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Moving beyond best practice
Andrew Fraser ACEL Conference Sydney 2007 firstname.lastname@example.org www.andrewjfraser.blogspot.com
Creativity and Innovation in Education
The need for innovation Views of teachers and teaching Teaching: The learning profession The rise of creativity, developing innovation 5. Innovation in education 6. Developing Next Practice 1. 2. 3. 4.
The need for innovation
Schooling in the early 21st Century
International National Prescription Reform Review Improvement
Resulting in « Improved outcomes Plateauing of standards Deprofessionalising teachers Culture of Dependency Pragmatism Best Practice = Prescribed Practice Isomorphism .
Educational Imaginary Public assurance from obsolescence Feudal system ± agrarian Industrial system ± factory Traditionalist measures .
Developing Practice Effective Practice ± for today Best Practice ± prescribed practice Best Practice ± indicative practice Next Practice .
Views of teachers and teaching .
Views of Teachers and Teaching How do teachers see themselves and their work? How do others view teachers and teaching? .
Views of Teachers and Teaching Teachers are implementers of policy reforms and initiatives determined beyond the classroom Teachers are in need of tighter standards and greater accountability Teachers have been demoralised (Canada) Teachers have been deprofessionalised (England) .
The Risk Takers. Guardian Education (23/05/2006) .Views of Teachers and Teaching Teachers can play a significant role in providing solutions to the problems facing education. The profession has to get it into its mind that it is its own job to solve the problems of the education system.´ Sir Michael Barber. ³Teachers are the masters of their own fate.
They¶re here to be professionals in which they participate in the business of trying to work out what is best for the school.´ Dr David Frost. Cambridge University (8/05/2006) . what is best for the kids and how education should be practiced.Views of Teachers and Teaching ³(T)eachers are not just here to do this job in the classroom ± to do a job that is prescribed for them.
Teaching: The Learning Profession .
Tri ² Level Structure Does this model constrain learning opportunities? .
How can teachers be engaged in improving practice in authentic ways? .
People and Practice Transform from within .´Newµ Professionalism ´Newµ Leadership Informed Professional Judgement Create a Culture of Learning Connect Ideas.
Interconnectedness Me and my school We and our schools Leadership that crosses site boundaries .
Networking Learning .
2006) From « To(wards)« Pragmatism Informed Prescription Culture of dependency Best practice thinking Communities of Practice Collaboration Institutional Leadership Reforming schools and systems Distributed Leadership Philosophical Enquiry Informed Professional Judgement Culture of professional authority Next practice thinking Communities of Learning Networked Learning Educational Leadership Evolving schools and systems .Key paradigmatic shifts (Fraser.Transformation Distributed Knowledge .
developing innovation Beyond the download .The rise of creativity.
Creativity Solve problems Seek New perspective Necessary for innovation .
Rise of the Creative Class .Creativity Combinatory play ± synthesise Self-assurance Risk From Richard Florida.
Innovations Unit .What do we mean by innovation? the successful exploitation of new ideas «at least two types of innovation Entirely new ideas Re-working of an old idea or the transferring and embedding of existing ideas in to a new setting From presentation by Valerie Hannon.
Innovations Unit .the nature of innovation «.? Incremental Innovation Minor modifications to existing product Radical Innovation Significant breakthrough representing major shift in design Swims against the tide Starts with the future and works backwards Swims with the tide Starts with the present and works forward School improvement ? Transformation ? From presentation by Valerie Hannon.
The Nature of Innovation Far from existing practices Radical Innovation Near to existing practices Incremental Innovation LEVEL of INNOVATION David Hargreaves (2003) .
Innovation in Education A disciplined undertaking .
The imperative to innovate Should the profession engage in innovation? Does the profession want to engage in innovation? Can the profession be trusted with innovation? The answer lies with the profession .
. Need to bring together a range of professional knowledges in partnerships where all are seen to be equal. Innovation and creativity doesn¶t have to be a lessening of standards.
and learn from trying things out on behalf of the profession. Test things out ± not just pilot. Innovation requires a risk-analysis and discipline. Schools need to be at an acceptable level before the freedom to innovate. .
Disciplined Innovation Management of scope of innovation Prioritising areas needing attention Network ideas Network people Quality assurance of ideas .
Disciplined Innovation Careful planning Trying things out on behalf of the profession Close monitoring and evaluation Risk analysis Processes to capture knowledge .
Builds on and develops professional knowledge .Principles of Teacher-led innovation 1. Clarity of purpose and goals 6. Focused on students 3. Undertaken on behalf of the profession 4. Oriented towards learning 5. Strong moral purpose 2.
creativity. Context-based developing teachers¶ knowledge and skills (³New´ professionals) 9.Principles of Teacher-led innovation 7. Integral to the professional life and work of teachers 8. quality) 11. Takes a ³What next?´ approach 10. evidence-based .Networked learning to build professional knowledge (innovation.Closely monitored.
Developing Next Practice Generating new realities for the future .
From Innovations Unit .
Next Practice Innovation Model STIMULATING INCUBATING ACCELERATING Analyse need Scan the horizon Seek innovators Generate creative options Ideas for Next Practice Field Trials Support the leadership of change Broker relationships and alliances Create communities of practice Models of Next Practice in Action Utilise knowledge management techniques Synthesise evaluation & research Accelerate diffusion with system agendas System-level reflection & intervention Local level action System learning Modified from Innovation Unit (UK) .
dfes.uk/innovation-unit/investigation/nextpractice_main/nextpractice_fivestages/ .standards.Stage 1 Needs analysis Next Practice Stage 4 Generating creative options Stage 3 Mobilisation Stage 2 Horizon Scanning Stage 5 Field Trial http://www.gov.
as a profession. solve the problems facing the education system? What new ways of thinking required? . To what extent can teaching.
Engaging teachers in school improvement through a focus on developing and innovating on good practice.Focus on: Developing a learning orientation within teaching as a profession and across education systems. problem solve. analyse and research from within the context of their classrooms. Building teacher capacity to problem identify. .
Focus on: Building professional knowledge. Developing next practice. . innovative and ingenious teachers. Laterally transferring new professional knowledge to other sites and teachers so that it becomes new professional practice. and Identifying and developing the most creative.
.. ...students worked from home or elsewhere? ..the virtual school became a reality? ..timetables were flexible? .students created digital learning resources? ..Just Suppose.students led their own learning? ......
How can you use your expertise to contribute to the outcomes desired for students and the teaching profession? .
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