Innovation

in
Education
MARIO C. LUCERO, PHD
CEO & FOUNDER- LEAD PHILIPPINES
Who are you?

Are you a teacher/SH by chance?

A teacher/SH by choice?
A teacher/SH by force?
A teacher/SH by accident?
Creativity and Innovation in
Education
•The need for innovation

•Views of teachers and teaching

•Teaching- The learning profession

•The rise of creativity, developing innovation

•Innovation in education

•Developing Next Practice

The need for innovation

Schooling in the early 21st Century

Considerations
•International
•National
•Prescription
•Reform
•Review
•Improvement
Resulting in
•Improved outcomes
•Plateauing of standards
•Deprofessionalizing teachers
•Culture of Dependency
•Pragmatism
•Best Practice Prescribed Practice
Views of Teachers in Teaching
•How do teachers see themselves and their
work?
•How do others view teachers and
teaching?
Views of Teachers in 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 demoralized (Canada)
•Teachers have been deprofessionalized (England)
Views of Teachers in Teaching
•Teachers can play a significant role in providing
solutions to the problems facing education.
•Teachers are the masters of their own fate. The
profession has to get it into its mind that it is
its own job to solve the problems of the
education system.
Interconnectedness
•Me and my school
•We and our schools
•Leadership that crosses
•Site boundaries
Creativity

•Solve problems
•Seek New perspective
•Necessary for innovation
What is innovation

•Entirely new ideas

•Re-working of an old idea or the transferring and
embedding of existing ideas in to a new setting
The Nature of Innovation
•Incremental Innovation
•Minor modifications to existing product
•Swims with the tide
•Starts with the present and works forward
•School improvement
The Nature of Innovation
•Radical Innovation
•Significant breakthrough representing major
shift in design
•Starts with the future and works backwards
•Transformation
3 Kinds of Innovation
Structure- ways classrooms and schools organized
Content- introduce new subjects or revise old subjects
Process- those that have to do with human interaction
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
•Innovation and creativity don't have to be a
lessening of standards.
•Need to bring together a range of professional
knowledges in partnerships where all are seen to
be equal.
•Innovation requires a risk-analysis and
discipline.
•Schools need to be at an acceptable level
before the freedom to innovate.
•Test things out not just pilot, and learn
from trying things out on behalf of the
profession.
Disciplined Innovation
•Management of scope of innovation
•Prioritizing areas needing attention
•Network ideas
•Network people
•Quality assurance of ideas
•Careful planning
•Trying things out on behalf of the profession
•Close monitoring and evaluation
•Risk analysis
•Processes to capture knowledge
Principles of Teacher-Led
Innovation
•Strong moral purpose
•Focused on students
•Undertaken on behalf of the profession
•Oriented towards learning
•Clarity of purpose and goals
•Builds on and develops professional knowledge
•Integral to the professional life and work of
teachers
•Context-based developing teachers knowledge and
skills (New professionals)
•Takes a What next? approach
•Networked learning to build professional
knowledge (innovation, creativity, quality)
•Closely monitored, evidence-based
•To what extent can teaching, as a profession,
solve the problems facing the education
system?
•What new ways of thinking required?
Focus on
•Developing a learning orientation within teaching
as a profession and across education systems
•Building teacher capacity to problem identify,
problem solve, analyze and research from within
the context of their classrooms
•Engaging teachers in school improvement through a
focus on developing and innovating on good
practice
•Building professional knowledge
•Developing next practice
•Laterally transferring new professional knowledge
to other sites and teachers so that it becomes
new professional practice and
•Identifying and developing the most creative,
innovative and ingenious teachers.