Nikki Keys2009

No pain – no gain: the whole school change challenge - Where to

with……

Embracing the Technological Era

No pain – no gain

• Complexity of managing change

Vision PD Ownership Res & org ReviewAction plan change

PD Ownership Res & org ReviewAction plan confusion

Vision Ownership Res & org ReviewAction plan anxiety

Vision PD Res & org ReviewAction plangradualchange

Vision PD Ownership ReviewAction plan frustration

Vision PD Ownership Res & org Review falsestarts

Vision PD Ownership Res & org Action plan unknownimpact

Adapted from Enterprise Management Ltd 1987

BSSC & ENPS examples

Whole school change• Whole School Change = Enduring and Successful

Vision & planning

•vision - pride and identity•resources allocated•shared leadership

Cohesive community

•understanding •ownership

Learning & teaching

•authentic•agreed relationships•learning processes•learning to learn

Resources & organisation

•Use of space, time and technology

Adapted from: the IDEAS Project Prof Fran Crowther & the IDEAS Project Team

Professional Development-brings all areas together

Vision & planning•vision - pride and

identity•resources allocated

•shared leadership

Vision & Planning

• What does the future hold for our school?• What is the role of our school in the future?• Why have schools changed so little?

PedagogyStructural elements

• Budget •Tools & resources:

Cohesive Community

•understanding

•ownershipCohesive Community

• StudentsDoes every teacher think your school is “A

place I would love to send my kids”

• Parents– Need to be on-side and understand your

journey

• Teachers– Early adopters– Resistors

Bi

Resources•Use of space, time

and technology Resources & organisation

• Understanding the big picture• Access to resources is critical, every

classroom, every teacher, every student

• Space• Includes Technical support, reliability,

hardware rollover, software

Learning and

Teaching•authentic•agreed relationships

•learning processes

•learning to learn

Learning & teaching

“As we integrate information and communication technologies into our practice classrooms will only become information rich and learning rich if we attend to all the features which enhance learning in any learning situation.” Julia Atkin

• Do these things occur in your school? How widespread?• How are they valued and assessed?• What are the skills that kids need?

Integrated curriculumInquiry LearningActive learningReflective learningCooperative learning

Thinking skillsLearning stylesMultiple intelligencesVisual literacy

Emotional intelligenceIntegrating ICTHabits of the mindAuthentic assessment

Professional

Development

•brings all

areas together

Professional development

• Emotional – Pedagogical -Technical• Just in time, Just now• Expectation that ideas will be used in

the classroom• Linked to review processes• Continued up to date access Forget about the kids and worry about the teachers.

Unless they are adequately prepared you are wasting your time and…... Money.” Chris Bigum

Winners - John Hattie

1.Self-report grades

2. Absence of disruptive students3. Classroom behavioural

4.Quality of teaching5.Reciprocal teaching6.Prior achievement

7.Teacher-student relationships8.Feedback

9.Providing formative evaluation to teachers10.Creativity programs

Identifying what matters (Hattie 2008 )

Percentage of Achievement Variance

StudentsTeachers

HomePeers

Schools Principal

Challenges for whole school change:

Vision & planning

•vision - pride and identity•resources allocated•shared leadership

Cohesive community

•understanding •ownership

Learning & teaching

•authentic•agreed relationships•learning processes•learning to learn

Resources & organisation

•Use of space, time and technology

Professional Development

•brings all areas together

• Unless a vision is clear, engaging and achievable it will not bring together the ideas and commitments of all stakeholders.

Link school communities:•Communicate and collaborate in a safe environment•Provide high quality, interactive and challenging resources•Incorporate potential of new media•Home school links are crucial to expand the learning opportunities for all

•Outside the classroom•Build stronger relationships between learners, teachers, parents and the community – in any location

•Allow teachers to develop, pick and choose from a variety of sources including commercial materials

Where to…….

• Where do we want to travel?

• Need to provide navigators

• World has changed

• Emergence of new landscapes

Making choices

• We must make choices which we way we are to go

• …..the already travelled road• ……assumptions• A new road • We will stay on the same pathway

unless we look closely at what we are doing

Making a Difference

• Think about education that shows difference

• Technology will facilitate learning• Transformative pedagogy: a

commitment to respond and acknowledge diversity

• Recognise patterns concerning common ways schools respond to difference

What did I learn today? My mother will want to know.Tell me what did I learn today, my mother will want to know!

Change

• As we face change we must change our views

• Future is not what it used to be• New concept of ‘school’• Profound changes in the role of the

teacher to form new roles

Focus• Relevant and real Life learning• Problem based inquiry• Higher order thinking• Enterprise or innovation• Self direction• Care / relationships• Creating preferred futures• Learning and human development is

where the focus should be - key competencies

Knowledge producing Schools

• Negotiated with community• Real projects ( Inquiry Learning)• Take risks and go down new

pathways• Acknowledge diversity of students• Respond to ICTS• Change the old maps

Innovation• Use different models of learning

• Provide choices

• Give opportunities

So What?

• We must work together to achieve our goals in the strategic plan for our school

• The strategic plan must reflect the changing world not old maps

• We must ask ourselves ‘What is Powerful Learning?”

Julia JJ Model

Practices

Principles

BeliefsAnd Values

Values can be chosen consciously to be a tool that allows us to choose a new set of futures…….

• What do we believe about how people learn?

• What do we need to do to improve our practice so that it truly reflects our values and beliefs?

• Can we as a community possibly reach agreement on our values and beliefs?

• How can we state our values and beliefs explicitly and specifically?

Core Values / Competencies

• In groups of three look at the key competencies. 3 pair shareback.

• Collective grouping of what we think is important

• What would this look like in your school?

Classroom of the future

• See the students in their learning environment. Watch the students involved in learning, see the teacher. Note how the students relate to each other….to the teacher. ( Hattie )

• How are the students interacting with technology and learning to learn

• Share back- note similarities and differences

How do each of these technologies change the possibilitiesfor the way we design ‘schooling’?

It is really only in the last twenty-five years that new technologies have been developed which are capable of challenging educational practices of the factory era.

Values required for the future worker

• What skills do you believe our students will need when they leave school?

• Share with a partner• Feedback

Today’s workers need to forget having a job completely and look instead for work which needs doing and then set themselves up the best way they can to get that work done. William Bridges “Jobshift”

How would you feel? What skills and attributes wouldyou need to develop your work in this way?

Communication skillsProblem solverTeamwork skillsNetworking skillsKnow self/self confidenceEffective learnerResilienceTake risksInitiativeCreative & critical thinkingMarket selfSpecific skill set

Literacy skills ( text, visual, electronic)

People managementFlexibility/adaptability

Beliefs Clarification

• From the statement arrange yourself on a continuum from strongly disagree to strongly agree. ‘ We value Collaboration. We believe students can and do learn from each other’

• Explain why you have placed yourself there

…It is one thing to identify our values it is a different matter to examine our practices in terms of our values and beliefs…

Core Value + Beliefs: WhyWe value collaboration, We believe that

students can and do learn from each other

• Principles ( How)We will help students learn skills for effective collaborationWe will create opportunities for students to learn from

each other

•Practices ( What)We will teach communication, listening, group role skillsDevelop understanding of different styles of thinking,

personality, leadershipGroup assignments, tasksClassroom seating arranged flexibly to allow for ease of

group work and individual workPeer tutoring Teach Process skillsLearning to learn pedagogy Expert groupsEvaluation against agreed rubrics

Developing congruence between our beliefs and actions

With a partner1. Each identify one of the values or beliefs about

learning2. How in principle do you respond and work

towards this belief?3. Give 3 examples of practice which are

congruent with this principle and its underlying belief

4. Identify barriers to this belief being lived out in practice

5. Identify a practice which is not congruent with your belief

Being the best we can be……

Is what we are doing in line with what we value and believe?

Our challenge is to transform education for the Technology Era.

Our challenge is to design practices that maximise learning opportunities made possible by the technology era.

The Technology Era demands:

we are all multi-literate and in particular to be     Information & Communication Technology     literate

the development of learners who have the    capacity to be receptive, adaptive,    responsive, supportive and self determining    within learning communities.

To respond to the challenge we need an understanding of:

the nature of the Technology Era what constitutes powerful learning effective learning & teaching processes cultural transformation and change

Visible Teaching – Visible Learning - Hattie 2008