Insights from the ASMS experience – 10 years of innovation in a new learning environment Graeme Oliver & Jayne Heath

Mission, vision and nature of the ASMS A school for the renaissance of teaching and learning in science and mathematics A school to create learners who are critical thinkers and problem solvers, communicators, collaborative, and creative and innovative A school with global recognition for innovation, excellence and enterprise A school for all South Australian students

School Orientation for C21st CONTROLLING SCHOOLINGENRICHING SCHOOLING Pedagogy Teacher centredStudent centred Content CentredSelf-directed Subjects and classesExperiential DirectiveAuthentic Exam assessmentSocial Lock-step progressionFlexible Sorting and rankingContinuous assessment IndividualSkills upgrading Competency MemoryCritical thinking ReplicationProblem solving DirectedCommunication CompetitiveCollaborative Creative (Clicks, Bricks & Spondulicks Summary Report)

School Orientation for C21st ENRICHING SCHOOLINGDISCERNING SCHOOLING Pedagogy Student centredExperience centred Self-directedTeam directed ExperientialProblem oriented AuthenticVirtual authenticity SocialMulti connected FlexibleMulti processing Continuous assessmentAuthentic assessment Skills upgradingMulti literacies Competency Critical thinkingInventive thinking Problem solvingRisk taking CommunicationEthical CollaborativeResults oriented CreativeInteractive

Discussion activity – sharing school vision statements Where does your school fit currently? Where is your articulated vision aligned to?

Understanding the complexities of learning space – ASMS platforms of innovation

What is the ASMS? Platforms of Innovation at the ASMS are the key framework used to describe the unique teaching and learning environment of the ASMS

Platforms of Innovation at the ASMS Key underlying principles LEARNING ENVIRONMENT LEARNING PROGRAMS STUDENT LEARNING PROFESSIONAL LEARNING INNOVATION IN TEACHING AND LEARNING Open Flexible Collaborative ICT Rich Blended/Hybrid Vertically grouped

Platforms of Innovation at the ASMS Key underlying principles LEARNING ENVIRONMENT LEARNING PROGRAMS STUDENT LEARNING PROFESSIONAL LEARNING INNOVATION IN TEACHING AND LEARNING Interdisciplinary Authentic Inquiry based Innovative

Platforms of Innovation at the ASMS Key underlying principles LEARNING ENVIRONMENT LEARNING PROGRAMS STUDENT LEARNING PROFESSIONAL LEARNING INNOVATION IN TEACHING AND LEARNING Self-directed Metacognitive Capabilities Assessment for Learning

Platforms of Innovation at the ASMS Key underlying principles LEARNING ENVIRONMENT LEARNING PROGRAMS STUDENT LEARNING PROFESSIONAL LEARNING INNOVATION IN TEACHING AND LEARNING Professional Learning Communities Professional Learning Plans Practitioner Inquiry Ongoing/long term

Platforms of Innovation at the ASMS Specific Programs including: LEARNING ENVIRONMENT LEARNING PROGRAMS STUDENT LEARNING PROFESSIONAL LEARNING INNOVATION IN TEACHING AND LEARNING Vertically grouped classes Team teaching & planning Virtual classrooms On-line feedback assessment & reporting

Platforms of Innovation at the ASMS Specific Programs including: LEARNING ENVIRONMENT LEARNING PROGRAMS STUDENT LEARNING PROFESSIONAL LEARNING INNOVATION IN TEACHING AND LEARNING Central Studies teaching program Student Inquiry Project Multimodal demonstrations of learning Tutor Group program Personal Learning Plans Fertile Questions

Platforms of Innovation at the ASMS Specific Programs including: LEARNING ENVIRONMENT LEARNING PROGRAMS STUDENT LEARNING PROFESSIONAL LEARNING INNOVATION IN TEACHING AND LEARNING Collaborative Self-directed learner inventory Reflective journals in maths Problem Based Learning Learning Conversations ASMS Certificate of Graduate Capabilities ePortfolios

Platforms of Innovation at the ASMS Specific Programs including: LEARNING ENVIRONMENT LEARNING PROGRAMS STUDENT LEARNING PROFESSIONAL LEARNING INNOVATION IN TEACHING AND LEARNING Learning Design Pedagogical Content Knowledge Inquiry Pedagogies Coaching & Mentoring Undergraduate teacher programs Leadership of science & maths education Professional Learning Plans

What are your Platforms of Innovation/Key Priorities/Guiding Principles ?

Exploring an issue in depth – building professional capacity Developing professional practice Evidence informed practice Focused on our work Valuing practitioner inquiry Focus in 2013 on teacher role in SDL Rich in dialogue Tues PL program Professional learning teams Action research teams Team teaching Teaching & learning teams Connect with Uni & industry Other school’s teaching teams Induction program Early career teachers Teaching & learning teams Ongoing support for developing coaches & mentors Resources to support Staff professional learning plans Options to join SLP with shared focus Opportunities to join diverse PL activities Links to APST Multiple access Coaching & mentoring Quality PL experiences Collaboration

Discussion activity – how are you building the professional capacity at your school?

An overarching issue – leadership for new learning environments

ASMS Hierarchical Leadership Structure

Structure to support innovation at the ASMS

Features of an organisation that support innovation Staff from a variety of disciplines working together Mechanisms for introducing new ideas Involving staff in programs from other agencies Internal mechanisms to distribute ideas and proposals (formal and informal) “shedding of responsibility” ie they are everyone's responsibility Most communication about ideas is advice and information not instructions & decisions Aitken and Hage (1969)

Discussion activity How can leadership facilitate and/or block innovation?

Address: Australian Science & Mathematics School Flinders University Sturt Road, Bedford Park South Australia 5042 Telephone: Facsimile: South Australian Department for Education and Child Development T/A South Australian Government Schools CRICOS provider number 00018A