This document discusses a platform for guiding and benchmarking innovation at different levels of education. It presents a model for assessing strategic innovation management capabilities in schools. The platform includes a self-assessment tool for schools, training for facilitators, and workshops. The document describes trials of the platform at three schools - a pioneering school, a school undergoing turnaround, and a school transitioning its culture. Principals found the platform affirmed their direction and identified needs to accelerate improvement by considering innovation capabilities.
Innovation Leadership in Education with 21st Century Skills,2017Timothy Wooi
Introduction
Innovation, Leadership, Innovation Leadership, Why Innovation Leadership in Education?
21st Century Shift in Leadership & Skills
Leading Innovation in Education
Innovation Leadership Checklist
The Future Of Innovative Education
Latest Trends in Leading Innovation in K12 Education
Nine Things That Will Change.
Unlike most educational policy, the focus is not focus on improving existing educational systems but on changing them altogether. Its focus is not on doing things better, but on doing better things; not on doing things right, but on doing the right things to prepare students for a fast changing interdependent world.
Embedding Sustainability: From rules to reasons and consciousnessPaul Gibbons
How do you embed sustainability in businesses? A presentation on linking the best behavioral change methods to sustainability to bring about the required transformation in mindsets, attitudes and actions.
From Paul Gibbons, Chairman and Founder, Future Considerations
and Mark Wade, Future Considerations Director, and former Sustainability Director at Shell
This paper was presented within 16th ICSQCC in Lucknow, ındia on 28th November 2013:
Total quality (TQ) is a passion and a way of life for those organizations that live its message. The problem is how to generate the passion and the pride required to create quality in education. The significance of leadership for undertaking the transformation to TQ should not be underestimated. A key aspect of the leadership role in education is to train and empower teachers to give them the maximum opportunity to improve the learning of their students. Technology and innovative ideas are the other important tools for them.
Not only in Turkey, but in many countries “training innovative minds through quality in education and technology use” has gained importance recently. Many educators and educational leaders are trying to find out the meaning of “quality” in education through the further technological innovations. This tendency seems to be changing the educational paradigm with respect to the Internet technologies. Massive open online courses (MOOCs) are getting very popular especially in American and European universities. Through some well-known IT companies teachers are trying new ways instead of the traditional ones. Experts think that the Internet and some other innovative ideas might be significant for the national systems of education as they may become the basis for the emerging global education system.
In this paper, the author is going to share her experiences she gained during her participation to the Sixth Conference of MIT’s Learning International Networks Consortium on June 16th-19th, 2013 at MIT, Cambridge, Massachusetts, USA.
Tom Ullom League of Extraordinary Educators PresentationWynn Geary
Thomas Ullom combines his business background in the creative industries and three energetic decades as an educator to inform his view for the future of public education. Mr. Ullom is currently the Department Head of Technology Education at MaST CCS, where he has structured the use of exotic technology tools not as an end in themselves, but as a way to discover, explore, and form questions. In doing this, Mr. Ullom hopes to move education to an environment similar to how tiger cubs learn, which is discovery-based but with hidden structure. Mr. Ullom will speak about how we are wired to explore and answer the questions that shape our world, and how we can promote the discovery process that gives learning its heart.
1) Proakatemia is a degree program at Tampere University of Applied Sciences that focuses on entrepreneurship and team leadership. Students form companies of about 20 students to complete projects over 2.5 years.
2) Students attend weekly training sessions and complete book essays to develop their skills and share knowledge. They are responsible for the day-to-day operations of their student company but have a coach to support their development.
3) The goal of Proakatemia is to develop ambitious, courageous entrepreneurs and increase the number of students who continue entrepreneurship after graduation. Over 35% of graduates start businesses directly after completing the program.
Creativity, education and readiness for the world ahead – Geoff MulganEduSkills OECD
This presentation was given by Geoff Mulgan at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity and Critical Thinking The Project in Brazil – Laura di Pizzo EduSkills OECD
This presentation was given by Laura di Pizzo at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Innovation Leadership in Education with 21st Century Skills,2017Timothy Wooi
Introduction
Innovation, Leadership, Innovation Leadership, Why Innovation Leadership in Education?
21st Century Shift in Leadership & Skills
Leading Innovation in Education
Innovation Leadership Checklist
The Future Of Innovative Education
Latest Trends in Leading Innovation in K12 Education
Nine Things That Will Change.
Unlike most educational policy, the focus is not focus on improving existing educational systems but on changing them altogether. Its focus is not on doing things better, but on doing better things; not on doing things right, but on doing the right things to prepare students for a fast changing interdependent world.
Embedding Sustainability: From rules to reasons and consciousnessPaul Gibbons
How do you embed sustainability in businesses? A presentation on linking the best behavioral change methods to sustainability to bring about the required transformation in mindsets, attitudes and actions.
From Paul Gibbons, Chairman and Founder, Future Considerations
and Mark Wade, Future Considerations Director, and former Sustainability Director at Shell
This paper was presented within 16th ICSQCC in Lucknow, ındia on 28th November 2013:
Total quality (TQ) is a passion and a way of life for those organizations that live its message. The problem is how to generate the passion and the pride required to create quality in education. The significance of leadership for undertaking the transformation to TQ should not be underestimated. A key aspect of the leadership role in education is to train and empower teachers to give them the maximum opportunity to improve the learning of their students. Technology and innovative ideas are the other important tools for them.
Not only in Turkey, but in many countries “training innovative minds through quality in education and technology use” has gained importance recently. Many educators and educational leaders are trying to find out the meaning of “quality” in education through the further technological innovations. This tendency seems to be changing the educational paradigm with respect to the Internet technologies. Massive open online courses (MOOCs) are getting very popular especially in American and European universities. Through some well-known IT companies teachers are trying new ways instead of the traditional ones. Experts think that the Internet and some other innovative ideas might be significant for the national systems of education as they may become the basis for the emerging global education system.
In this paper, the author is going to share her experiences she gained during her participation to the Sixth Conference of MIT’s Learning International Networks Consortium on June 16th-19th, 2013 at MIT, Cambridge, Massachusetts, USA.
Tom Ullom League of Extraordinary Educators PresentationWynn Geary
Thomas Ullom combines his business background in the creative industries and three energetic decades as an educator to inform his view for the future of public education. Mr. Ullom is currently the Department Head of Technology Education at MaST CCS, where he has structured the use of exotic technology tools not as an end in themselves, but as a way to discover, explore, and form questions. In doing this, Mr. Ullom hopes to move education to an environment similar to how tiger cubs learn, which is discovery-based but with hidden structure. Mr. Ullom will speak about how we are wired to explore and answer the questions that shape our world, and how we can promote the discovery process that gives learning its heart.
1) Proakatemia is a degree program at Tampere University of Applied Sciences that focuses on entrepreneurship and team leadership. Students form companies of about 20 students to complete projects over 2.5 years.
2) Students attend weekly training sessions and complete book essays to develop their skills and share knowledge. They are responsible for the day-to-day operations of their student company but have a coach to support their development.
3) The goal of Proakatemia is to develop ambitious, courageous entrepreneurs and increase the number of students who continue entrepreneurship after graduation. Over 35% of graduates start businesses directly after completing the program.
Creativity, education and readiness for the world ahead – Geoff MulganEduSkills OECD
This presentation was given by Geoff Mulgan at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity and Critical Thinking The Project in Brazil – Laura di Pizzo EduSkills OECD
This presentation was given by Laura di Pizzo at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity can be taught: The effects of meta-creativity pedagogy – Zemira Me...EduSkills OECD
This presentation was given by Zemira Mevarech at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity & Critical Thinking in Higher Education at Winchester – Paul Sowden EduSkills OECD
This presentation was given by Paul Sowden at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
This document describes innovative didactics used at Oerestad Gymnasium based on the Index Compass model. The Index Compass is used to guide students through innovation projects addressing real-world issues in four phases: prepare, perceive, prototype, and produce. Examples provided include projects on financial crises and future cities. The goal is for students to develop skills in creativity, innovation, and addressing global challenges. The model emphasizes using theory and knowledge to inform prototypes and solutions. Challenges include the extensive preparation time needed and that this approach requires students to take ownership of their learning without direct answers from teachers.
Implications of creativity and critical thinking in national curriculum, scho...EduSkills OECD
The document discusses the importance of creativity and critical thinking in the Russian national curriculum. It states that the education system in Russia is being revised to emphasize these skills and enable citizens to critically evaluate information, think creatively, continuously learn and retrain for the modern information and technology-based society. It advocates for teaching students to think critically by forming questions, identifying causes and consequences, doubting common truths, and listening to different opinions. It also describes new practices being implemented, like "Kvantorium", to develop these skills through project-based learning and cooperation with industries. A new monitoring program called "Creative Thinking" is being developed to assess these skills in line with PISA 2021.
INNOVATION: COMMITMENT TO EXCELLENCE IN EDUCATION AND THE KEY TO EVERYTHING T...HemaGaira
Education serves the need of the society. It should be not only comprehensive, sustainable, and superb, but must continuously evolve to meet the challenges of the fast-changing and unpredictable globalized world. This evolution must be systemic, consistent, and scalable; therefore, school teachers, college professors, administrators, researchers, and policy makers are expected to innovate the theory and practice of teaching and learning, as well as all other aspects of this complex organization to ensure quality preparation of all students to life and work
Cultivating a Culture of Learning: Apprenticeships for the new digital ageEducation Consulting
In a world of unprecedented change and digital disruption, talent is the only resource you have with unlimited potential to improve. Cultivating a culture of learning by implementing an apprenticeship program will give your organization a significant competitive advantage. Discover the 6 key elements that the apprenticeship culture of learning values most.
Seizing the Agenda | Unleashing the curriculum designer in us all (Secondary)Wholeeducation
The document discusses curriculum innovation and the spectrum of innovation from incremental to radical changes. It explores factors that influence the adoption of innovations including relative advantage, compatibility, complexity, trialability, and observability. Business leaders argue that education must better prepare students for life after school and support the development of skills, character, and attitudes needed to progress. Teachers recognize the need for paradigm shifts in education to focus more on student abilities than age and help students find their passions. Overhauling the current system to make these changes will require overcoming barriers of tradition and bureaucracy.
Innovation, Governance and Reform in Education How CERI Research can Inform t...EduSkills OECD
This presentation was given by Dirk Van Damme, Head of CERI, at the opening session of the CERI Conference on Innovation, Governance and Reform in Education on 3 November 2014. It looks at the challenges for educational policy and reform, the role of innovation in education, the governance of education systems, as well as the important themes of trust, leadership, accountability, professionalism, and knowledge.
Creating a vibrant ecosystem of innovation & entrepreneurship in India – R. R...EduSkills OECD
The document discusses Atal Innovation Mission (AIM), a program launched by NITI Aayog to promote a culture of innovation and entrepreneurship in India. AIM aims to establish innovation labs called Atal Tinkering Labs in schools across India to promote problem-solving and an innovative mindset in students. It also plans to set up over 100 Atal Incubation Centers in universities and institutions to support entrepreneurs and startups through funding and infrastructure. AIM's goal is to create hundreds of world-class incubators, foster thousands of startups, and help develop innovations to solve key social and economic challenges in India.
Creativity and Critical Thinking Skills in School – Gary O DonnchadhaEduSkills OECD
This presentation was given by Gary O Donnchadha at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The Mercers' Company, Innovation Unit, Whole Education and Convey are launching a bold and ambitious new education initiative.
Over the next 5 years The Mercers' Company will invest £6.4m in 250 schools who will explore, design and test:
+ new models of school
+ new learning designs
+ new measures of success
We will support these schools to design extraordinary learning that prepares every single student for a bright future.
This document provides an overview of innovation in K-12 education. It discusses the need for innovation to prepare students for an uncertain future. Key challenges schools face include equipping students with 21st century skills and providing equity and access. Factors that can promote innovation include autonomy, collaboration, and a culture open to mistakes. The document also outlines examples of current innovative practices in schools, such as personalized learning, project-based learning and global partnerships. Finally, it proposes that an "Innovation Playbook" could provide a framework to guide schools in developing innovative teaching and learning through approaches like connecting students in global communities and using technologies creatively. The overall purpose of innovation in education is to develop students who are knowledgeable, networked, digital
This presentation was given by Usha Bhaskar at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
This document summarizes a conference on curriculum and school transformation. It discusses key influences from McKinsey research on improving education systems. It introduces Nashville's school improvement program involving self-review, planning, and a school support network. An example is given of redesigning high schools into career academies like Glencliff High School. The approach aims to make learning more relevant and engaging through partnerships with businesses and a focus on college and career preparation.
This document outlines an approach to education called Enquiry Based Learning that focuses on developing skills through hands-on projects and experiences. It emphasizes pupil-led learning, real-world applications of skills and knowledge, and assessments that evaluate skills rather than just knowledge retention. The approach aims to foster skills like collaboration, problem-solving, communication and innovation. Schools that implement this approach see benefits like increased pupil motivation, confidence, and the development of higher-level thinking abilities. The document provides guidance on planning and implementing Enquiry Based Learning projects, including establishing learning objectives, involving external partners, and documenting the process.
The document proposes a model for funding school collaboration and resources focused on 21st century skills. It discusses selecting schools to participate in the initiative that are committed to transforming learning environments. Selected schools would receive funding for professional development, curriculum design, and technology to implement new teaching approaches preparing students for future careers. An selection process identified 18 school projects from a diverse set of schools that demonstrated a vision for change and potential for impact. The initiative incorporates social networks, meetings, conferences, and travel for participants to collaborate and share progress on transforming education.
The document summarizes a presentation given on professional learning communities. It discusses what professional learning communities are and are not, challenges in implementing them, and strategies for effective goal setting and building trust within teaching teams. Key aspects include focusing on student learning, collaborative work among teachers, setting measurable and achievable goals, and establishing group protocols to strengthen relationships and promote open discussion.
Creativity in Schools – Re-engineering teaching & learning – Bill LucasEduSkills OECD
This presentation was given by Bill Lucas at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The Global Education Leaders' Program (GELP) is a partnership between thought leaders and education systems that aims to transform education at local, national, and global levels through collaboration. GELP provides education leaders with consultancy, professional development opportunities, and a global community to facilitate changes needed for 21st century learning. Participating teams commit to reforming their education systems with support from GELP partners over several years.
INNOVATION LEADERSHIP-Turning Great Teachers to Great Innovation LeadersTimothy Wooi
Innovation Leadership in Education, Daet, Camarines Norte 29Sep-1st Oct 2017
Theme
"Turning Good Teachers to Great Innovation Leaders"Objectives
To introduce Educators to the concept of Innovation Leadership in Education.
To equip Educators with Leadership skills needed in carrying out instructions and other school based tasks.
To help Educators develop their skills in Innovation.
Innovation Leadership in Education Tacloban 11-13Mar2016Timothy Wooi
Innovation Leadership in Education- A technique that combines different leadership styles to influence to produce creative ideas, innovative products and servicesUnlike most educational policy, the focus is not focus on improving existing educational systems but on changing them altogether. Its focus is not on doing things better, but on doing better things; not on doing things right, but on doing the right things to prepare students for a fast changing interdependent world.
Creativity can be taught: The effects of meta-creativity pedagogy – Zemira Me...EduSkills OECD
This presentation was given by Zemira Mevarech at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity & Critical Thinking in Higher Education at Winchester – Paul Sowden EduSkills OECD
This presentation was given by Paul Sowden at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
This document describes innovative didactics used at Oerestad Gymnasium based on the Index Compass model. The Index Compass is used to guide students through innovation projects addressing real-world issues in four phases: prepare, perceive, prototype, and produce. Examples provided include projects on financial crises and future cities. The goal is for students to develop skills in creativity, innovation, and addressing global challenges. The model emphasizes using theory and knowledge to inform prototypes and solutions. Challenges include the extensive preparation time needed and that this approach requires students to take ownership of their learning without direct answers from teachers.
Implications of creativity and critical thinking in national curriculum, scho...EduSkills OECD
The document discusses the importance of creativity and critical thinking in the Russian national curriculum. It states that the education system in Russia is being revised to emphasize these skills and enable citizens to critically evaluate information, think creatively, continuously learn and retrain for the modern information and technology-based society. It advocates for teaching students to think critically by forming questions, identifying causes and consequences, doubting common truths, and listening to different opinions. It also describes new practices being implemented, like "Kvantorium", to develop these skills through project-based learning and cooperation with industries. A new monitoring program called "Creative Thinking" is being developed to assess these skills in line with PISA 2021.
INNOVATION: COMMITMENT TO EXCELLENCE IN EDUCATION AND THE KEY TO EVERYTHING T...HemaGaira
Education serves the need of the society. It should be not only comprehensive, sustainable, and superb, but must continuously evolve to meet the challenges of the fast-changing and unpredictable globalized world. This evolution must be systemic, consistent, and scalable; therefore, school teachers, college professors, administrators, researchers, and policy makers are expected to innovate the theory and practice of teaching and learning, as well as all other aspects of this complex organization to ensure quality preparation of all students to life and work
Cultivating a Culture of Learning: Apprenticeships for the new digital ageEducation Consulting
In a world of unprecedented change and digital disruption, talent is the only resource you have with unlimited potential to improve. Cultivating a culture of learning by implementing an apprenticeship program will give your organization a significant competitive advantage. Discover the 6 key elements that the apprenticeship culture of learning values most.
Seizing the Agenda | Unleashing the curriculum designer in us all (Secondary)Wholeeducation
The document discusses curriculum innovation and the spectrum of innovation from incremental to radical changes. It explores factors that influence the adoption of innovations including relative advantage, compatibility, complexity, trialability, and observability. Business leaders argue that education must better prepare students for life after school and support the development of skills, character, and attitudes needed to progress. Teachers recognize the need for paradigm shifts in education to focus more on student abilities than age and help students find their passions. Overhauling the current system to make these changes will require overcoming barriers of tradition and bureaucracy.
Innovation, Governance and Reform in Education How CERI Research can Inform t...EduSkills OECD
This presentation was given by Dirk Van Damme, Head of CERI, at the opening session of the CERI Conference on Innovation, Governance and Reform in Education on 3 November 2014. It looks at the challenges for educational policy and reform, the role of innovation in education, the governance of education systems, as well as the important themes of trust, leadership, accountability, professionalism, and knowledge.
Creating a vibrant ecosystem of innovation & entrepreneurship in India – R. R...EduSkills OECD
The document discusses Atal Innovation Mission (AIM), a program launched by NITI Aayog to promote a culture of innovation and entrepreneurship in India. AIM aims to establish innovation labs called Atal Tinkering Labs in schools across India to promote problem-solving and an innovative mindset in students. It also plans to set up over 100 Atal Incubation Centers in universities and institutions to support entrepreneurs and startups through funding and infrastructure. AIM's goal is to create hundreds of world-class incubators, foster thousands of startups, and help develop innovations to solve key social and economic challenges in India.
Creativity and Critical Thinking Skills in School – Gary O DonnchadhaEduSkills OECD
This presentation was given by Gary O Donnchadha at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The Mercers' Company, Innovation Unit, Whole Education and Convey are launching a bold and ambitious new education initiative.
Over the next 5 years The Mercers' Company will invest £6.4m in 250 schools who will explore, design and test:
+ new models of school
+ new learning designs
+ new measures of success
We will support these schools to design extraordinary learning that prepares every single student for a bright future.
This document provides an overview of innovation in K-12 education. It discusses the need for innovation to prepare students for an uncertain future. Key challenges schools face include equipping students with 21st century skills and providing equity and access. Factors that can promote innovation include autonomy, collaboration, and a culture open to mistakes. The document also outlines examples of current innovative practices in schools, such as personalized learning, project-based learning and global partnerships. Finally, it proposes that an "Innovation Playbook" could provide a framework to guide schools in developing innovative teaching and learning through approaches like connecting students in global communities and using technologies creatively. The overall purpose of innovation in education is to develop students who are knowledgeable, networked, digital
This presentation was given by Usha Bhaskar at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
This document summarizes a conference on curriculum and school transformation. It discusses key influences from McKinsey research on improving education systems. It introduces Nashville's school improvement program involving self-review, planning, and a school support network. An example is given of redesigning high schools into career academies like Glencliff High School. The approach aims to make learning more relevant and engaging through partnerships with businesses and a focus on college and career preparation.
This document outlines an approach to education called Enquiry Based Learning that focuses on developing skills through hands-on projects and experiences. It emphasizes pupil-led learning, real-world applications of skills and knowledge, and assessments that evaluate skills rather than just knowledge retention. The approach aims to foster skills like collaboration, problem-solving, communication and innovation. Schools that implement this approach see benefits like increased pupil motivation, confidence, and the development of higher-level thinking abilities. The document provides guidance on planning and implementing Enquiry Based Learning projects, including establishing learning objectives, involving external partners, and documenting the process.
The document proposes a model for funding school collaboration and resources focused on 21st century skills. It discusses selecting schools to participate in the initiative that are committed to transforming learning environments. Selected schools would receive funding for professional development, curriculum design, and technology to implement new teaching approaches preparing students for future careers. An selection process identified 18 school projects from a diverse set of schools that demonstrated a vision for change and potential for impact. The initiative incorporates social networks, meetings, conferences, and travel for participants to collaborate and share progress on transforming education.
The document summarizes a presentation given on professional learning communities. It discusses what professional learning communities are and are not, challenges in implementing them, and strategies for effective goal setting and building trust within teaching teams. Key aspects include focusing on student learning, collaborative work among teachers, setting measurable and achievable goals, and establishing group protocols to strengthen relationships and promote open discussion.
Creativity in Schools – Re-engineering teaching & learning – Bill LucasEduSkills OECD
This presentation was given by Bill Lucas at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The Global Education Leaders' Program (GELP) is a partnership between thought leaders and education systems that aims to transform education at local, national, and global levels through collaboration. GELP provides education leaders with consultancy, professional development opportunities, and a global community to facilitate changes needed for 21st century learning. Participating teams commit to reforming their education systems with support from GELP partners over several years.
INNOVATION LEADERSHIP-Turning Great Teachers to Great Innovation LeadersTimothy Wooi
Innovation Leadership in Education, Daet, Camarines Norte 29Sep-1st Oct 2017
Theme
"Turning Good Teachers to Great Innovation Leaders"Objectives
To introduce Educators to the concept of Innovation Leadership in Education.
To equip Educators with Leadership skills needed in carrying out instructions and other school based tasks.
To help Educators develop their skills in Innovation.
Innovation Leadership in Education Tacloban 11-13Mar2016Timothy Wooi
Innovation Leadership in Education- A technique that combines different leadership styles to influence to produce creative ideas, innovative products and servicesUnlike most educational policy, the focus is not focus on improving existing educational systems but on changing them altogether. Its focus is not on doing things better, but on doing better things; not on doing things right, but on doing the right things to prepare students for a fast changing interdependent world.
Innovation Leadership for Education 2017Timothy Wooi
Innovation Leadership and its formal preparation, the most recent focus in education reform to improve schools to serve all students well. Inter-institutional collaborations in program delivery and evaluation drives these new directions and forms of innovation.
Course Outline
Introduction
Innovation, Leadership, Innovation Leadership, Why Innovation Leadership in Education?
21st Century Shift in Leadership & Skills
Leading Innovation in Education
Innovation Leadership Checklist
The Future Of Innovative Education
Latest Trends in Leading Innovation in K12 Education
Nine Things That Will Change
Innovation
Innovation means first different, then better. It is a fundamentally different way of doing things with better, and perhaps different, outcomes.
Both the 'different' and the 'better' must be significant and substantial.
2019 International Trainings & Seminar -Innovation Leadership in EducationTimothy Wooi
Content
Concepts of Innovation Leadership
Innovation, Leadership, Why Innovation Leadership in Education?
Leadership Skills in Innovation
21st Century Shift in Leadership
Leading Innovation in Education
Innovation Leadership Checklist
Developing Skills in Innovation
The Future Of Innovative Education
Latest Trends in Leading Innovation in K12 Education
Nine Things That Will Change
International Innovation Leadership with latest global educational trends. 2017Timothy Wooi
Introduction
Innovation, Leadership, Innovation Leadership, Why Innovation Leadership in Education?
21st Century Shift in Leadership & Skills
Leading Innovation in Education
7 Steps of Leading Innovation in Education
Innovation Leadership Checklist
The Future Of Innovative Education
Latest Trends in Leading Innovation in K12 Education
9 Things That Will Change
The document discusses leading innovation in education through various means such as transforming leadership styles, cultivating innovator mindsets in students and schools, and project-based learning. It outlines the need for 21st century skills like critical thinking, communication, collaboration, and creativity. Effective innovation leadership requires synthesizing different approaches to influence others and produce new ideas. Schools are transforming by adopting frameworks focused on evidence-based learning and challenging students to think differently.
New Trends & Modern approaches in EducationTimothy Wooi
The document discusses concepts and trends related to innovation and leadership in K-12 education. It covers several topics, including the 21st century shift in education towards skills like creativity, collaboration, communication and critical thinking. It also discusses bringing innovation to instruction through methods like personalized learning, project-based learning, and field experience. Finally, it outlines nine things that will change education over the next 20 years, such as diverse learning times and places, personalized learning, free choice in learning paths, and a greater emphasis on interpreting data.
2019 New Trends in Education & Teaching Innovation Timothy Wooi
Theme
"Turning Good Teachers to Great Innovation Leaders"
Objectives
To introduce Educators to the concept of Innovation Leadership in Education.
To equip Educators with Leadership skills needed in carrying out instructions and other school based tasks.
To help Educators develop their skills in Innovation.
· Resources The website, www.nbpts.org, contains information rela.docxoswald1horne84988
· Resources: The website, www.nbpts.org, contains information related to the National Board for Professional Teaching Standards, as well as pp. xxi–xxiv & Ch.1 of Methods for Effective Teaching.
· Write a 350- to 700-wordpaper in which you identify the main factors to consider when lesson planning and identify the differences between goals and observable and measurable objectives. Consider the following factors:
· The framework for teaching, based on Danielson’s (2007) book
· The National Board for Professional Teaching Standards’ core propositions
· Include a graphic organizer that compares and contrasts the framework and the standards
· Any other factors of importance such as the assessment of prior knowledge
· Format your paper consistent with APA guidelines.
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Proposition 1: Teachers are Committed to Students and Their Learning
· NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn.
· They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice.
· NBCTs understand how students develop and learn.
· They respect the cultural and family differences students bring to their classroom.
· They are concerned with their students’ self-concept, their motivation and the effects of learning on peer relationships.
· NBCTs are also concerned with the development of character and civic responsibility.
· Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.
· NBCTs have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and real-world applications of the subject.
· They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject.
· They are able to use diverse instructional strategies to teach for understanding.
· Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning.
· NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused.
· They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals.
· NBCTs know how to assess the progress of individual students as well as the class as a whole.
· They use multiple methods for measuring student growth and understanding, and they can clearly explain s.
An Innovation Leadership in Education shared to you to encourage Change in education with Innovation put in place. Its all about upgrading ourselves as Educators in the 21st Century skills to apply in the Teaching & Learning to birth lifelong learners able to cope in the 21st century workforce. 'If a student cannot learn the way we teach,maybe we should learn to teach the way the Learn'.
Innovation leadership in Education 2015Timothy Wooi
Course Outline
Introduction
Leadership, Innovation and
Why Educational Innovation?
21st Century Teaching and learning
Innovation Leadership in Education
7 Steps to becoming an Innovative Leader
18 Steps to Better Educational
Innovation Leadership
(Advice from Christensen’s Innovator’s DNA)
This document provides an overview of Innovate NYC, an initiative within the NYC Department of Education (DOE) aimed at fostering innovation. It discusses:
1) The history and philosophy of the DOE's iZone, created in 2010 to test new approaches to personalized learning and roll out successful models more broadly. This included obtaining new technologies, redesigning school models, and changing policies.
2) Innovate NYC, launched in 2012, focused on improving district procurement processes to better support early-stage education companies and enable schools to access new solutions.
3) How the iZone evolved over time from a focus on technologies, to reimagining school structures and designs through initiatives like i
Innovative Leadership in Education for the New Normal Timothy Wooi
Objective
To introduce Educators to the Concepts and Features of Innovative Leadership, preparation and effective practices.
Preparing Educators with Innovative Leadership characteristic and features applicable to practice, making a difference in School Improvement.
Developing successful Principals and Leaders to lead school with Innovative Leadership styles, building Relationship, Collaboration and Trust.
INTERNATIONAL TRAINNG on Innovation in EducationTimothy Wooi
Course Content:
Innovation in Education
Concepts & Impact of Innovation in Education,
Why Innovation in Education
Innovation in various Educational System & Era.
21st Century Shift in Education
Teaching and Learning for 21st Century Skills and Literacy
21st Century Skills (The 7 C’s)
Innovative Teaching Strategies In The Classroom (8 Strategies to Embrace)
Innovative Ideas in School
New Trends in Teaching Innovation - 10 Ways
Helping Students learn New Skills through Innovation
Making Skills as important as Knowledge
Forming Teams – Using Thinking & Creative Tools
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. Who started it – a sliver of historyBetter learning outcomesAchieving them – paths What is innovation? Innovation at three levels – teaching, schools and education systemsThe Platform for guiding and benchmarking innovationThe trial Case studies A pioneering leader A turnaround challenge A culture in transitionEvaluation of the Platform DISCIPLINED INNOVATION 2
3. Fifty years ago the Government of Finland decided to focus on two things to secure its nation’s future wellbeing: innovation and education. Finland today is a testament to the wisdom of its decisions. DISCIPLINED INNOVATION 3
5. Paths More of the Same Quality More and Better ContinualImprovement Something Different Innovation DISCIPLINED INNOVATION 5
6. Innovation is not yet well understood. The difference between innovation conceived as a strategic, systematic and system-wide activity and innovation as a sporadic, haphazard, “risky, but great when it happens” phenomenon is rarely considered. DISCIPLINED INNOVATION 6
7. a wonderful surprise applying ideas!finding and applying knowledge and ideas to create value DISCIPLINED INNOVATION 7
8. Levels Dr Betty Edwards DISCIPLINED INNOVATION 8
9. Levels Courtenay Gardens Primary School At Courtenay Gardens, everyone is a star! We are extremely fortunate to have our very own student-run, school-based television program called "The Morning Show!“ Our Grade 5 and 6 students broadcast the show LIVE each morning from our state-of-the-art multimedia studio DISCIPLINED INNOVATION 9
10. Levels PUBLIC EDUCATION SYSTEMS the distinguishing features of DEECD’s transformational strategy“The presence of a strategic view of school improvement”. “a focus on human capital”“The human capital focus inverts the usual bureaucratic pyramid and puts state and regional officials in the role of managing the resources necessary to create conditions for learning at the school and classroom levels, rather than attempting to improve the performance of schools by telling them what to do.” Professor Richard Elmore DISCIPLINED INNOVATION 10
11. The Platform self-assessment & benchmark tool for schoolstraining for facilitatorsMiii - psychometric toolworkshops DISCIPLINED INNOVATION 11
12. The Model Strategic Management Capabilities and functionally similar Strategic Innovation Management Capabilities DISCIPLINED INNOVATION 12
19. almost any time, any place “lite” assessment for principals360⁰ for school leadership teamshalf-day or 3 weekly sessions; on-site or remote facilitation DISCIPLINED INNOVATION 19
21. A pioneering leader DISCIPLINED INNOVATION 21 School slogan: “A school that is shaping the future” a perfect expression of what innovative organisations do change fatigue energising innovation more than 200 visits a year
23. A pioneering leader Three years ago when we first looked at doing what we wanted to do we scanned locally and globally and could only find pockets of similar practice, and most of these pockets were in secondaries. As a result we had to create a lot of our curriculum model ourselves. We now have an open space program that is more structured than a traditional classroom. (and yet) Every day the teachers interface with the kids and when they do something different its research in the making. As a result some part of the program morphs every one or two months DISCIPLINED INNOVATION 23
24. A turnaround challenge part of a large-scale reorganisation involving several schoolsextensive building program administrative, organisational and curriculum modernisation. 5 years - promises, promises... non-listening consultation“pervasive silo mentality”ad hoc improvement projects – “no link to school directions”denial and blind spotsICY data “consistent with data from every other measure of the school” DISCIPLINED INNOVATION 24
26. A culture in transition “good staff who teach in traditional ways”“victim and blame culture” integrated learning project for all year 7 and 8 “shared ownership of content”two years work on organisational health “scores in staff opinion surveys dropped”coaching roles reversednow: new leadership team + staff focus on learning outcomes DISCIPLINED INNOVATION 26
27. A culture in transition DISCIPLINED INNOVATION 27
28. Evaluation summary Provides effective benchmarks for Innovation Capability Tracks Innovation Capability developments Identifies professional learning needs Promotes discussion and coherence in leadership teams in relation to strategy and innovation DISCIPLINED INNOVATION 28
29. Principals said... The benefit for me was the reaffirmation that we were going in the right direction. The most valuable part of the exercise was to see that we were in sync – it was an affirmation. The tool actually forces you to think and reflect on what it is that is actually happening, not what you think is happening. It throws up those moderating conversations that you have with the other members of the leadership team that allows you to achieve more clarity about what is happening. The tool covers areas not covered by other performance measures and asks you to think differently. DISCIPLINED INNOVATION 29
30. Principals said... ICY is asking you to consider the things that would help you to accelerate improvement. DISCIPLINED INNOVATION 30
31. Next Educational leaders enrich performance measures and improvement processes with tools that: help principals to build innovation capability accelerate the diffusion of best practicesDownload the full paper from www.innovationoracle.com DISCIPLINED INNOVATION 31
Editor's Notes
Introduce MyselfI’m from Melbourne, Australia although for the last ten years most of my work was in Europe. Background in change management in the welfare sector and in business, including lecturing in business management and innovation and innovation metrics.SOMETHING CONVERSATIONAL
Words like improvement and innovation are used loosely in every day conversation...But precision is needed to measure and benchmark innovation and its contribution to better outcomesThis paper teases out the different paths to improvement - or improvement methods: quality – continual improvement and innovationInnovation, the least well understood path,is illustrated with stories and examples in the first half of the paper, and the second, where the trial of the Platform is described...
When Finland decided to focus on education and innovation as national priorities the two were separate areas... Since them the meaning of innovation had broadened from R&D&C to innovation across products, services, processes and organisational designs. Innovation is now a part of the educational improvement landscape.McKinsey report written by Sir Michael Barber fits the definition of innovation as offering a new dimension of value – it was the first to link, on a global scale qualitative OCED data and quantitative insights on what high performing schools and school systems have in common.
The Australian Finance Minister wrote recently that “imagination and innovation are the elements of human capital that are most critical to competitive success in the global economy.Einstein said that imagination is more important than knowledge.Parents and societies want more than the 3R’s – they children to learn to have initiative, to think critically and to think creatively.... These aspirations put, or should put, innovation on the stage together with traditional teaching and educational improvement methods
There are three types of purposeful change - mos /m&b/sdMOS underlies the field known as quality managementmaintaining consistent standards of service deliveryM&B describes Continual Improvement – the data driven methods and mindsets originally pioneered by Edward Demming.. His ideas were innovative 50 years agoInnovation is a process but as a noun its something new, different and more valuable that the thing it replacesIn the 21st century all three are required to sustain high performance school systems.
It is not surprising that innovation is not yet well understood and often times not well managed. Without hands-on experience and some reflection managers who manage change and especially innovative change fly half blind. The Platform trialled by the Victorian Education Department clears away a lot of the fog.
Definition applies at any scale, ( idea in the morning – tricky problem solved in the evening to long term R&D) and any part of any organisation...Knowledge = research and developmentFinding – could be extended with words like creating, discovering, generating, inventing and so on... Ideation is the term now used to describe any stage but especially the early stages of innovation processes where people play seriously with ideas...
Forty years ago art teachers believed that drawing skill depended on inborn talentA thoughtful young teacher called Betty Edwards was assigned the job of bringing students up to speed on drawing at Venice High School in San Francisco Betty struggled to find the difference between the fast and slow students. One day on impulse she asked her students to copy a Picasso drawing upside down. To everyone’s surprise the drawings were extremely well done. As a result of her continuing experiments and research her approach is now used by drawing teachers in many countries. Until retirement - Professor at California State Uni + 3 million copies..Illustrates entire innovation process...
In 2006 the Principal of CG PS , Loretta Hamilton led the development of a Non-Fiction and Multimedia Writing Program based on the landmark research of Dr Douglas Reeves. Reeves had researched high performing schools in low income urban areas in the USA. DEECD supported C-G with funds for new multi-media facilities, providing new writing and communication tools. The school demonstrated improved student learning outcomes and its program is already being transferred to twenty nearby schools. The School recently won the 2009 Victorian Education Excellence Award for Curriculum Innovation. Globally this innovation was part of the diffusion of the application of Dr Reeves findings. Within Australia it was a first. This example illustrates the Principal’s leadership role and the value of well managed incremental innovation. The change was not radical and it was easy to understand. In this case it enables teachers to rapidly close performance gaps in student learning outcomes and it had been easy for other schools for adopt, enabling faster diffusion.
Richard Elmore is Professor of Educational Leadership at the Harvard Graduate School of Education.The VED invited him to observe the implementation of its transformational strategy over three years. These quotes are from his 2007 report. Innovation wont bloom without attention and resources from the top – UK Innovation Unit VED – INP branch and programsDEECD is a big bureaucracy but its investment in local and regional leadership and in PD of teachers is huge and the focus on improvement, innovation and thoughtful change management by principals and teachers is a like a breath of fresh air compared with other government departments
This slide introduced the PlatformIts know as WAVE, although VED renamed the main component and the subject of the trial, the assessment, ICY
There are hundreds of tools that measure and assess organisational abilities, health and performance.The ICY tool is unique because of the model behind itThere are few tools that focus on STRATEGIC management capabilities, even less that cover Innovation Management and no others that cover the two areas with an integrated model.
For simplicityWhen facilitators introduce the tool they show managers the list of the six Foundation capabilities. Managers readily agree that the capabilities are important and that the list makes senseFacilitators then reveal the functionally similar Innovation capabilities, and thus provide a bridge for managers to see what is required to get great results from time and money devoted to innovation.
Questions on School characteristics – No staff, location, etcexternal trends – demand, competition,Strategic assets ( long term capabilities: buildings, talentedinnovation projectscapabilities
REPORTFoundation scores – blueinnovation scores – pinkDotted lines are high level benchmarks – median scores for all 1440 organisations in the data base Interpretation guidelinesat the measures are sufficiently accurate for their current purpose in schools and further research is likely to increase their accuracy..
Second part of REPORTTrends over time ( annual...)10 PRIORITY ORDERED RECOMMENDATIONSUSERS ARE INVITED TO DISCUSS AND RE-PRIORITISE THE RECOMMENDATIONS- THEY MAY ALREADY BE WORKING ON SOME- THERE ARE LOCAL FACTORS THE INSTRUMENT DOES NOT KNOW ABOUTAfter leadership teams have done so
IMPLEMENTATION GUIDES4 PAGES WITH APPENDICES OF UP TO 15 PAGESINTRODUCTIONROOT CAUSE ANALYSISTIPSTOOLSLINKS TO OTHER ONLINE RESOURCES
A feature of the tool is its versatilityDescribe the 3 session 360.Two other features are important- the philosophy behind the design of the tool emphasises self directed learning, action-learning and action –research. It is consistent with the spirit if not the requirements of innovation- The tool helps school and school systems to contain risk
All reformers and innovators face trialsThis trial had a start and stop beginning early in 2008, and then gained momentum. Most of the first batch of 360 assessments were not undertaken until December 08Then after just 7 aformative evaluation was commissioned. Assessments are about to be used on 30 schools as part of a demonstration program of the Innovation and Next Practice Division.
This school took part in the trials and was a delight to visit. The fist thing that struck me was the quality of the operatic music being piped throughout the school during the recess break when I arrived.Quote SLOGAN + perfect expression...anticipate change and scan for leading practices as part of reacting proactively and creatively to the social and technological changes in their environment. The Principal had created an environment at the school where change and innovation is positively energising
When aggregated to a single indicator School A has the highest scores of all 1440 organisations in the database. The ICY profiles for School A are almost horizontal and all scores are over 80%, showing very high and evenly distributed capabilities and suggesting near optional performance. The lowest scoring capability was administration, including financial and risk management, with a score of 81% that still places it in the top five percent of all administration capability scores in the database.
Here are the words of the Principal
Over the last 5 years School B suffered from a combination of ordinary, perhaps poor leadership; high uncertainly and confused expectations about its future;and when commitments to modernisation were finally made, a consultation process that – at least from the point of view of the teachers – was alienatingSix months ago a new principal was appointed – he had few positive things to say about the previous leadership – and while he has the excitement of new buildings and curriculum programs he has a huge challenge giving teachers a reality lesson while simultaneously building their skills, changing attitudes and building morale.Quote comment on scores from the assessment...
Higher scores for opportunity scan and opportunity grow –reflect the work of the new leadership team over the four months before the assessment, as does the slightly higher scores for strategy.
The story of School C, illustrates the choppy waters that leaders navigate when they have to change cultures that are tired or dysfunctional and that no longer support high performance. I interviewed the Principal six weeks ago at a time when she felt that the tide had turned in the last few months. A new six person leadership team was in play and all members were rowing enthusiastically in the same direction... + staff could feel and were in the process of verifying the value of the major innovation initiative – an integrated learning project for almost half the students in the school + leadership training and PD were continuing ... This is a school that is likely to produce marked improvements in learning outcomes over the next few years
The ICY profiles for School C show above average capabilitiesThis relatively level FOUNDATION (BLUE)profile indicates that while there is plenty of scope to improve, performance is balanced across the capabilities. While marketing has the lowest score, the principal sees it as a lower priority than continuing to improve management and operationsthe momentum gained and ongoing skill development will improve the management, leadership and operations or service delivery scores, and the consequent student learning outcome scores over the next few years.
The Victorian Education Department wanted to know, sooner rather than later, how well the assessment process did four things – listed aboveIn brief, after the evaluators examined the tool, observed the assessment process and interviewed the principals from participating schools her answer was “very well”
Here are some of the comments from the Principals of the three case study schools
Here is another comment that I want to highlight...Again, this comment reflects the views of other principals who were interviewed. Last year DEECD set up regional or local networks, each lead by a new network leader; each with a brief to develop an improvement plan and each with around 20 schools.Referring to these networks, the evaluator wrote“Several principals spoke about the potential value of using ICY in regional network groups and sharing data and strategies to support improvements in innovation capabilities”
I am very pleased to find that the Principal’s views reflected the purpose of ICY and the broader Platform.Thank you