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Securing commitment, ensuring success www.oureducationnetwork.com
Too much innovation “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” Fullan & Stiegelbauer, 1991
Almost Everything Works 95% of all things we do have a positive achievement on education 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
   Effects on Achievement (Hattie, 2009)
Not everything counts Not everything that counts can be counted, and not everything that can be counted counts Sign hanging in Einstein's office at Princeton
Levels of Perspective (Daniel Kim) Vision L E V E R A G E Mental Models Systems & Structures Patterns of Behaviour Events
Levels of Perspective (Daniel Kim) Vision L E V E R A G E Mental Models Systems & Structures Patterns of Behaviour Events
A vision is shared by the people who create it
Hogsnes School & Kindergarten, Tønsberg, Norway 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. 	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.  	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. 	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.
Your vision is the star by which you navigate
Teaching and Learning Vision At RMGS we create critical, reflective and independent learners for life through a learning community which provides a secure and challenging environment.    	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.   	At RMGS through innovative learning strategies and positive relationships our students enjoy learning and achieve their full potential.
Levels of Perspective (Daniel Kim) Vision L E V E R A G E Mental Models Systems & Structures Patterns of Behaviour Events
1: Forming agreeing to do something together ,[object Object]
 Uncertainty
 Negotiation
 Collaboration
 Skilled Consensus
 Shared Vision,[object Object]
 Confrontations
 Abuse of Power
 Collective Awareness
 Clarify Training Needs
 Create Focus,[object Object]
3: Normingalignment to new ways of doing things ,[object Object]
 Alignment
 Team Learning
 Confidence Builds
 New Mental Models 	Emerge,[object Object]
 Fine Tuning

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Securing Commitment, Ensuring Success

  • 1. Securing commitment, ensuring success www.oureducationnetwork.com
  • 2. Too much innovation “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” Fullan & Stiegelbauer, 1991
  • 3. Almost Everything Works 95% of all things we do have a positive achievement on education 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
  • 4. Effects on Achievement (Hattie, 2009)
  • 5. Not everything counts Not everything that counts can be counted, and not everything that can be counted counts Sign hanging in Einstein's office at Princeton
  • 6.
  • 7. Levels of Perspective (Daniel Kim) Vision L E V E R A G E Mental Models Systems & Structures Patterns of Behaviour Events
  • 8.
  • 9. Levels of Perspective (Daniel Kim) Vision L E V E R A G E Mental Models Systems & Structures Patterns of Behaviour Events
  • 10.
  • 11.
  • 12. A vision is shared by the people who create it
  • 13. Hogsnes School & Kindergarten, Tønsberg, Norway 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. 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. 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. 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.
  • 14. Your vision is the star by which you navigate
  • 15. Teaching and Learning Vision At RMGS we create critical, reflective and independent learners for life through a learning community which provides a secure and challenging environment.   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.   At RMGS through innovative learning strategies and positive relationships our students enjoy learning and achieve their full potential.
  • 16. Levels of Perspective (Daniel Kim) Vision L E V E R A G E Mental Models Systems & Structures Patterns of Behaviour Events
  • 17.
  • 22.
  • 24. Abuse of Power
  • 27.
  • 28.
  • 32.
  • 35. Sense of Achievement
  • 36.
  • 37. Where do you want to go? “Which road do I take?” "Where do you want to go?” "I don't know," Alice answered. "Then,” said the cat, “it doesn't matter. If you don't know where you are going, any road will get you there.”
  • 38. We are positive, enthusiastic and show joy
  • 39. We celebrate each other’s differences
  • 40. We treat each other with respect
  • 41.
  • 42.
  • 43. Example inquiry probe questions What are the ESSENTIAL CHARACTERISTICS that make our school outstanding? How can we best help and GUIDE our students in their learning? How can we CHALLENGE our students more, and encourage their parents to do the same? What ATTITUDES & SKILLS do we wish our students to possess by the time they leave our school? How can we best SHARE EXPERTISE and ideas with each other within and across the 3 areas? What EVIDENCE should we gather to help us know how the students are progressing in every aspect of their learning? GREEN HAT THINKING – what could really make a difference to our school?
  • 44.
  • 45. Ask the first person for their first idea
  • 46. Accurately write their idea down on a flip chart
  • 47. Ask the next person for their idea
  • 48. If someone wants to, they can say “pass”
  • 49. Collect ideas from every person. Go round the circle twice, or until everyone says “pass”
  • 51.
  • 52. There are three rounds of voting
  • 53. You may not use more than 4 votes in one round
  • 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. You can plonk all your votes onto one idea or spread them across 10 different ideas
  • 56.