future schools
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Info on future schoolTRANSCRIPT
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FutureSight: Schooling for Tomorrow
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FutureSightJane Creasy, Assistant DirectorNCSL
Tony MackayDfES
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FutureSight
Using Futures Thinking
• Not prediction– to see new possibilities– to reassess assumptions
• New approaches to risk and leadership– promote diversification– embrace complexity– use all information– sustain creativity
• Moving beyond past successes– experimentation– process as product
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FutureSight
The Learning Structure in FutureSight
Module 1: A Stone RollingExploratory
Module 2: Making it RealExperiential
Module 3: Towards a Preferred FutureAnalytical
Module 4: Re-engaging with the PresentReflective and action orientated
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FutureSightValerie Hannon, Director
Innovation Unit, DfES
International Schoolingfor Tomorrow
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The UK Partnership
FutureSight
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PROFESSIONAL PROFESSIONAL JUDGEMENTJUDGEMENT
NATIONAL NATIONAL PRESCRIPTIONPRESCRIPTION
KNOWLEDGE POORKNOWLEDGE POOR
KNOWLEDGE RICHKNOWLEDGE RICH
2000s Informed
professional judgement
1970s Uninformed professional judgement
1990s Informed
prescription
1980s Uninformed prescription
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The Reform Dynamic
“Our goal is to improve the quality of teaching & learning throughout the system. We will do this by building
capacity and providing flexibility at the front line, backed by an intelligent
accountability framework and by targeted intervention to deal with
underperformance”
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“We need a new relationship between DfES,LEA and schools that:
• strips out clutter and duplication• aligns national and local priorities• releases greater local initiative and energy”.
David MilibandJanuary 2004
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A learning organization is a place where people are continually discovering how they create their reality and how they can change it.
Peter Senge, 1990
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It will take powerful, proactive forces to change the existing system. This can be done directly and indirectly through system thinkers in action. These are leaders who work intensely in their own schools, or national agencies, and at the same time connect with and participate in the bigger picture.
Michael Fullan, 2004
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School
ImprovementPersonalised
Learning
System Wide Reform
Teach
ing and
Learn
ing
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The Five Components of Personalised Learning
.
Effective Teaching and Learning
Curriculum Entitlement and Choice
Organising the School for Personalised Learning
Beyond the Classroom
Assessmentfor Learning
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During the past forty years, people have changed more than the institutions they rely on. As a result, a chasm of mistrust and unmet need now separates people and organizations.
Last time there was such a chasm (100 years ago) it resulted in mass production, Fordism, and the current
model of public services. We face another major paradigm shift.
Maxmin and Zuboff
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Change Forces: The ‘Perfect Storm’
New markets/new customers/new demand
New enterprise logic
Newtechnology
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Copernican Inversions…
Concentration
Distribution
Distribution
Distribution
Distribution
DistributionDistribution
Distribution
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Manager/ Manager/ professionalprofessional
Institution-centred
Copernican Inversions…
Person-centred
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Charles Leadbeater
“It is only possible to assemble solutions
personalised to individual need if services work in
partnership”
Schools should be gateways to networks of public provision
Schools as solutions assemblers, helping children get access to the mix and range of learning resources they need.
Schools sharing resources and becoming centres of excellence
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FutureSight An iterative, experimental process-tool developed through seven seminars with:
• Senior policy-makers
• Leaders of schools facing challenging circumstances
• Year 9 and 12 students
• Leaders of ‘Leading Edge’ schools
• Leaders of schools developing personalised learning
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Towards ‘Futures Literacy’?
• Incorporated into national ‘Standards for Headteachers’
• Development of vocabulary, concepts, knowledge and disposition
• Capacity to articulate coherent vision of the future
• Engage in informed debate about the future of learning
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Future Plans• Materials launch (September 2004)
• Enable continued use for developing leadership capacity (school networks; LEAs)
• Support schools/LEAs to use FutureSight in local contexts
• Use FutureSight to support practitioners involved in policy development; e.g. Building Schools for the future (£2bn p.a. to renew secondary school stock)
• Use modifications of FutureSight in a range of other policy contexts: e.g. personalisation
• Address an appropriate methodology for policy makers –with generative potential
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FutureSight Chris Williams
King Edward VII SchoolMelton Mowbray
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FutureSight Elaine Wilmot
West Grove Primary SchoolLondon
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FutureSight Graham Silverthorne
Gordano SchoolPortishead
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FutureSight Di Beddow
Hinchingbrooke SchoolHuntingdon
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FutureSight Luke Abbott
Essex LEA
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FutureSight
Module 4: Re-engaging with the PresentReflective and Action Oriented
• Module 4 now offers structures and processes to move from analysis through reflection to purposeful dialogue.
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FutureSight
Module 4
Reconnecting with the present
• Living the preferred future – not the idealised present
• Identifying lead indicators
• Understanding the direction of travel
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FutureSight
Module 4: Re-engaging with the present
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FutureSight
Module 4: Mapping Tool
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FutureSight: Schooling for Tomorrow