Innovation is a word we hear a lot at the moment; it’s bandied around education circles, in the business world and throughout government at all levels.
In his recent book, The Innovator’s Mindset – Empower Learning, Unleash Talent and Lead a Culture of Creativity, George Couros argues that innovation is not something that requires wholesale, transformational change, but is a mindset that creates something new and better, either from invention (totally new) or iteration (changing something that already exists). A handy definition for those left confused by the word.
In a clear, accessible text, Couros outlines his definition of innovation, suggests where we might see it in our schools, how educational leaders can develop places where it thrives and offers ideas of where to head next. At the conclusion of each chapter he provides discussion questions and extensive reference lists that help to make this text a useful inclusion on the agenda as a developmental item for any leadership team.
The Innovator’s Mindset is certainly not a panacea for poor student performance, but a challenging read that encourages leaders within schools to look into the mirror at our actions and sometimes, inaction. He challenges us to consider the implementation of new strategies and warns that if we aren’t intentional, we may promote confusion and burnout, instead of inspiring innovation and deep learning. Instead he argues that we need to change our mindset that every new idea, even good ideas, must be immediately implemented. Let’s focus on what we want learners to know and do and select and master resources to create learning experiences aligned with that vision that has been co-created with the community.
Building on the work of a number of educational theorists and commentators, Couros’ work seems to extend that of Carole Dweck, by suggesting the innovator’s mindset is a further iteration of the growth mindset. This book won’t tell you how to implement change, but it will provide you with some ideas of how to generate a mindset in order to innovate, create relationships that empower staff to set sail on a new course and will challenge you to question dominant beliefs.
What struck me most about this text was Couros’ voice. He is an avid user of Twitter (@gcouros), he blogs and he is still involved in education at every level in Canada. There is an authenticity about the examples he uses and the pace at which this book moves. It won’t take long to read, but the results could be long-lasting.