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Developing a 21st Century Approach to Sustainable School Transformation

Developing a 21st Century Approach to Sustainable School Transformation . Are schools better today than they have ever been?. Principles and Beliefs We believe the time is right . For an innovative approach to school improvement

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Developing a 21st Century Approach to Sustainable School Transformation

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  1. Developing a 21st Century Approach to Sustainable School Transformation

  2. Are schools better today than they have ever been?

  3. Principles and BeliefsWe believe the time is right ... • For an innovative approach to school improvement • For something that wins hearts and minds and is genuinely inspirational • To build from what each school does well and take schools from where they are to where they might be • To engage schools with and integrate short-, medium- and longer-term strategies from the outset

  4. OurAspiration • To enable all students to achieve their potential • To offer leadershipfrom leading local, national and international education academics and practitioners • To build local and regional capacity by training and accrediting local inspectors and facilitators and coaches • To create professional school-to-school partnerships which provide both capacity and an engine for sustainable change

  5. What it is … What it does … • It aims to create a unique public/private partnership linking Tribal, MNPS and its schools, academics, associates, and other partners • Is underpinned by a world-class online environment Navigator which combines the impact of technology and people • It enables and empowers educational leaders at all levels to take charge of, develop, embed and sustain their own inspiring improvement journey Inspiring achievement for all

  6. The ISP Process

  7. Aims for the day • To introduce you to the background and philosophy underpinning our offer to MNPS • To introduce you to and explain its key components • To engage you with our online environment Navigator • To confirm the next steps • To ask you to identify and take away at least one thing you can do that will make a difference in your school …

  8. Key Influences:Moral Purpose“combining vision, optimism and realism” “There are good grounds for thinking that we are underestimating the potential of many students, even entire groups and communities.” “The reality is that in learning we do not know what the boundaries of human capability are – What we do know is that barriers that seem impossible are eventually broken and performance gets better.” Ben Levin – How to Change 5,000 Schools

  9. Key InfluencesAchievement Is AddictivePeter Drucker • Drucker believed that the achievement that motivates is doing exceptionally well what one is already good at. • Every student has some talent – his or her specialty. • We should recognize, nurture and build on that to enable them to achieve. • This in turn will motivate them to strive to improve at things they are less good at, too.

  10. Key Influences:Professor Brian CaldwellRe-Imagining Educational Leadership • At the heart of the case for re-imagination is that henceforth the unit of organization is the student, not the classroom, not the school, not the system • Conventional PD as currently conceived has little impact on improving student learning • Networking is a key factor in achieving transformation

  11. Key Influences:A Focus on CultureJim Collins Greatness is not a function of circumstances; greatness is largely a matter of conscious choice and discipline. The key task and role of leadership is creating the right culture, as when you have created it anything is possible; without it even the best vision and aspiration is worth little. Jim Collins – “Good to Great and the Social Sectors” Without the appropriately qualified, enthusiastic and motivated staff, students would not reachtheir full potential, even if schools had the latest technologies installed and the most modern buildings and classrooms.

  12. Key Influences: McKinsey Research • You can have the best curriculum, best infrastructure and best policies; but if you don’t have the best people … • (but is the key focus satisfactory to good?) McKinsey – How the world’s best systems come out on top • All improving systems (schools) use a similar set of interventions at a similar stage in their development. Context determines how, not what you do. McKinsey – How the world's most improved school systems keep getting better The U.S. and your state is improving but not at as fast a rate as the best systems.

  13. Background and Key Influences: RATLa major school improvement program involving 700 schools Overall, 89% of the schools on the program improved and have sustained improvement. 99.5% of schools involved state that RATL has had an impact on student achievement. RATL enabled 12,000 students to meet or exceed expected achievement levels. These students have progressed to further education and have aspirations beyond what they originally would have expected. This model “...really does represent a distinctive theory in action of how you bring about change and improvement in schools...” Professors Hargreaves and Shirley Boston College, 2006 Raising Achievement Transforming Learning

  14. Being a RATL school …in the words of schools “Great – inspirational and practical – real people doing real things and making innovation happen.” “RATL has an overwhelming influence and impact upon the ethos and climate for learning within the school, empowering colleagues to extend learning and ultimately raise standards of achievement for our students. I now know what I need to do to make a difference” So much quality, enthusiasm, positivity and inspiration

  15. What we have learned … Does it raise achievement, and how do you know? • Implement short-term strategies – they make a real difference, have impact and build confidence • Assure quality systems – It is not just what you do: it is how well you do it • Dofewer things really well – less is more • Embeduse of performance data – know every student and know his or her potential • Engagewith Curriculum Design even within the year • Develop leadership at all levels • Learn from others – outreach within the school too • Create and sustain the “right” culture – people matter • Build capacity • Sequence, harmonize and integrate the short, medium and longer term

  16. Pause for discussion 1 What has had the most impact on improving student achievement in your school in the last two years? Suggest one thing you could do next that will improve student achievement in the year ahead.

  17. How do we achieve our moral purpose? Key Questions / Key Influences How do we make sure less can be more? – You can do anything but not everything. How do we help more young people to achieve their potential? How can we create and foster a positive “culture”? How do you sustain what you achieve? How do the world's most improved school systems keep getting better? How can we help raise the ceiling as well as the floor? How do we enable a greater degree of informed professionalism to drive the next stage in school improvement?

  18. Exploring 6 key ways schools can maximize impactIt is not just what you do; it is how you do it. 1. Helping create, communicate and share clear visionand aims 2. Helpingcreate a positive culture –It is not just what you do; it is how you do it … 3. Engaging with data – knowing every student knowing his or her potential 4. Focusing on abandonmentand redeployment of resources – you can do anything, not everything 5. Being forward-looking 6. Collaborating with others – the whole is better than the parts

  19. 1. Having a clear vision and aims “Too often in the past educational reform has been proposed or done on the backs of educators either demanding superhuman efforts or involving punishment for failure to achieve imposed goals.” (Levin 2009) Combine challenge and support; not just support, not just challenge … • Helping create, communicate and share a clear vision and aims “combine vision, optimism and realism?” What can each school do to make a difference?

  20. 2. Helping create a positive culture that is focused on achievement If you get the culture right, all else is possible … “There are good grounds for thinking that we are underestimating the potential of many students, even entire groups and communities.” Ben Levin – How to Change 5,000 Schools If you believe you can or can’t, you are right. Henry Ford What can your school do to make a difference?

  21. 3. Engaging with and embedding use of data What matters is settling on a consistent and intelligent method of assessing your output results and tracking your trajectory with rigor. Jim Collins • Knowing and understanding your school and its data • Establish a baseline • Benchmark it against similar schools • Use data in a proactive not reactive way • Develop expertise areas and confidence among staff • Use a range of data • Enabling every teacher to know every student and know his or her potential What can your school do to make a difference?

  22. 4. Encouraging abandonment and redeployment of resources • Adding to what we do already • Considering what you can abandon and how you can create capacity • Considering how you can do things differently and how you deploy current staff and resources You can do anything, but not everything. What can your school do to make a difference?

  23. 5.Be forward looking and fostering innovation But we have a problem… Anything that exists in the world before you are born is part of the normal way in which the world operates. Anything invented while you're between the ages of 15 and 35 is revolutionary – and quite possibly something you can get a career out of. Anything invented after the age of 35 is against the natural order of things.”Douglas Adams Raising the ceiling – What should the future look like? Schools are the last factories … Ruled by the bell and rigid timetables, but based on a craft model of delivery. We talk about the individual, but we deal with classes, groups and years. Can we personalize provision in our schools? How can we do it? THEN & NOW What can your school do to make a difference?

  24. 6. By working together and collaborating Smart Collaboration Consider what you seek to achieve from collaboration, and define the benefits in terms of outcomes, time and costs. Always ask the question: Does it raise achievement, and how do you know? Challenges and Opportunities • Focus on “how” as much as “what” • Consider abandonment and redeployment of resources • Learn from others locally, regionally, nationally and internationally • Seize the Agenda! What can your school do to make a difference?

  25. Seizing the agenda Pause for discussion 2 • Shared vision and aims • Culture • Engaging with Data • Abandonment and redeployment of resources • Being forward-looking • Collaborating • Share one key way you are currently contributing. • Suggest why it is successful. Suggest how it would be better if … • Discuss an existing or new idea you might consider to collaborate on. It is not just what you do; it is how you do it.

  26. The ISP Process

  27. Developed from the model in ... Learn to Transformprovides a theory that is customized to fit a wide variety of school settings and is a welcome addition to the change literature for school leaders in all countries and contexts. Dennis Shirley, Professor of Education, Boston College 10

  28. Culture Cycle ‘The context’ Engagement Cycle ‘The whats’ Process Cycle ‘The hows’ Leadership Staff Culture Student Culture Abandonment Redeployment of Resources Management Processes Teaching and learning Curriculum design Use of data enabling schools to develop, embed and sustain their transformation journey The Transformation Model Learn to Transform (2010)

  29. The Four Stages of School Improvement Learn to Transform (2010) 12

  30. Navigator … Provides an inspiring environment through which schools develop their knowledge of where they are now and explore where they could possibly be and what the journey is.  Is a unique online space that engages schools or groups of schools and their internal and external communities in both capturing perceptions and creating their improvement journey Aims to enable school leaders, staff, students and local stakeholders to develop a sense of what a truly inspirationalschool experience looks like for them.

  31. The ISP Process

  32. The ISP Process

  33. The 80/20 Principle and the notion of strategic intent … • The day-to-day and immediate consume most of our time and then some! • Our challenge is to ensure that up to 20% of our time is developmental. • The hope is that, if we focus on the Transformation from the beginning, it will impact the day-to-day and the remaining 80% of our time, too …

  34. The day-to-day often squeezes out developmental time even if we try to create it. 80% 20% Oppresses

  35. The 20% becomes an intrinsic part of the day-to-day and changes what we do. <80% >20% Infiltrates

  36. Pause for discussion 3 Give an example of something that is in the 20% of your work that makes the most difference in your school. Give an example of something in the other 80% that could be abandoned or doesn’t make a difference. Discuss possible examples of things you could do, and give more time to, that would make a real difference.

  37. The ISP Process

  38. ISP NetworkThere are more good parts of schools than good schools. “ISP captures what we all know is true: The most effective and sustainable way for schools to improve is to use the knowledge schools already have and work in partnership with each other.” Most things we need to do to improve are already being done by someone somewhere … • Creating and developing an inspirational knowledge base of the expertise you already have and can share • We will “validate and accredit expertise.” • Develop capacity in schools to support others • Identified through Navigator, external review, from your data or by you …

  39. Pause for discussion 4 • Identify at least one example of something your school is good at or has expertise in. • Identify at least one example in another school you know of.

  40. Evaluation and Comments

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