Performance (3)

Focusing School Performance On Advocacy

Dr Phil Cummins explores how and why schools should focus school performance on advocacy for the other.


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The Advocacy of Solution Architects

When we build performance in a school by focusing it on advocacy for the other, we support the establishment of a culture of high-performance in which solution architects learn how to ask the right questions to produce evidence-based and research-driven answers to multi-dimensional problems.

The advocacy of solution architects requires careful consideration of the critical paths towards meeting the needs of others. It also draws attention to the need to generate capacity to achieve the desired results. Our work in schools needs to model this in practice:

A Game Changer who motivates as an evidence-based high-performance leader in a School for tomorrow. works with people to develop the organisational, professional and personal competencies to align their performance with the need of our societies for people to thrive in their world.

CIRCLE Global Educational Research Program Finding*

The output of such competencies is important. We all need a score-board to show us the results of our efforts. Yet we can become too mechanical and constricted in our pursuit of results. We also need to be mindful of the need to engage our learners, to stimulate their curiosity and to be playful in how we approach at least some of the work of high-performance:

Boredom is toxic. It's bad for your well-being. It's like being subject to stress chronically.

Santiago Rincon-Gallardo | Game Changers insight**

Locating Advocacy In School Performance

Performance which is focused on the advocacy of solution architects is authentic in increasing the quantum of character capital in the school community. What does it look like to embed advocacy within school performance?

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Leading Performance With Advocacy

Adriano and I describe the fulfilment of leadership as solution architects that focuses school performance through advocacy for the other like this in our book***:

The energy and emotion of our role will often be dominated by enhancing teams’ journeys through solving problems and making decisions, creating role-modelling culture and standards, building the capacity of team members to do their jobs and grow into their next roles, and engineering teamwide commitment to the strategy and operational effectiveness that will see it convert vision into reality.

Ref: Game Changers: Leading Today's Learning for Tomorrow's World (Amba Press 2023) p.14

A checklist for the work of advocacy as a team leader building performance might look like the following:

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A checklist for the work of advocacy as an organisational leader building performance might look like the following:

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How do you rate your work as a leader who focuses school performance on advocacy for the other?

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* You can learn more leadership of performance in school communities focused on advocacy for the other here:

** You can listen to Episode 3 of Santiago Rincon-Gallardo’s Game Changers Special Series:

*** You can purchase your copy of Game Changers: Leading Today’s Learning For Tomorrow’s World (now published by Amba Press) through Amazon here, Barnes and Noble here, and Booktopia here.

Dr Phil Cummins FRSA FACEL FIML is the Managing Partner of a School for tomorrow, Managing Director at CIRCLE – The Centre for Innovation, Research, Creativity & Leadership in Education, Associate Professor of Education & Enterprise at Alphacrucis University College, and co-host of the Game Changers podcast series.

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