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Securing Commitment, Ensuring Success

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Securing Commitment, Ensuring Success

  1. 1. Securing commitment, ensuring success<br />www.oureducationnetwork.com<br />
  2. 2. Too much innovation<br />“One of the most critical problems our schools face is not resistance to innovation but the fragmentation, overload and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations”<br />Fullan & Stiegelbauer, 1991<br />
  3. 3. Almost Everything Works<br />95% of all things we do have a positive achievement on education<br />When teachers claim they are having a positive effect on achievement or when a policy improves achievement, this is almost a trivial claim: virtually everything works<br />
  4. 4. Effects on Achievement (Hattie, 2009)<br />
  5. 5. Not everything counts<br />Not everything that counts can be counted, and not everything that can be counted counts<br />Sign hanging in<br />Einstein's office at Princeton<br />
  6. 6.
  7. 7. Levels of Perspective (Daniel Kim)<br />Vision<br />L<br />E<br />V<br />E<br />R<br />A<br />G<br />E<br />Mental Models<br />Systems & Structures<br />Patterns of Behaviour<br />Events<br />
  8. 8.
  9. 9. Levels of Perspective (Daniel Kim)<br />Vision<br />L<br />E<br />V<br />E<br />R<br />A<br />G<br />E<br />Mental Models<br />Systems & Structures<br />Patterns of Behaviour<br />Events<br />
  10. 10.
  11. 11.
  12. 12. A vision is shared by the people who create it<br />
  13. 13. Hogsnes School & Kindergarten, Tønsberg, Norway<br />Hogsnes school is a learning organisation. We share experiences and are working with things we are good at. We have a shared and living vision and are in a developing process, in which everybody is participating and is going in the same direction.<br /> We have an engaged, motivated staff who are willing to learn. We seek new understanding and knowledge. We have staff with positive values, humour and a glint in our eyes! We see possibilities and take challenges. <br /> We have a culture for giving feedback to each other, across the whole organisation. We see each other. We respect each other. We are good role models for the students. We collaborate positively with the parents and see them as an important resource.<br /> At Hogsnes School and Kindergarten the child is central. All children and students grow both socially and academically through individual learning plans with appropriate targets. We visualize and document results. The parents and children understand the progress that students are making, and understand the process of learning. The working environment motivates and energises staff and children. Children and staff support and strengthen each other. We build self-confidence and self esteem in our children and help them to be independent. Our students want to learn and collect evidence to show their progress. They use different learning strategies.<br />
  14. 14. Your vision is the star by which you navigate<br />
  15. 15. Teaching and Learning Vision<br />At RMGS we create critical, reflective and independent learners for life through a learning community which provides a secure and challenging environment. <br /> <br /> We believe deep learning is facilitated through outstanding teaching and occurs when all learners are actively engaged in a variety of tasks, taking responsibility for their own learning and progress, collaborating and thinking with shared expectations of success.<br /> <br /> At RMGS through innovative learning strategies and positive relationships our students enjoy learning and achieve their full potential.<br />
  16. 16. Levels of Perspective (Daniel Kim)<br />Vision<br />L<br />E<br />V<br />E<br />R<br />A<br />G<br />E<br />Mental Models<br />Systems & Structures<br />Patterns of Behaviour<br />Events<br />
  17. 17. 1: Forming agreeing to do something together<br /><ul><li> Excitement
  18. 18. Uncertainty
  19. 19. Negotiation
  20. 20. Collaboration
  21. 21. Skilled Consensus
  22. 22. Shared Vision</li></li></ul><li>Storming<br />breaking free from current reality<br /><ul><li> Challenge to Mindsets
  23. 23. Confrontations
  24. 24. Abuse of Power
  25. 25. Collective Awareness
  26. 26. Clarify Training Needs
  27. 27. Create Focus</li></li></ul><li>Storming is Necessary for Learning<br />“Progress is impossible without change, and those who cannot change their minds cannot change anything.”<br />George Bernard Shaw (1856 – 1950)<br />
  28. 28. 3: Normingalignment to new ways of doing things<br /><ul><li> Noticeable Improvements
  29. 29. Alignment
  30. 30. Team Learning
  31. 31. Confidence Builds
  32. 32. New Mental Models Emerge</li></li></ul><li>4: Performing in a state of flow<br /><ul><li> Real Progress
  33. 33. Fine Tuning
  34. 34. Continual Learning
  35. 35. Sense of Achievement
  36. 36. This Is The Way We Do Things</li></li></ul><li>OUR Network in Norrköping and Sweden<br />
  37. 37. Where do you want to go?<br />“Which road do I take?”<br />"Where do you want to go?”<br />"I don't know," Alice answered.<br />"Then,” said the cat, “it doesn't matter. If you don't know where you are going, any road will get you there.”<br />
  38. 38. We are positive, enthusiastic and show joy<br />
  39. 39. We celebrate each other’s differences<br />
  40. 40. We treat each other with respect<br />
  41. 41. The impact of core values<br />Söderporten school, Norrköping<br />The school is extremely multi-cultural, with most children having recently arrived in the country and speaking Swedish as a second language. <br />Our Core Values have helped to:<br /><ul><li> Achieve in 2010 the best exam results since the national grading system was introduced in Sweden in 1997
  42. 42. The school´s video surveillance is being switched off in autumn 2010</li></li></ul><li>Generating consensus with brainstorming & 10-4 voting<br />What values would you like in your school? <br />
  43. 43. Example inquiry probe questions<br />What are the ESSENTIAL CHARACTERISTICS that make our school outstanding?<br />How can we best help and GUIDE our students in their learning?<br />How can we CHALLENGE our students more, and encourage their parents to do the same?<br />What ATTITUDES & SKILLS do we wish our students to possess by the time they leave our school?<br />How can we best SHARE EXPERTISE and ideas with each other within and across the 3 areas?<br />What EVIDENCE should we gather to help us know how the students are progressing in every aspect of their learning?<br />GREEN HAT THINKING – what could really make a difference to our school?<br />
  44. 44. Classic Brainstorming<br /><ul><li> Sit in a circle
  45. 45. Ask the first person for their first idea
  46. 46. Accurately write their idea down on a flip chart
  47. 47. Ask the next person for their idea
  48. 48. If someone wants to, they can say “pass”
  49. 49. Collect ideas from every person. Go round the circle twice, or until everyone says “pass”
  50. 50. Number each idea
  51. 51. There should be NO discussion</li></li></ul><li>Consensus building with 10 – 4 voting <br /><ul><li> Each person has 10 votes
  52. 52. There are three rounds of voting
  53. 53. You may not use more than 4 votes in one round
  54. 54. Over the course of the three rounds you can place your votes in any combination (eg 4-4-2; 3-3-4; 4-2-4) so long as you do not exceed 10 votes altogether
  55. 55. You can plonk all your votes onto one idea or spread them across 10 different ideas
  56. 56. The ideas with the most votes at the end of the third round are written into the shared vision</li></li></ul><li>Example inquiry probe questions<br />What should be happening in lessons when OUTSTANDING TEACHING is occurring?<br />How should we COLLABORATE and COMMUNICATE with each other to ensure outstanding learning for all children?<br />How can we make learning more relevant for ALL PUPILS?<br />What would make our indoor/outdoor ENVIRONMENT the best possible place for students to grow physically, emotionally and intellectually?<br />What could we do to enhance MOTIVATION and ENJOYMENT for all our students?<br />What ASSESSMENT strategies best promote students’ growing abilities to assess their own progress and plan what to do next?<br />