LOCAL INNOVATIONS DAYLOCAL INNOVATIONS DAYCOMMUNITIES OF PRACTICE/PROFESSIONAL COMMUNITIES OF PRACTICE/PROFESSIONAL

LEARNING COMMUNITIESLEARNING COMMUNITIES

Dr Susanne OwenPrincipal Officer Strategic Research & InnovationInnovative Learning Environment (ILE)

22 November 2012

Outline

• Definitions• Why innovate• Educational innovation characteristics• Professional learning & Communities of practice• Scenarios & table group work

Innovation Definitions

Definitions

Innovation: ‘a significantly improved product (good or service)’ or ‘new organisational approach’ (OECD cited in DECD

Research and Innovation Framework, 2010: 1).

Innovation may result from ‘new approaches through continuous improvement processes, adapting ideas from elsewhere or futures-oriented and transformative change’ (OECD cited in DECD Research and Innovation Framework, 2010: 1)

Creation and implementation of ‘new processes, products, services and methods of delivery which result in significant improvements in the efficiency,

effectiveness or quality of outcomes…(and) the application of new ideas to produce better outcomes’ (Australian National Audit Office ANAO, 2009).

Innovation is about the ‘creation and implementation of new processes, products, services and methods of delivery which result in significant improvements in the efficiency, effectiveness or quality of outcomes (and) the application of new ideas to produce better outcomes’ (ANAO, 2009:1)

Innovation may occur ‘through continuous improvement processes, adapting ideas from elsewhere or futures-oriented and transformative change’ (DECD, 2010:1

• Traditional schools not necessarily delivering well for 21st century agendas & for some students/groups

• Knowledge is recognised as central in transforming societies and economies & concerns re economic loss from underutilisation of human potential

• Measuring learning outcomes highlights need for finding new ways to change outcomes and to re-focus on the learning environment

• Secondary student disengagement concerns: reduces to about 30% by age 15 (Dunleavy & Milton, 2012; Wilms, Friesen & Milton, 2009)

• Little higher order thinking, innovative & individualised learning occurring & new educational possibilities are arising from ICTs (OECD 2007 TALIS research of 70000 teachers in 24 countries re 15 year olds)

21st Century Competencies: (UK Innovation Unit, 2007)

Why Innovate?

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

ASMS

(ASMS, 2010 citing Fisher, 2003)

Educational Innovation Characteristics

intentional departure from traditional approach to better meet learning needs - innovative

setting(s) provide optimal learning and development in cognitive, meta-cognitive and socio-emotional terms

aims at learning and educational needs not reliant only single innovator (or 2 or 3): has broader

organisational foundation, for sustainability involves formally or informally evaluating own practice for

continual improvement.

(OECD)

Traditional v Innovative ThinkingLogical Intuitive

Deductive reasoning Considering multiple possibilities

Requires proof Asks what if?

Looks for precedents Unconstrained by the past

Quick to decide Reflective, considers complexity

Right and wrong Considers other ways

Ambiguity discomfort Relishes ambiguity

Wants results Wants meaning

(Centre for Creative Leadership)

Innovative thinking skills

Change models

Fullan (2011) Key drivers (+target-setting, data, individual focus)

•Learning-instruction-assessment nexus & capacity building•Social capital & building the profession incl. group work•Instructional improvement & pedagogy matching technology•Systemic synergy

Mourshed et al. (2010) 20 strongest improving education systems•22% use accountability: performance assessments,•78% use capacity building – coaching, collaboration

Giles & Hargreaves (2006) professional learning builds innovation

Professional Learning Communities

"a shared vision or running a school in which everyone can make a contribution, and staff are encouraged to collectively undertake activities and reflection in order to constantly improve their students’ performance.“ (Ontario Dept of Education)

Professional Learning Communities

Shared vision and values that lead to a collective commitment of school staff, which is expressed in day-to-day practices

Solutions actively sought, openness to new ideas Working teams cooperate to achieve common goals Encouragement of experimentation as an opportunity to learn Questioning of the status quo, leading to an ongoing quest for

improvement and professional learning Continuous improvement based on evaluation of outcomes rather

than on the intentions expressed Reflection in order to study the operation and impacts of actions

taken

Dufour & Eaker, 1998

Joint enterprise & shared beliefs

Responsibility for learning of

others

Student learning practicalactivities

focus

Professional Learning Communities

Collaboration Identity with others incommunity

CoP/Professional Learning CoP/Professional Learning CommunitiesCommunities

Distributed Leadership & Building Distributed Leadership & Building Innovation Culture & Innovation Culture &

Sustainability (Sustainability (Owen, 2005)Owen, 2005)

• Responsibility for the Learning of others (students or others in the team?)

• Collegiality? What does this mean? (consider Margaret Gronn, Collective Leadership)

• Beginning (individualism, conflict hidden) – evolving – mature PLC

• (Grossman et al, 2001)

• Australian National Audit Office.(2009) Innovation in the public sector: Enabling better performance, driving new directions. Canberra: Commonwealth of Australia.

• Center for Creative Leadership. (2009). Innovation Leadership. URL: http://www.ccl.org/leadership/pdf/research/InnovationLeadership.pdf

• Department of Education and Child Development (2010) Research and Innovation Framework. DECD: Adelaide.URL: http://www.decd.sa.gov.au/research/files/links/Research_Framework_DECD_F_1.pdf

• Dufour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement . Bloomington, IN: National Educational Service.

• Fullan, M. (2011). Choosing the Wrong Drivers for Whole System Reform. Melbourne. Centre for Strategic Education. • Giles, C. & Hargreaves, A. (2006). The Sustainability of Innovative Schools as Learning Organisations and Professional

Learning Communities during Standardised Reform. Educational Administration Quarterly February 2006 vol. 42 no. 1 124-156

• Grossman, P., Wineburg, S., and Woolworth, S. (2001). “Toward a theory of teacher community”. Teachers College Record. 103(6):942‑1012.

• Mourshed, M., Chinezi, C. & Barber, M. (2010) How the World’s Most Improved School Systems Keep Getting Better. URL: http://mckinseyonsociety.com/downloads/reports/Education/Education_Intro_Standalone_Nov%2026.pdf

• Ministry of Education. (2005). Education for all: The report of the expert panel on literacy and numeracy instruction for students with special education needs, kindergarten to grade 6., Ontario Education, ISBN 0-7794-8060-0

• Organisation for Economic Cooperation and Development (OECD). (2011). Cited on http://www.innovations.sa.edu.au/• Owen, S. (2005) Emerging trends in teacher professional development within a career continuum. Doctoral thesis. Available

online. Retrieved 15/03/2012: http://newcatalogue.library.unisa.edu.au/vufind/Record/855538 • UK Innovation Unit.10 Ideas for 21st Century Education URL:http://www.innovationunit.org/sites/default/files/10%20Schools

%20for%20the%2021st%20Century_0.pdf• Willms, S., Friesen, S. & Milton, P. (2009). What Did You Do in School Today. URL:

www.ccl-cca.ca/pdfs/otherreports/WDYDIST_National_Report_EN.pdf

• Workshop task: Examine innovative situations• Considering the innovative practices, how does this

change the teacher’s role?• As a site leader, leader peer colleague or regional

office ‘critical friend’, what leadership and professional learning approaches would you consider/advise to support the implementation and sustainability of this innovation?

• What professional learning approaches are likely to be effective?

• What are the roles of PLCs and what needs to happen to really build the learning aspects?

 “At a crucial turning point in global history, we have to make daring and disruptive changes, not incremental adjustments – but without abandoning everything we have valued and achieved in the past” (Hargreaves and Shirley, 2009)  “Examples of success in education are very similar. They involve lifting expectations of what’s possible [and].. having the courage to be creative and flexible in developing models that work in particular contexts, and being prepared to make and fix mistakes along the ways” (Mick Dodson, speech to National Press Club)  The key to success is ‘creating a knowledge-rich profession in which schools and teachers have the authority to act, the necessary knowledge to do so wisely, and access to effective support systems’ (Schleicher OECD, in Caldwell and Harris, 2008)