For my Emerging Technologies class this semester, our assigned text was The Innovator’s Mindset – Empower Learning, Unleash Talent, and Lead a Culture of Creativity by George Couros. I appreciated the opportunity to delve into a text that was both interesting and inspiring. I felt validated by many of the points George Couros made about who and how educators should be. It sounded a lot like the educator I aspire to be, and his words, wisdom and advice gave me some great ideas and a dose of courage to go out an do just that.
The biggest game changers in education are, and always will be,
the educators who embrace the innovator’s mindset.
George Couros p. 227
Part I of The Innovator’s Mindset
In Part I of The Innovator’s Mindset, Couros defined what innovation is, and what it isn’t. He mentioned that while many equate technology with innovation, this is not necessarily the case.
Couros states, “For the purposes of this book, I’m defining innovation as a way of thinking that creates something new and better” (p.19).
Couros emphasizes that in terms of education his definition ties back to making things new and better in regard to student learning.
I liked that Couros clarified this point as it is easy to forget that innovation does not equal technology. There surely are plentiful examples of using technology in innovative ways to create new and better student learning. However, innovation is not limited to only how it applies to technology.
“Abilities, intelligence and talents are developed leading to the creation of better ideas.”
George Couros, p. 48
Correct me if I am wrong, but…
I think what Couros is saying above is that ANYONE can succeed and create better ideas. This means that all students are worth our time and efforts, not just the “gifted few.” I’ve never understood teachers either when I was a student or now as a teacher myself who considered and treated some students as though they were incapable or learning or “unteachable.” If that’s where you’re at in your career, it’s time to consider something else.
Part II of The Innovator’s Mindset
My comment above segues nicely when we arrive at Part II and Chapter 4, “Relationships, Relationships, Relationships.”
Couros talks about the power of trust and empowering workers to make decisions. He states, “As leaders in education, our job is not to control those whom we serve but to unleash their talent” (p. 69).
Anyone who’s ever been micromanaged by a boss or teacher knows how this lack of autonomy can sap any motivation for inspired thinking and actions. Why then as educators, would we want to do anything that sapped our students of their power?
Couros explains in Chapter 6 “Engage Versus Empower” that while it sounds great to have students who are engaged, it’s much more important to empower students. “Our job as educators and leaders is not to control others but to bring out the best in them. Engagement is not enough. We need to create the same opportunities for our students as those we would want for ourselves” (Couros, p. 99).
When I read this, I thought…
“Wait! I’ve seen those teachers who are so dynamic, charismatic, charming and funny! How can they get kids to hang on every word? I’ve envied their ability to be so darn cool. Now you’re saying that’s not enough?”
To be honest, it was a little bit of a relief. Instead of striving to be the “cool” teacher, I could instead strive for ways to empower students to pursue their passions and interests. My job is not to be a better me, it’s to help my students find a way to a better them – and isn’t it in the end about the students after all?
Part III of the Innovator’s Mindset
In Part III, Couros shifts gears from defining innovation and relationships to leadership. In Chapter 8, “Strengths Based Leadership” Couros extols educators and administrators to lead with a focus on people’s strengths rather than weaknesses. Couros states, “Focusing on strengths does not equate to ignoring areas of weakness. To the contrary, a strengths-based model can actually encourage students to improve in their weaker areas. Remember; success builds competence and confidence” (p. 124).
In my own experience, I’ve seen time and again growth occur when students’ strengths are celebrated. Conversely, when the focus is on areas of weakness, they continue to struggle. I’ve heard it said before, “What you think about, you bring about.” This theory regarding manifesting your best life appears to be in line with Couros’ argument for strengths-based leadership.
In Part III Couros also brings us back to the question we must always ask ourselves, “What’s best for kids?” (p.147). This time, he’s referencing the choices we make regarding technology use, but it’s a common theme throughout the book that is critical to remember in all that we do as teachers.
My 5 Big Takeaways
The “5 Big Takeaways” graphic includes some of the highlights from The Innovator’s Mindset regarding my personal growth. One of these, “Less is more,” is the title of Chapter 10 and one that I continually need to keep in mind. In my role previously, and now in my role as student and upcoming role in a new school, it is tempting to want to use every single app and program out there. There are so many cool ways to bring technology into learning and the classroom, however, it’s more important to stay focused and master a few rather than dip your toe into all without really being able to harness and share their true capabilities.
That being said, there are a lot of really cool things out there by way of ideas and technology. In “Embracing an Open Culture” Couros encourages educators to share with one another to facilitate more and better learning. Throughout the book Couros mentions blogging and his own blog which led me to believe the best choice for this assignment was to post it here on my own blog.
I’m eager going forward to continue to make connections and utilize the power of networking to share what I’ve learned and what I’m learning in order to always do “what’s best for the students.”
Part IV of the Innovator’s Mindset
Couros ties the book together in Part IV. He mentions that
“Creating the environment that fosters a culture of innovation is done by:
- focusing on strengths-based leadership,
- allowing learners’ needs to drive our decisions,
- narrowing our focus and engaging in deep learning,
- embracing an open culture,
- and creating learning experiences for educators the we would love to see in our classroom.
It’s important to note that the strategies listed above are not meant to be linear” (p. 206).
YES!!!!
Couros’ previous statement made me want to leap for joy. Too often in less creative professions linear-thinking is celebrated as the best and only way to do things “right.” Again, I felt validated that my crazy, “bubble thinking” wasn’t a bad thing. Couros encourages teachers to be creative and encourage creativity in their students. It seems obvious that this would be the best way to motivate students, yet too often we see teachers who lack time and support eventually give up.
Investing in teachers is investing in our students. It should be apparent that ongoing learning for teachers is the best way to foster the best learning for students. Couros talks throughout the book about modeling how to learn for students. Who better than to do this than teachers?
In Summary
In answering the question, “Would I recommend this book?” the answer is a resounding, “Yes!”
Throughout the pages of The Innovator’s Mindset George Couros reminds us that teaching and learning should be inspired, creative and innovative. When a text about teaching makes a teacher eager to hit the classroom when it’s only June, you know something good is at work.
Don’t forget to give credit…
Where credit is due.
Couros, G. (2015). The Innovator’s Mindset Empower Learning, Unleash Talent, and Lead a Culture of Creativity. Dave Burgess Consulting.