there was some very
good reasons behind it. Prettygood reps, right. The other
thing that I'm excited for us todiscuss today is is around and
(19:56):
we're going to talk about thewhy and some of the reasons why
you were able to make thischange. But just to paint a
picture of the school thatyou're in at the moment, we've
worked UTB has worked with yourschool in total, for a number of
years, but for bet nearly fiveyears now, I think we've been in
and out of professional learningwith you. And just to paint a
(20:17):
picture for people who haven'tbeen there or haven't heard of
wiper, he's school. And when yougo into the school, Beck's there
is a feeling and a vibe in theschool that is quite different
to most other schools that yougo to. And the way that I can
describe it best is, you know,at the end of the school term,
or mostly at the end of theschool year, when everybody's
kind of like, it's like you'vepacked up, you've done your hard
(20:38):
Mahi. And everybody's just stillexcited to be there, looking
forward to the holidays. Butthere's a real nice sort of buzz
and a vibe. And there's lots ofkids everywhere. So at any time
in the day, on any particularday, Monday to Friday, they
correct me if I'm wrong, if it'schanged, but you don't have any
bell times, you don't have anysort of scheduled breaks where
(20:59):
the kids have to go to a breakor whatever. So you can look out
a window and you'll see kidsjumping on scooters, over half
pipes, you'll have kids uptrees, going for walks with
teachers to the bush, there's alot of unstructured learning,
but equally at the same time,you can go into a classroom, and
you'll see a teacher workingwith some students who are just
totally wrapped and absorbedaround what they're doing, and
(21:22):
some really rigorous learning atthe same time. So it's kind of
got this amazing, relaxed,natural feel. But it's also got
that element of rigor to it. Soit's a wonderful vibe, wonderful
culture. And I just always lovethe times that I've walked in
the gate, I feel like I've kindof there's like a breath of
fresh air in terms of whateducation can look like. And
that's not to disparage a lot ofother schools who are very
(21:45):
structured and have bedtimes butI think that's the culture that
you've developed. And I knowthat you've been on a journey.
And I think maybe we could startwith that, Tim, if you could
describe, you know, the journeythat you went from from
structured because I know thatthat was what it was like when
you went there was verytraditional, structured, you
know, very, very high performingschool. But now it's got a very
different vibe, and a verydifferent way of doing things
(22:08):
tell us about that journey ofwhere you where you started to
where you actually now,
Tim Lovelock (22:13):
Well, how long we
got Mark, not too long. And I'll
try and keep it succinct, youknow, the lifecycle principle
application, sometimes, youknow, you apply for a job
thinking, What you then knowingor thinking that you know, what
you're going to walk into, andthen and then perhaps after a
(22:34):
few weeks, finding it a littlebit different, you know, it's a
very unique leadership role onthe fact that's, you know, you
just have to walk in and pick upwhat's there, and you do have to
run with it. And you do have to,you know, learn fast about about
what's going on. This was atraditionally very successful
school, you know, in terms ofthere was back in the day of the
(22:57):
height national standards when Icame here in 2015. And it had
had some very high successrates, and its achievement,
student achievement. And and,you know, I was really proud of
what are the done and I had areally strong foundation there
of some core practice. But, butprobably the biggest thing, and
(23:17):
I didn't realize it was a bigaggravate aggravation, that's
the right word was that I hadbeen employed and took to a
vision throughout my interviewprocess, the border flying down,
and cat, which I thought wasreally unique as well run all
the way down for cargo and cameto Morris bush and actually
walked the walk for a day withme there and talked to people on
(23:41):
the ground, which I've neverseen a lot of that happen. And
an appointment process beforeafter. But what I came to So the
vision I talked to was not whatpeople thought it was here.
Sorry about that. And so thatwas the first big thing was
actually one talking about whatis the vision of our place? Who
(24:05):
are we what in terms of learningwhat does that look like as a
learning vision? And the otherbig thing was, what does
leadership look like? In ourschool? There are the two big
questions that cause the mostaggravation, confrontation,
agitation, and the first term.
Unwittingly I unearthed Ward'sbox of because I challenged you
(24:31):
straightaway, I think challengepeople's beliefs and values and
feelings, I suppose around whatthey're passionate about and
what that's connected to. Andwhen you're trying to draw it to
a connected point, when it'sperhaps been a little bit
(24:51):
disjointed, that's, that can bereally hard for people. That was
the
Mark Herring (25:00):
Yeah, so. So even
on that point, you know, like, I
think a lot of leaders that inthe schools that we work with,
you know, we take them through aschool transformation program
over a period of time, often thecontracts are a year or two
years long. And what we do nowis we have a bit of a value
metrics where we look at wherethe school is out across 18
elements of dynamic learning.
And one of the things that oftencomes up as a starting point is
(25:25):
the vision. So most schoolshaven't got from a digital
learning lens, they haven't gota very clear articulated vision,
and if they've got a missionstatement or a vision for
learning overall, it's notreally well clearly articulated
or understood by all theteachers. And I think like, you
know, to your point, I think alot of schools are like that
teachers are kind of operatingout of their own internal
(25:46):
vision, or they've adoptedsomeone else's subconsciously,
about
Tim Lovelock (25:51):
Yeah, yeah. And,
and initiatives in their own
right, can become actuallyalmost division, like, that was
the thing we had here, we had acouple of vision statements. And
then we had a whole lot ofinitiatives, either around maths
or literacy or even behaviorexpectations, that that people
(26:12):
are passionate about that italmost become their idea of
division, you know, become thecore element of it, rather than
it coming back to a centralpoint of, you know, but this is,
you know, when I keep harping onabout a learning vision, you
know, basically, you know, kidsare at the center of everything
we do, how are we responding tokids needs? And what does that
look like in terms of acurriculum, we're putting
(26:33):
together, how learning works inour school, how we work together
as teachers, and how we use thespace and prioritize it for our
learners. And they sound likesimple questions, but they're
actually real big, deep,confrontational type things,
because, you know, you'rechallenging the adult sort of
(26:56):
norms or habits of behavior thatthey think is actually about the
children, but actually somethat's just about a structure
that works for adults.
Bex Rose (27:07):
Well, I can picture
right now is a raft or a walker,
and everyone paddling, paddling,because they're doing the job,
but they're all paddling indifferent ways. And so they're
the ones not actually gettinganywhere. So they're all doing
great things in their own right.
But the vision and the strategicfocus, and the plan hasn't been
articulated, so that the work isnot actually going anywhere.
Tim Lovelock (27:27):
Yeah, yeah. And
that's totally wiped out. He,
you know, had a team full ofpassionate people, they were on
it, I can say thatunequivocally, they all were
genuinely and I think,particularly an acknowledgement
of primary schools, I think, youknow, there is a lot of passion
and commitment to supportingchildren's learning needs and
(27:49):
primary school, it's just how doyou draw that together? real
sense of purpose, the why ofwhat you do, you know, I love
the old Simon Sinek thing of,you know, what is your why? What
is people will always they don'twant follow what you do. It's,
you know, why you do it? So, sohow do we articulate that? And
how does that look? Because thenit will be exampled in our
(28:09):
practice, you know, that that'sthat challenges, values and
beliefs. And if you're notwilling to do that, because that
then brings behavior to theforefront, you know, and adults
connect like, teenagers. Yeah.
When leadership leadership, andthis is where we sort of talked
about, you know, leadership'sthis leadership has to lead this
(28:31):
leadership actually has to getout of, you know, we're not here
to be friends. We're not on thatpersonal level. We are, we are
meant to be colleagues and weare meant to be caring for our
people. But professionalconversations aren't personal.
And yeah, that's a huge element.
(28:53):
And it's, it's not because I'mnot saying that you're not
looking after people that youdon't like the people you work
with, then, you know, you can'tshare a drink with them or
whatever. But how do you leadand be okay to challenge
practice, sort of, you know, andhelp people and a staff
understand how to separate thatfrom the personal sense of
themselves and their feelings.
And that takes time. And that'sbeen
Bex Rose (29:16):
courageous. It's
mostly just leadership. Yeah,
courageous leadership courageousconversations, which we talked
about lots of certifiedleadership program, about
courageous conversations, butand they're never easy, and
they're never fun. It's not yourgoal. I'm not going up there to
try and hurt anyone's feelings,but to gain that clarity and to
glide and get to gain thattraction and momentum. You have
(29:37):
to get everyone on the same pageand that, that you have to have
a courageous conversation to getto that point.
Tim Lovelock (29:43):
Yeah, I remember
reading we wants to we're on a
day with Tony Burkeincrementally actually, the way
he talked about, you know, thelag time you can tell that the
health of an organization theprofessional sort of health of
an organization by If the lagtime of identifying a problem,
you know, in terms of betweenpeople or between, yeah, what
(30:10):
you want to happen, what ishappening and, and how long it
takes you to do something aboutit. And the places that have
good professional cultures thatare that are able to have those
brave, and we just call themhonest conversations. Actually,
they should not brave any morethan just being honest. But it's
actually having a culture whereyou can just be honest, and it's
not personal. It's like, I'm notattacking you personally. But,
(30:33):
you know, there's something wehave to talk about. And if you
can't do that, within a veryshort timeline of knowing
there's a problem, then youknow, that actually, you're too
worried about, you know, thesocialization sort of stuff.
You're stuck in there. He usedto call it the love feast.
Mark Herring (30:51):
Yeah, well, it's a
nice balance to what you know,
we've talked about today andmaking waves with love languages
in the workplace, expect, liketo be like pretty brutally
frank, I've, I've come torealize that it's one of my
missions in life, to encourageschool leadership's teams,
particularly, but obviously theschool leader to start taking
(31:12):
some courageous steps, not justin courageous conversations, but
courageous steps, because if youput yourself in the shoes of
most school leaders, you know,and we've all been in that place
where they're at a deeperleadership space, you've got a
lot on your plate, you know,we've just gone through COVID.
So we're a see they call itafter COVID. In the New Zealand
context, if you're aware ofwhat's happening, we've got
Auckland with the flooding,we've had major floods school,
(31:35):
you know, principals have got alot of things on their plate,
whether it's, you know, havingto replace the carpets or, you
know, like, we're, you know,talking about what you can do to
be able to get relievers,because I'm really struggling
with my staff. Yeah, and, and Ithink one of the things that I
admire about you, and one of thethings I'd love to drill down
into is the types of things thatleaders can do to be in a place
(31:57):
a headspace place, but also on ateam place, to be able to take
those courageous steps and havethose courageous conversations,
while managing all of the day today that I have to do, what are
some of the key things thatleaders can do to make sure that
they're in that leadershipspace, as well as doing a good
job at the management space,because one of them, you can't
have one without the other, theyboth have to work sort of like
(32:19):
an oar on a boat, you have toroad both at the same time. But
most of the leaders I'm talkingto stuck in management, they're
finding it difficult eitherthey're saying, you know that
there's too many buts. I don'thave the team or you don't know,
my community, or I heard onesay, I don't actually make any
changes to my school, unless Isee other people do them 10
years down the track, and thenI'll see what they did wrong.
(32:40):
And then I'll move you know,like that's, that might be the
sleep personality. So what arethe things that that you see as
key to be able to make sure thatyou can lead
Tim Lovelock (32:48):
yet probably in
having you know, this third
school I've been principal of,you know, went from a to teach
school to an active school to a18 teacher school. So you know,
and you have to change the wayyou lead, you have to change the
way you operate. You know, how Iran a two teacher school and
what I had to do was completelydifferent to what I did at
(33:08):
Maurice bush and I tried toactively challenge myself on
just not doing what I foundcomfortable or what I knew, and
being okay with discomfort andbeing okay with also being a
leader. So when I came to thissmall, actually having the, you
know, you are endless I think somany places forget this, you
know, you are your own legalentity, every school has its own
(33:29):
independent place, you know, ourmods, independent, you do not
you are not employed or run bythe Ministry of Education, you
can be brave. And you don't haveto read everything, you don't
have to follow every piece ofthing that comes out of this as
being a rocket of but you know,you actually have to look your
time and challenge some of thenarrative that just gets fed out
(33:54):
to you, and go does that workfor our place? And how will we
and what is important for ourplace at this time? Because
otherwise, you will just runaround ticking boxes and
managing tasks and always askingquestions, you know, I've loved
the mentor of it's easier to askforgiveness than it is to ask
permission and and thenencourage people put the get the
(34:18):
people around you over time onyour team that, you know, are
also unwaveringly centered onmaking learning work for kids.
And by that I would sayactually, so how does our vision
come to life? What does learninglook like that responds to the
needs of our kids and ourcommunity? And how do we have to
look at the day? How do we haveto look at the our school
(34:39):
environment to actually makethat work? So but to do that,
I've got to let go of control.
I've got to be okay, and expectteam leaders and DPS to not just
keep their eyes heads down intheir own little team or on
their own and you know, all ofmy team and leaders are full
time teaching. And I'm, youknow, we strategically resource
(35:03):
to walking DPS. And we leadtogether, you know, we
collaborate, we mirror what weexpect our teams to do. Our
teams are all collaborativeteaching teams and an old school
environment, you know, built inthe 1960s, right through to the
early 2000s. Nothing looks likea brand new beautiful school,
(35:23):
but we make collaborativeteaching, as a core part of our,
the way we do what we do, andeverybody knows they have a
responsibility to be able toarticulate and own how we make
learning work for cats. Andthat's, that's what made it easy
when we came back, because I'veheard it heaps, I heard it
(35:44):
talked about, you know, we needbrave and courageous leaders,
you know, that challenge thetraditional structures of how
our school operates, becausebasically, you can walk into
most schools, and you and Icould go back to primary school.
And it would feel like what itwas when we were there, you
know, in terms of the day, thebell, the playtime the
lunchtime, you know, the desksin groups, whatever it it's
(36:05):
like, how have we changed, theworld is changing, and it's
exponentially changing. And mykids were at high school, right
in the middle of this feeling.
You know, if we don't dosomething, and actually people
actually be okay to be brave andchallenge the status quo, then
(36:26):
we're stuck in a moment, wecan't get out of good old view
to you know, what a song
Mark Herring (36:33):
is showing your
age there? Yeah, you're another
generation back. So I apologize.
I'll fill you in later. They'rean old band.
Bex Rose (36:42):
Now, I am really
interested because we, I'm high,
I'm on a board of a high schoolat the moment that has bucked
the trend. And it's not only theteaching staff that you have to
get on board, it's your keystakeholders. So it's the
community. It's all teachers,it's the kids, everyone. So I
guess it's how did you rally thetroops? How did you get all the
(37:03):
key stakeholders on board? Andand follow that same vision that
you have of ensuring thatlearning is catered catering for
your pets?
Tim Lovelock (37:15):
That's that's a
good question. And this is where
I think this is why it's easiersometimes for people to stay in
the lane. Because if you'regoing to be brave and
courageous, like we spentprobably 18 months to two years
working on on revisiting thevision way back from October
2015, when I started rightthrough to the end of probably
2017. But, you know, in talkingabout what that looked like,
(37:41):
what are the key elements ofthat, but then when you actually
looked at changing the day today structures that could make
that happen? And after COVIDgoing, how are we responding to
our kids when they've just beenoff that first lockdown. That
was a we radical moment for us,we actually had to be okay with
challenging some of ourcommunities perceived thinking
(38:04):
of what learning look like. Andwe learned that by oversharing
information, we actually made itmore challenging for us. Because
unless they wanted to reallyengage and think deeply about
it, it just alarmed them. Andyet, you know, rather than
rather than assuring them, so wehave actually, you know, we've
had our people who haven'tbought into it and you know,
(38:28):
we've we've had, we've had tostay true. And this is where,
because you're a professional.
So if you're a professionalbody, sometimes, and primary
schools, I think over time havebecome too much. And feeling
like they have to we can only doit if our community say so well,
actually, they're not theprofessional you don't. Your
doctor doesn't say can I treatyou? This way? You okay? Because
I'm not going to I'll actuallyjust change my whole opinion.
(38:53):
And how I'm going to treat youjust because you're telling me a
shot. And
Mark Herring (39:00):
you don't because
I've done some research
Tim Lovelock (39:02):
on the internet.
That's right. That's right.
We've had to be brave. And we'vehad to and we've had to weather
the storm. Man was part of theway the big summit day. That was
a beautiful, whole day of youknow, caviar call lead principle
principle leads some of theconversations, some of the
across call leaves. We talkedabout innovative practice and
collaboration. We talked abouthow we're trying to be
(39:24):
responsive to learners and thatnight and some of the workshops.
Some of our teachers gotabsolutely nailed by some people
and that there were tears at theend of that and we had to stay
in luckily we had a culture bythe end of you know, we united
we stayed strong. And we wentYep, they were going to be okay,
if this is not for them, they'vegot a choice. That's fine. We
(39:46):
can flip flop and fold on ourprinciples that we believe we're
bringing our vision which ourcommunity had agreed to to life,
because as professionals aspractitioners, we've got to be
okay let go The staff will onlydo that if there's a leader and
a leadership team that areprepared to weather some of that
storm and it was pretty hard.
And I've got an amazing team.
(40:10):
You know, I've got two amazingDPS men's and shin and, and team
leaders who are really tight.
And I've got each other's back100% they trust each other
explicitly implicitly. ThoseYeah, you know, I I've this year
taken on the Kahui arco rolelead principal role of 15
(40:31):
schools and over 20, quite a lotof ACS only. And I'll continue
to do that, because I've gotDPS, who I can trust implicitly
to step up and do, you know,give me time to do that. I think
I'm a bit
Bex Rose (40:49):
and you've built the
foundations as a leader to make.
So you know, so you know, thatyou've built some really solid
foundations like I'm thinking ofa house, you've built all these
solid foundations, you know,everything will grow out. And
the walls will stand up withoutyou being there. I'm kind of
missing a step, a step of this,though. So you came into the
school and everyone was rowingin the wrong light, right? They
(41:09):
were all doing all rowing reallyhard and doing the best they
could do. How did you use them,bridge it to where you are today
with this incredible culturethat you can confidently lead a
car who we call and instill haveyour walk away going the right
way?
Tim Lovelock (41:26):
Time? You know,
culture change takes five, six
years. So this is now my Wow,this is now my seventh. What are
we in 2023? This my eighth yearhere? So and I think Mark, you
said that when you and Mike cameway back, and because when we
did that first bit of strategicworkshopping.
Mark Herring (41:46):
There's about I
think it was 216. Yeah.
Tim Lovelock (41:49):
And we talked
about that, you know, it's five
years time. Well, it was a goodsix chickens. COVID. It was six
years. It was only last yearthat really, we really, I think,
had the benefit of all the moneywe put in. And so you just even
work? Yeah, just Yeah, it's athe course. And we had to just
keep coming back to this. We'rean unashamedly, we have, it is
(42:12):
all about child centered. Andeverything we do, from
assessment practices tocurriculum structure that we
develop over that five years, tochallenging leadership
practices, teacher practices,building collaboration, you
know, people that didn't want towork together, but thought they
did, you know, being okay, thatpeople worked out, this might
not be the right place for them,making some mistakes along the
(42:34):
way. You know, but not, notstopping learning from them and
carrying on. That's key. That'sthat that's the journey. And
it's really hard. Like,honestly, it is, there's a whole
sum of parts that come back toan unwavering focus on making
(42:55):
everything that we do in theday, from how we do assessment,
and what the purpose ofassessment as for and what
learning looks like, and thestructure of it to how teachers
work together to help peoplelead, keeping that at the
forefront, because it's aboutmaking learning work for kids
and responding to their needs.
And that then challenges someparental community norms that
challenges, ministries, feelingof safety around money that
(43:16):
challenges, you know, and towns,perspective of what you have
what your school is, or was, youknow, and you just have to be
brave, and it comes back topeople having each other's
backs. A big part of challengingor growing the leadership to
(43:37):
make that happen, was aninvestment over time. It's just
as one element. And it's not aplug for him, because there's
other people, but we've foundthem to be amazing, you know,
Tony Burke instruments lead hasworked with our leadership team.
And by that I mean, all 16leaders and the DPS and myself,
since none of us every term fornow, seven years, one day, a
(43:57):
term at least, plus some staffonly days to talk about what is
professional practice. What doesthat look like alongside
excellent teacher practice? Sonot just understanding
curriculum and how to deliver itas a teacher, but also how do I
work as a professional? Whatdoes that look like? Because our
(44:18):
registered teacher criteria hasboth sides of that you meant to
actually not just know thecurriculum, and know how to
teach and how to respond tolearners, you're actually meant
to also know how to beprofessional and how to respond
to colleagues and how to bechallenged by colleagues and
have learned from each other.
And that takes time. That's aculture to grow. Because if
(44:39):
you're stuck in that, and thenorm of relationships, and I
can't say that too, becauseyou'll get upset, then you'll
never actually get true tractionand depth to realizing that
dream or vision
Mark Herring (44:53):
is so good. I had
a principal recently say to me
that he he is loving the newteacher stand It's because he
said that the old ones that NewZealand used to have that were,
you know, requirements forteachers to be able to meet a
professional standard. He saidthe old ones that were there, he
said you could be exploitive andstill meet the standards. And so
now he was saying, and I'm notvery deep into them, because
(45:16):
that's not something that wedive into with, with staff, it's
probably something that I needto do a little bit of more
professional learning than newones. But you know, like, all of
those expectations that we haveon students to manage self and
manage emotions and things, Ithink there are too many of us
in the adult world, who aren'twilling to have those honest
conversations and aren't willingto, you know, get out of our
comfort zone, you know, and wehear people say, and sometimes,
(45:39):
you know, this isn't a safeplace for me anymore. I've heard
that in the past. And I'm out ofhere, because, you know, I'm
feeling challenged, that'sbasically what they say, you
Tim Lovelock (45:47):
hit it on the
head, they're like, and that's,
we've talked about it here, likewhat we expect children to do
every day, to be, you have to beokay with the uncomfortable, to
be okay to make that mistake,and try again, to be okay to
work with someone that theymight not actually like, but
they're a classmate, be a classfriend, but they're a classmate,
(46:08):
you know, like, yeah, and thenthe adults don't have the same
expectation of themselves, youknow, that it's not just an
education, you know, in anyworkplace, you know, behavior.
And that's what I mean aboutthat lag between going actually,
there's an adult behavior here,or an adult process that doesn't
fit with our vision, how long wegonna take before we actually
(46:31):
have a conversation about that,either as a whole staff or as
between individuals or as a teamor whatever, you know, and
that's what I mean about, youknow, that making a real
difference, because it's justeasier not to. And the trouble
is,
Bex Rose (46:46):
that the longer you
leave it, the bigger snowball,
then it becomes much moreproblem.
Tim Lovelock (46:50):
Yeah, I had one
board, who just I had a board
chair once who said, you know,it's like a business world, you
have entrepreneurs, you know,and the thing with that is that
entrepreneurs, they see a rewardfor their risk. You know, they,
they innovate, and they have ago, and they make money. He
said, in a, you know, publicsector field, like a council or
(47:16):
a school or whatever, you know,he said, You're, you're seen as
a more of an intrapreneur,because there's no monetary
reward reward on doing well, orbeing taking risks, and stepping
outside of the norm. He said,Because and so it's not as
tangible. You know, you don'tmake money, but you might,
(47:36):
because what you're changing issomething that's hard to
measure. And that's what takestime for it to show. So you said
you're an entrepreneur and anentrepreneur, you're innovating
with, give you more money, andthis is the thing, I'll get paid
what I get paid, whether I takerisks or not.
Mark Herring (47:53):
But so good.
Bex Rose (47:55):
Yeah, I just had one
last question. And I don't and
it's something that I guess I'mseeing a lot lately, I've talked
to lots of principals and myrole, and what you have all had
to deal with over the lastcouple of years, and then the
Auckland principals, anotherround of it. Now. There is a lot
of stress, a lot of challenges.
How do you how do you keep yourcup full? How do you look after
(48:18):
yourself so that you can leadfrom a full cup and not an empty
cup?
Tim Lovelock (48:27):
Yeah, that's,
that's, that's, that's probably
been the biggest challenge overthe seven years, there's
certainly been moments, early onand at different points in any
year, where I was not sure if Ihad much more lift than the tank
head, I hit my just send amoment, you know?
Bex Rose (48:45):
Yeah. And you're not
the only one. This is why I'm
asking you if I get this all thetime, like so many people, so
many principles, you've just hada hard time.
Tim Lovelock (48:54):
Yeah. And, and,
you know, we're sitting with no
contract at the moment. Youknow, it's hard to feel really,
we've weathered the storm ofthree years, like last year was
a absolute, you know, that'sthat was the biggest challenge
of all, to be honest. And, youknow, we're sitting with our
collective that's been settledwith setting Iran's going
backwards and, and primaryschools, I think, are challenged
(49:18):
in the way they're resourced.
And so I suppose for me, youknow, I, I've made a real
conscious effort after the firstcouple years when I was doing
way too much to actually juststop and try and go home and
turn everything off. And bythat, I mean, there's no
notifications on my phone. WhenI get home, I'd nothing things
that mean nothing pings at me.
(49:39):
At least I'd pick it up andchoose to look at it. I'm not
getting work interrupting me athome, say my laptop goes home.
Let me know but when I firststarted teaching, lots of years
ago, someone said always take abag home because you know
whether you can do anything withit or not. It just looks like
here it goes and it goes Theunder the desk in the corner and
(50:01):
it sits here. I don't, you know,I try very hard not to pull it
out at night. I try and take thetime to actually unwind and you
know, and then and then dosomething for myself and with my
family. Because no one else'sjob will be here when I'm gone.
No one will thank me forbreaking myself. And the day.
(50:22):
And that's right. due respect,you know, to be honest, that
just send it when you hit themoment of this is enough. Be
okay with that of Yeah, eventhat's a challenge for people
taking the rest of the change.
Mark Herring (50:37):
Yeah. So if you
know, if anybody knows you
terminan has been renting yourhouse like I have a few times I
know that you're you're keen fora craft beer after work. So
that's really cool. Greatquestion. Great question to end
on. Because I think there'ssomething that's super
important. And so there's somereally key takeaways there that
I think we'll we'll touch onbefore the end of the podcast,
(50:57):
quick little plug for our futurenow Summit. If you're in the New
Zealand, or particularly theAuckland space in the North
Island, we've got that happeningat the end of April, we've put
on a couple of days, or threedays, actually two and a half
days of some key leadershipconcepts that we're going to
look at the disruption of what'shappening in education and what
you can do about it to managethat change effectively. And
Tim, the plug here is thatyou're going to be coming along
(51:19):
with your team. So we're reallyexcited to give your whole your
whole team there's about eight,eight, or nine, nine key leaders
going to be sharing briefly witha quick little q&a as a little
showcase of what a school can doand what's happening out there
for people to be able to getinto breakout rooms. So check
out our website for that. We'vegot tickets on sale now. And you
(51:39):
can contact us if you're keen toknow more about that. So thanks
heaps, Tim, for being on theshow, we're going to really
break apart some really keyconcepts. And hopefully this is
going to give a lot of peoplesome encouragement. And if
anybody wants to get in touchwith you as well, they can do
that through the podcast. Yeah,absolutely. Through YPN school,
that'd be cool. I know thatyou're keen to connect with like
minded people. So thanks forbeing on the show.
Tim Lovelock (52:00):
Thanks for having
me. Thanks.
Mark Herring (52:06):
All right on
tonight's good to know what
we've got is Jeremy here. Jeremyis one of our Google trainers,
Google expert trainers, and it'sawesome to have you on you're
going to tell us something aboutthis Google Arts and Culture.
Jeremy
Jeremy Ferguson (52:16):
Kia ora
everyone, great to be here. I've
been really enjoying the thefirst usage of this few
recordings of the podcast. Soit's got to be it. Um, yeah. So
today, I'm going to show you alittle bit about Google Arts and
Culture. So if you aren'tfamiliar with us, this is one of
the many different tools andplatforms that Google has. And
it's a really cool way of yeah,just looking at some different
(52:38):
different things, too, that youmight have seen before. So yeah,
so to get started, we hit we hittwo arts and culture.google.com.
On the landing page here, you'llsee that this is at the moment,
it's black history month. So forthose of you and maybe if you're
in a secondary school context,when you're teaching social
sciences, or history, this listcould be a cool thing to do to
(52:59):
look at. But if I just delve alittle bit deeper, you can see
there is an app that you candownload. That's a really cool
way of if you're wanting to havea play with it on your phone
before you test it with yourkids, that's a good way of doing
it can say you can sign up tothe newsletter, as well as like
I'm down here a little bit, youcan see that the first thing I'm
(53:20):
going to show you is this artcoloring book, which when it
loads, you basically get given areal life piece of artwork, it
loads up for us, you can seethat I'm basically given a blank
template that has the outlineson there. And what I can do is I
can tab in between the real nicething and in my own. So if I'm
wanting to make it realistic, Ican check what's going on here.
(53:40):
Or I can make it as wacky as Iwant. If I wanted to make it
think or green, or whatever Ican do, it's a really cool way
of doing it. So if you'rewanting to do a bit more art
with your kids, and maybe wantto try something different with
your kids, in terms of art, thisis a really good way of doing
it. And you can see that onceI've got that I can, once it's
finished, I can download it, Ican share it. And there's also
(54:03):
other options you can choosefrom here as well. I can also
skip inside a virtual gallery.
If I click on that, it's goingto take me to this pocket
gallery here. So it gives me alittle preview. But what I can
do here is I can enter thegallery. And once I'm in you can
see, this gives me some controlsdown here. So if I wanted to
just click and move forwards,maybe come down this way and
right, I want to check out thespace here. So if I click on
(54:26):
that, it's gonna take me intothe close up view, and then
tells me about the piece tellsme when we're in a bit of a
context, and it tells me whichpart of the cam collection it
is. Yes. And
Mark Herring (54:38):
to give people
some context for those of you
because I know that noteverybody is watching this on
YouTube, what you're doing isyou're walking through a virtual
museum almost and it's like awalkthrough with arrows because
I know for a lot of teachers,they can't go out on trips. You
know, it takes a lot of time toorganize that you got a lot of
permission slips, you've gottransport, no one's
Jeremy Ferguson (54:57):
doing the time
that it takes to yeah Yeah, they
said all the fun of the fieldtrip without without all the
extra concerns about all that
Mark Herring (55:05):
extra stuff. Wow,
that's fantastic. Yeah, that's
really cool.
Jeremy Ferguson (55:08):
I think I think
a reduced load is there's about
3000, virtual galleries, youcan, you can walk through so.
And then if you're looking at aparticular artist, or maybe you
wanting to broaden the horizonsof your kids, you could say,
right going find a gallery fromGermany or from wherever it
might be. And they can go andfind some different art pieces,
(55:30):
there's a bunch of content onhere, again, what I would
recommend is, as a teacher, goand find what you want to look
at first. And then once you'vefound something that you think
be good for your kids, you canhave a look down here, and just
clicking on where it says 3000Plus museums. So what I'm gonna
do is I'm going to show youthat, so I'm in New Zealand. So
I'm gonna find out so you can goto the map, and you can actually
(55:52):
go and find on the map for yourlisting, you might be able to
see that if you're watching on,on the video version, you can
stay long scrolling into NewZealand and I want to come down
to Auckland, which is where I'mbased. And then if I double
click on that, it brings me niceand flows. And what I can do is
I can find a museum, nowAuckland, and I'm just going to
(56:12):
use the Auckland Museum as anexample. If I keep scrolling in
here, you'll see Auckland WarMemorial Museum, which is my
local museum, I scroll down, itshows me a bunch of different
exhibits. And if I keepscrolling down, I can go down to
here where it says, museum view,I can click on Explorer. And
what that will let me do is itwill actually show me a real
(56:34):
life view of what the museum wowand the guy look and I can move
around. It's like illustrating,just like you had to like Google
Streetview. And so it's usingthe same features. But I think
the last time I was at thismuseum, we found my wife's great
grandfather's name for one ofthe honors sports. So this is a
really cool way to how detailedit is. Yeah, yeah. So yeah,
(56:57):
yeah. So maybe if you've gotlike a field trip coming up, and
maybe you wanted to get a littleidea in terms of what you can
find beforehand. This to bewritten by or try before you buy
tool, if you're wanting to see,right, let's look inside the
Smithsonian or let's look insidethat, whatever it might be, or
like the Louisville, maybethere's some really cool museums
or art galleries around theworld you're going to look
(57:18):
through and obviously, geographystopping you from getting there.
This can be a really cool way ofdoing it. But yeah, arts and
culture has gotten so caught upon it. Yeah, you can, you can
spend hours as I would suggest,obviously, because it's not
specifically designed forexecutive education in mind,
like, like a lot of the otherGoogle tools. It's not something
I would recommend just justflicking the link to kids and
(57:38):
saying, right, go for goldbuttons, obviously with art and
culture. And sometimes dataadded security specifically, or
broken audience. So maybe justuse the discretion with Vicki
being the first of the year,this time, just
Mark Herring (57:49):
one vote. One
quick little reflexive. Jeremy,
one of the things I find funnyabout this is that whenever
you're showing students and I'vebeen in classrooms and you show
teachers and students, GoogleMaps and taking on Street View,
what's the very first thing youcan do? Because bearing in mind,
if you were on the road andneeded, you did exactly this,
you can go anywhere in theworld, where did they go?
Where's my house? Or where's thecanvas? Or they could the
(58:10):
McDonald's around the corner,you know, says you went on to
the one, you have gone to themuseum that's like nearest to
you. But you can check oursystem. And I encourage people
to go all over it, like yousaid, to go to Paris, where you
can go to wash it through see goto the museum. Yeah, yeah,
that's amazing. Yeah.
Jeremy Ferguson (58:25):
And I'm
continuing in terms of what we
have available on here. Now, Iknow, in previous episodes we've
looked at, and we've talkedabout lots about AI and chat GPT
and stuff. And so there'sactually an intro into AI
section. So if I click on thissection here on the AI intro
section, basically what it doesis it brings me up everything I
related that that Google has interms of exhibits and articles
(58:48):
and stuff. So this could be areally cool way of looking at it
from that perspective. And andbecause it's Google's products,
he could you know, that it's,it's all sorts of stuff that you
can do, I had a bit of aexploring to him last night, and
I fell, I came across this oneis AI article, which is just a
good one. And basically, it'sgot lots of visuals, it's got
lots of brands. So it's not justlike a bunch of text that you
(59:09):
have to read through this isWorld photos and sort of gives
you a timeline of what AI haslooked like over the over the
years and how it's beenexpanding and stuff. So yeah,
that nuns are stuff that you canthat you can ever look at all
this Sunday on the side, somecultural, first grade.
Mark Herring (59:26):
So from it from a
teacher lens, you might not be
something that every teacher inyour school is aware of and will
go to regulator, but I know thatthere are usually one or two
teachers in most schools or in asyndicate who have that kind of
finger on the pulse withresources like this. So if
you're doing some inquiryplanning or some planning for
the year, or you're looking at,you know, social sciences
(59:47):
lessons, this can be the kind ofthing that you know that you've
bookmarked on our list of toolsto go to or call resources. And
you can find something on hereto share with the rest of your
staff or the rest of your teamcan share you know So it's sort
of adding to the array ofresources that you can go to in
a virtual way, which is amazing.
Bex Rose (01:00:05):
Really, cuz I see
something new to inspire and
innovate the new learningexperiences in classrooms. Yeah,
for a
Mark Herring (01:00:13):
while, so thanks.
Alright VIX, Episode Six, tellus what your thoughts are.
Bex Rose (01:00:21):
Well, I thought it was
great hearing from Tim today.
And maybe it takes a reallycourageous leader to change the
landscape of the school. And Ithink Tim has done it in a
really clear and concise way.
And making sure the manner orthe prestige of the staff are
still intact. So it was a, Ijust love that conversation. You
chose it always something. Soawesome. Neutrals are always
(01:00:41):
awesome to introduce into aclassroom. So go and have a look
at Google Arts and Culture. AndI do hope the Five Love
Languages resonated with you andyou kind of picked out which one
yours was and have reflected onhow these can really enhance the
culture of your organization.
Mark Herring (01:00:59):
We're super stoked
to be able to have some amazing
guests on and that's our firstscore principle on which is, has
been great to get some of thosetips. So if you're a school
leader out there who's lookingat changing your organization,
there's, there's some realnuggets and some real gold on
there. So we hope that you gotsome good value on that and do
share that with people. There'sa Share button with the podcast,
we'd love for this to be able toget out there. Obviously this is
(01:01:21):
a brand new podcast, this isepisode six. And we're we'd love
to grow our community andconversation with you. So share
that with people you know, whomight get some value and haven't
heard about us yet. There's alsolots of shownotes. So go down
and have a look at those. We'vegot some links to arts and
culture. There's some thingsthat Tim has mentioned and some
just some resources that we'llput in there as well that I know
that have made a big differencefor him in changing his school.
(01:01:43):
So great to see you. I lookforward to seeing you on the
next episode.