Innovation at St. Mary’s

Australian professional standards for leadersSpecifies that a capacity to lead and manage innovation is central to the role of the school leader.

‘Leading improvement, innovation and change’ is one of five areas of professional practice.

Australian professional standards for leaders“Leaders work with others to produce and implement clear, evidence-based improvement plans and policies for the development of the school and its facilities. They recognise that a crucial part of the role is to lead and manage innovation and change to ensure the vision and strategic plan is put into action across the school and that its goals and intentions are realised” (Hattie, AITSL 2011).

Why innovation in schools?According to the OECD, reasons for building a capacity for innovation in schools include: • Educational innovations can improve learning outcomes and the quality of education provision. For example, changes in the educational system or in pedagogies (the method and practice of teaching) can help customise the educational process. New trends in personalised learning rely heavily on new school organisations and the use of ICT.

Why innovation in schools?• Education is perceived in most countries as a means to enhance equity and equality. Innovations could also help enhance equity in the access to and use of education, as well as equality in learning outcomes.

• Education should remain relevant in the face of rapid changes to society and the national economy. (Adapted from OECD 2014: 21.)

(Caldwell, 2015)

One approach to measuring innovation in education…….was based on changes in practice, as reported in……..

PISA (Programme for International Student Assessment

TIMSS (Trends in International Mathematics and Science Study)

PIRLS (Progress in International Reading Literacy Study)

Noteworthy among these findings are innovations in pedagogy, assessment and the use of data. As far as impact on student achievement is concerned: “countries with greater levels of innovation see increases in educational outcomes, including higher (and improving) performance, more equitable learning outcomes across ability and more satisfied teachers”.

What is innovation in a school?Allowing people in the school to respond to an internal or external opportunity and to use their creative efforts to introduce new ideas or processes to address an emerging issue or need in learning and teaching (aiming to improve student learning outcomes).

The research tells us that collaboration is the relational key exemplified as trusting sharing of ideas, processes and possibilities all of which encourages innovation. In all schools performing better than expected, school leadership has an active presence that works openly with the school community, which collaboratively identifies their priorities, collaboratively designs expectations and structures to bring these to life and then collaboratively leads the process of ensuring collective collaborative learning and consistency across the school (Avenell, 2014, pg.155)

Redesigning, Reimagining EducationLeading Schools in Australia

We now have sufficient shared knowledge upon which to base practices which will significantly improve and increase the levels of engagement of learners in schools.

If learning places are to be coherent it is important to begin with a set of high-level principles as a framework. To do that we need to intentionally design it.

Leading Australian schools Have identified 4 principles which should shape and inform everyday practice.

(Hannon, AITSL)

Advocate learning that is……….Learning framework

CO-CREATEDRecognises both adults and students as a powerful resource for the co-creation of community, the design of learning and the success of all students.

PERSONALISEDBuilds from student passions and capabilities; helps students to personalise their learning and assessment in ways that foster engagement and talents.

CONNECTEDConnects with and uses real-world contexts and contemporary issues; is permeable to the rich resources available in the community and the wider world.

INTEGRATEDEmphasises integration of subjects, integration of students and integration of learning contexts.

Three sources for high level principles….International Research Literature paying attention to increased levels of

engagement and improved learning outcomes.

OECD (Organisation for Economic Co-operation and Development) synthesis of findings re “The Nature of Learning.”

Psychologists re the nature of motivation especially Daniel Pink re 3 Keys for personal drive for learners ( Mastery, Purpose and Autonomy).

The work of great and successful cutting-edge schools which evidence high levels of inclusion and academic outcomes (manifestly creating passionate, life-long engaged learners).

Horizon scanning

Successful innovators around the world from K-12 whose focus has been on deriving powerful learning designs to create successful and engaged learners who can thrive in C21st conditions.

In 2013 Representatives from 12 systems globally collaboratively published a book in which these principles

were set-out and drew upon them in deriving the 4 Key Principles which are the foundation for creating Learning Frontiers:

REDESIGNING EDUCATIONShaping Learning Systems around the GlobeINNOVATION UNIT for the Global Education Leaders’ Program

The leading Schools of Australia have explicitly adopted these 4 principles which shape and inform their everyday practice.

How do you apply this at St.Mary’s? High quality learning professional culture is characterised by

disciplined collaboration aimed at specific goals that relate to the learning needs of students.

Not just a working group working on someone else’s agenda. It’s about interdependent learning.

‘The most powerful learning occurs when professionals collaborate, enquire, reflect and co-construct together to improve practice and student learning outcomes.’ (Harris & Jones, 2013)

Big question is……...

Through collaborative practice has any child learnt anything more effectively?

The important thing is that redesigning learning and teaching impacts on student learning.

So what is our major focus this year?ObjectiveTeachers to know the impact of their flexible, innovative practices on student learning.

Measurable Outcomes● improved student performance● increase in teaching skills and innovative

practices ● increased student engagement● students involved in a range of learning

modalities● pedagogical needs inform the design and fit

out of learning spaces● improved professional relationships● increased sense of teacher creativity