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Intase keynote april 6 version am
- 1. THINKING BACK FROM THE FUTURE Stephen Murgatroyd, PhD SIX CHALLENGES FOR THE FUTURE OF SCHOOLS INTASE APRIL 2015
- 2. Who is this Stephen Murgatroyd Guy? • Professor / Dean / Vice President at UK, Emirates and Canadian Universities • Teacher – Special Needs • Writer – Over 40 Books, 600 published papers and articles • Television / Radio • Journalist • Getting old… INTASE APRIL 2015
- 3. What’s this Keynote All About? • What is the context in which we should look at the future school? • What are the key frameworks in which the future is being positioned? • What are the SIX BIG THINGS we should see as challenges? • How can we begin to lead for the future, given these challenges? INTASE APRIL 2015
- 4. ABOUT THE FUTURE: CONTEXT INTASE APRIL 2015
- 5. Not all You Hear About the Future is Helpful.. • Some predictions are really awful • Some predictions are based on what policy makers hope eventually to be true • Some predictions make about as much sense as sending a monkey to parliament and hoping for better government INTASE APRIL 2015
- 11. NOT ALL NEW TECHNOLOGY IS GOOD INTASE APRIL 2015
- 16. SCHOOLS HAVE TO KEEP CHANGING But Some Things Need to Stay The Same INTASE APRIL 2015
- 17. Singapore’s School System – Phases… (Thanks Pak Tee Ng) 1965 – mid 1980’s: Standardization Mid1980’s – 1990’s: Local Accountability 90’s – Today: Diversity & Innovation 2018 – 2030: What’s Next? INTASE APRIL 2015
- 18. The Future…… INTASE APRIL 2015
- 19. The In Between Time We’re in the midst of a significa nt change.A.. In Between Time Time and the Investment of Energy and Effort SystemMaturity Industrial Form of Schooling / 3rd Way Policies 21st Century for of Personalized Learning in School and Community / 4th Way Policies Paradigm Shi The Future School in the In Between Time INTASE APRIL 2015
- 20. The In Between Time Is… • Messy and uncertain • Full of fasle starts and failures • A time of frequent (often poorly thought through) innovation • A time of competing claims about truth and performance • A time of “The Many Gurus” • A time of exploitation – especially from private sector and entrepreneurs who have “the answer” (but not to a question anyone is asking) • A period paradox and tension – lots of competing “evidence” INTASE APRIL 2015
- 21. Two Solitudes for Educational Policy Global Education Reform Movement • Reduction of curriculum to STEM and Competencies • Standardized Testing • De-Professionalization • Analytics and Technology All the Time • Lowering Costs per Completion through Markets and Competition • Teach and Test More, Learn Less Equity as Policy • Broad based curriculum – STEAM • Formative Assessment leading to Summative Assessment • Strengthening teachers collaborative autonomy – enhance collaboration • Appropriate technology at the appropriate time • Differentiated instruction / special needs • Teach Less, Learn More and Keep PlayINTASE APRIL 2015
- 22. A GREAT SCHOOL FOR ALL…THE FUTURE SCHOOL INTASE APRIL 2015
- 24. Five Other Characteristics • Future schools have adaptive capacity – nimble, creative and resilient • Future schools have support for students struggling with learning, self and meaning – all students are “special needs” • Future schools are places where teachers learn alongside students – powerful places of professional learning • Future schools are networked and connected to other like-minded schools around the world – they are hubs for collaborative and collective autonomy • Future schools develop not just cognitive skills, but empathy, compassion and balance for all … INTASE APRIL 2015
- 25. Future Schools Are Already Here… INTASE APRIL 2015
- 26. SIX BIG CHALLENGES INTASE APRIL 2015
- 27. Challenge 1: BOHICA • Don’t be seduced by the next “big thing” • Don’t be seduced by vendors • Don’t be seduced by “innovations coming from the “top PISA” jurisdictions” - don’t develop PISA envy • Be strategic, be determined and be responsive to your own community and networks.. • Learn to live with paradox – rules versus innovation, change versus consistency, excellence for all schools, not just some.. INTASE APRIL 2015
- 28. Challenge 2: Technology “If technology is the answer, what kind of question are we asking?” • The future is about pedagogy – about great teaching and learning • The future requires us to understand the learning journey and landscape the learner is navigating • The future requires teachers to know where they can make a difference and where they can’t • The future can use technology to support great teaching, but technology is just that – a support • Technology is not the answer, pedagogy is! INTASE APRIL 2015
- 29. Challenge 3: Public Assurance / Parents • We can now assess and measure many more things than we could 30 years ago – but do we need to? Just because we can, doesn’t mean we have to • Shift from public accountability to public assurance needs to happen • We need to engage, not distance parents but also hold them accountable – they are critical determinants of student success. • We need to have fewer standardized tests and more conversations to that we can increase public satisfaction… • Remember: teachers make almost no significant difference to PISA scores! INTASE APRIL 2015
- 30. Challenge 5: Privatization and Capital • Worldwide, private education is growing much faster than public education. In some countries, private education accounts for 60%- 80% of schools and higher education. • The challenge is not the fact of private education, but the undue influence capital has in educational decision making. • As public spending on school education tightens around the globe, the voice of the private sector gets louder. • Neo-liberal values (competition, markets, de-professionalization and antiunion, deregulation) start to permeate systems.. INTASE APRIL 2015
- 31. Challenge 6: Irrational Innovation • OECD warned that a great many innovations are innaprorpiate for the education system they are applied to and are not evidence based – its like homeopathy for education. • Only 1 in 10 of the 450 “reforms” have impact according to OECD • Grounded innovation – done by teachers with the support of leaders is what is needed, coupled with evidence and assessment. • Networks of schools, collaboration within and between nations (e.g. Alberta-Finland, Norway-Canada) can be a base for genuine, mindful innovation. INTASE APRIL 2015
- 32. Be strategic…. INTASE APRIL 2015
- 33. Responding to These Challenges Requires Us.. INTASE APRIL 2015
- 34. So What? 7 Actions for Future Schools 1. Work Towards a Shared Vision 2. Develop a foster Partnerships – See Collaboration as the DNA of the future school 3. Share Leadership – teacher leadership, student leadership, community engagement 4. Work to Build a Common Language – sing from the same songsheet INTASE APRIL 2015
- 35. 5. Work in Innovative and Adaptive Ways – Resilient Schools Change Because They Need to Respond to Something, Not Because Someone has been on a course or conference!! 6. Make the Work of Teaching and Learning Simple and Transparent – stop inventing new acronyms and double speak.. 7. Keep the Work Rigorous, Focused and Mindful INTASE APRIL 2015
- 36. Three Last Thoughts • “The future isn’t what it used to be” – Yogi Berra • “You cannot cross a chasm in two short leaps” • “When you are done changing, you are done!” - Dan Quayle INTASE APRIL 2015
- 37. I am not here to promote my book..BUT • It is available • From Lulu.Com as a paperback • From Kindle as an e-book • From Barnes and Noble as an e- book • From Kobo as an e-book • From Lulu.Com as an e-book INTASE APRIL 2015