What we found in our initial prototypes -- launching an innovation lab space, creating a design thinking professional development experience, and running student-facing design challenges for middle- and high-school classes -- was that the design thinking process functioned as a kind of oasis for educators, reconnecting them to their creativity and aspirations for helping students develop as deep thinkers and doers, not just as test takers.
Leading with empathy means pushing yourself to get closer to people, and to do so consistently, publicly, and with conviction.
How do you do it? Listen more; talk less. Immerse yourself in how others experience your school or program.
Reframing is critical for innovation, but it's also a way of moving from a deficit point of view to an asset focus.
Challenging assumptions lets us see what both children and adults are truly capable of doing. Harnessed for good, challenging assumptions steers you in the direction of more effective policies and practices because you're willing to see things differently.
what really matters is trying something, letting people know that you're trying it, and generating opportunities for feedback.
a bias toward action: Don't talk -- do.
And when you do, then you observe, reflect, and try again to get it right.
You can share those things as well, but we'll all learn more when you share your process, warts and all.
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