COMPASS’EDUCATION’€¦ · !!!!!Compass!Educaon! !!!!!...

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Equipping schools for a sustainable future www.compasseduca,on.org

COMPASS EDUCATION

Systems Thinking to Improve Learning -‐ ACAMIS

2015

-‐ Equipping schools for a sustainable future -‐

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Robert Tom Mike Daniel

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Learning Outcomes

Where is my School?

Sustainability Systems Thinking

How does this improve learning and my school as an organization

What’s next?

Nature

Human Society

The Economy

There is an Order to Things…

3,8 billion yrs

150,000 yrs?

3,000 yrs?

The Economy

Nature

Some Things Depend on Others…

Nature

The Economy

Yet if you read the Business Press…

Nature

To know your major RISKS study what you DEPEND on The

Economy

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Better Learning World

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Simplicity is often just on the other side of complexity

Eric Berlow

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The solution to one problem may cause another problem – unintended consequences

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Thumb wrestle

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“Mindset” (noun) – a set of beliefs or a way of thinking that determines one’s behaviour, outlook and mental aOtude.

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The System Iceberg

The “iceberg” model is a simple tool to begin to unravel complexity and discover the root causes of system behavior.

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The System Iceberg

Leverage

React and Respond

Adapt, Anticipate, Plan

Create & Design

Change & Transform

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Referring to the iceberg, identify six important factors that are within your sphere of influence that determine the behaviour of a Successful and Sustainable School

The Rule of Six

Successful &

Sustainable School

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Systems Thinking in HS English

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Systems Thinking in HS English

What could these students do next to deepen their understanding of the issues experienced by the characters in Lord of the Flies?

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Systems Analysis -‐ Lord of the Flies

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Lunch Time

Feed the systems!

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Learning Outcomes

Where is my School?



What’s next?

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What can a hoola hoop teach us about Leadership, Leveraging Change, and Ensuring

Sustainability of Systems?

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•  A system is a set of elements whose interconnec,ons determine their behavior and the behavior of the en,re system.

•  Systems are bound together by the laws of cause and effect, and governed by flows of informa,on, energy and materials.

•  People give defini,on to systems based on an idea of what should happen at a given point in ,me. Thus, systems have a purpose.

•  Managing systems for sustainability requires a holis,c big picture understanding of the interrela,onships of the systems elements and where point of high influence (leverage points) exist.

Summary

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Sustainability Leadership-‐Student Empowerment Case Study

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GIN Conference-‐Student Empowerment

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Pitch to Leadership Team-‐SWP 2012-‐13

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Involving Our Community

Defining system boundaries

Sphere of influence

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Compass Groups-‐Exper,se

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What was SIP?

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SIP 2 Years on

Teaching and Learning

Buildings and Grounds

Networks and Partnerships

Operations

Leadership and Governance

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Limiting Factors @ISM

●  Success of existing culture and systems

●  No example of sustainability education to follow

●  Absence of long-term commitment and plan (school wide priority for a year and then….)

●  Led by faculty and students

●  Lack of an administrative tool (self assessment)

●  Level of understanding of systems thinking and sustainability

●  Level of perceived need and perceived benefit

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Compass EducaGon School Sustainability Self-‐Assessment Exercise

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A tool for evaluating the existence and progress in development of the systems needed for effectively integrating sustainability as a core principle, value and practice in schools.

-  4 domains equating to the four Compass Directions

-  7 system indicators in each Compass domain based on research of sustainability in schools in UK, Australia, US, UNESCO, etc.

-  Scoring of 0-3 evaluating the existence, integration, and implementation of systems supporting sustainability

-  Get a sustainability index value for each Compass Point and overall

Compass School Sustainability Self-Assessment

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Sustainability scoring

Score Scoring Critera 0 Nothing has been done at the school in regards to this indicator. There is no action, no policy

or work plan, or monitoring & reporting system in place in any area of the school.

1 Some action and activities have been undertaken related to this indicator in certain areas of the school. However, there are no explicit policy directives, nor any monitoring, tracking, reporting system developed, nor formally structured school-wide programmes. Only some school stakeholders (e.g. students, teachers, staff, etc.) are involved with this indicator.

2 There are concrete steps to more formalized school-wide systemic structure for this indictor taking place (e.g. existence of goal, targets, coordinated action, some monitoring and reporting, etc.), but it is yet not fully integrated into all areas of the school. i.e. not every department, building, school level is implementing.

3 Fully operationalized and integrated programme for this indicator. This includes school-wide policy, goals, measurable targets and indicators, work plans, teams, and monitoring and reporting system, with high level of whole-school community stakeholder involvement.

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Read read through the self assessment Compass Indicators descriptors. Discuss the indicators amongst your table in relation to assessing a school for sustainability and record some of your key discussion points, insights, questions, etc. As an individual or school team, use the Compass assessment tool to assess the status of systems supporting “education as sustainability.” Share your insights from this exercise

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Learning Outcomes

Where is my School?



What’s next?

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Actions at Portals link to Compass Issues & Indicators

School Governance

Teaching & Learning

Management & Operations

Buildings & Grounds

Networking & Partnerships

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What Next?

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Compass EducaGon Visit our website: www.compasseducation.org

Follow @Compass_Ed on Twitter

Email: [email protected]

Thank you for your par,cipa,on!

COMPASS’EDUCATION’€¦ · !!!!!Compass!Educaon! !!!!!...

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