Securing commitment, ensuring success

www.oureducationnetwork.com

Too much innovation

“One of the most critical problems our schools face is not resistance to innovation but the fragmentation, overload and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations”

Fullan & Stiegelbauer, 1991

95% of all things we do have a positive achievement on education

When teachers claim they are having a positive effect on achievement or when a policy improves achievement, this is almost a trivial claim: virtually everything works

Almost Everything Works

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Effects on Achievement (Hattie, 2009)

Not everything counts

Not everything that counts can be counted, and not everything that can be counted counts

Sign hanging in

Einstein's office at Princeton

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Systems & Structures

Vision

Patterns of Behaviour

Events

Mental Models

Levels of Perspective (Daniel Kim)

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Systems & Structures

Vision

Patterns of Behaviour

Events

Mental Models

Levels of Perspective (Daniel Kim)

A vision is shared by the people who create it

Hogsnes school is a learning organisation. We share experiences and are working with things

we are good at. We have a shared and living vision and are in a developing process, in which

everybody is participating and is going in the same direction.

We have an engaged, motivated staff who are willing to learn. We seek new understanding and

knowledge. We have staff with positive values, humour and a glint in our eyes! We see

possibilities and take challenges.

We have a culture for giving feedback to each other, across the whole organisation. We see

each other. We respect each other. We are good role models for the students. We collaborate

positively with the parents and see them as an important resource.

At Hogsnes School and Kindergarten the child is central. All children and students grow both

socially and academically through individual learning plans with appropriate targets. We

visualize and document results. The parents and children understand the progress that students

are making, and understand the process of learning. The working environment motivates and

energises staff and children. Children and staff support and strengthen each other. We build

self-confidence and self esteem in our children and help them to be independent. Our students

want to learn and collect evidence to show their progress. They use different learning

strategies.

Hogsnes School & Kindergarten, Tønsberg, Norway

Your vision is the star by which you navigate

At RMGS we create critical, reflective and independent learners for life through a learning community which provides a secure and challenging environment.

 

We believe deep learning is facilitated through outstanding teaching and occurs when all learners are actively engaged in a variety of tasks, taking responsibility for their own learning and progress, collaborating and thinking with shared expectations of success.

 

At RMGS through innovative learning strategies and positive relationships our students enjoy learning and achieve their full potential.

Teaching and Learning Vision

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Vision

Patterns of Behaviour

Events

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Levels of Perspective (Daniel Kim)

1: Forming agreeing to do something together

Excitement

Uncertainty

Negotiation

Collaboration

Skilled Consensus

Shared Vision

Storming breaking free from current reality

Challenge to Mindsets

Confrontations

Abuse of Power

Collective Awareness

Clarify Training Needs

Create Focus

“Progress is impossible without change, and those who cannot change their minds

cannot change anything.”

George Bernard Shaw (1856 – 1950)

Storming is Necessary for Learning

3: Norming alignment to new ways of doing things

Noticeable Improvements

Alignment

Team Learning

Confidence Builds

New Mental Models Emerge

4: Performing in a state of flow

Real Progress

Fine Tuning

Continual Learning

Sense of Achievement

This Is The Way We Do Things

OUR Network in Norrköping and Sweden

“Which road do I take?”

"Where do you want to go?”

"I don't know," Alice answered.

"Then,” said the cat, “it doesn't matter. If you don't know where you are going, any road will get you there.”

Where do you want to go?

We are positive, enthusiastic and show joy

We celebrate each other’s differences

We treat each other with respect

The impact of core values

Söderporten school, Norrköping

The school is extremely multi-cultural, with most children having recently arrived in the country and speaking Swedish as a second language.

Our Core Values have helped to:

Achieve in 2010 the best exam results since the national grading system was introduced in Sweden in 1997

The school´s video surveillance is being switched off in autumn 2010

Generating consensus with brainstorming & 10-4 voting

What values would you like in your school?

What are the ESSENTIAL CHARACTERISTICS that make our school outstanding?

How can we best help and GUIDE our students in their learning?

How can we CHALLENGE our students more, and encourage their parents to do the same?

What ATTITUDES & SKILLS do we wish our students to possess by the time they leave our school?

How can we best SHARE EXPERTISE and ideas with each other within and across the 3 areas?

What EVIDENCE should we gather to help us know how the students are progressing in every aspect of their learning?

GREEN HAT THINKING – what could really make a difference to our school?

Example inquiry probe questions

Sit in a circle

Ask the first person for their first idea

Accurately write their idea down on a flip chart

Ask the next person for their idea

If someone wants to, they can say “pass”

Collect ideas from every person. Go round the circle twice, or until everyone says “pass”

Number each idea

There should be NO discussion

Classic Brainstorming

Each person has 10 votes

There are three rounds of voting

You may not use more than 4 votes in one round

Over the course of the three rounds you can place your votes in any combination (eg 4-4-2; 3-3-4; 4-2-4) so long as you do not exceed 10 votes altogether

You can plonk all your votes onto one idea or spread them across 10 different ideas

The ideas with the most votes at the end of the third round are written into the shared vision

Consensus building with 10 – 4 voting

What should be happening in lessons when OUTSTANDING TEACHING is occurring?

How should we COLLABORATE and COMMUNICATE with each other to ensure outstanding learning for all children?

How can we make learning more relevant for ALL PUPILS?

What would make our indoor/outdoor ENVIRONMENT the best possible place for students to grow physically, emotionally and intellectually?

What could we do to enhance MOTIVATION and ENJOYMENT for all our students?

What ASSESSMENT strategies best promote students’ growing abilities to assess their own progress and plan what to do next?

Example inquiry probe questions