Post Links to PTC4– demonstrate commitment to ongoing professional learning and development of personal professional practice
PTC5-show leadership that contributes to effective teaching and learning
Breakout 2: Leading change in innovative learning environments.
Abstract: Moving from a single cell classroom to a collaborative learning environment represents disruptive change for a lot of people. In order to ensure that learning doesn’t suffer because of an unsuccessful implementation, leaders should draw from a set of research-based key leadership principles. What are these principles and what do they look like in schools?
– understand change leadership research
– apply change leadership research in your own context
Presenter: Mark Osborne
Bio: Mark is a Senior Advisor in Future-Focused Education, particularly in the areas of innovative learning environments, leadership, and modern learning practice. To put it another way, he helps organisations design and builds great spaces to learn while helping educators develop the capacity to make the most of those spaces. Mark’s personal mission is to turn all schools into awesomeness incubators, and he is currently completing his Ph.D. on change leadership in innovative learning environments at the University of Melbourne.
- 70% of large-scale change is not sustainable
- 1. Build readiness, 2. Support the change, 3. Sustain the change
- Change readiness increases when people can answer yes to these questions: ● Is change needed? ● Is this change appropriate given the challenge at hand?● Is the change likely to benefit both me and the wider organisation? ● Do we have the capability to successfully implement the change?
- Dismissing resistance can lead to: Can lead to the appearance of: ● Seeming inflexible and fixed ● Unable/unwilling to learn ● Playing favourites ● Being closed-minded ● Being unwilling to acknowledge mistakes
- Build adaptive capacity by…● Naming elephants in the room ● Ensure responsibility for the organisation is shared.● Expect independent judgment. ● Develop leadership capacity ● Ensure reflection and continuous learning are institutionalized.
The Research: Collaborative Teaching
Research has shown connections between collaborative teaching spaces and improvements in: ● the practices of teaching, and ● individual teacher development ● the collective capacity of schools ● teacher job satisfaction, ● communication with home and ● overall student achievement.
Conditions for improving teaching and learning are strengthened when teachers collectively examine less effective teaching practices, study new conceptions of teaching.
What does this mean for my practice?
Letting go of old ideas is what we struggle with, we need to prepare people to be ready for change, it is not until they are ready that change will be supported. The change needs to be sustainable otherwise it will revert back to what is was originality. THere needs to be a good mix of hear and head inorder for change to be successful. We have not done a great job at getting people ready for the change this year. A lot of the change that has occurred at St Joseph’s this year is second order change – a disbursement of every element to the system. Collaborating and teaching four classes, alongside four teachers has flipped everything we once knew and how we previous taught on its head. In order for change to stick and for it to be sustainable, we really need to think about Education 3.0 and stop trying to fit Education 2.0 traits into our 21st Centurary teaching.