Leading Innovation and Change
We know that great teachers and leaders transform students’ lives; what we need is a whole school of great teachers and leaders skilled in 21st Century learning and committed to building the essential collaborative, coherent and innovative school culture. A great leader is essential in this process.
The best leaders:
This resource will provide a pathway for leading innovation and change for improvement in your school.
Challenge
Your challenge is to commit to implementing 21st century learning across your school...
The best leaders:
- Know that change is a process with no simple solution
- Understand that effective communication and collaboration are essential in embedding change and innovation for improved teaching and learning
- Articulate a clear vision and can develop practical shared plans
- Identify their teacher leaders (eg. NSW Institute of Teachers Level 3 and 4)
- Build teacher leader capacity to collaborate with peers
- Participate in well resourced and supported learning and change strategies (eg AL, AR, Peer Coaching)
- Undertake long term innovative classroom based programs that are necessary to transform learning for all students.
This resource will provide a pathway for leading innovation and change for improvement in your school.
Challenge
Your challenge is to commit to implementing 21st century learning across your school...
Innovation and Change Cycle
Improving student achievement is always at the core of the work of effective teachers and leaders
School Leadership for the 21st Century
Leaders must develop a complex range of skills, knowledge and attitudes so that they have the capacity to lead innovation and change.
This capacity is critical because leading innovation and change is an essential part of every school leaders' work.
Click the image to read in detail.
This capacity is critical because leading innovation and change is an essential part of every school leaders' work.
Click the image to read in detail.
Leading Innovation and Change: introduction
Innovation and change are essential components of every educators' work. They are the drivers of growth and well-being in society ensuring that all have “choice and chance” in a rapidly changing world.
School innovation and change is represented by the model below. It consists of cycles of learning which incorporate an initial phase of action, reflection and assessment of achievements before further cycles of learning are undertaken.
Initial Cycle From vision and plan to action and assessment (Stages 1-4)
We begin with a review of new and emerging technologies to support pedagogy and consideration of future possibilities to create a 'vision' for this cycle of learning and improvement.
The school then moves into the planning phase where goals and strategies are agreed. The professional learning needs of all have been identified and are addressed in an environment of collaboration and support.
The next phase is about ‘doing it in classrooms. This initial phase of action is an integral part of the change cycle for continuous improvement. An understanding of structures and processes to support this with the ability to embed these underpins this stage.
From the initial phase we move to assessment of our progress in learning to determine whether programs are meeting the needs of teachers and students. Here we can consider what changes may be needed before the plan goes into its second phase of implementation.
Further Cycles (Stages 5 onwards)
Using our experiences and reflections from the initial phase of innovation and change, we now are able to continue embedding the processes that grow and sustain a culture of continuous improvement and innovation. Timely reassessment and redirection opportunities allow the school to maintain purpose and relevance and to embed the process of innovation and change.
School innovation and change is represented by the model below. It consists of cycles of learning which incorporate an initial phase of action, reflection and assessment of achievements before further cycles of learning are undertaken.
Initial Cycle From vision and plan to action and assessment (Stages 1-4)
We begin with a review of new and emerging technologies to support pedagogy and consideration of future possibilities to create a 'vision' for this cycle of learning and improvement.
The school then moves into the planning phase where goals and strategies are agreed. The professional learning needs of all have been identified and are addressed in an environment of collaboration and support.
The next phase is about ‘doing it in classrooms. This initial phase of action is an integral part of the change cycle for continuous improvement. An understanding of structures and processes to support this with the ability to embed these underpins this stage.
From the initial phase we move to assessment of our progress in learning to determine whether programs are meeting the needs of teachers and students. Here we can consider what changes may be needed before the plan goes into its second phase of implementation.
Further Cycles (Stages 5 onwards)
Using our experiences and reflections from the initial phase of innovation and change, we now are able to continue embedding the processes that grow and sustain a culture of continuous improvement and innovation. Timely reassessment and redirection opportunities allow the school to maintain purpose and relevance and to embed the process of innovation and change.