A new approach to Professional Learning, Integral Learning Futures (ILF) is a Professional Learning and Systems Mentoring Associate (PLASMA) Network designed to work with learners across all levels within educational systems.
ILF operates nationally across Australia, in America, South East Asia and Europe.
Our work is based on solid and dynamic research and pedagogy.
We provide a broad yet fully integrated range of resources, assistance and services to schools, districts and systems which includes:

systems evolving in a contemporary manner;
schools and districts planning, developing and implementing systemic, manageable and comprehensive school change;
teachers developing strategies and systems to improve all aspects of teaching and learning;
students, teachers and parents understanding the implications of new ways of learning and new ways of working and looking at employment.

HISTORICAL DEVELOPMENT

Integral Learning Futures Pty Ltd is a Network Organisation with a key focus on System Mentoring. Integral Learning Futures involves associates who have each been recognised both within their traditional field and across multiple research and operational bases for their capacity to view and assist Systems to develop in the broadest possible context with Julie Boyd as Organisational Facilitator.

Integral Learning Futures builds on and creates solid research bases which cross a broad range of fields, utilises the expertise developed through experience at all levels in educational, community, business and corporate systems. The company builds on the creation by Julie Boyd of each of the following organisations which operated at national and international levels, introduced cutting edge ideas and frameworks, and progressively built a picture of excellence in educational systems over the past 25 years. Each of these organisations has worked closely with a number of universities, institutions and systems across Australia and internationally. Also, each of these organisations has, once it’s key messages and learnings have become institutionalised, melded into various other established entities, organisations, and systems.

Teamlinks P/L (with Joan Dalton) – an organisation created in the late 1980’s which focused on the classroom as the unit of change and specifically on all aspects of teaching and learning, and learning environments. This integrated cooperative and collaborative learning with brain-based and sensory learning research, multiple intelligences, and an integral approach to all aspects of classroom effectiveness, curriculum and principled teaching and leadership.

Global Learning Communities P/L (with Carole Cooper)- an organisation created in the early 1990’s which focused on the school as the unit of change and the creation of co-operative classrooms and collaborative learning communities at school, district and state levels. GLC expanded the concept of effective, teaching and leading to integrate all aspects of schools and districts as collaborative learning communities using multiple research bases from psychology, living systems theory, curriculum development, assessment, professional development, teacher research and many others.

Working Futures P/L (with Dr Marc Bowles) - an organisation created in the mid 90’s which focused on education in the corporate sector and the translation of experience and expertise from education to corporates and vice versa. The research bases integrated into this included new work practices, collaborative practice, vocational learning, transition learning, integral tertiary education and other.

Multiversity Digital P/L (with the Tasmanian Government organisation, Intellinc and KPMG) -an organisation which focused on the export of tertiary level education into the SE Asian Region.

With ILF these experiences are overlaid and integrated with a broader focus and further expansive research bases from other fields such as architecture, science, aesthetic and art, cultural, moral and eco-conservation. This has paved the way for the integration of all learnings, research bases, internal research, experience and expertise to form the basis of a new incarnation in Systems Mentoring and Professional Growth.
ILF has been created so that Systems Mentoring operates at all levels within a system simultaneously.

ILF ASSISTS EDUCATIONAL SYSTEMS TO REPOSITION IN THE FOLLOWING WAYS:

1. Address the key issues of literacy, numeracy and IT as integral ‘givens’ in the system, rather than as outcomes.
2. Conduct targeted research to tap existing intellectual capital which can be used as a foundation for the next developmental level of the system itself. Existing capital is seen as the current and previous assets of the system as identified by system learners.
3. Change the focus within the system from the school as the unit of change, to an emphasis on the learner as the focus of change (with learner defined specifically.)
4. Develop an integral approach to the interpretation of ‘beyond education’ issues such as business practice, systemic living and human systems theory (including brain/body/mind environment), architecture, science, aesthetic and art, cultural, moral and eco-conservation as assists in the evolution of educational systems.
5. Clarify and acknowledge the multilayered and multifaceted facets of an educational system, including the current untapped intellectual sophistication of many students, and the everyday practices of outstanding teachers.
6. Effectively extend this multilayered approach to include preschool- tertiary educational levels in developing generic excellence of practice and research.
7. Focus on the development of expansive, dynamic and honest approaches to systems education, as opposed to the adoption of models and trends which date quickly.
8.Critically analyse what can be successfully transplanted and transposed within and across social, cultural, political and financial systems.
9. Focus on education as a societal wealth creator, rather than only as a consumer of societal wealth resources.
10. Address boundaries and barriers by creating effective and simple communication tools to help integrate teaching, learning, research and accountability into a more responsive system.
11. Adopt an approach of ‘leapfrog education’ (paraphrasing the ‘leapfrog technology’ for which Australia is becoming well known).
12. Combine the broad range of strategies, processes and frameworks that have been tested and utilised by the proponents across a broad variety of systems with situational data and research to create an international educational lighthouses.
13. Develop a coherent overview which creates an integral view congruent
with national and international systems and which provides a focus for the
creation of 21st Century education systems.