This document discusses implementing a connected learning community (cLc) in a school. It provides an overview of opportunities that a cLc provides, such as blurring boundaries between formal and informal learning. It also discusses observations from cLc pilots, including how it is changing how students and teachers approach learning. The document then provides a roadmap for cLc implementation, including stages of familiarization, exploration, growth, integration and maturity. Key steps like developing policies, training teachers, and gaining support from leadership are discussed. Challenges like ensuring student access are also addressed.

1. Leading Adoption Phil Stubbs

2. Agenda cLc overview- New opportunities Beyond the classroom- Whole school opportunities Observations from the pilot Observations from Stage 2 Implementation planning Implementation Roadmap

3. Why bother? Becta: Learning platform Guidance

5. Remove barriers to learning

6. Classrooms

7. School Gate

8. Department boundaries

9. School day and timetable

10. Teacher as knowledge giver

11. Teacher as principal audience

12. Access to the best learning experiences available

13. New audiences

14. New collaborators

15. Authentic learning

16. Authentic assessment

17. Accountability

18. Student voice and choiceTeacher-led factory model Learner led organisation personalising learning

19. System conforms to the learner Learner conforms to the system

20. e-confident learning communities Cyber safety Keeping children and young people safe online in restricted spaces PROTECTION Digital Participation Developing digitally literate children and young people Preparation for the real world EDUCATION

22. Relationships between learners

23. How educators approach teaching

24. Relationships between teachers

25. Relationship with knowledge itself“Innovation is doing new things in new ways in order to do them better” New pedagogies New Literacies Reflective practitioners and learners Visibility to learning – process and outcomes Student voice Parents as partners Redressing the balance: Workload

26. Build your village “It takes a village to educate a child”

27. School Improvement Improving ACT Public High School and Colleges: A discussion paper to generate ideas No school can meet the requirements of all its students alone Digital technologies, more flexible timetables and learning opportunities and the reshaping of schools as connected learning communities What if?.... High schools and colleges worked together as cLcs to offer greater choice to students Schools had more flexible timetables The virtual school became a reality Some students worked from home or elsewhere Schools pooled their resources to offer a broader curriculum

28. 2. Beyond the Classroom Communication Calendar and information giving Planning E-Portfolios? Parental engagement Student voice Whole School canvassing Visibility of learning Research: Questioning, Thinking skills, Gardners, De-Bono, academic Vocabulary. Transition / Electives Partnerships “Be in the room”

29. Be in the Room “Throughout the school we practice the belief that learning takes place within and without classroom walls. We believe in experiential learning, the value of creativity, action and service which are core to student experience throughout the school and the power of student leadership, choice and decision making through the empowerment of our “student voice”.” Principal Ms Jane Foxcroft. WIS HK

30. Student voice

31. School Networks

32. Activity 1 Online Group Discussion Share your views on the opportunities presented by the cLc for enhancing learning. Share which of these you might see as a priority for your school in the medium term clc.act.edu.au 15 Minutes

33. Observations from Stage 2 Some schools appear to lack of focus Structure reflects “My Classes” rather than innovation Different approaches to training Policy decisions being made ePortfolio User Directory Security Visibility to communities Ownership rights School homepages

34. Your online architecture How can you re-engineer your school to support collaboration? Teachers Students Professional portfolios Professional learning networks: AmaroocLc Prof Learning cLc Staff roomLearnology Professional Learning How can you encourage reflective practice / sharing? How can you distribute success evenly? How can you gain visibility to learning? Which administration tools would be valuable?

35. 5. Implementation Cultural shift: Change management-how do you manage change? Who are the key players? How will you motivate your staff? Needs to be supported and resourced Initial pain Directed and managed Celebrate success and measure outcomes

36. John Kotter’s 8 Step Model Increase urgency - inspire people to move, make objectives real and relevant. Build the guiding team - get the right people in place with the right emotional commitment, and the right mix of skills and levels. Get the vision right - get the team to establish a simple vision and strategy, focus on emotional and creative aspects necessary to drive service and efficiency. Communicate for buy-in - Involve as many people as possible, communicate the essentials, simply, and to appeal and respond to people's needs. Empower action - Remove obstacles, enable constructive feedback and lots of support from leaders - reward and recognise progress and achievements. Create short-term wins - Set aims that are easy to achieve - in bite-size chunks. Manageable numbers of initiatives. Don't let up - Foster and encourage determination and persistence - ongoing change - encourage ongoing progress reporting - highlight achieved and future milestones. Make change stick - Reinforce the value of successful change via recruitment, promotion, new change leaders. Weave change into culture.

37. Getting started Review your school vision statement in light of new opportunities owned by all staff Try to engage other key players inc parents Focus on entitlement Support, enhance and inform your school’s aims in terms of Learning Teaching Management Administration

38. Start Small Plan small high leverage wins based on identified need Demonstrate success Plan your roll out Draw up a training and support plan. Build in sharing time Prioritise The learning platform cannot be embedded fully in day-to-day practice until the majority of users are using it across several areas of interest. It is important to review and evaluate impact at regular intervals in order to plan the move to the next step

39. Parents Manage expectations What they can realistically expect to find Purpose Letter content Ways in…..

41. Alignment with existing school priorities

42. Alignment with professional targets• Clearly defined roles and responsibilities. • Adoption through a change management process, setting out clear expectations of success and including continuous review and development.

43. 6. A Five Step Roadmap Familiarisation “The cLc opened the doors we have always tried to open. What we did not realise was that behind each door there were many more that we didn’t even know existed” Exploration Growth Integration Maturity Guidance Page 11 Adapted from Becta Guidelines and cLc Roadmap Stages

44. Maslow’s 4 stages of Learning Reflective Competence (Maturity)

46. Senior leaders are beginning to plan how to use the cLc to support school objectives.

47. cLc Manager trained

48. Selected teachers have received some input into the potential on offer.

49. Staff have started to experiment and have ideas about how the cLc can support teaching and learning, using, for example, tasks, thinking and peer assessment activities

50. School based training to enable initial pilot plans

52. Pilot projects are being shared with wider staff

53. In-house experts identified as trainers

54. School is reviewing policies starting with e-Safety / AUP and aligning cLc with Essential Learning Activities

55. Beginning to organise and share key documents and policies / planning via cLc

56. The cLc is becoming part of day-to-day practice for pilot teachers and students.

57. Use of the cLc is appearing in planning

58. Parents of pilot stage students are aware of the potential of the learning platform.

60. Growth Senior leaders have planned how to use the cLc to support the school’s aims and ethos Senior leaders are modeling the use of the learning platform. School policies have been reviewed to include use of the cLc Recognised effective practice from the pilot is now extended to all areas within the school. School is developing an entitlement model for all stakeholders Staff are increasingly confident in their use of different aspects of the cLc and have built on their successes in the pilot with the majority of staff and learners online. There is growing evidence and recognition that teaching and learning is being significantly enhanced. All parents are aware of the potential and some are being encouraged to actively participate in student learning activities. The school has a plan for the use of student e-portfolios Teachers are beginning to extend the learning village to connect with learners in other schools Student voice is being supported by student managed areas.

61. Integration Senior leaders are implementing, monitoring and reviewing the development plan. Senior leaders identify new areas for cLc use. Many school administrative procedures are conducted through the learning platform. cLc pilot group has been replaced by a user group including students School policies are in place indicating what must be shared on the cLc The cLc is routinely used by all stakeholders in the school community. Learners and teachers have clearly understood expectations in terms of their access and use of the cLc Parents use the learning platform to access information and about school policies/procedures as well as their child’s learning. They expect to be invited to have a voice in the running of the school Use of cLc featured in all planning and action plans All internal communication is via cLc Collaboration within and across year groups and subject areas is commonplace School has formed cLc partnerships locally, nationally and internationally

62. Maturity The present possibilities of the learning platform are being fully exploited. Its use continues to develop in response to the needs of the learner, supporting personalised and more independent learning. The cLc has become a central strand of school development and growth and development has become more strategic and controlled and is intrinsically linked to School Improvement Planning. The school can respond to new challenges and opportunities effectively Teaching and learning have been transformed but change continues. Planning no longer takes account of the limitations imposed by traditional structures New expectations on all learners Deeper levels of student personalisation and ownership cLc is integral to the broader school technology ecosystem Students have access to experts other than their teacher Schools are connected offering greater student choice The school has beacon status locally, offering support and guidance to others.

64. Ethical use

65. Parents

67. Next steps: Recap Planning – establish a team Keep it simple- start small Identify initial priorities – School improvement Audience and Purpose – Define structures / Permissions Everyone’s a teacher – engage students in the process Social Learning – Build your village Process and outcomes – e-Portfolio Implementation roadmap – sustainable and scalable Work together Administration of learning Leadership is key. Be in the room

68. Activity 2 Implementation Survey Consider about your planned implementation and begin to plan the journey ahead.

69. Additional Support Digital Literacy Project Years 5-9 Professional Community Show and Tell Sharing October

70. Thank You Phil Stubbs Phil@bluehatlearning.com http://twitter.com/BlueHatLearning http://www.bluehatlearning.com