Slides from the Beckenham School staff workshop - covers planning a PD programme based on understanding of staff concerns, introduction to modern learning environments, and how to change a staff culture together.

1. Beckenham Primary School, 29 July 2013
Creating a
Future focused
School:
workshop slides

2. What are some of the
questions you have?
What is concerning you
about the future?

3. THREE LEVELS OF CONCERN
Concern about self
How will this affect me? What new skills will I need? Who can help me? Where can I
find the information?
Concern about task
How will I do this in my class? How will students be organised? How does this link
with the curriculum? What about the core competencies?
Concern about impact
What difference does it make? Are we achieving what we say we want to? Who else
can I collaborate with to learn from? I think I know a better way?

4. 3 TYPES OF CONCERN
Self Task Impact

5. ASK
What are the beliefs that
shape what we do in our
classrooms and our
school as a whole?

7. UNDERSTAND YOUR STAFF
• Who are your leaders?
• Who are your technical „experts‟?
• Who are your „theorists‟ and thinkers?
• Who are your risk-takers?
• Who are your best practitioners?
• How do you decide?
• What evidence do you have?

8. ACOT MODEL
laggardslate
adopters
m
iddle
m
ajorityearly
adopters
innovators

9. RESPONSE TO CHANGE
Supportive of change
Not supportive of change
Not aligned with
vision
Aligned with
vision

10. RESPONSE TO CHANGE
Supportive of change
Not supportive of change
Not aligned with
vision
Aligned with
vision

11. RESPONSE TO CHANGE
Supportive of change
Not supportive of change
Not aligned with
vision
Aligned with
vision
Moving ahead
together – goals
achieved, innovation
evident
“Rogue” staff –
enthusiasts who are
difficult to harness
Reluctance, silent
resisters, grumblers, l
acking confidence
Vocal
opposition, resisters, u
nderminers

12. PROFESSIONAL LEARNING AND
DEVELOPMENT
• Is about change
• Takes time
• Needs to be in-depth
• Should be relevant, in context
• Is done with you, not to you

13. SHUT THEM DOWN?
Alvin Toffler’s School of Tomorrow
These are the fundamentals of the futurist‟s
vision for education in the 21st century:
• Open 24 hours a day
• Customized educational experience
• Kids arrive at different times
• Students begin their formalized schooling at
different ages
• Curriculum is integrated across disciplines
• Non-teachers work with teachers
• Teachers alternate working in schools and in
business world
• Local businesses have offices in the schools
• Increased number of charter schools

14. SCHOOL LEVEL BARRIERS
1996, Prof. Hedley
Beare
egg crate classroomsset class groups based on age
period-based timetable
linear curriculum
division of all human knowledge into “subjects”
division of staff by “subject”
allocation of most school tasks to teachers
assumption that learning is geographically bound
notion of stand-alone school
limiting „formal schooling‟ to years 0-13

15. LEARNING SETTINGS

16. LINKING PRINCIPLES TO PLACE

17. DEFINITIONS
Learning environments :
“The places where learning occurs”
Modern:
“Contemporary. Of or relating to recent times.”

18. School A
Schools
NETWORKED LEARNING
Network PLN
Collection of entities
Informal
Semi-structured
Complex
Group knowledge
Federally organised
Formal groupings
Elemental
Defined by
mass/structure
Knowledge transfer
Externally organised
Association of entities
Informal
Unstructured
Complex
Personal knowledge
Personally organised
The way networks learn is the way individuals learn

19. FUTURE LEARNING ENVIRONMENTS

20. Derek Wenmoth
Email: derek@core-ed.org
Blog: http://blog.core-ed.org/derek
Skype: <dwenmoth>