to system redesign · 2011. 2. 12. · system redesign professor david hargreaves norfolk 1 july...

FromPersonalising Learning

to System Redesign

Professor David HargreavesNorfolk 1 July 2008

2004 Prime Minister Tony Blair:Catch-up for public services incustomising or personalising

The opportunity of ‘personalised learning’

A transformation?

Neither introduced any new technologyBoth introduced a new business model

Lessons from the business world

The 20th century transformation: from mass production to mass customisation

From Henry Ford to Michael Dell

What would be the equivalent of ‘a new business model’ for schools?

The challenge: how to get schools from mass production to mass customisation

4

Personalizing learning means meeting

• more of the educational needs of

• more of the students

• more fully than ever before

The meaning of ‘personalisation’

Mass customisation...

...means developing, producing, marketing anddelivering affordable goods and services withenough variety and customisation that nearly everyone finds exactly what they want.

shampoos on-demand TV

... is the capability to change the design or appearance of a product or service in direct response to a customer’s needs – without incurring significant additional costs in the production or delivery of the product/service.

Fiat 500

In mass production, the company has to persuade customers that they need and want a pre-determined,standardised product.

In mass customisation, the company has to discovercustomers’ needs and wants and then redesign the production and delivery systems to meet them.

In mass produced education, the staff have to persuadestudents that they need and want a pre-determined form of education - curriculum, assessment, pedagogy, school.

In mass customised education, education ministries and schools have to….

do what exactly?Full implications of this, said in 2004, took 3 more years.

Curriculum

Design&Organisation

New technologies

Assessment for Learning

Workforce reform

Student voice

Learning to learn

Advice&guidance

Mentoring&Coaching

The nine interconnected gateways to PL

...and the six pamphlets

Curriculum

Design&Organisation

New Technologies

Assessment for Learning

Workforce Reform

Student Voice Learning to Learn

Advice&Guidance

Mentoring&Coaching

DEEP EXPERIENCE

DEEP LEARNING

DEEP SUPPORT

DEEP LEADERSHIP

Clustering the nine gateways to PL: the ‘deeps’.

DEEP EXPERIENCEat school level

DEEP SUPPORTat federation level

DEEP LEARNERSat classroom level

DEEP LEADERSHIPdriven by school leaders

Implementing the deeps.

The deeps as a conceptual support

The deeps as an organisational device or planning tool?

Learning and

teaching

Support and

guidance

Curriculum and the design of learning

experiences

Independent learners who want to learn

Skilful, experienced and

committed teachers

Attitudes to

learning

Accessing the

curriculum

Choice and personalisation

DEEP LEADERSHIP

DEEP LEARNING DEEP SUPPORT

Learning Mentors

Managers for Personalised

Learning

AHT – Student Voice• Mentoring• Student Voice

AHT – Curriculum• Curriculum• Coaching• AfL

BIP SEN

DEEP EXPERIENCEAHT - Inclusion

• Advice and Guidance• Community (not deep)

Executive HeadteacherHead of School

• Design & Organisation• Workforce (reform)• New Technologies

Deep Leadership

Deep Leadership

Deep Support

Deep Experience

Deep Learning S

Students

Spirituality Standards

Specialism

14

Deep Experience

Deep Leadership Deep Support

Deep Learning

Student

Student

Deep Support Deep Experience

Deep LearningDeep Leadership envelops them all

Student

Deep Support Team

Deep Experience Team

Deep Learning Team

V.P.

V.PV.P

AP AP

AP

Deep Leadership Team

Implementing the deeps: the advantages.

Underline the school’s moral purpose

De-emphasise subject labels & boundaries

Articulate better with the school’s vision

Offer new labels to enrich and broaden roles

De-emphasise short-term and superficial

Activities/meetings breach old boundaries Enriches language and encourages dialogue

Re-integrate established silos

Clarifies PL for governors/parents A tool for planning priorities/development

Inspires and distributes leadership

Co-construction

Everything about schooling can potentially be co-constructed:

curriculum, assessment, pedagogy,the nature of education and school

or co-creation, or co-production

Personalizing learning means meeting • more of the educational needs of

• more of the students

• more fully than ever before

TRANSFORMATION is not achieved simply by bringing schools into line with mass customisation and personalisation

‘redesign the production and delivery systems’

...but by...

The transformation to meet more needs of more students

is achieved through school-led system re-design

based on, but going beyond, the 9 gateways & the 4 deeps

as originally conceived

Beyond customisation

DeepExperience

2+ gateways

DeepLearning3+ gateways

Deep Leadership

2+ gateways

System re-design

9 gateways 4 deeps system re-design

DeepSupport2+ gateways

All the assumptions behind 20th centurymodels of schooling are now questioned

Everything that has been taken-for-granted about schooling are now scrutinised

Reconfigurations are devised, tested, revised

Innovation networks drive the agenda

Are you an innovation network?

Question: which is the better fit?

We are individual school leaders doing our best for our students within our own school and we come together to share experience and ideas.

We are school leaders who come together regularly to collaborate closely to ensure that each school gains individually but our whole secondary sector also gains as a collectivity.

Are you an innovation network?

SYSTEM RE-DESIGN: the 20 reconfigurations

Institutional reconfigurations: 10

Leadership reconfigurations: 5

Role reconfigurations: 5

Institutional reconfigurations: 10

• Single to multiple institutions• Merging of primary/secondary/special phases• Boundaries of year groups/key stages permeable• School day/year reformed and extended

• Academic versus pastoral split removed/reworked

• Large school re-structured into smaller ‘home’ units

• Boundaries between school and workplaces weaken

• Lessons and work periods lengthen

• Increase in competence-based and trans-disciplinary study• New uses of space and buildings

29

Of the 10 institutional reconfigurations, which are most relevant to your situation?

Question for thought

30

Role reconfiguration: 5 strands

• Co-construction between stakeholders

• New forms of governance, especially inter-institutional

• Widespread, school-led innovation

• New forms of school-led and school-based teacher development, both initial and continuing

• Teaching roles within school more differentiated and more involvement of external partners

31

Leadership reconfiguration: 5 strands

• Flatter, less hierarchical

• Broader and distributed, more people involved

• Leadership development and succession central to CPD

• Student leadership cultivated

• Decision making procedures change

The reconfiguration cube

= 250 cells Which ones matter - and why?Complementarity as the key

10 institutional reconfigurations

5 leadership reconfigurations

5 role reconfigurations

AfLL2L

SV

Student leadership

Stage not ageCo-construction

9 gateways 4 deeps system re-design

34

Of the 3 sets of reconfigurations which is the starting point for transformation?

Question for thought

35

5 leadership reconfigurations

10 institutional reconfigurations

5 role reconfigurations

Reconfiguration dynamics

System Re-designat school level

System Re-designat local system level

System Re-designat national system level

SYSTEM RE-DESIGN: the 3 levels

‘Dynamic governments remain porous. Renewal rarely comes from within. One of the optical illusions of government is that those inside of it think of themselves as the drivers of change… Yet most far-reaching ideas and changes come from outside… Governments are more often vehicles than initiators. They play a role in embedding these changes but typically they get involved only at a late stage… The smarter governments around the world realise that they need to build innovation into their everyday working: through experimental zones and pilots, competitive funds and rewards for promising ideas. And new ideas need time to evolve - preferably away from the spotlight… Most radical change has to start outside government, usually from the bottom rather than the top.’

Geoff Mulgan (2004)

10 institutional reconfigurations

5 leadership reconfigurations

5 role reconfigurations

The reconfiguration cube

How would a local system redesign innovation network handle this?