Innovative Schools toolkit STRATEGIC WORKSHOP 5 Project implementation, tracking and management

ObjectiveSuggested Approach To appreciate the need for co-ordinated and combined action in order to effect transformation Presentation of analogies with symphonies and pyramid building together with examples from earlier workshops so that the link is made between schools innovation and power of combined and co-ordinated action. To identify the functional requirements of the innovations planned. Consider the difference between functional and technical requirements. Maintain the educational focus mainly linked to learner outcomes. Split into cross team groups and write up requirements. To create a resource plan for ICT requirements in support of the school’s innovation programme Present further layers of complexity and use these as a way of changing the priorities of different required technologies. Identify which additional functions are needed to address other themes To provide an action plan which sequences reporting on successes and the injection of new resources. Use the whole group to piece together the key milestones in the coming two years in terms of resources and achievement of projects. Workshop 5 overview

During the last workshop, innovation teams were formed and projects were discussed Each team to report back (1-2 minutes) on any developments or progress that has occurred since the last workshop If no progress has occurred, what will be done to ensure the projects move forward. Task 1: Stakeholder feedback

1.Ensure that resources and funding is available to support projects 2.Ensure that whole school planning provides the right conditions for projects to be successful 3.Ensure that the most successful projects become whole school policy 4.Ensure that staff who have developed projects that have not improved outcomes are supported and encouraged to share their learning so all can benefit. To drive project success

1.The following model of change management has proved successful in the business world 2.Applying it in education is equally important to ensure project success 3.Identifying key components in the transformation process is critical 4.You will see that you have already discussed some of these components To drive project success

VisionIncentivesResourcesAction PlanSkills CHANGE Adapted from Knoster T (1991) MANAGING CHANGE

VisionIncentivesResourcesAction PlanSkills CONFUSION Adapted from Knoster T (1991) MANAGING CHANGE

VisionIncentivesResourcesAction PlanSkills ANXIETY Adapted from Knoster T (1991) MANAGING CHANGE

VisionIncentivesResourcesAction PlanSkills RESISTANCE Adapted from Knoster T (1991)

MANAGING CHANGE VisionIncentivesResourcesAction PlanSkills FRUSTRATION Adapted from Knoster T (1991)

VisionIncentivesResourcesAction PlanSkills TREADMILL Adapted from Knoster T (1991) MANAGING CHANGE

Work in innovation teams to identify –What skills will each of the stakeholders require for project success? –What incentives will each of the stakeholders require for project success? –What resources will each of the stakeholders require for project success? Task 1: Project requirements

Project  Requirements  ICT It is high risk to implement ICT first and then work out how to use it second. This process challenges us to decide what we need the ICT to do for us so we can demand these functions from the ICT providers

Innovation teams will split for this activity and work with mixed groups Each group will suggest technologies that would help them to accelerate and/or achieve their teams projects. Technologies are presented in order to provide inspiration and ideas Task 2: Project ICT requirements

AdviceExample Don’t write the names of products, write what you want them to do. Write “we want instant messaging between all teachers in a school” NOT “we want MSN” Make it clear who will use each function Write “for all pupils” OR “all users” OR “administrators” OR “teachers” OR “Parents” etc Remember the BEST outcomes. - are they supported ? Ask each other “which BEST outcome does that function support?” Ask “how exactly does that function support the BEST outcomes?” Remember the case study projects – are they supported ? Think of a case study project and ask the group “what functions would be needed by this project?” “Have we included all these functions?” Make your priorities clear. Not all functions will be delivered. Use three flip chart pages, place the ‘essential’ functions on the first page, ‘important’ functions on the second and ‘desirable’ on the third. Tips for creating great specifications

ObjectiveSuggested Approach To appreciate the need for co-ordinated and combined action in order to effect transformation Presentation of analogies with symphonies and pyramid building together with examples from earlier workshops so that the link is made between schools innovation and power of combined and co-ordinated action. To identify the functional requirements of the innovations planned. Consider the difference between functional and technical requirements. Maintain the educational focus mainly linked to learner outcomes. Split into cross team groups and write up requirements. To create a resource plan for ICT requirements in support of the school’s innovation programme Present further layers of complexity and use these as a way of changing the priorities of different required technologies. Identify which additional functions are needed to address other themes To provide an action plan which sequences reporting on successes and the injection of new resources. To launch this. Use the whole group to piece together the key milestones in the coming two years in terms of resources and achievement of projects. Workshop 5 overview