Innovative Schools toolkitStrategic Workshop 1Creating a shared vision

Objective Suggested Approach

Establishing the framework for innovation.

Presentation to outline the methodology that will be used in the workshop for innovation and envisioning

Develop 4 clear long term vision statements in each themed area. These will be called the ‘BEST’ vision

Small group discussions in which delegates share their aspirations for the future of education in each of the main “Innovation Wheel” themes: •Teaching, Learning and Assessment •Leadership and Culture of Innovation•Ongoing Professional Development•Learning Environments

Discuss and agree the ‘BEST vision statements.

Individuals prioritise statements and whole group agree final version

Workshop 1 overview

• Every successful project/journey begins with clear planning and fostering a culture of innovation in schools is no different

• The development of a framework which will drive innovation is important

• The next slides shows how teaching and learning can be at the heart of the developing a roadmap and establishing a framework to develop a vision

Developing a roadmap for change

• Decide where you want to go– Examples: T-route (teacher route), P-route (pupil route), any route?

• Which vehicle suits the route best?– Don’t put a race car on a rocky road. Don’t use ICT if the conditions are

not yet ready. Build your road first!

• Keep checking you are travelling in the right direction– Lots of small movements forward are better than one step backwards.

Establishing the roadmap

T-Route P-Route

• Teacher Led• Knowledge ‘delivered’• Learners consume media• Competitive• Teacher assessed• Distinct from informal• Pace of the class• Single course• Predominant learning style• Restricted age range• Personalised by teacher

• Learner Led• Knowledge created• Learners produce media• Communities of learning• Peer and Self Assessment• Formal, informal continuum• Individualised challenges• Multiple pathway• Choice of approach• Peer and multi age working• Personalised by choice

Some possible routes

Incremental changes in

the right direction

are ‘Transformational’

Time(Years)

Starting point for example school

SRF Measure of e-Confidence

Near-term Visions

5 (lowest)

4

3

2

1 (highest)

T-route P-route

Some school processes or practice may fall anywhere on the

spectrum; however, from operational efficiency

perspective, a school pursues one route or the other

P1 and T1 describe model schools with a standard of ICT equipment matching the PfS output specification

Future Visions (‘moving targets’)

T1 P1

P2

P2 and T2 describe ‘moving targets’ at the end of the the longer-term vision. Schools will be using more advanced ICT.

T2 P2

0

4

5

10

15

Pulling in the same direction

• Part 1 – on post-it notes list teaching and learning activities that you are aware of in your school or elsewhere that you think are innovative e.g. “Students being given the opportunity to teach a lesson to their peers”.

• Part 2 – in groups arrange these notes in order from ‘T-route’ to ‘P-route’ so that the activity most aligned to T-route practice appears at the far left.

• Part 3 – In what ways could practice in schools be moved towards the P-route without having a negative effect on standards or teacher quality?

Task 1: Understanding T/P routes

• There are many ways to articulate your vision but there is often confusion due to the terminology used

• Using labels such as good, better and best is a simple way ensure common understanding

– Best: This describes your educational philosophy that is set far in the future without thinking

about current constraints

– Better: This is vision within timescales associated with planning documents. This can

consider the use of current technologies and current constraints

– Good: This is the requirement of getting the provision for all learners up to a baseline

Creating a roadmap/vision

GOOD BETTER BEST

Outcome Enablers Outcome Enablers Outcome Enablers

Teaching, Learning and Assessment

Basic computer literacy

Better quality resources and information

“Digital literacy Curriculum”

Shared , secure access to PCs

Knowledge from collaboration

Create and use multimedia in learning

Internet, LANE-content

Range of media devices and apps

Learners with 21st Century skills

Self supported lifelong learners

Personal learning devices24x7 access

Spectrum of apps & tools

Ongoing Professional Development

Increased quality of lesson resources

Printer.Projector, PC.

“Digital Lit. Curriculum”

Ideas from other teachers

Self reflection and action research

Authoring, collaboration, analysis and productivity tools

Internet in class

Personalised learning. Co-developmentAction research and peer evaluation

Spectrum of e-resources, SIS; collaboration and analysis toolsPresenceConvergence

Learning Environment

Community access to ICT

Shared access to PCs

“PiL School Leader development”.

Connected community

E-mail.Web.Tools.“Digital Lit. Curriculum” for community

Increased stakeholder involvement in learning

Learning Gateway.National STIC.Link to Innovative Schools.

Leadership and Culture of Innovation

More efficiency Admin PCs in schools and regional offices

“Digital Lit. Curriculum”

Improved flow of information

Removal of duplication

Database and Portal technologies“PiL District & School Leadership “

Better management of resources

Business Intelligence“National MoE inc School Agreement”

Establishing the roadmap (example)

1. In groups of three or four decide which of the four categories you would like to work on.

2. Imagine it is the year 2030 and you are giving an international presentation about the most outstanding practice in your country

3. What would this success look like? Create a set of statements that describe this future

4. You can base it on the outcomes shown here or create your own.

5. Add your ideas to post-its and stick on the flip charts provided.

Task 2: Envisioning task

Outcome

Learners with 21st Century skills

Self supported lifelong learners

Personalised learning. Co-developmentAction research and peer evaluation

Increased stakeholder involvement in learning

Better management of resources

Teaching, Learning and Assessment

Ongoing Professional Development

Learning Environment

Leadership and Culture of Innovation

BestVote

Teaching, Learning and Assessment

Competencies and Quality. In 2030 the main focus of learning is the development of competencies including, problem solving, reflective learning, socialization, team working, cooperation, critical thinking and autonomy. Learners work in ways that practice and develop these competencies. For example they raise question, share knowledge, set problems and develop resources. Assessment provides quality feedback for the learner

Lifelong Learning. In 2030 learning will be a continual lifelong process which involves universities, libraries, schools, homes and companies. Knowledge is thoughtfully shared, collaborated on and exchanged throughout such learning communities.

Belonging.. Learners are fully engaged with their community as active and happy social citizens. They work collaboratively to develop knowledge with peers parents and teachers as partners in communities.

Ongoing Professional Development

Teacher as researcher. In 2030 teachers are continually engaged in action research and reflection as part of their professional development. As a role model they actively promoting a research culture among learners involving them and using their feedback to improve.

Teacher as a pedagogue. In 2030 teachers will understand how conceptual understanding happens as well as how they themselves learn. They will be able to help children understand concepts by giving them the tools so that they can become progressively autonomous

Teacher as a person. In 2030 teachers will continually develop skills that cut across all subjects as well as personal attributes and attitudes which allow them to take the ethical responsibility of the role.

Learning Environment

Learner at the centre. Education is a partnership between parents, learner, teachers and others. Learners are supported in their pursuit of goals which are primarily based on the development of social and human capacities and their interaction with others rather than knowledge.

Inclusive universal access. From early years to adult learning there is inclusive universal access for all. Diversity will be encouraged so equal access does not mean imposed systems or technology.

Community cohesion. The community will be actively engaged in the development of education. through the transparency of the system and the democratization of the processes. This will promote peace, understanding, ownership and cohesion.

Leadership and Culture of Innovation

Quality feedback at all levels. In 2030 feedback at every level gives accurate analysis and evaluation allowing policy decisions, value for money calculation, teacher action research evaluation and parental involvement.

Constant evolution. Our educational system is focused on the integral development of children, young people and citizens and constantly evolves and improves to remain sustainable.

Flexibility to strengthen diversity. Systems will empower people in their roles without restricting innovation. The aim is to seamlessly support every person (actors) in their role.

An example vision document

• You have been provided with three stickers. Read all of the imaginary future statements your colleagues have written.

• If only three of these future statements were going to happen, which three do YOU think should?

• Choose your three by placing your stickers next to them

Task 3: Priorities emerging from the task

• It is impossible to imagine what technologies may be available in the future but many of the technologies needed to fulfil your vision may already exist.

• For each of the 3 vision statements imagine what kinds of resources and technologies would make these easier to implement.

Task 4: Enablers

• Copy all of your vision statements into one block of text and paste it into www.wordle.net (this is a online programme which allows you visualise a block of text. The more frequently a word is used in a text, the larger it appears)

• This will provide you with an analysis of the emphasis of your vision position.

• Discuss if you are happy as a group with the emphasis of your final vision.

Task 5: Visual analysis

Objective Suggested ApproachEstablishing the framework for innovation. Presentation to outline the methodology that will be used

in the workshop for innovation and envisioning

Develop 4 clear long term vision statements in each themed area. These will be called the ‘BEST’ vision

Small group discussions in which delegates share their aspirations for the future of education in each of the main “Innovation Wheel” themes: •Teaching, Learning and Assessment •Leadership and Culture of Innovation•Ongoing Professional Development•Learning Environments

Discuss and agree the ‘BEST vision statements.

Individuals prioritise statements and whole group agree final version

Did we achieve the objectives?