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Leading adoption

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Ceo Canberra Goulburn

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Leading adoption

  1. 1. Leading Adoption Phil Stubbs
  2. 2. Agenda <ul><li>Reflections from the day </li></ul><ul><li>Different Approaches </li></ul><ul><li>Beyond the classroom- Whole school opportunities </li></ul><ul><li>Observations from pilots </li></ul><ul><li>Implementation planning </li></ul><ul><li>Implementation Roadmap </li></ul>
  3. 3. Observations from the Pilot <ul><li>New pedagogies </li></ul><ul><li>New Literacies </li></ul><ul><li>Reflective practitioners and learners </li></ul><ul><li>Visibility to learning – process and outcomes </li></ul><ul><li>Student voice </li></ul><ul><li>Parents as partners </li></ul><ul><li>Redressing the balance: Workload </li></ul>“ Innovation is doing new things in new ways in order to do them better” <ul><li>The cLc is changing: </li></ul><ul><li>How children and young people approach and respond to learning </li></ul><ul><li>Relationships between learners </li></ul><ul><li>How educators approach teaching </li></ul><ul><li>Relationships between teachers </li></ul><ul><li>Relationship with knowledge itself </li></ul>
  4. 4. Why bother? Becta: Learning platform Guidance
  5. 5. Build your village “ It takes a village to educate a child”
  6. 6. Beyond the Classroom: Scale <ul><li>Communication </li></ul><ul><li>Calendar and information giving </li></ul><ul><li>Planning </li></ul><ul><li>E-Portfolios? </li></ul><ul><li>Parental engagement </li></ul><ul><li>Student voice </li></ul><ul><li>Whole School canvassing </li></ul><ul><li>Visibility of learning </li></ul><ul><li>Research: Questioning, Thinking skills, Gardners, De-Bono, academic Vocabulary. </li></ul><ul><li>Transition / Electives </li></ul><ul><li>Partnerships </li></ul>“ Be in the room”
  7. 7. School Networks Superclasses?
  8. 8. Points for consideration <ul><li>Some schools appear to lack focus </li></ul><ul><li>Structure of schools organic rather than planned </li></ul><ul><li>Policy decisions being made </li></ul><ul><ul><li>ePortfolio </li></ul></ul><ul><ul><li>User Directory Security </li></ul></ul><ul><ul><li>Visibility to communities </li></ul></ul><ul><ul><li>Ownership rights </li></ul></ul><ul><ul><li>School homepages </li></ul></ul>Collaborative Spaces?
  9. 9. Your online architecture <ul><li>How can you re-engineer your schools to support collaboration? </li></ul><ul><ul><li>Teachers </li></ul></ul><ul><ul><li>Students </li></ul></ul><ul><li>Professional portfolios </li></ul><ul><li>Professional learning networks: Amaroo cLc Prof Learning </li></ul><ul><li>cLc Staff room </li></ul><ul><li>How can you encourage reflective practice / sharing? </li></ul><ul><li>How can you distribute success evenly? </li></ul><ul><li>How can you gain visibility to learning? </li></ul><ul><li>Which administration tools would be valuable? </li></ul>Engineering Relationships
  10. 10. 5. Implementation <ul><li>Cultural shift: </li></ul><ul><ul><li>Change management- how do you manage change? Who are the key players? </li></ul></ul><ul><ul><li>How will you motivate your staff? </li></ul></ul><ul><ul><li>How do you align with vision and existing initiatives </li></ul></ul><ul><ul><li>Needs to be supported and resourced </li></ul></ul><ul><ul><ul><li>Initial pain </li></ul></ul></ul><ul><ul><li>Directed and managed </li></ul></ul><ul><ul><li>Celebrate success and measure outcomes </li></ul></ul>
  11. 11. John Kotter’s 8 Step Model <ul><li>Increase urgency - inspire people to move, make objectives real and relevant. </li></ul><ul><li>Build the guiding team - get the right people in place with the right emotional commitment, and the right mix of skills and levels. </li></ul><ul><li>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. </li></ul><ul><li>Communicate for buy-in - Involve as many people as possible, communicate the essentials, simply, and to appeal and respond to people's needs. </li></ul><ul><li>Empower action - Remove obstacles, enable constructive feedback and lots of support from leaders - reward and recognise progress and achievements. </li></ul><ul><li>Create short-term wins - Set aims that are easy to achieve - in bite-size chunks. Manageable numbers of initiatives. </li></ul><ul><li>Don't let up - Foster and encourage determination and persistence - ongoing change - encourage ongoing progress reporting - highlight achieved and future milestones. </li></ul><ul><li>Make change stick - Reinforce the value of successful change via recruitment, promotion, new change leaders. Weave change into culture. </li></ul>
  12. 12. Getting started <ul><li>owned by all staff </li></ul><ul><li>Try to engage other key players inc parents </li></ul><ul><li>Focus on entitlement </li></ul><ul><li>Support, enhance and inform your school’s aims in terms of </li></ul><ul><ul><li>Learning </li></ul></ul><ul><ul><li>Teaching </li></ul></ul><ul><ul><li>Management </li></ul></ul><ul><ul><li>Administration </li></ul></ul>Review your school vision statement in light of new opportunities
  13. 13. Start Small <ul><li>Plan small high leverage wins based on identified need </li></ul><ul><li>Demonstrate success </li></ul><ul><li>Plan your roll out </li></ul><ul><li>Draw up a training and support plan. </li></ul><ul><li>Build in sharing time </li></ul>Prioritise 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
  14. 14. Parents <ul><li>Manage expectations </li></ul><ul><ul><li>What they can realistically expect to find </li></ul></ul><ul><li>Purpose </li></ul><ul><li>Letter content </li></ul><ul><li>Ways in….. </li></ul>
  15. 15. Conditions for success <ul><li>• A strategic, positive and hands-on approach to implementation by senior leaders and managers. </li></ul><ul><li>• The involvement of a wide range of stakeholders, including all members of the school community; the education district and platform providers. </li></ul><ul><li>• A shared ownership of the development with the school community </li></ul><ul><li>• A phased approach to implementation and inclusion as part of development planning. </li></ul><ul><li>• Clear plans for support, training and development of staff. </li></ul><ul><li>A carefully selected pilot group (Non IT) </li></ul><ul><li>Alignment with existing school priorities </li></ul><ul><li>Alignment with professional targets </li></ul><ul><li>• Clearly defined roles and responsibilities. </li></ul><ul><li>• Adoption through a change management process, setting out clear expectations of success and including continuous review and development. </li></ul>
  16. 16. 6. A Five Step Roadmap “ 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” Adapted from Becta Guidelines and cLc Roadmap Stages Guidance Page 11 Familiarisation Exploration Growth Integration Maturity
  17. 17. Maslow’s 4 stages of Learning Reflective Competence (Maturity) Incompetence Competence Unconscious Unconscious incompetence Unconscious Competence Conscious Conscious Incompetence Conscious Competence
  18. 18. <ul><li>The cLc is available to staff and learners. </li></ul><ul><li>Senior leaders are beginning to plan how to use the cLc to support school objectives. </li></ul><ul><li>cLc Manager trained </li></ul><ul><li>Selected teachers have received some input into the potential on offer. </li></ul><ul><li>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 </li></ul><ul><li>School based training to enable initial pilot plans </li></ul><ul><li>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></ul>Familiarisation
  19. 19. <ul><li>The senior leadership has a plan to develop the cLc based on school priorities </li></ul><ul><li>Pilot projects are being shared with wider staff </li></ul><ul><li>In-house experts identified as trainers </li></ul><ul><li>School is reviewing policies starting with e-Safety / AUP and aligning cLc with Essential Learning Activities </li></ul><ul><li>Beginning to organise and share key documents and policies / planning via cLc </li></ul><ul><li>The cLc is becoming part of day-to-day practice for pilot teachers and students. </li></ul><ul><li>Use of the cLc is appearing in planning </li></ul><ul><li>Parents of pilot stage students are aware of the potential of the learning platform. </li></ul><ul><li>New groups are expressing interest </li></ul>Exploration
  20. 20. Policies <ul><li>Which new policies / documents will need to be created </li></ul><ul><li>Which existing policies will need to be adapted? </li></ul>
  21. 21. <ul><li>Senior leaders have planned how to use the cLc to support the school’s aims and ethos </li></ul><ul><li>Senior leaders are modeling the use of the learning platform. </li></ul><ul><li>School policies have been reviewed to include use of the cLc </li></ul><ul><li>Recognised effective practice from the pilot is now extended to all areas within the school. </li></ul><ul><li>School is developing an entitlement model for all stakeholders </li></ul><ul><li>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. </li></ul><ul><li>There is growing evidence and recognition that teaching and learning is being significantly enhanced. </li></ul><ul><li>All parents are aware of the potential and some are being encouraged to actively participate in student learning activities. </li></ul><ul><li>The school has a plan for the use of student e-portfolios </li></ul><ul><li>Teachers are beginning to extend the learning village to connect with learners in other schools </li></ul><ul><li>Student voice is being supported by student managed areas. </li></ul>Growth
  22. 22. <ul><li>Senior leaders are implementing, monitoring and reviewing the development plan. Senior leaders identify new areas for cLc use. </li></ul><ul><li>Many school administrative procedures are conducted through the learning platform. </li></ul><ul><li>cLc pilot group has been replaced by a user group including students </li></ul><ul><li>School policies are in place indicating what must be shared on the cLc </li></ul><ul><li>The cLc is routinely used by all stakeholders in the school community. </li></ul><ul><li>Learners and teachers have clearly understood expectations in terms of their access and use of the cLc </li></ul><ul><li>Parents use the learning platform to access information 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 </li></ul><ul><li>Use of cLc featured in all planning and action plans </li></ul><ul><li>All internal communication is via cLc </li></ul><ul><li>Collaboration within and across year groups and subject areas is commonplace </li></ul><ul><li>School has formed cLc partnerships locally, nationally and internationally </li></ul>Integration
  23. 23. <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>The school can respond to new challenges and opportunities effectively </li></ul><ul><li>Teaching and learning have been transformed but change continues. </li></ul><ul><li>Planning no longer takes account of the limitations imposed by traditional structures </li></ul><ul><li>New expectations on all learners </li></ul><ul><li>Deeper levels of student personalisation and ownership </li></ul><ul><li>cLc is integral to the broader school technology ecosystem </li></ul><ul><li>Students have access to experts other than their teacher </li></ul><ul><li>Schools are connected offering greater student choice </li></ul><ul><li>The school has beacon status locally, offering support and guidance to others. </li></ul>Maturity
  24. 24. Challenges <ul><li>Students without access at home </li></ul><ul><li>Ethical use </li></ul><ul><li>Parents </li></ul><ul><li>Teacher workload </li></ul>
  25. 25. E-Safety http://www.nextgenerationlearning.org.uk/safeguarding Student owned AUP Online identity
  26. 26. Next steps: Recap <ul><li>Planning – establish a team </li></ul><ul><li>Keep it simple- start small </li></ul><ul><li>Identify initial priorities – School improvement </li></ul><ul><li>Audience and Purpose – Define structures / Permissions </li></ul><ul><li>Everyone’s a teacher – engage students in the process </li></ul><ul><li>Social Learning – Build your village </li></ul><ul><li>Process and outcomes – e-Portfolio </li></ul><ul><li>Implementation roadmap – sustainable and scalable </li></ul><ul><li>Work together </li></ul><ul><li>Administration of learning </li></ul><ul><li>Leadership is key. Be in the room </li></ul>
  27. 27. Thank You <ul><li>Phil Stubbs </li></ul><ul><li>[email_address] </li></ul><ul><li>http://twitter.com/BlueHatLearning </li></ul><ul><li>http://www.bluehatlearning.com </li></ul>

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