This document outlines the Whole Education Network, which aims to provide a "whole education" for all young people. It discusses (1) defining a whole education, (2) the mission to ensure all youth have access to it, and (3) guiding principles of being light touch, school-led, and iterative. Interest groups will focus on skills, qualities, leadership, and cross-cutting topics to support change over time as the network expands to include more pathfinder and network schools.
Citizen Schools partners with middle schools to expand the learning day through hands-on projects and targeted academic support. It brings "second shift" staff of 15-20 people to provide small group instruction and other supports. This expanded learning time increases school hours comparable to top charter schools. Student outcomes include improved attendance, test scores, and graduation rates. The document outlines Citizen Schools' program elements and partnerships across several states that aim to close the achievement gap through an enriched educational experience.
This document summarizes future state designs for several New York City schools participating in the iZone360 program. It outlines plans for six schools to transition to more personalized, competency-based models with flexible schedules, project-based learning, and increased use of technology. Key elements proposed include adopting mastery-based assessment platforms, redesigning schedules to support individual student needs, implementing project-based and inquiry-based learning, and developing digital portfolios and transparent learning communities. The goal is to better engage and challenge each student through personalized education.
The New York City Department of Education’s Learning to Work Initiative, utilizes community based organizations as partners. These partners collaborate at the Young Adult Borough Centers, Transfer Schools with Learning to Work and Learning to Work GED programs. Tom Pendleton works with technical assistance partner organizations on developing capacity building models for these programs. Prior to his current position, Tom served as Executive Director of the New York Citywide School to Work Alliance,
a program that works with 23 neighborhood partners across the city to implement the program.
The document discusses how social media and online learning can help students reach their educational and career goals, noting that today's learners and work environments require strong collaborative skills, and that schools need to adapt by incorporating more collaborative assignments, interactive activities, and real-world projects to help students develop these important competencies for future success.
The OSKU project aims to develop entrepreneurship training for social and health care students through student cooperatives. Students gain practical experience by running their own business cooperatives while still in school. This allows them to combine theoretical and practical learning to benefit themselves and others. The teacher acts as a coach to guide students as they plan, implement, and assess new ideas and reflect on their experiences. Results include stronger entrepreneurial skills and intentions among students as well as a new approach for providing social and health care services through student cooperatives.
"Silos Support Farmers, Not the Learning Ecosystem" By Susan Meek- Serious Pl...SeriousGamesAssoc
Susan Meek speaks about "Silos Support Farmers, Not the Learning Ecosystem" at the 2012 Serious Play Conference
ABSTRACT:
In order to fully exploit technology’s potential in the new learning ecosystem, the creation of serious games and simulations must take into account the need to embrace a holistic strategy. When creating serious games and simulations to deliver and support curriculum, it is important to remember that the game or simulation’s ability to plug into a closed-loop instructional system will impact its chances of being adopted by the instructor. Technology tools, which seamlessly integrate into a continuous instructional feedback loop, will be able to capitalize on the true power of technology and will fuel the new learning ecosystem by inspiring and empowering students and teachers.
RAHSI is a collaborative effort between middle schools, high schools, colleges and universities, and industry partners in San Diego County to improve students' preparation and success in healthcare careers. The project supports the development and implementation of health career pathways through curricula, internship programs, and collaboration between educational institutions. The goal is to increase students' knowledge of healthcare opportunities, improve performance in science courses, and boost transition and retention rates in college health programs.
My eLearning team delivered an afternoon workshop on creating engaging eLearning experiences. This PowerPoint provided a theoretical lens for the workshop. We built on this theory to deliver three more parts to the workshop: the Learning Management System, Cloud Services and Tablet Devices.
Citizen Schools partners with middle schools to expand the learning day through hands-on projects and targeted academic support. It brings "second shift" staff of 15-20 people to provide small group instruction and other supports. This expanded learning time increases school hours comparable to top charter schools. Student outcomes include improved attendance, test scores, and graduation rates. The document outlines Citizen Schools' program elements and partnerships across several states that aim to close the achievement gap through an enriched educational experience.
This document summarizes future state designs for several New York City schools participating in the iZone360 program. It outlines plans for six schools to transition to more personalized, competency-based models with flexible schedules, project-based learning, and increased use of technology. Key elements proposed include adopting mastery-based assessment platforms, redesigning schedules to support individual student needs, implementing project-based and inquiry-based learning, and developing digital portfolios and transparent learning communities. The goal is to better engage and challenge each student through personalized education.
The New York City Department of Education’s Learning to Work Initiative, utilizes community based organizations as partners. These partners collaborate at the Young Adult Borough Centers, Transfer Schools with Learning to Work and Learning to Work GED programs. Tom Pendleton works with technical assistance partner organizations on developing capacity building models for these programs. Prior to his current position, Tom served as Executive Director of the New York Citywide School to Work Alliance,
a program that works with 23 neighborhood partners across the city to implement the program.
The document discusses how social media and online learning can help students reach their educational and career goals, noting that today's learners and work environments require strong collaborative skills, and that schools need to adapt by incorporating more collaborative assignments, interactive activities, and real-world projects to help students develop these important competencies for future success.
The OSKU project aims to develop entrepreneurship training for social and health care students through student cooperatives. Students gain practical experience by running their own business cooperatives while still in school. This allows them to combine theoretical and practical learning to benefit themselves and others. The teacher acts as a coach to guide students as they plan, implement, and assess new ideas and reflect on their experiences. Results include stronger entrepreneurial skills and intentions among students as well as a new approach for providing social and health care services through student cooperatives.
"Silos Support Farmers, Not the Learning Ecosystem" By Susan Meek- Serious Pl...SeriousGamesAssoc
Susan Meek speaks about "Silos Support Farmers, Not the Learning Ecosystem" at the 2012 Serious Play Conference
ABSTRACT:
In order to fully exploit technology’s potential in the new learning ecosystem, the creation of serious games and simulations must take into account the need to embrace a holistic strategy. When creating serious games and simulations to deliver and support curriculum, it is important to remember that the game or simulation’s ability to plug into a closed-loop instructional system will impact its chances of being adopted by the instructor. Technology tools, which seamlessly integrate into a continuous instructional feedback loop, will be able to capitalize on the true power of technology and will fuel the new learning ecosystem by inspiring and empowering students and teachers.
RAHSI is a collaborative effort between middle schools, high schools, colleges and universities, and industry partners in San Diego County to improve students' preparation and success in healthcare careers. The project supports the development and implementation of health career pathways through curricula, internship programs, and collaboration between educational institutions. The goal is to increase students' knowledge of healthcare opportunities, improve performance in science courses, and boost transition and retention rates in college health programs.
My eLearning team delivered an afternoon workshop on creating engaging eLearning experiences. This PowerPoint provided a theoretical lens for the workshop. We built on this theory to deliver three more parts to the workshop: the Learning Management System, Cloud Services and Tablet Devices.
This document provides information about G D Goenka Education City and GD Goenka World Institute. GD Goenka Group was established in 1982 and has interests in real estate, education, travel and tourism, and industry. GD Goenka World Institute was established to provide quality higher education in India through programs designed with Lancaster University. The institute aims to develop student leadership skills and encourage applied research to benefit teaching.
The document summarizes the ACE School Leadership programme for training principals in South Africa. It discusses the origin and core activities of the ACE program, as well as the various modules offered to help develop leadership competencies. Concerns are raised about the appropriateness of the program given the low success rates in South African schools and need for support beyond just developing individual skills. External factors like policies, social issues, and resources available to schools must also be considered.
Private tuition provides individualized learning that benefits students in three key ways:
1) It allows tutors to focus on the specific areas each student needs help with, rather than having to teach to the whole class.
2) Some students experience anxiety in large classroom settings if they begin to fall behind, and private tuition can help overcome temporary barriers to learning through patient support.
3) Private tutors provide holistic education, mentoring and pastoral care alongside academic subjects to support students' confidence, life skills and overall development.
The document describes the Executive MBA program in Supply Chain Management offered by ETH Zurich, focusing on providing students with a global perspective on business, in-depth training in supply chain management, and the skills to become effective leaders. The 18-month part-time program includes blocks covering general management, the global economy, supply chain management, and a master's thesis, combining academic rigor with practical experience through company visits and international field studies.
Sri Sri University's Faculty of Management Studies offers a 2-year full-time MBA program with specializations in general management, agri-business management, and entrepreneurship. The MBA program integrates traditional wisdom and modern management techniques to develop socially conscious and ethical business leaders. Students will be empowered with cutting-edge business skills as well as a vision centered around values like ethics and social responsibility. The rigorous curriculum and industry network opportunities will open doors for students' professional growth while adhering to principles of sustainability, diversity, innovation, and excellence.
The document discusses school leadership in Mauritius and focuses on leading for learning. It provides details about education reform that began in 2006 in Mauritius. It discusses the roles and responsibilities of the Rector in leading the school and ensuring inclusive education. It emphasizes that students should be at the center of the school's mission and their participation in decision making is important. The document also outlines an organizational chart and discusses the leadership for learning model in the Mauritian context.
The International Baccalaureate (IB) MYP provides a flexible framework for students aged 11-16 that meets national standards while developing inquisitive, knowledgeable and caring young people. The MYP emphasizes contextual learning, intercultural understanding and reflection through its five subject groups and core components of approaches to learning, community and service, health and social education, and the personal project.
Quality Education & Skills Training (QUEST) Alliance is a social venture that works to create learning experiences for marginalized children and youth through research, partnerships, and skills training. It focuses on innovative teaching methods, collaborates with organizations to implement and scale solutions, and facilitates knowledge sharing. Through research, piloting programs, and disseminating findings, it aims to enhance education, vocational training, and youth employability.
The document provides information about Redhawks High School including:
- The district has 4,100 students from working middle class families across grades K-12.
- The school uses various models and systems to guide instruction including a total quality learning management model, integrated systems model of knowing, collaborative strategic plan, and performance pyramid.
- The school emphasizes accountability, communication, continuous improvement, integrity, respect, and maintaining a positive learning community.
The author argues that while the term "transformation" is used frequently in discussions of Building Schools for the Future (BSF), there is little clarity around what exactly it means and how it can be achieved. Current education standards and metrics may restrict truly transformative changes. To truly transform education, learners must be actively involved in co-designing new schools and learning experiences through BSF, rather than having changes imposed on them from above. Embedding learner voice through meaningful participation could help design learning spaces that support innovative theories of learning and prepare students for the 21st century.
This document outlines a structured teaching programme focused on building positive relationships and behaviors to support the school culture. It includes school-wide approaches like respect, positive relationships, and a behavior management system. The goal is to reward students who set and achieve learning goals through a weekly privilege programme. Students who do not meet goals complete tasks during the privilege hour. Warnings and consequences are outlined for misbehavior, with an focus on behavior recovery and developing intelligent behaviors. The overall aim is to build consistency, self-management, and a positive school community.
The document provides guidance to schools on improving pupil literacy. It discusses challenges with reading and writing test results, and offers strategies schools can take to help pupils develop stronger literacy skills. These include creating motivated learners, developing writing skills, supporting speaking and listening, and providing resources, training and networking support for teachers. The overall aim is to provide schools with practical ideas backed by research to help boost literacy and academic achievement.
The document outlines Boston's Summer Learning Project which aims to provide summer programs for 1,600 students in grades 3-12. The programs are developed through partnerships between Boston Public Schools and community organizations to reinforce academic learning while engaging students through hands-on experiences. Common goals are to help students start the next school year on track, develop skills for success, and evaluate the programs' effectiveness through various assessments.
The document discusses strategies for restructuring education resources in times of limited budgets. It proposes prioritizing job and compensation structures to attract expertise, rethinking class size models to target individual attention, shifting special education spending to early intervention, and optimizing time to meet student and teacher needs. Current responses to budget gaps preserve existing structures and attempt to do less with less, rather than creating high-performing schools through strategic design.
Identifying Measures to Foster Teachers’ Competence for Personal Learning Env...Zaffar Ahmed Shaikh
Personal learning environment (PLE) is a learner centered and controlled environment where learner constructs knowledge socially and collaboratively with the help of knowledgeable peers, mentors, and teachers. Teacher, being the most knowledgeable other in this environment, has to develop a strong and multifunctional association between the learner and the PLE. However, in real world scenarios, this is not the case as teachers’ current competencies are not sufficiently developed to provide desired results. A major reason for this inefficiency is the unawareness of the required roles that a teacher has to play in such environments. Our study is aimed at identifying measures to foster teachers’ competence in PLE conceived teaching scenarios. We used the modified version of policy-Delphi in which we worked with 34 international experts who are either associated with PLEs in one of the four dimensions: teachers, researchers, designers, or practitioners. These experts reviewed a 10-item teachers’ PLE competency developing measures list, which we developed through an exhaustive literature review. As per Delphi procedure, the consensus on measures list was achieved in three rounds. During the process, participants collaboratively modified measures list at length and extended list from 10 items to 16 items. Based on the findings, we argue that institutional support is of prime importance to improve teachers’ PLE competence.
1. Understanding why students doubt continuing their education and feel like leaving is important to improve retention. Building a sense of community and belonging can help address feelings of isolation that contribute to doubting.
2. Program teams play a key role in retention through improving communication, academic integration, social integration, and helping students align their goals. Identifying students at risk of leaving and intervening early is important.
3. Institutional culture and policies should actively nurture belonging, student development, high quality learning and teaching, and use data to support student success. Reflecting on practices can help implement changes to improve the student experience.
This case study describes how Johnsontown Road Elementary School in Louisville, Kentucky is using the online professional development resource PD 360 to improve teacher practices and student learning. The school wanted a job-embedded PD solution and found that PD 360, with its real classroom videos and reflection tools, allows teachers to incorporate research-based best practices into their instruction in a meaningful way. Teachers access PD 360 content both individually and in teams. The school has seen benefits including improved reflective practice, individualized PD, and implementation of best teaching methods.
The document summarizes the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession in Ontario. Both represent a vision for the teaching profession and identify core principles like commitment to students, integrity, trust, respect, leadership, professional knowledge, and ongoing learning. The standards provide guidance for ethical decisions and aim to promote public trust in the teaching profession.
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.
The document outlines a professional development program for teachers that focuses on collaborative examination of student work and teaching practices in order to improve student learning outcomes, with the goals of making teaching and learning more transparent, and engaging teachers in inquiry-based analysis of their own practices through case studies and reflection.
This document provides information about G D Goenka Education City and GD Goenka World Institute. GD Goenka Group was established in 1982 and has interests in real estate, education, travel and tourism, and industry. GD Goenka World Institute was established to provide quality higher education in India through programs designed with Lancaster University. The institute aims to develop student leadership skills and encourage applied research to benefit teaching.
The document summarizes the ACE School Leadership programme for training principals in South Africa. It discusses the origin and core activities of the ACE program, as well as the various modules offered to help develop leadership competencies. Concerns are raised about the appropriateness of the program given the low success rates in South African schools and need for support beyond just developing individual skills. External factors like policies, social issues, and resources available to schools must also be considered.
Private tuition provides individualized learning that benefits students in three key ways:
1) It allows tutors to focus on the specific areas each student needs help with, rather than having to teach to the whole class.
2) Some students experience anxiety in large classroom settings if they begin to fall behind, and private tuition can help overcome temporary barriers to learning through patient support.
3) Private tutors provide holistic education, mentoring and pastoral care alongside academic subjects to support students' confidence, life skills and overall development.
The document describes the Executive MBA program in Supply Chain Management offered by ETH Zurich, focusing on providing students with a global perspective on business, in-depth training in supply chain management, and the skills to become effective leaders. The 18-month part-time program includes blocks covering general management, the global economy, supply chain management, and a master's thesis, combining academic rigor with practical experience through company visits and international field studies.
Sri Sri University's Faculty of Management Studies offers a 2-year full-time MBA program with specializations in general management, agri-business management, and entrepreneurship. The MBA program integrates traditional wisdom and modern management techniques to develop socially conscious and ethical business leaders. Students will be empowered with cutting-edge business skills as well as a vision centered around values like ethics and social responsibility. The rigorous curriculum and industry network opportunities will open doors for students' professional growth while adhering to principles of sustainability, diversity, innovation, and excellence.
The document discusses school leadership in Mauritius and focuses on leading for learning. It provides details about education reform that began in 2006 in Mauritius. It discusses the roles and responsibilities of the Rector in leading the school and ensuring inclusive education. It emphasizes that students should be at the center of the school's mission and their participation in decision making is important. The document also outlines an organizational chart and discusses the leadership for learning model in the Mauritian context.
The International Baccalaureate (IB) MYP provides a flexible framework for students aged 11-16 that meets national standards while developing inquisitive, knowledgeable and caring young people. The MYP emphasizes contextual learning, intercultural understanding and reflection through its five subject groups and core components of approaches to learning, community and service, health and social education, and the personal project.
Quality Education & Skills Training (QUEST) Alliance is a social venture that works to create learning experiences for marginalized children and youth through research, partnerships, and skills training. It focuses on innovative teaching methods, collaborates with organizations to implement and scale solutions, and facilitates knowledge sharing. Through research, piloting programs, and disseminating findings, it aims to enhance education, vocational training, and youth employability.
The document provides information about Redhawks High School including:
- The district has 4,100 students from working middle class families across grades K-12.
- The school uses various models and systems to guide instruction including a total quality learning management model, integrated systems model of knowing, collaborative strategic plan, and performance pyramid.
- The school emphasizes accountability, communication, continuous improvement, integrity, respect, and maintaining a positive learning community.
The author argues that while the term "transformation" is used frequently in discussions of Building Schools for the Future (BSF), there is little clarity around what exactly it means and how it can be achieved. Current education standards and metrics may restrict truly transformative changes. To truly transform education, learners must be actively involved in co-designing new schools and learning experiences through BSF, rather than having changes imposed on them from above. Embedding learner voice through meaningful participation could help design learning spaces that support innovative theories of learning and prepare students for the 21st century.
This document outlines a structured teaching programme focused on building positive relationships and behaviors to support the school culture. It includes school-wide approaches like respect, positive relationships, and a behavior management system. The goal is to reward students who set and achieve learning goals through a weekly privilege programme. Students who do not meet goals complete tasks during the privilege hour. Warnings and consequences are outlined for misbehavior, with an focus on behavior recovery and developing intelligent behaviors. The overall aim is to build consistency, self-management, and a positive school community.
The document provides guidance to schools on improving pupil literacy. It discusses challenges with reading and writing test results, and offers strategies schools can take to help pupils develop stronger literacy skills. These include creating motivated learners, developing writing skills, supporting speaking and listening, and providing resources, training and networking support for teachers. The overall aim is to provide schools with practical ideas backed by research to help boost literacy and academic achievement.
The document outlines Boston's Summer Learning Project which aims to provide summer programs for 1,600 students in grades 3-12. The programs are developed through partnerships between Boston Public Schools and community organizations to reinforce academic learning while engaging students through hands-on experiences. Common goals are to help students start the next school year on track, develop skills for success, and evaluate the programs' effectiveness through various assessments.
The document discusses strategies for restructuring education resources in times of limited budgets. It proposes prioritizing job and compensation structures to attract expertise, rethinking class size models to target individual attention, shifting special education spending to early intervention, and optimizing time to meet student and teacher needs. Current responses to budget gaps preserve existing structures and attempt to do less with less, rather than creating high-performing schools through strategic design.
Identifying Measures to Foster Teachers’ Competence for Personal Learning Env...Zaffar Ahmed Shaikh
Personal learning environment (PLE) is a learner centered and controlled environment where learner constructs knowledge socially and collaboratively with the help of knowledgeable peers, mentors, and teachers. Teacher, being the most knowledgeable other in this environment, has to develop a strong and multifunctional association between the learner and the PLE. However, in real world scenarios, this is not the case as teachers’ current competencies are not sufficiently developed to provide desired results. A major reason for this inefficiency is the unawareness of the required roles that a teacher has to play in such environments. Our study is aimed at identifying measures to foster teachers’ competence in PLE conceived teaching scenarios. We used the modified version of policy-Delphi in which we worked with 34 international experts who are either associated with PLEs in one of the four dimensions: teachers, researchers, designers, or practitioners. These experts reviewed a 10-item teachers’ PLE competency developing measures list, which we developed through an exhaustive literature review. As per Delphi procedure, the consensus on measures list was achieved in three rounds. During the process, participants collaboratively modified measures list at length and extended list from 10 items to 16 items. Based on the findings, we argue that institutional support is of prime importance to improve teachers’ PLE competence.
1. Understanding why students doubt continuing their education and feel like leaving is important to improve retention. Building a sense of community and belonging can help address feelings of isolation that contribute to doubting.
2. Program teams play a key role in retention through improving communication, academic integration, social integration, and helping students align their goals. Identifying students at risk of leaving and intervening early is important.
3. Institutional culture and policies should actively nurture belonging, student development, high quality learning and teaching, and use data to support student success. Reflecting on practices can help implement changes to improve the student experience.
This case study describes how Johnsontown Road Elementary School in Louisville, Kentucky is using the online professional development resource PD 360 to improve teacher practices and student learning. The school wanted a job-embedded PD solution and found that PD 360, with its real classroom videos and reflection tools, allows teachers to incorporate research-based best practices into their instruction in a meaningful way. Teachers access PD 360 content both individually and in teams. The school has seen benefits including improved reflective practice, individualized PD, and implementation of best teaching methods.
The document summarizes the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession in Ontario. Both represent a vision for the teaching profession and identify core principles like commitment to students, integrity, trust, respect, leadership, professional knowledge, and ongoing learning. The standards provide guidance for ethical decisions and aim to promote public trust in the teaching profession.
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.
The document outlines a professional development program for teachers that focuses on collaborative examination of student work and teaching practices in order to improve student learning outcomes, with the goals of making teaching and learning more transparent, and engaging teachers in inquiry-based analysis of their own practices through case studies and reflection.
Having the courage of your convictions, Professor Tim Brighouse, London, 6th ...Wholeeducation
Professor Tim Brighouse closed the day and, drawing on insights and experience, reflected on current opportunities and how we can have the courage to respond in the interests of the young people in our care. The session concluded with a discussion to summarise a way forward.
This document outlines six forces of uplifting leadership based on research of over 200 interviews and 10,000 words of case reports from 15 organizations across 8 countries, 3 sectors, and 4 continents. The six uplifting forces are: 1) Dreaming with determination, 2) Creativity and counter-flow, 3) Collaborating and competing, 4) Pushing and pulling, 5) Measuring with meaning, and 6) Sustainable growth. Uplifting leaders connect inspiring futures to an honorable past, are prepared to go against the mainstream, collaborate and compete effectively, push people outside their comfort zone while pulling together, use meaningful metrics that people value, and pursue steady long-term growth over quick spikes.
This document discusses future-focused inquiry and collaboration. It notes that knowledge is no longer thought of as static facts but as dynamic networks and flows. This represents a major shift with implications for education. The document encourages groups to discuss how they take a future orientation in their practice and enable collaborative leadership and intelligence. It provides characteristics of effective school collaboration, including commitment to common goals, use of inquiry cycles, and presence of challenge and critique. Overall, the document promotes collaborative and future-focused approaches to education.
Seizing the Agenda | Progress to Progress 8 with Shireland Collegiate AcademyWholeeducation
This document summarizes the agenda for the Whole Education 6th Annual Conference on school improvement. The conference will focus on establishing a shared vision for school improvement and seizing the agenda through marginal gains across curriculum, environments, and methodology represented by the acronym P=CxExM. Specific sessions will provide details on the curriculum, learning environments, flipped learning methodology, and initiatives to address potential barriers to improvement represented by the I in the equation. The document promotes a future two-day conference focused on the flipped classroom with founders Aaron Sams and John Bergmann to share how flipped learning has improved standards and progress at leading UK schools.
Seizing the Agenda | Sustainable school improvement with the Spirals of EnquiryWholeeducation
The document summarizes lessons learned from Whole Education's pilot of the Spirals of Inquiry framework for school improvement. Key points include:
1. The Spirals of Inquiry process is very different from traditional approaches and scanning student needs can be challenging but powerful.
2. Early results suggest Spirals of Inquiry has the potential to significantly change school practices and culture over time.
3. For success, schools need committed leadership, support structures, and time to fully implement the framework as it is not a quick fix.
Seizing the Agenda | Establishing a shared culture between schoolsWholeeducation
This document discusses the journey of Wakefield City Academy and Nene Park Academy. It outlines how they established distributed leadership models, created positive school cultures with high expectations, and improved standards and results. Challenges included retaining staff and autonomy as the schools expanded into multi-academy trusts. Key strategies that worked included clear communication, developing staff capacity, and adapting practices to the local context while maintaining core principles.
Review of the national education technology plan 2010 (1)Ndavis119
The National Education Technology Plan from 2010 focused on reforming education through the use of technology. It outlined 5 essential components of learning with technology: learning, assessment, teaching, infrastructure, and productivity. The plan called for using technology to engage and empower students, measure learning through new forms of assessment, provide teachers with resources and skills, ensure access to tools, and redesign processes to improve outcomes. It emphasized using today's technologies in classrooms to prepare students with 21st century skills.
1) The document discusses the objectives and initiatives of Smart Schools in Malaysia, which aim to develop students holistically and prepare them for the information age through innovative teaching practices and the use of technology.
2) Some challenges in implementing Smart Schools include the need for extensive teacher training to adapt to the new environment, ensuring adequate multimedia infrastructure and funding, and helping students transition to being more active and self-directed learners.
3) Other issues that must be addressed are developing sustainable and regularly updated teaching materials for all subjects, computerizing school management, and strengthening partnerships with parents and the community. Successful long-term implementation of Smart Schools requires concerted efforts from all stakeholders.
This document discusses the need for 21st century pedagogy in teacher education. It outlines several key shifts needed, including moving from a traditional site-bounded paradigm to a new triplization paradigm. The new paradigm aims to develop teachers as lifelong learners who can facilitate triplized learning for students. It also discusses skills that need to be developed for 21st century learning like critical thinking, problem solving, and technology/media literacy. Overall the document advocates for reforms in teacher education to prepare educators for the needs of 21st century students.
The document introduces New Zealand's draft e-learning planning framework developed by the Ministry of Education. It was created to help schools self-review how they use information and communication technologies (ICTs) to support learning. The framework includes 5 dimensions, multiple strands within each dimension, and descriptors for different levels of maturity. It is intended to guide schools in building ICT capability. The document outlines how the framework was developed by reviewing other models and prioritizing New Zealand needs. It also provides examples of how schools may use and consult on the draft framework.
The National Competency-Based Teacher Standards (NCBTS) provides a single framework that defines effective teaching in the Philippines. It is intended to guide all aspects of a teacher's professional development and practice. The NCBTS framework is organized into 7 domains that represent distinct areas of the teaching and learning process, with each domain defined by a principle related to enhancing student learning. The NCBTS aims to establish consistent standards for quality teaching across the country and provide a common language for teachers to evaluate and improve their practice.
The document discusses Malaysia's Smart Schools initiative which aims to: (1) transform the school system to be more relevant for the information age (2) fulfill Malaysia's Vision 2020 goals (3) increase participation of stakeholders. Some key goals are to provide opportunities for holistic student development and produce a technology-literate workforce. Teaching and learning components include redesigning the curriculum, using various pedagogies, and assessments. The progress of Smart Schools over 4 waves is also outlined.
This document provides an overview of a presentation about how the skills developed through BTC 4 (Building the Curriculum 4) support the principles of Curriculum for Excellence. The presentation aims to give insights into the link between BTC 4 and CfE, provide examples of ideas and supports that have been developed, and allow for sharing and discussion. It outlines the seven principles of CfE and how BTC 4 relates to them, with a focus on challenge and enjoyment, breadth, progression, personalization and choice, and relevance. Examples of skills targeted by both CfE and BTC 4 like literacy, numeracy, health and wellbeing are also mentioned.
Breaking Ranks: A Comprehensive School Improvement Framework for K-12 LeadersNASSP
The document provides an overview of the Breaking Ranks framework for school improvement. It discusses that school culture determines why schools need to improve, what needs to change, how changes can be made, and who will make the changes. The framework includes cornerstones like leadership, equity, and culture, as well as core areas like curriculum and relationships. It provides recommendations in each area to guide school improvement efforts.
The document discusses integrating information and communication technology (ICT) in learning. It discusses several frameworks for stages of ICT integration in education, including emerging, applying, infusing, and transforming stages based on the UNESCO model. It emphasizes that pedagogy and technology must be integrated to meet changing and complex learning needs in the digital age, where students will increasingly rely on information development. The challenges of future jobs will require diverse, non-standardized skills based on personal strengths like design, arts, culture, and leadership. Success will be defined by individual competencies and cultural abilities rather than administrative measures.
The document summarizes the MEd Information Technology program at Western Oregon State University. The program trains teachers to utilize technology through team-based professional learning communities to align curriculum with state standards. It focuses on providing educators with skills and tools to educate students in an age of high technology and communication. The goal is to empower teachers and build technically advanced learning communities.
The documents discuss key considerations for good teaching and learning practices: assessment and skills, learner engagement, information feedback, and creativity in the curriculum. The cards aim to help educators design formative assessment strategies and information literacy skills development to empower learners, provide feedback opportunities, and improve learning experiences. Educators are encouraged to consider how information skills and creative practices can be integrated throughout course curricula.
The document discusses Malaysia's Smart School initiative which was launched in 1997 to modernize education through technology and capitalize on new ICT infrastructure. The key goals were to produce tech-savvy students, democratize learning, and provide well-rounded student development. The Smart School concept introduced technology-enabled reforms to curriculum, pedagogy, assessment, and teaching materials to support student-centered active learning. It also established management systems and relied on technology enablers like distance learning and e-assessment. However, challenges remained regarding teacher ICT skills, passive students, limited infrastructure, and lack of technical support staff.
The document discusses Malaysia's Smart School initiative which was launched in 1997 to modernize education through technology and capitalize on new ICT infrastructure. The key goals were to produce tech-savvy students, democratize learning, and provide well-rounded development. The Smart School concept introduced technology-enabled reforms to curriculum, pedagogy, assessment, and teaching materials to support student-centered active learning. It also implemented management systems and enabled distance, inclusive, and self-paced education. However, challenges remained regarding teachers' ICT skills, passive students, limitations of infrastructure, and lack of technical support staff.
Even if the question of eLearning quality has been intensely discussed in the recent years, with several approaches and models arising, the implementation of concepts into practices remains contested (Elhers & Hilera, 2012 ) . Higher Education Institutions (HEI) are facing an important change:from the single institutional efforts to give answer to a very changing society and labour market to the transnational debates and pressure for HEI modernization, like the case of Bologna Process.In this context, eLearning is given different importance with regard to organizational innovation and the general HEI culture of quality (Ehlers & Schneckenberg, 2010). While it has been envisaged as the panacea to promote improvements in such different dimensions as cost-benefit ratio, access and inclusiveness, or the introduction of learner centered pedagogical approaches, very often the values and motivations entrenched in these dimensions clash and enter in more or less evident contradictions. As a result, the implementation of quality eLearning in HEI could be slowed down or blocked (Conole, Smith, & White, A critique of the impact of policy and funding, 2007).
In this article the authors introduce the results of an initial exploratory phase undertaken as part of a participatory action research funded by the Italian Ministry of Education PRIN (Research Project of National Interest, “Progetto di Ricerca d’Interesse Nazionale”) namely, “Evaluation for the improvement of educational contexts. A research involving University and local communities in the participatory development of innovative assessment models”.
On the basis of a qualitative epistemological approach (Creswell, 2007) (Denzin & Lincoln, 2011), several stakeholders from one University were interviewed, attempting to capture the several discourses on quality in HE and the embedded idea of quality eLearning . The results obtained were later conceptualized attempting to define quality as a complex object that requires mediation for the negotiation of the several perspectives.
This document discusses information and communication technology in Smart Schools in Malaysia. It outlines the objectives of Smart Schools which include developing students holistically and preparing them for the information age. It also discusses the curriculum, pedagogy, teaching materials, and assessment used in Smart Schools. Some challenges in implementing Smart Schools include the need for extensive teacher training, adequate multimedia infrastructure, developing appropriate learning materials, and ensuring administrators play an effective managerial role. Overall, Smart Schools aim to revolutionize learning but long-term planning is required for successful implementation.
The document summarizes the key concepts of the Malaysian Smart School, including its philosophy, qualities, components, curriculum, pedagogy, assessment, management, people, technology, processes, and policies. The Smart School aims to prepare students for the information age through a broad, integrated curriculum; varied teaching methods; ongoing assessment; strong leadership; community involvement; and appropriate use of technology.
The document discusses teacher and pupil well-being in schools. It notes that up to 30% of new teachers in England leave within 5 years, with teacher stress being a significant factor. Various programs have aimed to build pupil emotional well-being and coping strategies as many teachers see increasing pupil stress in primary schools. The presentation then discusses a research project on mindfulness in teachers and learners, and the importance of investing in staff well-being to develop well-being in children and young people.
Seizing the Agenda | Does technology detract from learning?Wholeeducation
The document discusses whether technology detracts from learning. It references an international OECD study that found frequent use of school computers can impair learning. However, the same study also noted that foundational digital skills can and should be taught with technology. The document asks why some teachers and schools are opposed to mobile devices in the classroom, while others believe access to such technology is transforming student learning.
Seizing the Agenda | Changing approaches to accountabilityWholeeducation
Breakout session, 6th Annual Conference - slide by Matthew Purves, Head of Education Inspection Reform, Ofsted and Sharon Bruton, CEO, The Keys Federation
Seizing the Agenda | Developing effective collaboration in locality areasWholeeducation
The document discusses a school partnership program between three secondary schools in Peterborough, England. It describes how Orton Longueville School, which was underperforming, was taken over by CMAT in 2009 and saw improved exam results from 44% in 2011 to 60% in 2013. A key factor in their success was collaborating with the other schools through a partnership which involved sharing resources, lesson observations, exam support and middle leader training. This pilot program demonstrated the benefits of school partnerships and helped spread collaboration to other schools in the region.
Seizing the Agenda - Raising the ceiling | Moving teaching from good to great...Wholeeducation
The document discusses establishing evidence-informed teaching practices in schools. It notes that schools now have more autonomy and responsibility for teacher professional development. Effective professional development requires sustained support over time, opportunities for practice and reflection, a focus on student outcomes, and addressing teachers' starting points. School culture and leadership are important for developing evidence-informed practice through collaborative research and development approaches and continuous professional development.
Seizing the Agenda - Opening session, 12 november 2015Wholeeducation
Slides from Sir David Carter, Regional Schools Commissioner for South West England and Drs. Linda Kaser and Judy Halbert, Co-leaders, Network of Inquiry and Innovation in British Columbia
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.
The document summarizes changes made to the mathematics curriculum and teaching at The Fulbridge Academy. It describes:
1) The previous approach which involved different worksheets for each teacher without consistency across the school and little focus on mental math skills.
2) New initiatives including rearranging the curriculum into consistent blocks, investing in practical resources, supporting teachers, and emphasizing a shared mathematical language and approaches across classes.
3) The goal of an interleaved and distributed curriculum focusing on areas like counting, patterns, and measurement, with application of themes across areas and an emphasis on formative assessment.
The document describes The Fulbridge Academy, a school that focuses on creativity. It emphasizes high expectations, an inspiring learning environment, and a bespoke curriculum tailored to students' needs. The curriculum aims to empower students individually and as global citizens through exploration, skill-building, imagination, and dialogue. Teachers are seen as vital for exciting and engaging students through excellent teaching. Creativity is emphasized throughout the school's approach to teaching, learning, leadership, and planning curriculum experiences around first-hand experiences like visits.
The document summarizes the assessment approach at The Fulbridge Academy, which focuses on assessing how well students know concepts rather than how much they have learned. It discusses moving away from national levels and toward assessing students across 8 curriculum domains from nursery to year 6. The assessment system aims to value formative, daily assessments over high-stakes testing and make teachers accountable for student attainment and progress rather than adherence to standards.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
We network summary
1. Network Development
Summary for
Pathfinder Schools
Version 7: 14th Sept 2012
1
2. So what is a ‘whole education’?
We developed a set of eleven common beliefs on our website that our schools,
partners and key stakeholders commit to. They can be summarised as:
Helping young people to develop a range of
skills, qualities and knowledge - and gain
requisite qualifications – they will need to be
happy and successful in life and work
Helping make learning more relevant and
engaging, with young people taking ownership
of their own learning, balancing practical and
theoretical learning
Supporting learning across various settings
(online, at home, volunteering, through work) and
engaging the wider community in learning
2
3. What is Whole Education aiming to do?
Our mission is to ensure that all young people have access to a whole education.
We will achieve this by:
Supporting schools to provide a ‘whole education’
through the Whole Education Network
Engaging a wider group of stakeholders (e.g. young
people, parents, employers, local communities)
Influencing policy to be more supportive of those who
want to provide young people a Whole Education
Creating a sustainable organisation that is able to
deliver against our mission
3
4. Guiding principles
The Whole Education Network will be guided by a few key principles …
Light touch
- low maintenance and bureaucracy
- going with the grain, connecting and working with existing opportunities
By schools for schools
- supporting schools to learn from and support each other
- governance of network overseen by schools
- open source notion of sharing
Moral purpose and values
- commitment to a ‘whole education’ for all young people, not just your
school
Iterative and developmental
- we try things, see how they work and go from there
- rapid development and scaling if successful and demand
4
5. Supporting change over time
The network is being developed to allow pathfinder schools to learn from and
support each other and provide the confidence and support to other schools
interested in providing a ‘whole education’ for young people, as well as to focus
on pathfinder schools and partners to develop practice together ….
Extent to which providing a
‘whole education’
Pathfinder Schools Network Schools Schools
2012/13: 60-100 2012/13: 400-600 not in
2013/14: 100-150 2013/14: 600-800 network
Time
Other schools in the network can then learn from that core group of schools,
5 before deciding the level of engagement and commitment to ‘whole education’
6. Interest Groups – emerging draft list
Network operations will be based on Interest Groups identified by schools …
A) BIG STUFF (Senior B) SKILLS, QUALITIES & C) CROSS-CUTTING/OTHER (Range of
leaders) KNOWLEDGE (Senior different people could be involved)
leaders, HOD’s, Teachers)
• Leadership and culture to • Approaches to improving • Student voice and student leadership in
embed whole education engagement and skills school (and in the network)
(including diagnostics) development in literacy • Primary to secondary transitions
• Change and journey • Approaches to improving • Learning spaces/relationships for learning
management to provide a engagement and skills • Innovative approaches to utilising pupil
whole education development in maths premium to provide a ‘whole education’
• Becoming an outstanding • New approaches to language • Innovative approaches to inclusion
school in challenging learning • Enquiry and project based learning
circumstances • STEM and cross-curricular • Flipped learning and use of technology
• Approaches to creating a learning • Additional/alternative approaches to
‘whole education curriculum’ • Developing digital literacy measuring progress
• The importance of data in skills in young people • Developing a ‘Better Baccalaureate’ for
providing a ‘whole education’ • Learning to learn/learning young people (Sec Focus)
• Innovative approaches to power/cognitive and thinking • Work inspiration, employability skills and
CPD (within schools and skills engaging employers
across the network) • Developing leadership, team • Engaging parents and the wider
working, resilience and wider community
6
skills and qualities • Whole Education Towns and Villages
7. Interest Groups: not in isolation, linked to each other
As interest groups, develop they will increasingly connect with the learning in other groups …
Student Voice Learning to
Digital literacy
and Student Learn / Cognitive
skills
Leadership and thinking Developing a Flipped learning
Learning spaces skills ‘Better and use of
/ relationships for Baccalaureate’ technology
learning
Enquiry and
Developing wider
Whole project based
skills and qualities education Innovative learning
eg. resilence or curriculum approaches to
Work inspiration, teamwork CPD
employability skills STEM and
and engaging Leadership,
cross-curricular
employers culture and
learning
change
Outstanding in Change and
challenging journey
Improving circumstance management
engagement and
The Primary to
skills in literacy
importance secondary
of data transition
Innovative
approaches to Improving
Engaging inclusion engagement and
parents and the Innovative skills in maths
wider community approaches to
utilising pupil Whole Education
Additional /
premium alternative
Towns and
New approaches
approaches to Villages
to language
7 learning
measuring
progress
8. Process for Interest Group validation & development
Interest Groups will be supported based on the level of demand and will grow over time …
Establish Clarify Interest Launch Initial Launch and
Demand and Expertise Groups Grow Over Time
Establish common What are your Launch initial Scale additional
demand and interests? What do tranche of interest interest groups
interest from you bring? (incl. groups from end based on demand
schools through Devt Partners) September based on through year.
survey: Pathfinder school demand (e.g. 20% of
Interest Group schools) Some groups will
Which Interest facilitators evolve, merge or
groups for your nominated Leadership and ‘Big split, others may
school? stuff’, as well as struggle and die.
Who will engage most popular other
from your school?
Student Voice and Learning to Learn /
Digital literacy skills
Student Leadership Cognitive and
thinking skills
Developing a Flipped learning
Learning spaces / ‘Better and use of
relationships for Baccalaureate’ technology
learning
Enquiry and project
Whole based learning
Developing wider
education Innovative
skills and qualities
curriculum approaches to
eg. resilence or
teamwork CPD
Work inspiration,
employability skills STEM and cross-
and engaging Leadership,
curricular learning
employers culture and
change
Outstanding in Change and
challenging journey
Improving circumstance management
engagement and
skills in literacy The Primary to
importance secondary
of data transition
Innovative
approaches to
Improving
inclusion
Engaging parents engagement and
and the wider skills in maths
Innovative
community approaches to
utilising pupil Whole Education
premium Additional /
8
Towns and Villages
New approaches to alternative
language learning approaches to
measuring progress
9. How will Interest Group’s work?
Interest Groups will take on different shapes and sizes – and evolve and grow at different
paces – based on the collective interests and priorities of practitioner members from
pathfinder schools. They will be supported in various ways
Roles and Purpose, Goals Frequency and Tools, Processes
Responsibilities and Focus Activity Channels and Approaches
• WE Leadership/ Set and agreed by • Termly Development • IG Specific
Facilitation Leaders/Facilitators and Innovation Tools/Approaches (from
based on member Workshops schools and partners)
• Pathfinder interests. Likely a
• School Based •Diagnostic Tools
Leaders/Facilitators mixture of:
Events (approx 30) (Engagement Survey,
• Pathfinder Members • Sharing •Webinars (like this) Whole School Survey)
• Support •Webconferences • Knowledge Sharing
• Development • Development
•Online Space Tools and Approaches
Partner Members • Enquiry/Research
(Anecdote Circles,
• Other
• Conferences Storytelling)
• Buddy/Mentor
9
10. Example Interest Group A
Each interest group will form its own path and relationship with other interest groups but
below gives an indicative example of what may happen.
Who’s involved? Process to kick off Growth
20 schools engaged Collation of survey responses: what Interest Group
do you want to get out of this? What do members engage
you bring? in learning
25 people across activities and
pathfinder schools through these
Leaders/facilitators agree simple
identified increasingly spot
purpose and focus of group (mixture of
sharing, support, development and opportunities for
2 people identified learning,
enquiry) that all members can take what
across pathfinder collaboration and
they want
schools by key support
sponsors to play a
Leaders/facilitators identify and bring in
leadership/facilitation Progress and
relevant development partner
role with the interest learning is
expertise and tools
group (supported by reviewed at
WE staff) various points,
Plan and promote initial learning
activities (webinar, webconference with purpose and
Development partner(s) focus updated.
school based events, devt workshop etc)
10 as appropriate
11. Supporting active learning in and across the network
Interest Groups will link to and make use of various channels of network activity …
Learning Webinars/ Online Peer Conferences
Events Webcons Space Support
• Termly NDG • Webinars to • Interest • Peer Support • Annual
Leader Devt present Group areas • Mentor Conference
Workshops practice • Connecting • Buddy • Regional
• School based • Webcons to members Conferences
events collaborate across country
Network
Pathfinder Schools Schools Schools
2012/13: 60-100 2012/13: 400 not in
2013/14: 100-150 2013/14: 700 network
11
12. Supporting learning within your school
Key sponsors within schools will identify staff to engage in different interest group
areas, clarifying what the school and specific interest group members want to get out of
participation and what they can contribute.
Your School
Key Sponsors
for WE
(Head,
Deputy)
Active Interest Group
members in your school
12
13. Supporting learning within your school
Pathfinder school staff will then be supported to identify other schools and partners with
shared interests or relevant expertise. This will help inform your learning interests.
WE Network
Your School
Your School
Development
Key Sponsors Partners with
for WE expertise in
(Head, particular areas
Deputy)
Active Interest Group
members in your school
Specific Pathfinder
Network of 60- schools and
100 Pathfinder individuals in the
Schools you network you have
can connect
13 with identifies you wish to
learn with/from etc.
14. Supporting learning within your school
You will seek out knowledge on behalf of your school and bring back to your
own context to explore and discuss relevance.
WE Network
Your School
Your School
Development
Key Sponsors Partners with
for WE expertise in
(Head, particular areas
Deputy)
Active Interest Group
members in your school
Specific Pathfinder
Network of 60- schools and
100 Pathfinder individuals in the
Schools you network you have
can connect
14 with identifies you wish to
learn with/from etc.
15. Supporting active participation in smart ways
Interest Groups will link to and make use of various channels of network activity …
Interest Group School Leadership
Participation by Staff and Engagement
- Various staff within school - Appointed WE lead sponsors/leads
actively engaged in groups each within school network
- After school webinars/webcons - Actively engage with BIG STUFF as
- Online space appropriate, linked to …
- Within school network - Collaboration and Development
- Local school events/twilight with Schools and Partners at Termly
Development Workshops for
Optional Leaders/Sponsors
-Termly development workshops
as appropriate Optional
- Leadership/facilitation of Interest - Active leadership of network,
Groups development groups, interest groups
15
“Finding the right level for you and your school”
16. Development Partners – initial list
Below are some examples of possible development partners who are interested in working
developmentally with pathfinder schools and each other
16
17. Pathfinder Schools Development Workshop: 28th Sep
On Fri 28th September, we’ll be facilitating a workshop with Pathfinder Schools and our
Development partners to explore some emerging collaboration, innovation and development
opportunities arising related to the interest groups.
The basics What to expect? How might you benefit?
9.00 - 3.30 (starts 9.30), Morning: Short 3 minute table The day is designed in an
Central London inputs by Pathfinder Schools and ‘open space’ format so that you
Development Partners with up to and your school can pursue
Leaders from around 30 10mins Q&A and dialogue at table practice areas of most
other Pathfinder schools (you choose which tables to go to) interest/highest priority to you
Before lunch: participants identify This will be a chance to
Representatives from areas of interest from the connect with schools and
around 20 Development morning related to Interest development partners with
partners Groups that you’d like to explore shared interest or expertise in
with other schools and partners your area
Exploring opportunities This will help shape the interest
related to the interest Afternoon: ‘Open space’ sessions
group activity going forward,
groups where we can do where all participants congregate
kick start development projects
innovative work together in groups based on shared
but also give you practical
interest for development work or
things you can take away and
innovation
17 get started on in your school
18. Summary Benefits and Costs of Network Membership
Founding pathfinder schools agreed to invest £1.50 per pupil in 2012/13 to benefit from:
- Interest Groups, Online Community & - Sharing Practice: share practice and work with schools
Webconferencing: Unlimited staff participation in interest who have similar areas of expertise , further develop and
groups defined by network members. This includes take to scale your current practice
access to an online network space to share practices,
tools, videos, as well as webconferencing facilities to - Peer Review and Support: Be involved in celebrating
communicate/collaborate with peers from other schools. and validating school led practice that demonstrably
meets the needs of C21st learners
- Regular Webinars: Free access to regular webinars
highlighting interesting practice from this country and - Key Staff Development: provide key staff with the
abroad. Provisionally planned as Thursdays 4pm weekly, opportunity to play a leadership role in emerging Interest
from September 2012 Groups, including training and support to do so.
- Work with Development Partners: Have preferred - Free School Based Events: Free places for staff in up to
access to our development partners, all of whom have 30 school based events hosted by pathfinder schools
various offers around providing a whole education and are across the country
committed to working with pathfinder schools to
developing and testing future practice - Annual Conference: Discount to our Annual Conference
- Engaging in Development and Innovation: Lead or - Regional Conferences: Discount to our Regional
participate in development/collaborative projects linked to Conferences
interest groups with schools and development partners
- Celebration Event: Discount to our Celebration event in
- International Study Tours: Be part of our fast expanding June
links with schools and systems internationally, including
study tours to innovative schools and systems abroad*
18 *Autumn Term - US Study Tour to New York iZone schools and Nashville Academies; Spring Term - Scandinavian Tour to Kunskapsskolan in Sweden and Dream School in Finland -
tbc; We will provide central support around bookings. Flight, hotel and travel costs covered by schools. No service or support costs added.
19. For questions about the
network contact:
Douglas Archibald
Director, Whole Education
douglas@wholeeducation.org
David Crossley
Executive Director, Whole Education Network
david.crossley@wholeeducation.org
19
21. Whole Education Development Partners
Our partners are all doing great work with schools across the country (including lots of Pathfinders) to help provide young
people with a ‘whole education’. Below is a summary of what they do. As ‘development’ partners they are particularly
interested in collaborating with Pathfinder schools or other partners to push new ground. We are currently working with
partners to identify development opportunities and want your input to that process on the 28th September.
Achievement for All
3As is a national charity which supports schools to improve the aspirations, access and achievement of learners
and young people. The Achievement for All framework improves pupils‘ progress, parental engagement, pupil
attendance and behaviour, peer relationships, participation in extra-curricular activities and access to future
opportunities for pupils (P+S).
Apps for Good
Apps for Good is an award-winning course where young people learn to create imaginative mobile apps that
change their world. Students create apps that make a difference and solve real life issues that matter to them and
their community, giving them a launch pad in social enterprise and the exciting world of technology, design and
innovation (S).
ASDAN
Offering a range of flexible, activity-based curriculum programmes and qualifications for young people to facilitate
the development and accreditation of personal and social skills within various educational contexts (P+S).
Bright Futures
Working directly with Schools (and Careers Advisors where they exist) Bright Futures offer a full suite of employer-
led programmes and events. The service provides a ready made network of employers who will work on a
consistent basis with schools delivering both skills development & careers insights, thus opening up a whole new
world of opportunities and choices to students (S).
Building Learning Power
BLP create a culture in classrooms - and in schools more widely - that systematically cultivate habits and attitudes
that enable young people to face difficulty and uncertainty calmly, confidently and creatively. To facilitate this, BLP
offer a comprehensive route map for such long-term cultural change, and a wide range of practical seeds and
frameworks that stimulate and guide its development (P+S).
P= primary S = secondary
22. Whole Education Development Partners
Our partners are all doing great work with schools across the country (including lots of Pathfinders) to help provide young
people with a ‘whole education’. Below is a summary of what they do. As ‘development’ partners they are particularly
interested in collaborating with Pathfinder schools or other partners to push new ground. We are currently working with
partners to identify development opportunities and want your input to that process on the 28th September.
CapeUK
CapeUK is a leading independent research and development agency in the field of creativity, learning and
development. With an in-depth understanding of the curriculum and pedagogical approaches CapeUK
collaborates with teachers and other organisations to explore alternative learning processes which will be
vibrant, innovative and engaging (P+S).
DigitalME
DigitalME create learning programmes, open to all, where young people gain confidence and skills using
social media. They work as reporters at events, publish videos and blogs and mentor others in digital
wellbeing (P+S).
Enabling Enterprise
Enabling Enterprise provide a wide range of programmes and projects for students aged 8-19 which aim to
develop the skills, experiences and aspirations they need to suceed in life. These help teachers by integrating
skills development into different areas of the curriculum (P+S).
Future First
Future First works to increase social mobility by building alumni communities around state schools to inspire
and inform young people about their futures (S).
Human Scale Education
Human Scale Education is an education reform movement committed to small scale learning communities
based on the values of democracy, justice and respect. Human Scale Education works directly with schools
and parents to promote human scale learning environments where children and young people are known and
valued as individuals (P+S).
Incerts
Incerts is working to transform assessment in schools using innovative technology and an analytical approach
to help school leaders to get more than they thought possible from assessment (P + S).
P= primary S = secondary
23. Whole Education Development Partners
Our partners are all doing great work with schools across the country (including lots of Pathfinders) to help provide young
people with a ‘whole education’. Below is a summary of what they do. As ‘development’ partners they are particularly
interested in collaborating with Pathfinder schools or other partners to push new ground. We are currently working with
partners to identify development opportunities and want your input to that process on the 28th September.
IRIS Connect
Iris Connect is a powerful web based video CPD tool which breaks the mould, empowers teachers, enables
collaboration and improves schools. The cloud based system and mobile camera technology enables teachers
to securely capture, view and share practice (P+S).
Innovation Unit
Innovation Unit is a not-for-profit social enterprise commited to using the power of innovation to solve social
challenges. One of their area of expertise is making schools more engaging places to learn (S).
Learning to Lead
Learning to Lead takes the real life experiences of 'school' as a community and offers tools, programmes,
courses and structures to support young peoples' involvement in all aspects of their life and learning, working
towards positive change (P+S).
Makewaves
Makewaves is the social learning environment that provides social media for education. It enables schools to
create and safely share videos, podcasts and blogs. With a free Makewaves website schools can easily start
school blogging, join national campaigns and develop digital literacy skills (P+S).
National Literacy Trust
The National Literacy Trust is an independent charity that transforms lives through literacy by supporting
those who struggle with literacy and the people who work with them (P+S).
Nrich
Nrich is led by a team of qualified teachers who are also practitioners of rich mathematics. They aim to enrich
students' mathematical experience by offering them problems that can be tackled in a variety of ways, have
P= primary S = secondary multiple solutions and encourage them to explore new environments (P+S).
24. Whole Education Development Partners
Our partners are all doing great work with schools across the country (including lots of Pathfinders) to help provide young
people with a ‘whole education’. Below is a summary of what they do. As ‘development’ partners they are particularly
interested in collaborating with Pathfinder schools or other partners to push new ground. We are currently working with
partners to identify development opportunities and want your input to that process on the 28th September.
RSA: Opening Minds and Area Based Curriculum
RSA are working on the development of two key initiatives: Opening Minds and the Area Based Curriculum.
Opening Minds is an imaginative competency-based curriculum which engages students and staff whilst
also meeting the needs of schools and the national curriculum. The Area Based Curriculum approach
supports localities and schools to develop a more engaging curriculum that is relevant to the local context
(S).
Space Unlimited
Space Unlimited works with educators supporting them in their efforts to engage young people as genuine
partners in the development of their curriculum and their school learning communities (P+S).
StudentVoice
StudentVoice is working to become the representative body for school students, supporting young people in
representing their views on issue around education and schools. Student Voice support young people to run
their own campaigns and also deliver training on confidence, communication and campaigning skills (S).
UK Youth
UK Youth is a leading youth development charity providing a wide range of open access and targetted
programmes for young people. Their Youth Achievement Foundation's are small schools that use a non-
formal courriculum to re-engage excluded pupils or those at risk of exclusion (S).
University of the First Age
Through a variety of programmes UFA create enjoyable learning challenges that enrich lives, increase
aspiration and achievement for young people. They aim to bring about deep change in schools and
communities (P+S).
P= primary S = secondary