1. Creating a Culture of Innovation in K-12 Schools Keynote Speakers David Schwenker & Tamara Thomas

2. Agenda Speaker background Activity #1 Innovation defined School culture and climate – the 5 components The innovative school leader Activity #2 Final thoughts

3. Speaker Background David SchwenkerTamara Thomas 23+ years education experience in Wake County Public Schools M.S. School Administration (NCSU) Superintendent’s License (ECU) K-12 Principal Leadership Roles Awarded National Magnet School of Excellence Recognition at 3 different schools (Elementary, Middle, High) National Conference Presenter 17+ years education experience public and public charter schools M.S. School Administration & Supervision; M.A. Music Therapy K-12 Administrator in NY & NC Founding Principal of a public college preparatory middle school Served as an external board member for NCDPI’s OCS Served as a School Quality Reviewer for K-8 schools in MI & NY PD Facilitator and Intervention program developer for K-8 schools in OH, LA & NC WCPSS HS Administrator

4. Activity #1 Instructions: Locate the pink and green cut outs on your table Leave them there You will see two houses on the next slide. Choose the house you would prefer to live in. House “A” = Pink cut out House “B” = Green cut out Once you have made your selection, hold up the correct colored paper in the air No matter what, you must hold a selection up once done

5. Activity #1 A (pink) B (green)

6. Activity #1 House A Represented an innovative school o Most parents and students want to go there o Lottery for limited seats o A dream school for teachers to work in House B Represented a traditional model school o Many parents and students have no other choice o No lottery, anyone zoned for the school has a seat o Not necessarily a first choice for teachers

7. Innovation Defined A new way of doing X. Synonyms o Concoction o Contrivance o Creation “Therefore, in any organization, there must of necessity be opportunities for creativity to occur on multiple levels in order to substantiate the very act of innovation.” – T. Thomas

8. School Culture & Climate School culture and climate are comprised of the five following components: 1.Physical 2.Processes & Procedures 3.Instructional Practices 4.Expectations for Learning: Student & Teacher 5.External Factors Though leadership is not listed as a component, there is an understanding that the role of leadership exists to either facilitate and support, or hinder and stifle these components.

9. School Culture & Climate Component #1: Physical o Classroom composition Direct Teaching Model Contained within classroom Teacher Facilitated Teaching Model Classroom without walls

10. School Culture & Climate Component #1: Physical o Classroom composition TraditionalNon-traditional/Innovative Chairs in rows Desks Textbooks Students note taking - sit and get Groups of desks/tables Inside/outside of rooms Comfortable Environment Active spaces

11. School Culture & Climate Component #2: Processes & procedures 1.Scheduling o Teacher o Student o Class/Course 2.Meetings – schedule, content o PLT’s o Faculty/Staff o Administrative o PD

12. School Culture & Climate Component #3: Instructional Practices TraditionalNon-Traditional/Innovative Content driven Direct instruction Lecture Note-taking Limited or no staff collaboration Technology used for basic facts Differentiation Facilitative Hands on Project Based Learning Staff collaboration practices – PLT’s Thematic integration Arts Grand Challenges STEM Technology Technology used to challenge thinking

13. School Culture & Climate Component #4: Expectations for learning – student & teacher If you are truly an innovative school, then your expectations for both students and staff are high.

14. School Culture & Climate Component #4: Expectations for learning – student & teacher TraditionalNon-traditional/Innovative Teach to the middle Grades end up as a bell curve Students demonstrate mastery of material by assessments: multiple choice or short answer PD is not based on teacher input PD is led by administrators or central office staff PD is based on mandates from external agencies not typically directed at the various needs of individual students at the school Targets the whole child Outcomes may include data collected daily & weekly Instruction is flexible to meet the needs of the students Learning is measured via project presentations, journal entries, group work student led discussions, and other assessment tools Staff pushes itself to learn content to meet the needs of all students On going PD led by teachers or facilitated by teachers Staff needs based on staff input in surveys

15. School Culture & Climate Component #5: External supports and factors With whom has the school partnered for support? What does this support look like? What does parent involvement and engagement look like? In an innovative school, Students visit job locations for job shadowing Teachers engage in externships with business partners Students are required to intern at the High School level External supports are brought in to help conquer real life problems and to help create solutions. This is also know as authentic audience input.

16. School Culture & Climate Component #5: External supports and factors TraditionalNon-traditional/Innovative Parents are asked for money via fundraisers Parents come to the school for special occasions Parents lecture/share their business skills District only partner support Parents serve actively on the PTSA Parents host staff/student events Business Advisory Board – includes parents District support –WCPSS State level support –NCDPI National & Global partners – NCNS, Suzhou School Authentic audiences support classroom projects & presentations

17. The Innovative School Leader “In an innovative school, there is no one expert but instead, being that the culture is innovative, everyone has the expertise to contribute to the quality of the whole.” – D. Schwenker

18. The Innovative School Leader “To lead an innovative school, you have to be knowledgeable of what is going on. You must be involved in the day to day processes of teaching and learning. Allow the teachers to be the leaders and have the freedom to execute that which they have been hired to do. Trust your teachers!” – D. Schwenker

19. Activity #2 In both traditional and non-traditional/innovative schools you will find commonalities. However, your end result and how you arrive there will differ. Think by yourself for a moment and respond to the following: Where are you in these 5 areas? 1.Physical 2.Processes & Procedures 3.Instructional Practices 4.Expectations for Learning: Student & Teacher 5.External Factors

20. Activity #2 A - Innovative (pink) B - Traditional (green) What strategies will you need in your role (teacher/leader) in order to move into one of these houses?

21. Final Thought In innovative schools, the unknown exists and creativity thrives; students, staff, families, and business partners share input; trust and patience are required and must be developed; it is time consuming yet still has specific parameters; and it prepares children for life well beyond high school.

22. Contact David Schwenker dschwenker@wcpss.net Tamara Thomas tthomas@wcpss.net