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MISSION IMPOSSIBLE? A STRATEGIC VIEW OF EFFORTS TO LEAD THE TRANSFORMATION OF SCHOOLS

MISSION IMPOSSIBLE? A STRATEGIC VIEW OF EFFORTS TO LEAD THE TRANSFORMATION OF SCHOOLS. Brian J. Caldwell Professor and Dean of Education University of Melbourne Keynote Address at the 6 th World Convention of the International Confederation of Principals, Edinburgh, Scotland

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MISSION IMPOSSIBLE? A STRATEGIC VIEW OF EFFORTS TO LEAD THE TRANSFORMATION OF SCHOOLS

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  1. MISSION IMPOSSIBLE? A STRATEGIC VIEW OF EFFORTS TO LEAD THE TRANSFORMATION OF SCHOOLS Brian J. Caldwell Professor and Dean of Education University of Melbourne Keynote Address at the 6th World Convention of the International Confederation of Principals, Edinburgh, Scotland 13 – 16 July 2003

  2. PART 1: THE TRANSFORMATION OF SCHOOLS • Transformation means change that is significant, systematic and sustained • Transformation means that the school of the future will look quite unlike the school of the present • The transformation of schools means the transformation of the teaching profession • If the profession is transformed then the role of those who exercise leadership will be transformed

  3. PART 1: THE TRANSFORMATION OF SCHOOLS • Globalisation, localisation and individualisation – Cheng’s concept of ‘triplization. • Six scenarios for the future of schools generated by the Organisation for Economic Cooperation and Development (OECD) • Four scenarios generated by the National College for School Leadership (NCSL) (UK)

  4. PART 1: THE TRANSFORMATION OF SCHOOLS Six scenarios generated by OECD • Two scenarios extending the status quo - Robust bureaucratic school systems - Extending the market model • Two re-schooling scenarios - Schools as social core centres - Schools as focused learning organisations Examples: Stantonbury Campus in North Milton Keynes, Parrs Wood Technology College in Manchester, Kings College for the Arts and Technology in Surrey, Methodist Ladies College in Melbourne

  5. PART 1: THE TRANSFORMATION OF SCHOOLS Six scenarios generated by OECD • Two scenarios extending the status quo - Robust bureaucratic school systems - Extending the market model • Two re-schooling scenarios - Schools as social core centres - Schools as focused learning organisations Examples: Stantonbury Campus in North Milton Keynes, Parrs Wood Technology College in Manchester, Kings College for the Arts and Technology in Surrey, Methodist Ladies College in Melbourne • Two de-schooling scenarios - Learner networks and the network society - Teacher exodus – the meltdown scenario

  6. PART 1: THE TRANSFORMATION OF SCHOOLS Four scenarios generated by NCSL • Supply diversity • Modernising the factory • Learning benchmark • Learning broker

  7. PART 2: KNOWLEDGE MANAGEMENT AND THE TRANSFORMATION OF THE PROFESSION • The successful transformation of schools calls for a ‘new professionalism’ in which teachers’ work is increasingly research-based, outcomes-oriented, data-driven, and team-focused at the same time as it is globalized, localised and individualised, with lifelong professionalism the norm for the specialist in school education as it is for the specialist in medicine. • The capacity of a successful school will be determined as much by its intellectual assets or its intellectual capital as much as its financial and physical capital.

  8. PART 2: KNOWLEDGE MANAGEMENT AND THE TRANSFORMATION OF THE PROFESSION • Knowledge management includes knowledge creation, dissemination and utilisation for the purposes of improved learning and teaching and to guide decision-making and priority in every domain of professional practice. • The Master of Knowledge Management at the University of Melbourne

  9. PART 3: ORGANISATIONAL ARRANGEMENTS TO SUPPORT A CULTURE OF INNOVATION IN SCHOOLS • Innovation and self-management • The funding of innovation in schools - Quality Education Fund in Hong Kong - Why not School Innovation Funds everywhere? • A specialist ethos that values innovation - A critical mass in the specialist schools initiative in Britain

  10. SPECIALIST SCHOOLS: A POLICY PRIORITY Higher levels of student achievement: ‘that holds true for schools in poor areas as much as it does for those in wealthy ones’ -- Tony Blair

  11. PART 3: ORGANISATIONAL ARRANGEMENTS TO SUPPORT A CULTURE OF INNOVATION IN SCHOOLS • Innovation and self-management • The funding of innovation in schools - Quality Education Fund in Hong Kong - Why not School Innovation Funds everywhere? • A specialist ethos that values innovation - A critical mass in the specialist schools initiative in Britain Swansea School in East London; Australian Mathematics and Science School in Adelaide; Port Phillip Specialist School in Melbourne.

  12. PART 3: ORGANISATIONAL ARRANGEMENTS TO SUPPORT A CULTURE OF INNOVATION IN SCHOOLS Partnership is the Key Integrating Theme as reflected in these examples in Australia • Australian Science and Mathematics School • Gladstone Park Secondary College • University High School • Port Phillip Specialist School • Brookside Learning Centre

  13. PART 4: LEADERSHIP IN SCHOOLS • Principal-leader and teacher-leader • Leader development: World-class practice in Catholic Education in Victoria • A Blueprint for Leadership as adapted in six nations

  14. A BLUEPRINT FOR LEADERSHIP

  15. A BLUEPRINT FOR LEADERSHIP

  16. A BLUEPRINT FOR LEADERSHIP

  17. ABANDONMENT [PETER DRUCKER] • Things that were designed in the past but which, if we were starting afresh, would not be designed in the same way, knowing the terrain ahead. • Things which are currently successful but which have a limited ‘shelf life’. • Things which may continue to succeed, but which through budget commitments, are inhibiting more promising approaches that will ensure success in the future. The challenge is to balance innovation and abandonment

  18. SIXTEEN RECOMMENDATIONS AND FIVE STRATEGIC PRIORITIES • Schools should engage in the formulation of scenarios • Schools should develop their capacity for knowledge management • A specialist ethos should be nurtured at the secondary level • Partnerships should be created and sustained • Schools should build a capacity for abandonment

  19. COMMISSION – HOPE – OPTIMISM • This terrain is not for the immature, the shallow, the unworthy, the unformed, or the uninformed, and society needs to be very careful about what people it commissions for this task. [Hedley Beare] • Hope underpinned by optimism rather than pessimism [Vaclav Havel] • The mission is possible!!!

  20. THE FULL TEXT www.edfac.unimelb.edu.au/dean/docs/ICP _ Edinburgh.pdf

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