creativity and innovation in education moving beyond best practice
TRANSCRIPT
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Creativity and Innovationin Education
Moving beyond best practice
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Creativity and Innovation in Education
1. The need for innovation
2. Views of teachers and teaching
3. Teaching: The learning profession
4. The rise of creativity, developing innovation
5. Innovation in education
6. Developing Next Practice
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The need for innovationSchooling in the early 21st Century
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• International
• National
• Prescription
• Reform
• Review
• Improvement
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Resulting in …
• Improved outcomes
• Plateauing of standards
• Deprofessionalising teachers
• Culture of Dependency
• Pragmatism
• Best Practice = Prescribed Practice
• Isomorphism
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Educational Imaginary
Public assurance from obsolescence
Feudal system – agrarian
Industrial system – factory
Traditionalist measures
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Developing Practice
• Effective Practice – for today
• Best Practice – prescribed practice
• Best Practice – indicative practice
• Next Practice
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Views of teachers and teaching
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Views of Teachersand Teaching
How do teachers see themselves and their work?
How do others view teachers and teaching?
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Views of Teachersand Teaching
Teachers are implementers of policy reforms and initiatives determined beyond the classroom
Teachers are in need of tighter standards and greater accountability
Teachers have been demoralised (Canada)
Teachers have been deprofessionalised (England)
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Views of Teachersand Teaching
Teachers can play a significant role in providing solutions to the problems facing education.
“Teachers are the masters of their own fate. The profession has to get it into its mind that it is its own job to solve the problems of the education system.”
Sir Michael Barber, The Risk Takers, Guardian Education (23/05/2006)
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Views of Teachersand Teaching
“(T)eachers are not just here to do this job in the classroom – to do a job that is prescribed for them. They’re here to be professionals in which they participate in the business of trying to work out what is best for the school, what is best for the kids and how education should be practiced.”
Dr David Frost, Cambridge University (8/05/2006)
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Teaching:The Learning Profession
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Tri – Level Structure
Does this model constrain learning opportunities?
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How can teachers be engaged in improving practice in authentic ways?
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“New” Professionalism“New” Leadership
Informed Professional Judgement
Create a Culture of Learning
Connect Ideas, People and Practice
Transform from within
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Interconnectedness
Me and my school
We and our schools
Leadership that crosses
site boundaries
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Networking Learning
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Key paradigmatic shifts(Fraser, 2006)
From … To(wards)…
Pragmatism Philosophical Enquiry
Informed Prescription Informed Professional Judgement
Culture of dependency Culture of professional authority
Best practice thinking Next practice thinking
Communities of Practice Communities of Learning
Collaboration Networked Learning
Institutional Leadership Educational Leadership
Reforming schools and systems
Evolving schools and systems - Transformation
Distributed Leadership Distributed Knowledge
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The rise of creativity,developing innovation
Beyond the download
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Creativity
• Solve problems
• Seek New perspective
• Necessary for innovation
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Creativity
• Combinatory play – synthesise
• Self-assurance
• Risk
From Richard Florida, Rise of the Creative Class
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What do we mean by innovation?
the successful exploitation of new ideas…at least two types of innovation
• Entirely new ideas
• Re-working of an old idea or the transferring and embedding of existing ideas in to a new setting
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the nature of innovation ….?
Incremental Innovation
•Minor modifications to existing product
•Swims with the tide
•Starts with the present and works forward
School improvement ?
Radical Innovation
•Significant breakthrough representing major shift in design
•Swims against the tide
•Starts with the future and works backwards
Transformation ?
From presentation by Valerie Hannon, Innovations Unit
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The Nature of Innovation
Incremental Innovation
Radical Innovation
LEVEL of INNOVATION
Near to existing
practices
Far from existing
practices
David Hargreaves (2003)
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Innovation in EducationA disciplined undertaking
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The imperative to innovate
Should the profession engage in innovation?
Does the profession want to engage in innovation?
Can the profession be trusted with innovation?
The answer lies with the profession
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• Innovation and creativity doesn’t have to be a lessening of standards.
• Need to bring together a range of professional knowledges in partnerships where all are seen to be equal.
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• Innovation requires a risk-analysis and discipline.
• Schools need to be at an acceptable level before the freedom to innovate.
• Test things out – not just pilot, and learn from trying things out on behalf of the profession.
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• Management of scope of innovation
• Prioritising areas needing attention
• Network ideas
• Network people
• Quality assurance of ideas
Disciplined Innovation
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• Careful planning
• Trying things out on behalf of the profession
• Close monitoring and evaluation
• Risk analysis
• Processes to capture knowledge
Disciplined Innovation
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Principles of Teacher-led innovation
1. Strong moral purpose
2. Focused on students
3. Undertaken on behalf of the profession
4. Oriented towards learning
5. Clarity of purpose and goals
6. Builds on and develops professional knowledge
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7. Integral to the professional life and work of teachers
8. Context-based developing teachers’ knowledge and skills (“New” professionals)
9. Takes a “What next?” approach10.Networked learning to build
professional knowledge (innovation, creativity, quality)
11.Closely monitored, evidence-based
Principles of Teacher-led innovation
Principles of Teacher-led innovation
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Developing Next PracticeGenerating new realities for the future
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From Innovations Unit
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Next Practice Innovation Model
STIMULATING INCUBATING ACCELERATING
Analyse need
Scan the horizon
Seek innovators
Generate creative options
Support the leadership of change
Broker relationships and alliances
Create communities of practice
Utilise knowledge
management techniques
Synthesise evaluation &
research
Accelerate diffusion
with system agendas
Ideas for Next
Practice Field Trials
Models of Next
Practice in Action
System-level reflection & intervention
Local level action
System learning
Innovation Unit (UK)
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Next PracticeStage 1Needs
analysis
Stage 2Horizon
Scanning
Stage 3Mobilisation
Stage 4Generating
creative options
Stage 5 Field Trial
/
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• To what extent can teaching, as a profession, solve the problems facing the education system?
• What new ways of thinking required?
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Focus on:
• Developing a learning orientation within teaching as a profession and across education systems;
• Building teacher capacity to problem identify, problem solve, analyse and research from within the context of their classrooms;
• Engaging teachers in school improvement through a focus on developing and innovating on good practice;
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Focus on:
• Building professional knowledge;
• Developing next practice;
• Laterally transferring new professional knowledge to other sites and teachers so that it becomes new professional practice; and
• Identifying and developing the most creative, innovative and ingenious teachers.
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...the virtual school became a reality?
...students created digital learning resources?
...students worked from home or elsewhere?
...students led their own learning?
...timetables were flexible?
Just Suppose...
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How can you use your expertise to contribute to the outcomes desired for students and the teaching profession?