Give Schools Back to Teachers

Stephen Murgatroyd, PhD Chief Scout, The Innovation Expedition Inc. Principal, Murgatroyd Communications & Consulting Inc.

Innovation – we need more creativity and innovation in the way we run business, health care, schools, government….we need a more diversified economy, which requires innovation – we need innovation eveywhere!

Choices – tough choices ahead on environmental issues, ethics of the person…cutting government spending..

Environment – we need to think about what we can do to sustain the quality of living..

People – where are the next generation of leaders, workers, imagineers going to come from ? How do we secure higher productivity from all our people? How are we going to engage immigrants to our communities?

Quality of Life – personal responsibility for health, life long education, community and the environment…

The future will require individuals to be able to move easily between different “minds”:

The Disciplined Mind

The Synthesizing Mind

The Creating Mind

The Respectful Mind

The Ethical Mind

We will also need individuals to balance their intellectual “intelligence” with their emotional “intelligence”.

We will need more people who display empathy, warmth and genuineness in their care of others…

Using logic and critical thinking to understand

Not accepting orthodoxy but seeking to understand

Need to develop distinctive ways of thinking based on the underlying processes of a discipline – the disciplines of history, literary criticism, science, sociology…

Developing the skills of moving from information to knowledge and understanding

Example: Not falling for “organic is best” but asking questions about the nature of our food and the challenges of eating well.

Understanding the world and its sub-sets in terms of “systems”

Developing an understanding of linkages, connections and synergies – cutting across the boundaries of “disciplines” to develop a more comprehensive understanding

Becoming a synergist and encouraging polygots, not just specialists

Example: Using a range of understandings and systems thinking to rethink the delivery of health care.

In the face of a multi-cultural, immigrant driven community – respect for differences and respect for challenge

Respecting self as well as others – having self respect may be key to well being

Letting go of political correctness so as to permit realism rather than encourage pretense

Example: Embracing a tripling of immigration in Canada without causing community racial tensions – overcoming prejudice .

A characteristic of the 21 st Century is that we will be constantly challenged by ethical issues – climate change, genomics, nanotechnology all pose significant challenges

Need to understand “trade off’s” and ethical choice

Need to develop the emotional intelligence that enables us to live with and manage ethical choices

Need to be able to see ethical dilemmas in the context of ethical systems

Example: Determining the limits of medical intervention in terms of prolonging life

“ All children are artists. The problem is how they remain an artist once they grow up” Picasso

Developing the skills for art, music, dance, creative writing, drama, film in the well-being of persons, groups and community

Using creativity as a basis for breakthrough thinking

Cultivating imagination and design

Example – Transforming down-town Edmonton’s arts district into a stunning centre for creative communities through design and a focus on creative arts

Caring is a characteristic of 21 st century communities – growing elder population, increasing health challenges for our young…caring professions amongst the fastest growing…

Caring professions are the fastest growing professions, especially elder-care and home care…

We have a new generation of students…

Are global in their approach to knowledge and understanding

Are technological savvy – they use technology in ways we don’t fully understand

They think differently

They are more collaborative and engaged with peers – which is why MySpace and Facebook are important…

(C) Murgatroyd Inc. Students can…. Work at twitch speed Multi task in a range of media Pursue non linear approaches to problems Process discontinuous information Leverage iconic skills Be connected to ideas as threads Be collaborative globally Be very active and focused Learn by playing Secure quick pay-off’s Engage and use fantasy Work with technology as a “friend” or companion As Opposed to Former Generations Work at a conventional speed Prefer mono tasking or dual tasking Seek linear approaches to problem solving Process single information flows Leverage reading skills Work as one with their own ideas Are competitive locally Are generally passive See learning and playing as distinct Show patience See “reality” as “where it’s at” See technology either as a foe or a convenience

TEACHER CENTRIC WITH TECHNOLOGICAL SUPPORT

LEARNER CENTRIC WITH TECHNOLOGY AS COMPANION

(C) Murgatroyd Inc. Traditional Schools 50 minute lessons Subjects (knowledge domains) the basis of the curriculum Classrooms for 25-35 students Age the basis for groups managed by year groups Future Schools Half days basis for time-table Authentic tasks based on challenges, collaboration and global resources basis for curriculum Individualized learning – areas for 90 – 120 learners Learning passports for each student provides a basis for continuous learning

Groupthink – one size fits all for all of Alberta

Provincial curriculum as the “rule book” as opposed to being a resource and general guide

Unit cost accountability linked to a very narrow range of “performance” measures

Measuring to the average

De-professionalization of Teaching

Compliance based hiring

Minimizing risk and maximizing uniformity

Advancement and promotion decisions

Accountability Regime

Narrow band of skills

Focused on between school differences rather than within school differences

Teaching to the test

Role Confusion

Thinking that the funding source “knows best” – no they don’t

Empowerment of those closest to the student to make decisions about what, how, when, and how to assess

Confused roles between Ministry, School Board, Principals, Teachers, Parents…..

Too many priorities….

Resourcing Levels by the Common Denominator

Different schools have different needs at different stages of the development of their communities

School based bugdeting, curriculum and assessment linked to quality planning and performance regimes from the school up are what is needed…

ATA has a major professional development / change initiative focused on rethinking accountability at the level of the school

It is also seeking to influence / change the Alberta Education Accountability Pillar (or is it pillow?)

It has a major policy document – Real Learning First

It has two pilot projects in GPPS / Livingstone Range

School Self Assessment Systematic Review By Stakeholders Peer Review / Exchange Personal Improvement Plans / Professional Development Evidence Based Assessment

Think about the future and its implications for “now”

Look at the skills, values, attitudes and behaviours which your students need to demonstrate to make a quality future possible

Ask – how will this impact teaching, learning and collaborative work in our school

Set measurable goals as a school for this work

See creativity, emotional intelligence, ethics, collaborative skills, Imagineering as being as important as math, reading and writing for your students..