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Presentation at BETT 2010 by Dan Sutch and Kieron Kirkland discussing innovation and change in schools

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  • Welcome and thanksIntention is to share some research that overviews lots of work looking at how innovation happens in schools: for those working in schools I hope that you will recognise parts of these descriptions and as we go through the session; I hope you’ll be able to hear ways to support you implementing new approaches in your schools.
  • Brief overview of FL for those of you who haven’t come across us – come and see us at J11
  • Going to talk specifically about 2 pieces of work today. The first is a publication, called ‘Overcoming the barriers to educational Innovation’ – copies online, some on J11 – if you go to tinyurl/Flinnovation you’ll find the PDF. We’ll talk through the key principles of that as it outlines how innovation can be supported in schools.The second is a development project called Education Eye – early prototype being shown on J11 – it has been developed to support sharing and implementation of innovations within schools and colleges – there’s also an invitation for you all to be involved in shaping the project.
  • One further project we’ve been running for the past 2.5 years has been the DCSF’s long term futures programme. Specifically it has been attempting to understand the changes in society and technology over the next 20 years so that we can consider how education needs to respond – both to respond to the changes going on in the wider world, but also how to act in order to help shape the world we want. Education is a future focused activity so we need to consider the futures we want to bring about and therefore what changes need to be made to education. Longer term challenges
  • Shorter term challenges: whether adapting to new assessment approaches and curricula; seeking to take advantage of the affordances of new technologies; trying to find new ways to support specific learners, or adapting to the particular needs/requirements of a class ... Change as constant.
  • Micro level influences: This concerns the influence directly relevant to the innovator themselves, such as their capacity and disposition to act as an innovator. This layer also relates to highly personal relationships, such as those with students and peers.Messo level influences: These factors can include local level influences such as school cultures, school management structures, and school infrastructure; and ‘local’ influences from the wider community and the local authority.Macro level influences: These include government-led initiatives, national policy
  • Conversational space, how do you make sure those gaps are closed – innovation intermediaries
  • creative partnerships EM example formalised a space to explore new approaches / SSAT ICT register ICT specialists share resources NCSL support for headteachers to recognise innovation – link to NESTA Formal leaders – space in time table Use of PPE time
  • Supporting teacher’s passions and use their work across the school Structures - champions innovation / student feedback / hubs and working with outside practitioner / interface between parents /
  • risk of failure, risk of wasting time, risk of expenditure that couldn’t be justified, and risk of criticism from parents, inspectors, governors or studentsAvert risk making it part of the learning process Brenda Bigland – “succeed on your own fail together” idea – ind teachers thinking through so if goes wrong headteacher hasn’t supported teacher, permission forms so processes in place to be flexible, engaging with outside agencies but with benefits to school e.g. come but keep equipment Involvement of stakeholders e.g. Giving reasons for inn, engagin with parents Visionmapper exercises on doing nothing Go to Visionmapper for exploring possible futures not about predicting coming up with possibilities
  • Official seel stuff - Teach meet – teacher takeover – bars/coffee catch up = follow #BETT10
  • Learning spaces cards – through visionmapper cards END – working accross different disciplines and discourses
  • Bett2010ds&Kk

    1. 1. Supporting Innovation in Schools<br />Map of Innovations<br />Overcoming the Barriers to Innovation<br />Dan Sutch and Kieron Kirkland<br />
    2. 2.<br />Stand<br />J11<br />
    3. 3. The challenge…<br />“We need the combined expertise of industry, academia, practitioners and policy to design and implement the tools, the technologies and practices that will revolutionise the way we learn” <br />Lord Puttnam<br />
    4. 4.
    5. 5.
    6. 6. Mobi Missions<br />Astroversity<br />Moovl<br />Enquiring Minds<br />Exploratree<br />My-E<br />Fizzees<br />Space Signpost<br />Ecolibrium<br />
    7. 7. Supporting Innovation in Schools<br />Education Eye<br /><br />
    8. 8.<br />
    9. 9. Reasons for Innovation<br />‘…change in education may now be thought of as a constant condition, rather than an event’<br />Futurelab Literature review: Teachers Learning with Digital Technologies: A review of research and projects, p.5<br />
    10. 10. The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the creation of social or economic value.<br />
    11. 11. The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the creation of social or economic value.<br />
    12. 12. End-user innovation<br /> … a source of innovation, only now becoming widely recognized, is end-user innovation. This is where an agent (person or company) develops an innovation for their own (personal or in-house) use because existing products do not meet their needs<br /> “end-user innovation [is], by far, the most important and critical”<br />Eric Von Hippell Sources of Innovation<br />
    13. 13. Putting the ideas into practice<br />
    14. 14. Putting the ideas into practice<br /><ul><li>Poor communication and access to information
    15. 15. Poor participation in teams
    16. 16. Poor goal definition
    17. 17. Poor alignment of actions to goals
    18. 18. Poor monitoring of results (standard and non-standard)</li></ul>O&apos;Sullivan, 2002<br />
    19. 19. Putting the ideas into practice<br /><ul><li>Poor communication and access to information
    20. 20. Enaction of innovation
    21. 21. Teachers independence and influence
    22. 22. Poor participation in teams
    23. 23. Teachers and peers
    24. 24. Teachers professional development
    25. 25. Support network
    26. 26. Time to understand
    27. 27. Time to understand
    28. 28. Time to personalise
    29. 29. Time to personalise
    30. 30. Poor goal definition
    31. 31. Poor alignment of actions to goals
    32. 32. Poor monitoring of results (standard and non-standard)
    33. 33. Teachers adapting to change</li></ul>Bates (2000) <br />
    34. 34. Putting the ideas into practice<br /><ul><li>Poor communication and access to information
    35. 35. Understanding new approach
    36. 36. Enaction of innovation
    37. 37. Teachers independence and influence
    38. 38. Poor participation in teams
    39. 39. Confidence in new approach
    40. 40. Teachers and peers
    41. 41. Confidence in new approach
    42. 42. Management of tools
    43. 43. Teachers professional development
    44. 44. Support network
    45. 45. Time to understand
    46. 46. Time to understand
    47. 47. Time to personalise
    48. 48. Time to personalise
    49. 49. ITT and CPD
    50. 50. Time constraints
    51. 51. Access to training
    52. 52. Poor goal definition
    53. 53. Understanding new approach
    54. 54. Poor alignment of actions to goals
    55. 55. Poor monitoring of results (standard and non-standard)
    56. 56. Teachers adapting to change</li></li></ul><li>Putting the ideas into practice<br /><ul><li>Poor communication and access to information
    57. 57. Understanding new approach
    58. 58. Inspection and review
    59. 59. Enaction of innovation
    60. 60. Assessment constraints
    61. 61. Teachers independence and influence
    62. 62. Poor participation in teams
    63. 63. Confidence in new approach
    64. 64. Teachers and peers
    65. 65. Fear of unknown
    66. 66. Personal interests
    67. 67. Challenge to ‘power’
    68. 68. Curriculum constraints
    69. 69. Personal desire
    70. 70. Confidence in new approach
    71. 71. Management of tools
    72. 72. Teachers professional development
    73. 73. Support network
    74. 74. Time to understand
    75. 75. Time to understand
    76. 76. Time to personalise
    77. 77. Time to personalise
    78. 78. ITT and CPD
    79. 79. Time constraints
    80. 80. Curriculum constraints
    81. 81. Access to training
    82. 82. Poor goal definition
    83. 83. Imposed practices
    84. 84. Understanding new approach
    85. 85. Poor alignment of actions to goals
    86. 86. Separation of new practice with personal beliefs
    87. 87. Poor monitoring of results (standard and non-standard)
    88. 88. Teachers adapting to change</li></li></ul><li>Reducing the resistances to change<br /><ul><li>Sharing innovation and early ideas
    89. 89. Networks of practice
    90. 90. Distributed leadership
    91. 91. Conversation
    92. 92. Networks of practice
    93. 93. Sharing innovation and early ideas
    94. 94. Communication
    95. 95. Conversation
    96. 96. Risk management
    97. 97. Showcases
    98. 98. Reprofessionalisation of teachers
    99. 99. Tools and resources
    100. 100. Conversation
    101. 101. Distributed leadership
    102. 102. Distributed leadership
    103. 103. Conversation
    104. 104. Champion of innovation
    105. 105. Communication
    106. 106. Showcases
    107. 107. Sharing innovation and early ideas</li></li></ul><li>Layers of Influence <br /><br />
    108. 108. Distance and dependence <br />Intertwining of practice and technology rather than ‘pedagogy before practice’<br />Innovation Itself<br />
    109. 109. Perceived and actual <br />Different characteristics: Longevity, Fecundity, Copy Fidelity, <br />Innovation Itself<br />
    110. 110. Layers of Influence <br />
    111. 111. Formal Environment<br />Technical support <br />Structures to share practice internally and externally across disciplines <br />Encourage and officially value innovation <br />Increase capacity through workloads <br />Formal, appropriate training (DD model) <br />Effective resourcing <br />Policies and rules <br />Formal communication structures like ‘translators’ <br />
    112. 112. Leadership<br />Management style supporting individual creativity <br />Responding to perceived direction in the world (PLNs – links)<br />Distributed leadership, flexible structures<br />Shared responsibility <br />Comfortable with change, at ease with ambiguity, saw problems as opportunities. Clarity of direction, Thoroughness, Participative management style, persuasiveness , persistence, and discretion: <br /><br />
    113. 113. Risk Aversion <br />Accept risks as part of learning process and mitigate risk, e.g. through change management cycle <br />Sometimes perceived risk <br />Recognise risk of ‘doing nothing’ <br />Risk management strategies, e.g. Pilots <br />Involvement from stakeholders – sharing problem and reasons for innovation <br />Ongoing evaluation <br />
    114. 114. Informal Social Support<br />Peer encouragement <br />Sharing practice<br />PLNs can mitigate lack of social support <br />Being ‘savvy’, with resource and people<br />‘In it together’ (messo)<br />Social capital (messo) <br />
    115. 115. Shared Vision <br />Reflective practice and self aware – DD <br />Internal and external, national local <br />Teacher’s included in shared vision <br />Igniting purpose – moral purpose <br />Sharing vision means sharing language <br />
    116. 116. Education Eye (Map of Innovations)The aim is to provide an inspiring, easy-to-use online resource that gives access to useful, relevant and interesting innovations across educations varied communities. <br />Audience: <br />Policy makers<br />Education practitioners<br />Non-innovative education practitioners<br />Education industry<br />Innovative education practitioners<br />
    117. 117.
    118. 118.
    119. 119.
    120. 120. Education Eye<br />Alpha site<br />Early BETA site<br />Open Invitation at BETT: <br />to join the (online) development group to help create a really useful tool to support the sharing and implementation of innovations<br />
    121. 121.<br /><br /> <br /><br /><br />
    122. 122.<br />