Innovation Fellows Network 21 May 2010 Millbank, London

1. Innovation Fellows Network21 May 2010Millbank, London

2. Welcome • Professor Yong Zhao, MSU • Andrew Macdonald-Brown, Head of Regional Networks, SSAT • House keeping • Context • Objectives • Introductions SSAT Innovation Fellows

3. Objectives • Establish outcomes to date for action research implementation • Share progress and ways of working and collaborative networking • Develop collaborative actions going forward with an ‘outcomes’ and ‘dissemination’ focus • To reconsider ways to capture and disseminate this work SSAT Innovation Fellows

4. This means… • Establish what we have learnt • Considering how we help others to learn what we have Or • Given this is an collaborative action research process which has been co-constructed by you, what are the key characteristics of the way you have worked, and what do you see as the benefits and limitations of this • Given your hypothesis, what are the findings so • What has been the impact of the programme on a) learners,   b) on your professional development SSAT London Region

5. Thinking about

6. Innovation in schools: what works [and what doesn’t]Professor Yong Zhao

7. Thinking about

8. The programme • This process has be co-constructed and organic. In what ways do you feel the programme has benefited/been limited by this. [de-centralised/co-constructed]. • Activity has been collaborative and resulted in segmented innovation for some. What have been the benefits/ limitations of this. [collaborative] • Practitioner led and implemented [by schools for schools]

9. The Programme Therefore it is about: System redesign And Inter-dependence How schools use Web 2.0 to strengthen ‘deep experience’ and the application of the new technologies to improve teaching and learning How ‘Flexible Fridays’, Wicked Wednesday s’ and similar versions of ‘collapsed’ timetables’ are designed and, implemented and evaluated How schools design, implement and evaluate project-based learning New patters of school-based and school-led CPD and their impact on staff and students How students can become active agents in the inter-school dissemination and implementation of new practices in learning How schools use Web 2.0 to strengthen ‘deep experience’ and the application of the new technologies to improve teaching and learning How ‘Flexible Fridays’, Wicked Wednesday s’ and similar versions of ‘collapsed’ timetables’ are designed and, implemented and evaluated How schools design, implement and evaluate project-based learning New patters of school-based and school-led CPD and their impact on staff and students How students can become active agents in the inter-school dissemination and implementation of new practices in learning How schools use Web 2.0 to strengthen ‘deep experience’ and the application of the new technologies to improve teaching and learning How ‘Flexible Fridays’, Wicked Wednesday s’ and similar versions of ‘collapsed’ timetables’ are designed and, implemented and evaluated How schools design, implement and evaluate project-based learning New patters of school-based and school-led CPD and their impact on staff and students How students can become active agents in the inter-school dissemination and implementation of new practices in learning How schools use Web 2.0 to strengthen ‘deep experience’ and the application of the new technologies to improve teaching and learning How ‘Flexible Fridays’, Wicked Wednesday s’ and similar versions of ‘collapsed’ timetables’ are designed and, implemented and evaluated How schools design, implement and evaluate project-based learning New patters of school-based and school-led CPD and their impact on staff and students How students can become active agents in the inter-school dissemination and implementation of new practices in learning SSAT Innovation Fellows

10. Discussion • If asked how would you explain the main characteristics of the IF programme?  • For each characteristic consider • An illustration of this • A benefit /strength of this • A limiting factor of this

11. Thinking about

12. The process Consider the process so far: • What have you done at each stage? • Have you/how have you captured the process? • Are you in a position to make any judgements about this? • How does this shape future actions? • Data sources, collection methodology, and relevance.

13. SSAT Innovation Fellows

14. Process dissemination • Blogs for an audience [Fellows web pages] • Think pieces and the website • Methodologies [models] applied • Presentations, publications, case studies • Any volunteers? SSAT London Region

15. Blogs for an audience Conceptual > Personal reflection based on current action research OR Personal reflection based on current action research > applied to conceptual framework • Are you literate? Are your pupils? What does literacy mean nowadays? Here's what the NCTE.org think, anything to add? • "Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities and social trajectories of individuals and groups. Twenty-first century readers and writers need to • Develop proficiency with the tools of technology • Build relationships with others to pose and solve problems collaboratively and cross-culturally • Design and share information for global communities to meet a variety of purposes • Manage, analyze and synthesize multiple streams of simultaneous information • Create, critique, analyze, and evaluate multi-media texts • Attend to the ethical responsibilities required by these complex environments" SSAT London Region

16. Thinking about

17. Outcomes [Learners] Consider action research outcomes: • What are you trying to prove? [does this stand up to the 5 Whys?] • What can you currently prove? • Have you/how have you captured the outcomes? • Are you in a position to make any judgements about this? [measures, evidence] • How does this shape future actions and focus? • Data sources, collection methodology, and relevance.

18. Thinking about

19. Outcomes [cpd] Consider dissemination activities: • What are you trying to demonstrate and share? • Consider the likely audiences? [Whose shoes] • What media /dissemination approaches do you think would be most effective for YOU and others? • Are you in a position to make any judgements about this? • How does this shape future actions and focus?

20. CPD should • Be focused on learning • Be Practitioner led/evidenced • Be experiential (reflective practice) • Be collaborative (non hierarchical) • Be flexible to access and experience • Be co-constructed • Be modelled • Be supported (mentoring and coaching) • Offer sustained, structured and cumulative opportunities for 3 above SSAT London Region

21. Plenary and next steps

22. Next steps [1] • If asked how would you explain the main characteristics of the IF programme?  • For each characteristic consider • An illustration of this • A benefit /strength of this • A limiting factor of this • Individual submission and group submission SSAT Innovation Fellows

23. Next steps [2] Consider the process so far: • What have you done at each stage? [individually in school and collectively] • What judgements can you make about this? What are they +Ve and -Ve • Have you/how have you captured the process? • Are there any methodologies you can apply? • How does this shape future actions? • Data sources, collection methodology, and relevance. • Individual school-focused submissions, group submission SSAT Innovation Fellows

24. Next steps [3] Consider the professional development characteristics of this work: • What characteristics can you identify each stage? [individually in school and collectively] • What judgements can you make about this? • Consider: capacity, reflective practice, shared perspectives, ownership, strategic overview and inclusion, ‘everything is relative’, innovation and experiential approach, ‘recipient’ and ‘giver’ • Have you/how have you captured the process? • Are there any methodologies you can apply? • How does this shape future actions? • Data sources, collection methodology, and relevance. • Individual school-focused submissions, group submission SSAT Innovation Fellows

25. Next steps [4] Consider action research outcomes [hypothesis and ;earning: • What are you trying to prove? [does this stand up to the 5 Whys?] • What can you currently prove? • Have you/how have you captured the outcomes? • In what ways can you evidence and measure the outcomes? • Are you in a position to make any judgements about this? [measures, evidence] • How does this shape future actions and focus? • Data sources, collection methodology, and relevance. • Individual school-focused submissions, group submission SSAT Innovation Fellows

26. Others… • Publications • Web presence and engagement • Network engagement and dissemination [SSAT] • Network engagement and dissemination [local] • Stakeholder presentations [SSAT Board, iNet HTSG] • National Conference workshops [leading] • Alumni networks and LI Hubs • Academic Alliance SSAT Innovation Fellows