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Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
Canberra principals leading adoption
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Canberra principals leading adoption

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  • Can not select all at once. Select one area and work on it.
  • Not about technology or replicating existing practice: Needs to support existing programmes and strategies- move them forward
  • You are the mayor of the town---NOT your technician
  • Focus: Unable to identify school priorities
  • Set expectations/ timeframes/ deadlinesTeachers –Accessto 3 experts rather than one- access to 100 voices rather than 30Children broader audienceWhich administration tools would be valuable? calendars
  • What change have you managed beforehttp://www.businessballs.com/changemanagement.htmPainIts my IP. Not sharing with my colleaguesHow do you align the use of cLc with school priorities and staff’s developing visionMUSt View policy and vision of schoolHOWWorkshops are very useful processes to develop collective understanding, approaches, policies, methods, systems, ideas, etc. See the section on workshops on the website.
  • Re-assess and re-align your organization's aims, beliefs, integrity - all of it - with your people's. Then they might begin to be interested in helping with new skills and change, etcIf you don’t know were you are going you will never arrive
  • Parents will compare and critique teachers. Set a min requirementMy panel description / overview username and password
  • Lead teachersTheir teams Students coaching / training each othercLc teachers inset resources
  • Unconscious IncompetenceThe individual neither understands nor knows how to do something, nor recognizes the deficit, nor has a desire to address it.Conscious IncompetenceThough the individual does not understand or know how to do something, he or she does recognize the deficit, without yet addressing it.Conscious Competenceunderstands or knows how to do something. However, demonstrating the skill or knowledge requires a great deal of consciousness or concentration.
  • Parent lettersCopyrighteSafety bullying
  • Social learning –formalising the informal
  • Transcript

    • 1. Leading Adoption<br />Phil Stubbs<br />
    • 2. Agenda<br />cLc overview- New opportunities<br />Beyond the classroom- Whole school opportunities<br />Observations from the pilot<br />Observations from Stage 2<br />Implementation planning<br />Implementation Roadmap<br />
    • 3. Why bother?<br />Becta: Learning platform Guidance<br />
    • 4. Opportunities<br /><ul><li>Blur the distinction between formal, non formal and informal learning
    • 5. Remove barriers to learning
    • 6. Classrooms
    • 7. School Gate
    • 8. Department boundaries
    • 9. School day and timetable
    • 10. Teacher as knowledge giver
    • 11. Teacher as principal audience
    • 12. Access to the best learning experiences available
    • 13. New audiences
    • 14. New collaborators
    • 15. Authentic learning
    • 16. Authentic assessment
    • 17. Accountability
    • 18. Student voice and choice</li></ul>Teacher-led factory model<br />Learner led organisation<br />personalising learning<br />
    • 19. System conforms to the learner<br />Learner conforms to the system<br />
    • 20. e-confident learning communities<br />Cyber safety<br />Keeping children and young people safe online in restricted spaces<br />PROTECTION<br />Digital Participation<br />Developing digitally literate children and young people<br />Preparation for the real world<br />EDUCATION<br />
    • 21. Observations from the Pilot <br />The cLc is changing:<br /><ul><li> How children and young people approach and respond to learning
    • 22. Relationships between learners
    • 23. How educators approach teaching
    • 24. Relationships between teachers
    • 25. Relationship with knowledge itself</li></ul>“Innovation is doing new things in new ways in order to do them better”<br />New pedagogies<br />New Literacies<br />Reflective practitioners and learners<br />Visibility to learning – process and outcomes<br />Student voice<br />Parents as partners<br />Redressing the balance: Workload<br />
    • 26. Build your village<br />“It takes a village to educate a child”<br />
    • 27. School Improvement<br />Improving ACT Public High School and Colleges: <br />A discussion paper to generate ideas<br />No school can meet the requirements of all its students alone<br />Digital technologies, more flexible timetables and learning opportunities and the reshaping of schools as connected learning communities<br />What if?....<br />High schools and colleges worked together as cLcs to offer greater choice to students<br />Schools had more flexible timetables<br />The virtual school became a reality<br />Some students worked from home or elsewhere<br />Schools pooled their resources to offer a broader curriculum<br />
    • 28. 2. Beyond the Classroom<br />Communication<br />Calendar and information giving<br />Planning<br />E-Portfolios?<br />Parental engagement<br />Student voice<br />Whole School canvassing<br />Visibility of learning<br />Research: Questioning, Thinking skills, Gardners, De-Bono, academic Vocabulary.<br />Transition / Electives<br />Partnerships <br />“Be in the room”<br />
    • 29. Be in the Room<br />“Throughout the school we practice the belief that learning takes place within and without classroom walls. We believe in experiential learning, the value of creativity, action and service which are core to student experience throughout the school and the power of student leadership, choice and decision making through the empowerment of our “student voice”.”<br />Principal Ms Jane Foxcroft.<br />WIS HK<br />
    • 30. Student voice<br />
    • 31. School Networks <br />
    • 32. Activity 1<br />Online Group Discussion<br />Share your views on the opportunities presented by the cLc for enhancing learning. Share which of these you might see as a priority for your school in the medium term<br />clc.act.edu.au<br />15 Minutes<br />
    • 33. Observations from Stage 2<br />Some schools appear to lack of focus<br />Structure reflects “My Classes” rather than innovation<br />Different approaches to training<br />Policy decisions being made<br />ePortfolio<br />User Directory Security<br />Visibility to communities<br />Ownership rights<br />School homepages<br />
    • 34. Your online architecture<br />How can you re-engineer your school to support collaboration?<br />Teachers<br />Students<br />Professional portfolios<br />Professional learning networks: AmaroocLc Prof Learning<br />cLc Staff roomLearnology Professional Learning<br />How can you encourage reflective practice / sharing?<br />How can you distribute success evenly?<br />How can you gain visibility to learning?<br />Which administration tools would be valuable? <br />
    • 35. 5. Implementation<br />Cultural shift:<br />Change management-how do you manage change? Who are the key players?<br />How will you motivate your staff?<br />Needs to be supported and resourced<br />Initial pain<br />Directed and managed<br />Celebrate success and measure outcomes<br />
    • 36. John Kotter’s 8 Step Model<br />Increase urgency - inspire people to move, make objectives real and relevant. <br />Build the guiding team - get the right people in place with the right emotional commitment, and the right mix of skills and levels.<br />Get the vision right - get the team to establish a simple vision and strategy, focus on emotional and creative aspects necessary to drive service and efficiency.<br />Communicate for buy-in - Involve as many people as possible, communicate the essentials, simply, and to appeal and respond to people&apos;s needs. <br />Empower action - Remove obstacles, enable constructive feedback and lots of support from leaders - reward and recognise progress and achievements.<br />Create short-term wins - Set aims that are easy to achieve - in bite-size chunks. Manageable numbers of initiatives. <br />Don&apos;t let up - Foster and encourage determination and persistence - ongoing change - encourage ongoing progress reporting - highlight achieved and future milestones.<br />Make change stick - Reinforce the value of successful change via recruitment, promotion, new change leaders. Weave change into culture.<br />
    • 37. Getting started<br />Review your school vision statement in light of new opportunities<br />owned by all staff<br />Try to engage other key players inc parents<br />Focus on entitlement<br />Support, enhance and inform your school’s aims in terms of <br />Learning <br />Teaching<br />Management <br />Administration<br />
    • 38. Start Small<br />Plan small high leverage wins based on identified need<br /> Demonstrate success<br />Plan your roll out<br /> Draw up a training and support plan.<br /> Build in sharing time <br />Prioritise<br />The learning platform cannot be embedded fully in day-to-day practice until the majority of users are using it across several areas of interest. It is important to review and evaluate impact at regular intervals in order to plan the move to the next step<br />
    • 39. Parents<br />Manage expectations<br />What they can realistically expect to find<br />Purpose<br />Letter content<br />Ways in….. <br />
    • 40. Conditions for success<br />• A strategic, positive and hands-on approach to implementation by senior leaders and managers.<br />• The involvement of a wide range of stakeholders, including all members of the school community; the education district and platform providers.<br />• A shared ownership of the development with the school community<br />• A phased approach to implementation and inclusion as part of development planning.<br />• Clear plans for support, training and development of staff.<br /><ul><li> A carefully selected pilot group (Non IT)
    • 41. Alignment with existing school priorities
    • 42. Alignment with professional targets</li></ul>• Clearly defined roles and responsibilities. <br />• Adoption through a change management process, setting out clear expectations of success and including continuous review and development.<br />
    • 43. 6. A Five Step Roadmap<br />Familiarisation<br />“The cLc opened the doors we have always tried to open. What we did not realise was that behind each door there were many more that we didn’t even know existed”<br />Exploration<br />Growth<br />Integration<br />Maturity<br />Guidance Page 11<br />Adapted from Becta Guidelines and cLc Roadmap Stages<br />
    • 44. Maslow’s 4 stages of Learning<br />Reflective<br />Competence<br />(Maturity)<br />
    • 45. Familiarisation<br /><ul><li>The cLc is available to staff and learners.
    • 46. Senior leaders are beginning to plan how to use the cLc to support school objectives.
    • 47. cLc Manager trained
    • 48. Selected teachers have received some input into the potential on offer.
    • 49. Staff have started to experiment and have ideas about how the cLc can support teaching and learning, using, for example, tasks, thinking and peer assessment activities
    • 50. School based training to enable initial pilot plans
    • 51. Small groups of learners have been given access to the cLc and are showing initial excitement when using teacher- constructed tools like wikis, blogs or forums.</li></li></ul><li>Exploration<br /><ul><li>The senior leadership has a plan to develop the cLc based on school priorities
    • 52. Pilot projects are being shared with wider staff
    • 53. In-house experts identified as trainers
    • 54. School is reviewing policies starting with e-Safety / AUP and aligning cLc with Essential Learning Activities
    • 55. Beginning to organise and share key documents and policies / planning via cLc
    • 56. The cLc is becoming part of day-to-day practice for pilot teachers and students.
    • 57. Use of the cLc is appearing in planning
    • 58. Parents of pilot stage students are aware of the potential of the learning platform.
    • 59. New groups are expressing interest</li></li></ul><li>Policies<br />Which new policies / documents will need to be created<br />Which existing policies will need to be adapted?<br />
    • 60. Growth<br />Senior leaders have planned how to use the cLc to support the school’s aims and ethos<br />Senior leaders are modeling the use of the learning platform.<br />School policies have been reviewed to include use of the cLc<br />Recognised effective practice from the pilot is now extended to all areas within the school.<br />School is developing an entitlement model for all stakeholders<br />Staff are increasingly confident in their use of different aspects of the cLc and have built on their successes in the pilot with the majority of staff and learners online.<br />There is growing evidence and recognition that teaching and learning is being significantly enhanced. <br />All parents are aware of the potential and some are being encouraged to actively participate in student learning activities. <br />The school has a plan for the use of student e-portfolios<br />Teachers are beginning to extend the learning village to connect with learners in other schools<br />Student voice is being supported by student managed areas. <br />
    • 61. Integration<br />Senior leaders are implementing, monitoring and reviewing the development plan. Senior leaders identify new areas for cLc use. <br />Many school administrative procedures are conducted through the learning platform.<br />cLc pilot group has been replaced by a user group including students<br />School policies are in place indicating what must be shared on the cLc <br />The cLc is routinely used by all stakeholders in the school community.<br />Learners and teachers have clearly understood expectations in terms of their access and use of the cLc<br />Parents use the learning platform to access information and about school policies/procedures as well as their child’s learning. They expect to be invited to have a voice in the running of the school<br />Use of cLc featured in all planning and action plans<br />All internal communication is via cLc<br />Collaboration within and across year groups and subject areas is commonplace<br />School has formed cLc partnerships locally, nationally and internationally<br />
    • 62. Maturity<br />The present possibilities of the learning platform are being fully exploited. Its use continues to develop in response to the needs of the learner, supporting personalised and more independent learning.<br />The cLc has become a central strand of school development and growth and development has become more strategic and controlled and is intrinsically linked to School Improvement Planning.<br />The school can respond to new challenges and opportunities effectively <br />Teaching and learning have been transformed but change continues.<br />Planning no longer takes account of the limitations imposed by traditional structures<br />New expectations on all learners<br />Deeper levels of student personalisation and ownership<br />cLc is integral to the broader school technology ecosystem<br />Students have access to experts other than their teacher<br />Schools are connected offering greater student choice<br />The school has beacon status locally, offering support and guidance to others.<br />
    • 63. Challenges<br /><ul><li>Students without access at home
    • 64. Ethical use
    • 65. Parents
    • 66. Teacher workload</li></li></ul><li>E-Safety<br />Student owned AUP<br />Online identity<br />http://www.nextgenerationlearning.org.uk/safeguarding<br />
    • 67. Next steps: Recap<br />Planning – establish a team<br />Keep it simple- start small<br />Identify initial priorities – School improvement<br />Audience and Purpose – Define structures / Permissions<br />Everyone’s a teacher – engage students in the process<br />Social Learning – Build your village<br />Process and outcomes – e-Portfolio<br />Implementation roadmap – sustainable and scalable<br />Work together<br />Administration of learning<br />Leadership is key. Be in the room<br />
    • 68. Activity 2<br />Implementation Survey<br />Consider about your planned implementation and begin to plan the journey ahead. <br />
    • 69. Additional Support<br />Digital Literacy Project Years 5-9<br />Professional Community<br />Show and Tell Sharing October <br />
    • 70. Thank You<br />Phil Stubbs<br />Phil@bluehatlearning.com<br />http://twitter.com/BlueHatLearning<br />http://www.bluehatlearning.com<br />

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