Transcript Workshop 2 - Microsoft - Partners in Learning Toolkit

Workshop 2: Envisioning –
creating a shared vision
Audience:
All staff and any wider
stakeholders
Deliverable:
REORDER vision summary
1
Prerequisites for this workshop
• From the introduction workshop - key features of this
workshop such as the ‘Parts’, ‘Suggested Agenda’ and ‘Overview’ are
described in the introduction to the workshops which is a general guide to
the workshop series.
• From workshop 1 - this workshop should be part of your annual
planning including who you use it with and how it contributes to your
continuous improvement cycle. It is expected that you will use these
materials to meet your needs whether for full training events or a series of
small meetings.
2
Workshop 2 of 8:
Envisioning
• There are eight broad
workshops in the
Innovative Schools
Toolkit.
• Each workshop
provides ideas,
activities, links to
other resources,
strategies and
frameworks.
• Please use the
resources and
PowerPoint called
‘Introduction to the
IST workshop series’
for detailed guidance
on the workshops.
• Consider your local
context to select the
most appropriate
strategies offered in
these workshops.
3
On-going
Continuous
Improvement
Overview
Schools across the world that successfully sustain innovation have a clear vision
that is shared and ‘lived’ by the whole school community.
At its most basic a shared vision addresses the following:
• What is the school most passionate about in terms of learner achievement?
• Is this vision widely known and ‘alive’ in all aspects of school life and ethos?
• How do we know that we are delivering on this vision?
The outcome of this workshop is to develop a set of core aims (your vision) that
has been debated and agreed by all stakeholders – these aims will be based on
core moral purpose, not on short-term targets and equipment.
The vision must be in a form that is measurable, easy to share and apply and
should be focussed on improving learners’ abilities.
4
Guiding Questions
5
•
If you walked into any class would every
learner be able to tell you the vision of
this school?
•
Could every learner give examples of
how the vision is evident in their day to
day life?
•
Do the core aims of the school appear
in every meeting through questions
such as ‘how does this fit with our
vision’?
•
Do the teachers, learners and parents
that joined the school this year feel
ownership of the current school vision?
Progression towards outstanding
envisioning
Level
9
7
5
3
1
6
Description
Ubiquitous – core purposes of the school widely shared within the whole community
•
•
•
The core philosophy of the school is widely understood and independently applied.
The vision is often a unique local blend of multiple theories of learning owned by staff, learners and parents.
The web presence of the school communicates this message and reflects the ethos.
Integrated – the envisioning process includes active participation by learners
•
•
•
Learners are actively engaged in formulating and delivering the vision, not simply asked for opinion.
Learners and Teachers support and frequently reference the core aims, direction and ethos of the school.
There is professional curiosity around how different educational philosophies can be blended to benefit learning.
Defined – teachers openly explore, discuss and reinforce common, core educational purpose
•
•
•
Teachers and other stakeholders see the value in debating the direction and core purpose of the school.
Teachers see themselves as professional pedagogs and engage in discussion on educational ideas and theories.
New ideas and technologies are debated in terms of the learning outcomes and evidence base.
Developing – the school has a philosophy which impacts on practice
•
•
•
It has adopted a published scheme or educational philosophy and uses this as the basis of their vision.
There may be the impression of ‘right answers’ to the envisioning process.
Greater localised ownership and decision making in how to apply the school vision are being developed.
Aware – the school has a vision statement but other pressures tend to dominate
•
•
External pressures are perceived to be the real driver so vision process is not seen as relevant.
Or the vision may be highly pragmatic and based on maximising the impact of new equipment, resources or buildings and
the delivery of existing high stakes requirements.
Suggested Agenda for the Workshop
Aims
Suggested Approaches
Resources
Part 1 Introduce the innovative
schools programme
1.
Presentation – overview of the programme Selected by
the presenter from workshop 1 materials.
Workshop 1 materials
Part 2 Establish the need for
transformation
2.
Presentation and discussion – Is there a need for
transformation or just for further incremental change?
T-route / P-route model
and other data
regarding changes
Part 3 Agree on three core aims
which unite the moral purpose of
the school
3.
Discussion – what are the core aims?
Question slide
Teachers highlight what they believe the core aims of
the school should be.
Results from
international work
These are then debated with others and finally the
group as a whole prioritise the top three.
Venn diagram
Discussion – is the vision statement aligned?
Example vision
statements
Part 4 Check that the vision
statement is aligned with the core
aims
4.
Part 5 Ensure that your vision and
core aims are ‘alive’ in all aspects of
school life
5.
Vision is compared to the core aims to make sure they
are aligned.
Split into groups, each one should focus on a different
REORDER aspect.
6.
7
Groups – aspirations for the future.
Group agreement – all brought together to create the
deliverable for this workshop: the summary REORDER
vision.
Partners in Learning
online materials
REORDER framework
Part 1. Introduce the Innovative Schools
Programme
1. If the school is new to the programme then use the slides from the previous
workshop to explore such questions as:
• What is the Continuous Improvement Cycle used by the Microsoft
Innovative Schools Programme (IS Programme)?
• What is meant by innovation?
• Why must improvement be a continuous process?
2. If the school is a mentor school or has a long established relationship with
the IS Programme, an update of current numbers involved and an
introduction to the new Continuous Improvement Cycle will suffice.
8
Engagements and deliverables for the year
•
•
•
9
Replace this slide with key dates from the engagement plan constructed in
workshop 1.
It is advised that a printed version of the plan is also provided to participants
so that the workshop can be placed in context.
Further materials to explain the cycle can be found in workshop 1.
Part 2. Does education need to transform?
10
•
Over the next ten minutes you will be shown evidence of how the world is
changing and information that has emerged from discoveries about how
people learn.
•
This material is designed to encourage debate about if and how schools will
need to change the way they educate.
•
•
•
Is not changing more risky than changing?
Some of the information in this toolkit will be out of date and some of you
may have seen it before so where possible please add evidence from more
recent studies.
1. Changes in demand for jobs:
Does the school support ‘workplace readiness’?
•
Should we teach information you can find on search engines or is it more
important to teach how that information can be converted into knowledge?
•
What is the best way to prepare learners for economic self-reliance in the
future?
– There is some evidence that people will change jobs frequently in the
future and that many of the most highly paid jobs will be in areas of
employment that do not exist yet.
– The following slide shows the change in types of jobs available in the US
over the past few years – the results suggest that employers’
requirements are changing rapidly.
11
Mean task input as percentiles of the 1960 task distribution
Changing requirements for skills in the workplace
12
The dilemma of schools:
The skills that are easiest to teach and test
are also the ones that are easiest to digitise,
automate and outsource.
65
60
55
Non-routine interactive
50
Non- routine Analytic
Routine Manual
45
40
1960
Routine Cognitive
Non- Routine Manual
(Levy and Murnane)
1970
1980
1990
2002
(Example - economy-wide measures of routine and non-routine task input (US))
Suggested questions for discussing this
topic
1. Why were routine cognitive skills so in demand in Victorian times but in
steep decline now?
2. It is perhaps obvious that the skills computers are unable to deliver are the
most in demand – if a computer can assess a skill, can it one day replace
that skill?
3. Is anything testable by computer of no economic value to the learner?
4. Why do you think written tests have remained dominant for so long despite
the severe drop in the jobs that require these skills?
5. How would you need to restructure your school if written tests were
replaced by active involvement and collaboration tests?
13
2. International recognition of the importance of
competency development over ‘traditional’
exams
14
•
The research into the importance of competencies is widespread and has
had a profound effect on many curriculum revisions internationally.
•
Unfortunately lack of reliable methods for assessing these competencies at
scale leads countries to fall back on traditional methods of education.
Scotland and New Zealand are examples of countries that have introduced
competency based curricula but are having to use traditional methods to
examine effectiveness.
•
The OECD has set the measurement of competencies as a priority and is in
the process of defining and testing measures for them. They have produced
research showing the importance of these on the economic growth of
countries and time required to return investment.
•
UNESCO and the European Union have both produced definitions.
International recognition of the importance
of competencies
Self-managers
Confident Individuals
who are successful
learners and
responsible citizens
Possessing
competencies that
enable them to be
effective in a global
knowledge economy
probably without oil.
Effective Participators
Creative Thinkers
Reflective Learners
Independent
Enquirers
Team Workers
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Numeracy and problem solving
Oracy:
Alternative
Communication by speech and text.
Confident
Individuals
who are
successful learners
and
responsible citizens
With the following
competencies
Self-managers
Effective Participators
Creative Thinkers
Reflective Learners
Independent
16
Enquirers
Team Workers
Suggested questions for discussing this
topic
1. Numeracy and oracy could be included in these skills to make it NO SECRET
(see slide 16) - are there any other skills or competencies you would
include?
2. Peer assessment of these skills is scalable but is it reliable? How could peer
assessment be made more reliable and easier to use? How could you
prepare for this?
3. These competencies need to be practiced in parallel to subject teaching but
to what extent must content be reduced to allow time to achieve this and
what additional skills and structures would teachers need?
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3. Connection between child-centred or
creative approaches and learner outcomes
Perhaps unsurprisingly, the use of innovative teaching methods assists both the
development of learners’ 21st century skills and enhances collaboration between
teachers.
View the speech by
‘Dalton Sherman’ on
YouTube to connect with
the purpose of education
from a uniquely childcentred perspective.
See also the NfER and
OECD research
SOURCE: ITL Research Pilot
Year Report, October 2010
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Learning tends to be accelerated with ‘P’ learning
What aspects of your learners’ experience is currently T-route and which is P-route?
Teacher empowered
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Pupil empowered
• Teacher led
• Learner led
• Knowledge delivered
• Knowledge created
• Learners consume media
• Learners produce media
• Competitive
• Communities of learning
• Teacher assessed
• Peer and self-assessment
• Distinct from informal
• Formal, informal continuum
• Pace of the class
• Individualised challenges
• Single course
• Multiple pathway
• Predominant learning style
• Choice of approach
• Restricted age range
• Peer and multi-age working
• Personalised by teacher
• Personalised by choice
Suggested questions for discussing this
topic
1. How could you introduce pupil led lessons in your school?
2. Can you name current ‘P’ type practice in the school? How can you build on
this?
3. How can you introduce a choice of routes and content into your curriculum
for learners?
4. How can you increase collaboration in learning?
5. Teachers hold the balance of power in the classroom – how can trust be
improved to make this more of a democracy?
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4. Teacher as ‘action researcher’
The greatest gains are achieved through teachers networked in groups with
other teachers who have the autonomy and authority to experiment and review
their own work and progression.
0.70
Mean difference, innovative teaching
practices
0.60
0.59
0.50
0.50
0.43
0.40
0.42
0.39
0.39
0.30
0.30
0.26
0.20
0.10
0.00
Research
Teacher
networks
Formal
Qualification Conference Classroom
mentoring
or Seminar observation
Formal
dialogue
Workshop
SOURCE: ITL Research Pilot Year Report, October 2010
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Suggested questions for discussing this
topic
1. How can you structure your school so that teachers can act on projects
together regularly in small teams?
2. How can you recognise teacher action research and how can you measure
its impact?
3. For teachers to work across subject disciplines they will need to research
whole school problems – what examples of such problems are there?
4. Workshop planning – how can you ensure that during these workshops,
teachers’ time to work together in groups is maximised?
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5. Globalisation and international
competition
23
•
Below are some key headlines from the PowerPoint deck available on the
internet called ‘Shift Happens’ - a number of these facts can be used to
begin a debate about changes created by globalisation.
•
The 28% of people in India with the highest IQ outnumber the total
population of the US.
•
China is soon to become the number one English speaking country in the
world.
•
US labour department estimates that the average worker will have between
10 and 14 jobs before they are 38 years old.
•
The top ten jobs in demand in 2010 didn’t exist in 2004.
End of Part 2. Does education need to
transform?
•
•
•
At the end of this section, what did the workshop participants think?
____% feel the school needs to transform its practice
____% feel that improving current practice is all that is needed
•
In summary, the factors most consider when determining if transformation is
needed are:
• Changes in demand for jobs
• International recognition of the importance of competencies over
information recall
• Connections between child-centred approaches and achievement of
outcomes
• The increasing autonomy of effective teachers and schools
• Evidence of the effectiveness of the ‘teacher as action researcher’ approach
• Globalisation and competition from distance working including
environmental and population changes and challenges
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Part 3. Agree on three core aims which
unite the moral purpose of the school
Whether the school is going to
transform or just improve, the process
will have more impact if all
stakeholders are pulling in the same
direction. This section will debate
these common aims.
For background to this task please
read Michael Fullan’s account of the
need for establishing the moral
purpose at the heart of any
community (see materials and video in
the toolkit)
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Task 1: If you could only guarantee to improve
one thing for all learners who pass through your
school what would it be?
By the time learners leave our school, every one of
them will have improved their ability to…what?
– First decide on your own answer to this question – if you are
having trouble, think of what you would want for your own child.
– Next share your answer with the person next to you to arrive at
either one or two answers.
– Now, as a pair, join with another pair and try to arrive at three
that you all agree on.
– Write up your group’s three answers on separate sticky notes.
– Your facilitator will compile all these into a list.
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Are your top three in here?
This list was compiled from asking the same question to schools in 48 countries.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Enjoys learning, un-learning and reflecting
Is healthy and able to stay healthy
Achieves progress every year
Achieves standardised qualifications
Learns the subject knowledge in our curriculum
Is prepared for today’s job market
Is a confident, resilient person
Contributes positively to society
Is literate and numerate
Is aware of bias and can question assumptions
Is able to work collaboratively in a team
Is creative and entrepreneurial
Compile a list for your school, using answers from Task 1 and vote on the top
three
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Visualising your school’s three core aims
Core aim 1
Core aim 2
For all learners to
improve
For all learners to
improve
[enter core aim 1
here]
Some activities
the school does
this year will
impact on all
three of these
core aims
Core aim 3
For all learners to improve
[enter core aim 3 here]
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[enter core aim 2
here]
End of Part 3. Our agreed Core Aims
•
The three core aims driving this school and uniting the passions and moral
purpose of most staff and the learners themselves are:
1. Learners will improve _______________________________
2. Learners will improve _______________________________
3. Learners will improve _______________________________
•
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Our current vision will be updated by _______________ to reflect this
agreement
Part 4. Check that the vision statement is
aligned with the core aims
•
•
•
•
•
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Most schools have a ‘big idea’, ‘vision statement’, ‘slogan’, ‘strap line’ or
‘mission statement’ that captures their ethos.
This statement is like an advertising slogan, designed to instantly inform
people what drives the school.
They are often accompanied by a logo or image that helps convey the
meaning more easily and to a wider audience.
By either using your existing school vision statement or designing a new
one, discuss how much agreement there is between your statement and
your core aims.
There are example vision statements on the following page.
Examples: school ethos in a sentence
1. Every piece of work must be shared, presented, published or
displayed.
2. Micro-society - a learner managed community with all the
services and features of the society in which it sits.
3. Professionalism of children / equal facilities with teachers.
4. All roles in the school will one day be managed by children as
a ‘real’ learning opportunity.
5. Creating the leaders of tomorrow.
6. Progress for self, society and the nation.
7. Helping each other to progress.
8. Caring, Sharing and Daring.
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Task 2 Check that your vision statement is in
agreement with your core aims
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•
Call out the current school vision statement – is it widely known, easy to
remember and easy to share?
•
In pairs discuss ‘are the vision statement and the three core aims pulling in
the same direction?’ (e.g. if your vision statement is ‘Academic excellence for
all’ and your core aims are ‘Collaboration’, ‘Creativity’ and ‘Participation’ ,
your statement may need updating to reflect the aims more clearly.)
•
Can progress towards your vision be measured? Are more learners achieving
the vision each year?
•
Debate the question; ‘does our vision statement need to be updated?’
End of Part 4. Our Vision Statement
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•
The vision statement for the school is as follows:
‘________________________________________________’
•
We are able to measure the progress of our vision.
•
It is instantly understandable and therefore easy to share with others,
including learners and their parents.
•
1.
2.
3.
It is in line with our three core aims which are:
Learners will improve _______________________________
Learners will improve _______________________________
Learners will improve _______________________________
Part 5. Ensure that your vision and core
aims are ‘alive’ in all aspects of school life
•
•
•
•
•
•
•
•
•
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For your vision and core aims to be ‘alive’ and shared across the school they
must be visible in the:
hidden curriculum of teacher-learner and learner-learner Relationships;
status and range of Environments;
curriculum Opportunities ;
distribution of funding for both human and physical Resources;
democracy and Distribution of leadership within the school;
Evaluation methods for checking that the school is in fact delivering on its
vision; and
Recognition and status awarded to people who are moving in the right
direction.
If any of the REORDER aspects does not reflect the core aims of the school,
then there is likely to be a lack of alignment.
Task 3 – aspirations for the future
Divide the group into seven smaller groups and allocate one of the REORDER categories shown
below to each group.
Each group must agree on an aspiration or hope that they have for the future.
Relationships:
Between each group of
stakeholders
Environment:
What spaces help progress
the vision?
Opportunities: What new opportunities
and curriculum?
Resources: What new posts and equipment?
Distribution of Leadership: to
learners?
Evaluation: how will you be sure you know
what is working?
Recognition: how will all achievement be
recognised?
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For example, if I am looking at
‘Relationships’ one of the school’s core
aims is to improve learners’ ability to take
responsibility, then I may suggest one of
the following:
• There will be trust between teachers and
learners
• Learners will offer services to their peers
such as tuck shops and peer counselling
• Learners will be given all of the budget
currently spent on vandalism and can spend
anything left on positive purchases.
Write your aspirations on post it
notes and share them with
colleagues
Suggested stimulus
question for the
group working on
‘Environments’
What contribution to your school
ethos and vision is currently made
/ do you aspire to be made by
your learning environments?
36
Suggested stimulus question for the group
working on Opportunities
What new opportunities must
be provided to deliver on your
vision?
37
•
Few schools provide the opportunities
for learners to systematically further the
skills they will need to operate in the
transformed school - how do you know
if the balance of opportunities is right?
•
How is the curriculum organised to give
rich and appropriate opportunities to
all?
Suggested stimulus question for the group
working on Resources – deployed in support of
the vision
1.
2.
3.
4.
5.
6.
7.
Staff
Equipment
IT hardware
Curriculum materials
Specialists
Your Community
Innovative Schools
Network
Which of these resources are you investing in as part
of your vision strategy?
38
Suggested stimulus question for the group
working on Distribution of Leadership
39
•
Sustainable and scalable
innovation must attempt to
distribute leadership as widely as
possible.
•
What steps are in the vision to
empower autonomous teachers?
•
What steps are in the vision to
empower learners as leaders?
•
What is the further role of the
community?
Suggested stimulus question for the group
working on Evaluation
40
•
If these are your core aims how can you plot
your progression towards them?
•
How will you know whether this year’s
innovation has worked?
•
How will staff know that what they are doing
is working?
•
How do you decide which projects are
excellent and should be shared with the
network?
Suggested stimulus question for the group
working on Recognition
What processes are you using
to recognise the wide range of
progress and achievement?
Examinations are part of this
but other schools will be
interested in innovations that
support the rest.
This in part will arise from the
Evaluation – once you know the
successes, how will you use
them to motivate further work
from staff, learners and the
community as a whole?
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End of Part 5. REORDER vision summary
Relationships:
Environment:
Opportunities:
Resources:
[Your school vision
statement]
Distributed Leadership:
Core aims to improve
all learners ability to
Evaluation:
1.
Recognition:
42
[Your school logo or
an image that
typifies your ethos
here]
2.
3.
Part 6. Additional ideas and support
43
•
Visions for the future must be based on outcomes for learning and not on
the latest technology.
•
In later workshops we consider the impact of choice of educational
philosophy on the vision. Further reading of educational philosophies is
encouraged but few schools can rely upon their staff having a working
knowledge of such research.
•
It is vital that the school’s vision is developed by all stakeholders and owned
by the whole school. It is useful, however, to correlate this work with national
programmes as described on the next slide.
Some Aspirations may be unique to the school but
others may already be regional or national goals
National Aspirations
Young people… are safe and cared for in a
stable environment
…are healthy
enjoy education and achieve
make a positive contribution
achieve economic well being
at the centre of multi-agency provision
are confident individuals
are responsible citizens
understand the big ideas that shape the
world
appreciate cultural and artistic diversity
can utilise essential competencies and skills
have the right to education
have appropriate representation
are educated in appropriate environments
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+
+
Regional
Aspirations
School specific
Aspirations
Young people have a sense
of belonging to the region.
All learning by young people will
be shared and displayed
Young people have
opportunities to take
responsibility for others
Achievement in competencies
will be recognised and rewarded
Schools are part of self
supporting communities
All learners will have access to
businesses in the local area to
do meaningful tasks
Community regeneration
will result from the impact
of schools.
All roles in the school can be
used for leadership learning.
All young people have choices
wherever possible in terms of
how, what and where they learn
Overlap with School Self Review
This workshop overlaps a number of the self reviews but especially the
following:
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