Presentation by Mr Sean White, Leader of Innovation and Development

1. Innovation at
St. Mary’s

2. Australian professional standards for leaders
Specifies that a capacity to lead and manage
innovation is central to the role of the school leader.
‘Leading improvement, innovation and change’ is
one of five areas of professional practice.

3. Australian professional standards for leaders
“Leaders work with others to produce and implement clear,
evidence-based improvement plans and policies for the
development of the school and its facilities. They recognise
that a crucial part of the role is to lead and manage
innovation and change to ensure the vision and strategic plan
is put into action across the school and that its goals and
intentions are realised” (Hattie, AITSL 2011).

4. Why innovation in schools?
According to the OECD, reasons for building a capacity
for innovation in schools include:
• Educational innovations can improve learning outcomes and the quality of
education provision. For example, changes in the educational system or in
pedagogies (the method and practice of teaching) can help customise the
educational process. New trends in personalised learning rely heavily on new
school organisations and the use of ICT.

5. Why innovation in schools?
• Education is perceived in most countries as a means to enhance equity and
equality. Innovations could also help enhance equity in the access to and use of
education, as well as equality in learning outcomes.
• Education should remain relevant in the face of rapid changes to society and the
national economy. (Adapted from OECD 2014: 21.)
(Caldwell, 2015)

6. One approach to measuring innovation in education…….
was based on changes in practice, as reported in……..
PISA (Programme for International Student Assessment
TIMSS (Trends in International Mathematics and Science Study)
PIRLS (Progress in International Reading Literacy Study)
Noteworthy among these findings are innovations in pedagogy, assessment and
the use of data. As far as impact on student achievement is concerned: “countries
with greater levels of innovation see increases in educational outcomes, including
higher (and improving) performance, more equitable learning outcomes across
ability and more satisfied teachers”.

7. What is innovation in a school?
Allowing people in the school to respond to an internal or
external opportunity and to use their creative efforts to introduce
new ideas or processes to address an emerging issue or need in
learning and teaching (aiming to improve student learning
outcomes).

8. The research tells us that collaboration is the relational key
exemplified as trusting sharing of ideas, processes and
possibilities all of which encourages innovation. In all schools
performing better than expected, school leadership has an active
presence that works openly with the school community, which
collaboratively identifies their priorities, collaboratively designs
expectations and structures to bring these to life and then
collaboratively leads the process of ensuring collective
collaborative learning and consistency across the school
(Avenell, 2014, pg.155)

9. Redesigning, Reimagining Education
Leading Schools in Australia
We now have sufficient shared knowledge upon which to base practices which
will significantly improve and increase the levels of engagement of learners in
schools.
If learning places are to be coherent it is important to begin with a set of high-
level principles as a framework. To do that we need to intentionally design it.
Leading Australian schools Have identified 4 principles which should shape and
inform everyday practice.
(Hannon, AITSL)

10. Advocate learning that is……….
Learning framework
CO-CREATED
Recognises both adults and students as a
powerful resource for the co-creation of
community, the design of learning and the
success of all students.
PERSONALISED
Builds from student passions and
capabilities; helps students to personalise
their learning and assessment in ways that
foster engagement and talents.
CONNECTED
Connects with and uses real-world contexts
and contemporary issues; is permeable to
the rich resources available in the
community and the wider world.
INTEGRATED
Emphasises integration of subjects,
integration of students and integration of
learning contexts.

11. Three sources for high level principles….
International Research Literature paying attention to increased levels of
engagement and improved learning outcomes.
OECD (Organisation for Economic Co-operation and Development) synthesis of
findings re “The Nature of Learning.”
Psychologists re the nature of motivation especially Daniel Pink re 3 Keys for
personal drive for learners ( Mastery, Purpose and Autonomy).
The work of great and successful cutting-edge schools which evidence high
levels of inclusion and academic outcomes (manifestly creating passionate,
life-long engaged learners).

12. Horizon scanning
Successful innovators around the world from K-12 whose focus has been on
deriving powerful learning designs to create successful and engaged learners who
can thrive in C21st conditions.
In 2013
Representatives from 12 systems globally collaboratively published a book in which these principles were
set-out and drew upon them in deriving the 4 Key Principles which are the foundation for creating Learning
Frontiers:
REDESIGNING EDUCATION
Shaping Learning Systems around the Globe
INNOVATION UNIT for the Global Education Leaders’ Program
The leading Schools of Australia have explicitly adopted these 4 principles
which shape and inform their everyday practice.

14. How do you apply this at St.Mary’s?
High quality learning professional culture is characterised by
disciplined collaboration aimed at specific goals that relate
to the learning needs of students.
Not just a working group working on someone else’s agenda.
It’s about interdependent learning.
‘The most powerful learning occurs when professionals collaborate, enquire,
reflect and co-construct together to improve practice and student learning
outcomes.’ (Harris & Jones, 2013)

17. Big question is……...
Through collaborative practice has any child
learnt anything more effectively?
The important thing is that redesigning learning
and teaching impacts on student learning.

18. So what is our major focus this year?
Objective
Teachers to know the impact of
their flexible, innovative practices
on student learning.
Measurable Outcomes
● improved student performance
● increase in teaching skills and innovative
practices
● increased student engagement
● students involved in a range of learning
modalities
● pedagogical needs inform the design and fit
out of learning spaces
● improved professional relationships
● increased sense of teacher creativity