Beckenham ps web2


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Slides from the Beckenham School staff workshop - covers planning a PD programme based on understanding of staff concerns, introduction to modern learning environments, and how to change a staff culture together.

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  • 4 - typical government responses internationally have been to swing between highly centralised, bureaucratic systems at one end, to completely autonomous, self-managing entities at the other - or in some position along that continuum. Instead of yet another round of shifting where the pendulum is, we need a step change or reorientation of our schooling system to embrace the idea of a networked schooling system – where all participants in the system are ‘nodes’ on the network, each with particular strengths and responsibilities, and where each has a symbiotic relationship with the others, where each has a sense of agency that both empowers them in terms of contribution, and makes them co-dependent on others to remain healthy and grow. This is what a third millennium system must be.
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  • Beckenham ps web2

    1. 1. Beckenham Primary School, 29 July 2013 Creating a Future focused School: workshop slides
    2. 2. What are some of the questions you have? What is concerning you about the future?
    3. 3. THREE LEVELS OF CONCERN Concern about self How will this affect me? What new skills will I need? Who can help me? Where can I find the information? Concern about task How will I do this in my class? How will students be organised? How does this link with the curriculum? What about the core competencies? Concern about impact What difference does it make? Are we achieving what we say we want to? Who else can I collaborate with to learn from? I think I know a better way?
    4. 4. 3 TYPES OF CONCERN Self Task Impact
    5. 5. ASK What are the beliefs that shape what we do in our classrooms and our school as a whole?
    6. 6. UNDERSTAND YOUR STAFF • Who are your leaders? • Who are your technical „experts‟? • Who are your „theorists‟ and thinkers? • Who are your risk-takers? • Who are your best practitioners? • How do you decide? • What evidence do you have?
    7. 7. ACOT MODEL laggardslate adopters m iddle m ajorityearly adopters innovators
    8. 8. RESPONSE TO CHANGE Supportive of change Not supportive of change Not aligned with vision Aligned with vision
    9. 9. RESPONSE TO CHANGE Supportive of change Not supportive of change Not aligned with vision Aligned with vision
    10. 10. RESPONSE TO CHANGE Supportive of change Not supportive of change Not aligned with vision Aligned with vision Moving ahead together – goals achieved, innovation evident “Rogue” staff – enthusiasts who are difficult to harness Reluctance, silent resisters, grumblers, l acking confidence Vocal opposition, resisters, u nderminers
    11. 11. PROFESSIONAL LEARNING AND DEVELOPMENT • Is about change • Takes time • Needs to be in-depth • Should be relevant, in context • Is done with you, not to you
    12. 12. SHUT THEM DOWN? Alvin Toffler’s School of Tomorrow These are the fundamentals of the futurist‟s vision for education in the 21st century: • Open 24 hours a day • Customized educational experience • Kids arrive at different times • Students begin their formalized schooling at different ages • Curriculum is integrated across disciplines • Non-teachers work with teachers • Teachers alternate working in schools and in business world • Local businesses have offices in the schools • Increased number of charter schools
    13. 13. SCHOOL LEVEL BARRIERS 1996, Prof. Hedley Beare egg crate classroomsset class groups based on age period-based timetable linear curriculum division of all human knowledge into “subjects” division of staff by “subject” allocation of most school tasks to teachers assumption that learning is geographically bound notion of stand-alone school limiting „formal schooling‟ to years 0-13
    16. 16. DEFINITIONS Learning environments : “The places where learning occurs” Modern: “Contemporary. Of or relating to recent times.”
    17. 17. School A Schools NETWORKED LEARNING Network PLN Collection of entities Informal Semi-structured Complex Group knowledge Federally organised Formal groupings Elemental Defined by mass/structure Knowledge transfer Externally organised Association of entities Informal Unstructured Complex Personal knowledge Personally organised The way networks learn is the way individuals learn
    19. 19. Derek Wenmoth Email: Blog: Skype: <dwenmoth>