1. Innovative Schools toolkit Workshop 6i-1 – Introspection Creating a shared vision

2. Senior team planning for innovation National Policy, Social context, history, research, current capacity Identify key stakeholders and begin to prepare representation of these #1 Introspection Deliverables #2 Investigation 6i Workshops #3 Inclusion #4 Innovation #5 Implementation #6 Insight Sign off of ideas phase Innovation delivery Teams Resources and Priorities Evaluation of first 6 months Learner Vision 3 Ideas posters Context Stakeholders Plan Do Review A whole school culture of innovation Ideas Sorter ‘BEST’ Vision

3. ObjectiveSuggested Approach Establishing the framework for innovation. Presentation to outline the methodology that will be used in the workshop for innovation and envisioning Develop 3 clear long term vision statements in each themed area. These will be called the ‘BEST’ vision Small group discussions in which delegates share their aspirations for the future of education in each of the main “Connected Education Framework” themes: Learning, Teaching, Connected Learning Community, Managing the Institution. Discuss and agree the ‘BEST vision statements. Individuals prioritise statements and whole group agree final version Workshop 1 overview

4. Decide where you want to go –Examples: T-route, P-route, any route? Which vehicle suits the route best? –Don’t put a race car on a rocky road. Don’t use ICT if the conditions are not yet ready. Build your road first! Keep checking you are travelling in the right direction –Lots of small movements forward are better than one step backwards. Establishing the roadmap

5. T-RouteP-Route Teacher Led Knowledge ‘delivered’ Learners consume media Competitive Teacher assessed Distinct from informal Pace of the class Single course Predominant learning style Restricted age range Personalised by teacher Learner Led Knowledge created Learners produce media Communities of learning Peer and Self Assessment Formal, informal continuum Individualised challenges Multiple pathway Choice of approach Peer and multi age working Personalised by choice Some possible routes

6. Incremental changes in the right direction are ‘Transformational’ Pulling in the same direction

7. Part 1 – on post-it notes write activities that currently take place or which you are aware of. E.g. “Students being given the opportunity to teach a lesson to their peers”. Part 2 – in your groups arrange these notes in order from ‘T-route’ to ‘P-route’ so that the activity most aligned to T-route practice appears at the far left. Part 3 – In what ways could practice in the school be moved towards the P-route without having a negative effect on standards or teacher quality? Activity – understanding T/P routes

8. GOODBETTERBEST OutcomeEnablersOutcomeEnablersOutcomeEnablers Learner experience Basic computer literacy Better quality resources and information “Digital literacy Curriculum” Shared, secure access to PCs Knowledge from collaboration Create and use multimedia in learning Internet, LAN E-content Range of media devices and apps Learners with 21 st Century skills Self supported lifelong learners Personal learning devices 24x7 access Spectrum of apps & tools Teacher experience Increased quality of lesson resources Printer. Projector, PC. “Digital Lit. Curriculum” Ideas from other teachers Self reflection and action research Authoring, collaboration, analysis and productivity tools Internet in class Personalised learning. Co- development Action research and peer evaluation Spectrum of e- resources, SIS; collaboration and analysis tools Presence Convergence Connected Learning Community Community access to ICT Shared access to PCs “PiL School Leader development”. Connected community E-mail. Web. Tools. “Digital Lit. Curriculum” for community Increased stakeholder involvement in learning Learning Gateway. National STIC. Link to Innovative Schools. Admin and management More efficiencyAdmin PCs in schools and regional offices “Digital Lit. Curriculum” Improved flow of information Removal of duplication Database and Portal technologies “PiL District & School Leadership “ Better management of resources Business Intelligence “National MoE inc School Agreement” Establishing the roadmap

9. 1.Decide which of the four categories you would like to work on. 2.Imagine it is the year 2030 and you are giving an international presentation about the most outstanding practice in your country 3.What would this success look like? 4.You can base it on the outcomes shown here or create your own. 5.Add your ideas to post-its and stick on the flip charts provided. Envisioning task Outcome Learners with 21 st Century skills Self supported lifelong learners Personalised learning. Co- development Action research and peer evaluation Increased stakeholder involvement in learning Better management of resources Learner experience Teacher experience Connected Learning Community Admin and management

10. You have been provided with three stickers. Read all of the imaginary future case studies your colleagues have written. If only three of these future case studies were going to happen, which three do YOU think should? Vote on your three by placing your stickers next to them Priorities emerging from the task

11. Best Vot e Learner experience Competencies and Quality. In 2030 the main focus of learning is the development of competencies including, problem solving, reflective learning, socialization, team working, cooperation, critical thinking and autonomy. Learners work in ways that practice and develop these competencies. For example they raise question, share knowledge, set problems and develop resources. Assessment provides quality feedback for the learner Lifelong Learning. In 2030 learning will be a continual lifelong process which involves universities, libraries, schools, homes and companies. Knowledge is thoughtfully shared, collaborated on and exchanged throughout such learning communities. Belonging.. Learners are fully engaged with their community as active and happy social citizens. They work collaboratively to develop knowledge with peers parents and teachers as partners in communities. Teacher experience Teacher as researcher. In 2030 teachers are continually engaged in action research and reflection as part of their professional development. As a role model they actively promoting a research culture among learners involving them and using their feedback to improve. Teacher as a pedagogue. In 2030 teachers will understand how conceptual understanding happens as well as how they themselves learn. They will be able to help children understand concepts by giving them the tools so that they can become progressively autonomous Teacher as a person. In 2030 teachers will continually develop skills that cut across all subjects as well as personal attributes and attitudes which allow them to take the ethical responsibility of the role. Connected Learning Community Learner at the centre. Education is a partnership between parents, learner, teachers and others. Learners are supported in their pursuit of goals which are primarily based on the development of social and human capacities and their interaction with others rather than knowledge. Inclusive universal access. From early years to adult learning there is inclusive universal access for all. Diversity will be encouraged so equal access does not mean imposed systems or technology. Community cohesion. The community will be actively engaged in the development of education. through the transparency of the system and the democratization of the processes. This will promote peace, understanding, ownership and cohesion. Admin and management Quality feedback at all levels. In 2030 feedback at every level gives accurate analysis and evaluation allowing policy decisions, value for money calculation, teacher action research evaluation and parental involvement. Constant evolution. Our educational system is focused on the integral development of children, young people and citizens and constantly evolves and improves to remain sustainable. Flexibility to strengthen diversity. Systems will empower people in their roles without restricting innovation. The aim is to seamlessly support every person (actors) in their role. An example vision document

12. It is impossible to imagine what technologies may be available in the future but many of the technologies needed to fulfil your vision may already exist. For each of the vision statements imagine what kinds of resources and technologies would make these easier to implement. Enablers

13. Copy all of your vision statements into one block of text and paste it into www.wordle.netwww.wordle.net This will provide you with an analysis of the emphasis of your vision position. Discuss if you are happy as a group with the emphasis of your final vision. Wordle analysis

14. Example of a Wordle

15. We now have… A clear map for identifying what future outstanding practice will look like that will deliver our ‘Best outcomes’ Some ideas for the kinds of technology and resources that may be needed to deliver these best outcomes ‘Enablers’ Agreement between the whole team that the emphasis of your long term vision is correct. Review of workshop 1

16. ObjectiveSuggested Approach Establishing the framework for innovation.Presentation to outline the methodology that will be used in the workshop for innovation and envisioning Develop 3 clear long term vision statements in each themed area. These will be called the ‘BEST’ vision Small group discussions in which delegates share their aspirations for the future of education in each of the main “Connected Education Framework” themes: Learning, Teaching, Connected Learning Community, Managing the Institution. Discuss and agree the ‘BEST vision statements. Individuals prioritise statements and whole group agree final version Did we achieve the objectives?

17. Original content by Dan Buckley through a collaboration between Microsoft, Imagine Education, Education Impact and Cambridge Education. Credits