This document discusses factors that are important for sustaining educational innovations over time. It outlines five essential components of the cooperative learning model developed in Durham, England, including teachers attending training voluntarily and in teams, administrators attending, teachers applying what they learned within two weeks, training being an ongoing process, and communication between educators. Key factors for maintaining innovations include strong leadership at all levels, continuous training to review basics and learn new strategies, communication among educators in learning communities, and keeping the original moral purpose of improving student outcomes at the center.

1. Schule
koopera-v
gestalten
!

3. Agenda
1.
The
Durham
Story
2.
The
Links
to
Germany
3.
The
Way
Ahead:
a.
Sustainability
b.
Lessons
from
Durham

4. The
Model
had
5
Essen-al
Components
1.
Teachers
came
to
training
by
choice!!!
2.
Teachers
had
to
come
to
training
in
teams
of
2-­‐4
teachers
3.
All
school
administrators
had
to
come
to
training
at
some
point
so
as
to
understand
the
innova?on,
thus
increasing
the
likelihood
that
they
would
support
it
with
resources.

5. 4.
Teachers
were
required
to
return
to
their
schools
and
try
a
new
structure
or
two
in
the
first
2
weeks
aEer
training.
They
would
do
this
with
the
support
of
their
CL
team.
Research
is
very
clear
that
if
this
new
learning
is
not
followed
by
applica?on
in
two
weeks,
it
likely
will
not
happen.
They
were
NOT
required
to
go
back
and
teach
other
teachers!!

6. 5.
Training
was
to
be
a
process
over
?me
and
not
an
event.
The
first
level
1
training
was
3
days,
and
4-­‐6
weeks
later
it
was
followed
by
a
2
day
follow-­‐up
session.
Level
2
training
was
also
offered.

7. Key
Educators
in
Durham’s
Success
1.
Norm
Green
-­‐
staff
development
officer
2.
Barrie
BenneQ
&others
-­‐
trainers
3.
Michael
Fullan
-­‐
authority
on
change
4.
Pauline
Laing
-­‐
director,
supplied
resources
and
support
to
move
ahead

8. Factors
Affec-ng
Sustainability

9. 1.
Leadership
...
absolutely
key
at
every
level
-­‐classroom,
school,
community
and
district
a.
Great
leaders
need
integrity,
intelligence
and
energy.
b.
Once
an
innova?on
is
well
established,
replacing
leaders
with
like-­‐minded
leaders
is
absolutely
necessary,
otherwise
other
priori?es
will
take
over

10. 2.
Ongoing
Training
a.
You
need
to
review
the
basics
to
stay
true
to
the
model.
b.
Key
to
add
new
learning
(teaching
strategies)
and
varia?ons
to
keep
interest
high
and
teachers
engaged.

11. 3.
Communica-on
and
Communi-es
of
Learners
a.
It
is
absolutely
cri?cal
that
everyone
involved
in
CL,
School
teams,
trainer
teams,
principal
groups,
keep
communica?ng
and
mee?ng
to
share
new
ideas,
new
challenges
and
to
keep
energy
high.
b.
As
Norm
oEen
said,
“ Talking
is
thinking
out
loud”
and
this
exchange
is
essen?al
in
keeping
the
classroom
doors
open,
ideas
flowing,
and
the
silos
from
going
up
again
in
the
schools.
c.
Time
is
a
precious
commodity
and
it
is
easy
to
get
busy
with
other
things,
thinking
that
CL
will
take
care
of
itself.
This
complacency,
thinking
that
things
will
remain
stable
without
aQen?on,
is
deadly
!!

12. 4.
Moral
Purpose
!

13. 4.
Moral
Purpose
a.
The
reason
we
started
our
journey
of
learning
must
be
kept
front
and
centre,
“ To
improve
the
learning
and
life
chances
of
all
students.”
b.
When
we
started
expanding
our
repertoire
of
skills
we
saw
the
results
we
read
the
research
and
we
knew
we
were
on
the
right
path.
c.
Since
then
we
have
had
the
early
Pisa
analysis,
where
CL
is
the
only
teaching
strategy
men?oned,
and
the
recent
McKinsey
recommenda?ons
that
state
clearly
that
a
school
is
only
as
good
as
the
teachers
in
it!!!
d.
We
need
no
more
convincing.
The
?me
and
effort
put
into
sustaining
this
innova?on
will
be
worth
the
effort!!

14. oh
-­‐
by
the
way
...