PILOTING LAUNCH

Suggested Agenda

09.30-09.45: Presentation of IGUANA09.45 -10.00 - Presentation of Piloting process10.00 - 11.30 - Hands-on try-out of self-assesment tools11.30 - 11.45 - Coffee11.45 - 13.00 - Action Learning Set: review of self-assessment results and planning the pilot

A BRIEF SUMMARY OF IGUANA

Athens, March 2014

What is it?

• A two-year research project funded by the European Commission under the ‘Lifelong Learning Programme’

• It works with schools that want to innovate but are experiencing obstacles and resistance to change

• It works with schools who already have Innovation Plans and Change Programmes but want to make them more effective

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Athens, March 2014

What does it do?

• It provides a collaborative learning environment in which students, staff and management feel safe and secure to share their ideas, learn from each other and grow.

• The focus of the learning environment is on developing the emotional intelligence (EI) and Organisational Intelligence (OI) of schools and their members

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Athens, March 2014

Who is involved?• CEPCEP, a research centre of the Portuguese University in Lisbon• Arcola Research, an independent research organisation in London• Menon – an Educational Network in Brussels/Tavistock Institute,

London• Ellinogermaniki Agogi – a research organisation involving schools

in Greece• The University of Vilnius, Lithuania• Trinity College Dublin, Ireland• Contour Education Services in Surrey, UK• The European School Heads Association, Netherlands• Ten pioneering schools in five different EU countries

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EMOTIONAL INTELLIGENCEa holistic way of looking at, and engaging with the world ……….. a continuous process of self-awareness and self-development

ORGANISATIONAL INTELLIGENCE

the capacity to make sense of complex situations, apply this sensemaking to effective action, develop, share and use knowledge and reflect and learn from experience

OR in other words ……. INNOVATION CAPACITY

Athens, March 2014

The Three elements of the learning environment

• Two sets of self assessment tools to assess EI and OI

• One ‘Discovery’ Learning Programme that provides basic courses in EI and OI and some ‘Assignments’ to help apply them in practice

• An ‘Open Space’ platform that provides more advanced courses in EI and OI and a space for schools to exchange ideas and experiences

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Athens, March 2014

How do participating schools contribute?

• 10 schools in Europe are involved in the piloting• They install the platform and tools• They select some key members of the school

(governors; SMT; staff) to participate• These delegated members then do the self-assessments• On the basis of the results, the school may decide to

produce an Innovation Plan using a ‘Theory of Change’ model

• The Plan is implemented, and progress is evaluated• At the same time, IGUANA is evaluated

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Athens, March 2014

What does the school contribute?

• 5 days school time (i.e. time for briefing, meetings etc.)

• 10 days individual time (i.e. for taking the SA tests; doing the courses; working in the Open Learning Space)

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Athens, March 2014

What’s in it for the school?

• help the school identify the main barriers to change and improvement

• help the school build a shared vision for change• involve the school in innovative research• share ideas and knowledge with other schools in

Europe• raise the international profile of the school• improve the skills of management, staff and

governors

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WHAT DOES PILOTING INVOLVE?

Piloting Phases1

• ENGAGEMENT• Initial Presentation to schools and Networks

2• RECRUITMENT• Sign up participants in schools and networks

3• ASSESSMENT• Run EI and OI self assessment

4• REVIEW• Review self-assessment results in ALS to decide on Learning Plan

5• LEARN• Implement Learning Plan – Discovery Programme & Assignments

6• MONITOR• Assess Learning Plan through ALS.

7• PROGRESS• Move to Open Learning Space. Run Peer Review and Benchlearning

8• REFLECT• Review Evaluation Results through ELS

EVALUATION

APR

MAY

SEP

The Self-Assessment Tools

EI Self-Assessment

ACTION LEARNING SETS

Action Learning Set

Problem definition

Understanding problem

Planning change

Observing change

Reflecting on change

Small Group WorkSPLIT INTO 3 GROUPS

STAFFSMT & Governors

STUDENTS

EACH GROUP TAKES ON THE PoV OF ITS ASSIGNED GROUP

EACH GROUP APPOINTS A RAPPORTEUR

THE GROUP TASK:Reflect on Self-Assessment results and identify Basis for Innovation Plan