Working At The Edge

Make School Different: Digital leadership & Transformation

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#5 of 60: What is success? 🤔🤔🤔

By Randy Ziegenfuss

Welcome to Day #5 of the #60DayChallenge! See this post if you need to be brought up to speed! 

OK…let’s dive in…🌊🌊🌊

—–

I found this quote recently on Simon Sinek’s Instagram account. It resonated with me…

Success is when reality catches up to our imagination.

Let’s put education and schooling as a backdrop to those words. And discuss….

—–

❓ Provocations:

What is success? Who should get to decide what success means in any one context? In a human-centered learning ecosystem, led on human-centered principles, how must we shift our mental model of success? 

💎 Resources:

Follow the Dark Horse: A look at those who blaze their own trails and how this needs to apply to students by Lori Hough

🧠 Mindset:

Success

💡 Area:

Learning; Leadership

📣 Drop your thoughts in the comments or in the Facebook group, and feel free to share resources. 🔥🔥🔥

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Randy Ziegenfuss
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Randy Ziegenfuss
I've retired from public education after 34 years, most recently as Superintendent. In addition to blogging at WorkingAtTheEdge.org, I co-host two podcasts at TLTalkRadio.org and ShiftYourParadigm.org. Learn more at https://workingattheedge.org/about/.
Randy Ziegenfuss
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Filed Under: #60DayChallenge

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About Working At The Edge:

My name is Randy Ziegenfuss, and I'm a retired public school superintendent and a life-long educator with over 34 years experience developing a passion for teaching, learning, leadership and technology. <read more...>

I first came across the phrase working at the edge while learning about the work of Marzano, et al. School Leadership That Works: From Research to Results. In this work, the researchers define 21 responsibilities of the school leader, one being change agent. A change agent is defined as one who is, "...willing to challenge school practices that have been in place for a long time and promoting the value of working at the edge of one's competence."

Randy Ziegenfuss, Ed.D.

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