The document discusses leading innovation in education through various means such as transforming leadership styles, cultivating innovator mindsets in students and schools, and project-based learning. It outlines the need for 21st century skills like critical thinking, communication, collaboration, and creativity. Effective innovation leadership requires synthesizing different approaches to influence others and produce new ideas. Schools are transforming by adopting frameworks focused on evidence-based learning and challenging students to think differently.
2. Leading Innovation in Education
A technique that combines different leadership styles to
influence to produce creative ideas, innovative products,
and services.
In recent years, schools have charted
new approaches in leading Innovation
by transforming :
Yourself, your Students and your
School to cultivate the habits and
mindsets of innovators, to open the
floodgates of creativity and generate
ideas that you can take with confidence.
3. Introduction: Leadership,
Innovation and why Leading
Innovation?
Becoming a 21st Century School/
District
Leading Innovation in Education
Project Based Learning: Leading
Edges of Innovation in Schools
Learning by Doing: Six Teacher’s
Transitions Into PBL
18-21 Dec18-21 Dec
20152015
Course OutlineCourse Outline
4. “a process of intentional influence with the ability to
motivate others to gain support to achieve a common goal ”
Good leaders- made not born.
Effective leader- desire and will
power through a never ending
process of self-study, education,
training, and experience (Jago, 1982).
To inspire your workers into higher
levels of teamwork, you must:- be,
know and, do.
Leadership
Leading InnovationLeading Innovation
in Educationin Education
5. Innovation means first
different, then better. It is a
different way of doing things
that result in better, and
different, outcomes.
Both the 'different' and the
'better' must be significant
and substantial.
Innovation
6. The reason for education is
simple and straight forward
that is:
- to prepare students,
predominantly young adults,
for future success.
Education
- process of facilitating learning, transferring knowledge,
skills, values, beliefs, and habits to others, through
storytelling, discussion, teaching, training, or research.
7. ‘‘Doing things radically differently rather than just doing
them well, are just triumphs of execution not Innovation’’
(Washor's piece for The Huffington Post, published in Oct, 2009)
“Innovation in Education
should be defined as making it
easier for teachers and
students to do the things they
want to do.
These are innovations that
succeed, scale and sustain.”
– Rob Abel, USA
8. Educators need to think of innovating as those
actions that significantly challenge key assumptions
about schools and the way they operate.
Therefore, to innovate is to question the 'box' in
which we operate and to innovate outside of it as
well as within.”
Leading Innovation in Education
9. When it comes to
education, what
does Leading
Innovation means
to you?
10. - educational leadership practices that focus on turning
ideas into action to successfully navigate the end-to-end
innovation execution process.
In Leading Innovation:
Transform Yourself, Your Students
and Your School, you'll cultivate
the habits and mindsets of
innovators to open the floodgates
of creativity and generate ideas
you can take with confidence.
Leading Innovation
Leading Innovation in Education
11. Many of the charter schools and organizations making
huge improvements in traditional outcomes for students,
most are not new or different.
Many of the proposed improvements in teacher
education and evaluation, student assessment, and
school design in traditional public schools do not seem
to be novel.
Yet the challenges that we face in improving learning
and life outcomes require true innovation.
As Washor states,
We need solutions that are both different and better.
Leading Innovation in Education
12. Driving Innovation and Collaboration
The stages Cycle of Innovation
will help your organization
become successful in
identifying new ideas,
implementing and integrating
them into your operations.
You must engrain this cycle
into the DNA of your
Innovations are commonly thought of as new and game
changing. However, many innovations are improvements
on something that already exists. It is important to
create a culture of innovation within your
organization, which means supporting productive failure.
13. A brand new generation of
institutional leaders is taking the
reins. The world has continued to
shrink and is much smaller.
Technology continued an unabated,
unchecked progression; what is
now futuristic has become
commonplace.
Complexity is the daily norm, and
CHANGE the only constant.
Opportunities, problems and grand
challenges abound.
Blink! . . ten years pass by. It’s now end of
2015!.
Leading Innovation in Education
14. The answer has everything
to do with education . . .
or how education is
adapted to the realities and
wonderful opportunities of
the not-too-distant future.
Will this new generation of leaders be innovators,
or followers?..., strong, resilient problem solvers,
or servants of the status quo?
Leading Innovation in Education
15. (1) rejecting the use of the majority of
classroom time for the simple
transmission of factual information to
students;
(2) challenging students to think
critically, communicate lucidly, and
synthesize broadly in order to solve
problems; and
(3) adopting a philosophy of “evidence-
based education” as a core construct
of instructional innovation and
reform.
To address 3 areas of focus:
Why Leading Innovation in Education?
19. or, Should we play it safe and have them attend
schools that look like the schools we attended 30
years ago and our parents 60 years ago and
grandparents, 90 years ago?
Is it better for students to be involved in
innovative practices than participate in highly
effective traditional programs?
Currently, most schools are not much
different than the one our grandparents
attended in the 1920s!.
22. Innovation Leadership is……….
The key role in the
practice of innovation
leadership is the…
Innovation Leader.
synthesizing different leadership styles in
organizations to influence to produce creative
ideas, products, services and solutions.
Dr. David Gliddon (2006) developed the competency model of innovation leaders and
established the concept of innovation leadership at Penn State University.
23. In an ever changing world with
new technologies and
processes, it is becoming
necessary to think innovatively
in order to ensure their
continued success and stay
competitive.
Innovation Leadership is..
..an approach to organization development, ..can be used
to support the achievement of the mission or vision of an
organization or school .
24. Adapting to new changes in Leadership
“the need for innovation in
organizations has resulted in
a new focus on the role of
leaders in shaping the nature
and success of creative
efforts” in order to adapt to
new changes.
Without innovation leadership,
organizations are likely to
struggle.
Leading Innovation in Education
25. The 21st
century shift, Innovative Thinking
This new call, a shift from 20th
century of traditional view of
organizational practices, which
discouraged employee
innovative behaviors, to the
21st
century view of valuing
innovative thinking as a
“potentially powerful influence
on organizational performance”.
Leading Innovation in Education
26. 21st
Century Careers
A need to keep yourself current, resilient through continuous
learning, as well as connected to your values is the career of
the 21st century.
21st century careers is all
about CHANGE, in…
thinking, ..strategies and
..behaviors to those that
work in the new ever-
changing and challenging
environment meeting the
challenges of the time.
Leading Innovation in Education
27. Communicate,
Collaborate, and to
Create to synthesize
broadly in order to solve
problems and think
creatively.
CreateCollaborateCommunicate
To live and succeed in the present world, students need
Critical Thinking skills to learn how to learn, using technology
creatively to:
The 5C’s of 21st
Century Skills
Leading Innovation in Education
28. Today, almost anyone can open up a web browser and
access infinite stream of information at the touch of a
finger.
21st
Century Skills –the 5C’s
Leading Innovation in Education
The only limiting
factor being one’s
curiosity and
imagination.
29. 21st
Century Skills –the 5C’s
These critical thinking
skills have become a core
competency in every
workplace.
Leading Innovation in Education
We need to teach students critical thinking skills to discern
new challenges and opportunities from the flux and glut of
instant-access information.
31. As technology becomes more integral in our lives and in
order to adapt, we need to teach students to use technology
efficiently and effectively, ethically, appropriately and
respectfully to solve problems, and think creatively.
21st
Century Skills –the 5C’s
Leading Innovation in Education
32. To make effective sense of
unfamiliar situations and
complex challenges, we
must have a grasp of the
whole situation, its
variables, unknowns and
mysterious forces.
What worked before doesn’t work today.
This requires skills beyond everyday analysis.
It requires Innovation Leadership.
Leading Innovation in Education
33. Consider the 5C's.
1.C ?
2.C?
3.C?
4.C? and
5.C?
‘If a Child can’t learn the way we teach, maybe
we should ‘teach the way they learn’.
Leading Innovation in Education
34. ‘teach the way they learn’ requires innovation
in education incorporating current 21st
Century
Skills & teaching methodology.
35. CHANGE
The only Constant that stays in
today’s era. To stay competitive,
-manage the present and plan the
future.
Without Change for the better
(Kaizen), there will be no
Continuous Improvement to be
Competitive in the current Global
competition.
IMPROVEMENTIMPROVEMENT
WITHOUTWITHOUT
ENDINGENDING
36. Are you upgrading?
Your 21th Century
Skills & Literacy
score is as below,
(Total)19 X 100%
54 Literacy
Score = 35%
Total: 19
Go through the 6 Skills from top to bottom. Sum up the
total and see your 21st
Century literacy !.
37. Leading Innovation in Education
Browse through the apps,
‘Tick’ the skill you
are comfortable with.
38.
39.
40.
41. Once affirmed, it needs to be able
to be articulated by all.
- when achieved, all can then align
their efforts behind the vision and
through self-reference and
development the school will reach.
Translated into reality by means of
a Teaching Framework or belief
system.
Successful schools have a clear sense of direction
through Vision Statement. – shared & derived through a
visioning process involving all members of the school.
Becoming a 21st Century
School/District
43. The focus of above five traits, particularly for teaching
and learning is upon School Leadership concluding
three chapters,
People,
Processes, and
Philosophies
with an increase focus on 21st
Century
leading Innovation in Education.
School leadership
Becoming a 21st Century
School/District
44. (Hallinger, 2003)
Commu-
nicating
school
goals
Supervising
& evaluating
instruction
Providing incentives
for teachers
Widely used Instructional Leadership model
Framing
school
goals
Coordinating
curriculum
Monitoring student
progress
Protecting
instructional
time
Promoting
professional
development
Maintaining
high visibility
Providing
incentives for
learning
Becoming a 21st Century
School/District
45. Our Vision
Example:Example:
Learning
transfers to life
beyond the
Baguio School
District
experience,
enabling each
student to
flourish as a
responsible
citizen in the
global community
Adopt Your Vision
Becoming a 21st Century
School/District
46. “Innovative teaching supports students’ development
of the skills that will help them thrive in future life and
work.” (IT Research)
Becoming a 21st Century
School/District
47. Becoming a 21st Century
School/DistrictThe Biggest Changes in Society
Changes in the workforce
Are you preparing students for a life to have more than ten
jobs before age 42?
80 percent of employers say
that if students have mastered
core subjects and critical
thinking, communication,
collaboration and creativity
skills, they will be ready for the
challenges of the 21st century
economy?
48. Becoming a 21st Century
School/District
Today, 80% of the country's jobs are in the service economy
and that number is headed to 85%.
The Biggest Changes in Society
Growth in the service economy
Are you preparing your young
people for a world in which most
jobs require listening skills,
empathy skills, problem solving
skills, communication skills,
collaboration skills, and the ability
to customize solutions?
49. The Biggest Changes in Society
Change in citizenship
Becoming a 21st Century
School/District
Has your school or district considered how the
requirements for being an effective citizen have
changed in the last 50 years?
Are your students ready
for a more complex, more
online and more global
concept of citizenship?
50. Becoming a 21st Century
School/DistrictThe Biggest Changes in Society
Change in the nature of information
Are your students being prepared in which by 2020 the
amount of technical information in the world will double
every 18 months?
Are your students
learning how to discern,
aggregate, and
synthesize information in
addition to "knowing" it?
52. Use the 5C's skills to
help your students
negotiate all of this
change and more.
Becoming a 21st Century
School/District
As you consider these societal changes, think about
what skills your students will need to negotiate all of
this Change?.
21st Century Student Capabilities
53. A very important and unappreciated skill in the 21st
century. An Apple executive told:,
21st Century Student Capabilities
Self-Direction
Becoming a 21st Century
School/District
“If someone at Apple needs to be
managed, they are no longer
employable!"
Are you preparing your students
to be self-directed and self-
managed?
54. -skill to infuse global awareness and cultural
understanding while also utilizing the technological
resources available to teachers and students today
21st Century Student Capabilities
Global competence
Becoming a 21st Century
School/District
-empowers teachers and
students to develop deep
cultural knowledge as culture
influences identities and
worldviews.
55. 21st Century Student Capabilities
Global competence
Becoming a 21st Century
School/District
Openness and curiosity are
developed and are critical to
global perspective-building and
problem-solving processes.
Teachers and students also engage with world issues and
challenges, and conceptualize ways to address them
together.
56.
57. With this list of 21st
century student
outcomes, you can see
how education leaders
have used these lists.
Becoming a 21st Century
School/District21st Century Student Capabilities
Consider these seven skills. Would you delete any?
Catalina Foothills School District model, where students are asked to
design the graphic)
58. What Can You Do to become
Stronger Innovation Leaders in
Your School, and…
...What are we doing
to do more
of and
become better at…
59. Leading Innovation in Education
Imagine an 'Education Nation,' a learning society
where the education of children and adults is the
highest national priority, on par with a strong
economy, high employment, and national
security.
-where learners also take
advantage of informal
experiences offered through
museums, libraries, churches,
youth groups, and parks as
well as via the media.
60. ◦ Mentoring students to mentor
other students are on the rise -
helping new students to
integrate into the school, assist
in conflict resolution and do peer
tutoring. Mentoring provides
opportunity to be leaders and
helps unify a student body.
Mentoring
- an innovative practice being implemented in schools
across the nation. Mentoring consists of experienced
teachers assisting new teachers to the field.
Leading Innovation in Education
61. Innovative ways to become
engaged in the learning
process and to increase
content knowledge ,
- occurs in the community,
working on Projects or to
sustain the school itself.
Innovative learning- Project Based Learning
Sitting in a classroom learning information is rapidly
disappearing.
Project Based Learning: Leading Edges of
Innovation in Schools
62. Project-Based Learning
Projects can show students how diverse disciplines as
English, Science and Math are interrelated - can be
developed to accommodate almost any curriculum.
For example,
A science teacher builds an
Electrolyzer with the students to
demonstrate Electrolysis of water to
its gases form. They learned all the
skills of the built they were engaged
in the process.
They enjoyed the build of the project and gained confidence in their
abilities.
Project Based Learning: Leading Edges of
Innovation in Schools
64. PBL can reveal the profound
nature of deep learning
experiences as well as also
expose an infinite ways for
the learning to derail.
Many different PBL strategies
has lead success but in
reality, can also be worse.
Checking the Temperature of the Room
Misconceptions about project-based learning and structuring
classes, units, and lessons within PBL environments with
different strategies.
Project Based Learning: Leading Edges of
Innovation in Schools
65.
66. Teachers need to be observers, frequently checking
the temperature of the room.
Recognize times when student
engagement is lagging,
-when the work produced is low
quality, or
- when a project worked for some but
not accessible to all.
Checking the Temperature of the Room
Rather than seeing these moments as failures, respond with
reflection and action, -times when we learn and strengthen our
practice.
Project Based Learning: Leading Edges of
Innovation in Schools
67. Teachers need to find ways to
adapt, read the group, change
their approach, and modify
their plans in order to make
lessons work in different
contexts.
Troubleshooting Project Based Learning
No lesson plan is impeccable. It can later fall flat, due to
personalities, group dynamics, time of the day, or what
else?
Project Based Learning: Leading Edges of
Innovation in Schools
68. When frustrated with your designed project with your
school, students, or the climate in the classroom,
Step back, ask
questions,
reflect, and
consider
revamping the
approach.
Project Based Learning: Leading Edges of
Innovation in Schools
Troubleshooting Project Based Learning
69. 1. Are students sharing work-in-process with the class
in order to inspire others and help those who are
struggling?
2. Do students have access to quality resources that can
push their ideas forward?
3. Are students getting feedback from me and from their
peers during the process?
4. Can students' work be shared with a wider audience?
Questions that helps remind the goals and
potential for transformational school learning:
Project Based Learning: Leading Edges of
Innovation in Schools
70. 5. Do students feel that their work is valued and celebrated?
6. Am I giving students opportunities to do work that
matters?
7. Do students have meaningful choices?
8. Am I providing opportunities for students to be creative?
9. Have I provided models for the work and clearly explained
my expectations?
10. Are larger projects chunked into pieces, and have
students who missed checkpoints gotten the help that
they need?
72. A Classroom Example
Some of my students are beginning the process of
creating education vision statements in the form of digital
stories.
They've already written about
meaningful learning
experiences, and together we
read and discussed different
ideas about schooling
and un-schooling.
Project Based Learning: Leading Edges of
Innovation in Schools
73. A Classroom Example
They will write scripts for their own stories and begin
production. We will link each of the videos from a website
that we'll build, and then share the final products widely.
Each of these steps will
require extensive
consultation, tinkering, and
revision. There will without a
doubt be conflicts,
frustrations, and missteps.
Project Based Learning: Leading Edges of
Innovation in Schools
74. A Classroom Example
As a class, we will brainstorm
questions for investigation.
Students will research and
create annotated
bibliographies.
I will share resources that I've
collected, showing them
sample digital stories.
Next week I will set them loose. Here's that sequence of
events:
Project Based Learning: Leading Edges of
Innovation in Schools
75. A Classroom Example
My plans will need to change, and I will surely encounter
obstacles that I'm not anticipating.
I'll persist and work to
convey my faith in my
students' abilities and their
potential to produce high-
quality products.
Project Based Learning: Leading Edges of
Innovation in Schools
76. A Classroom Example
Despite the inevitable messiness of PBL, the project will
succeed.
Students will be doing work
that matters to them, work
that deserves to be out in the
world. They will be motivated
to share ideas and passions
in creative ways, knowing
that their voices will be
heard.
Project Based Learning: Leading Edges of
Innovation in Schools
77. PBL idea sounded great in theory, -creating projects that
helped students learn educational concepts.
The First Try of Project Based Learning (PBL)
It allows students to discover
things for themselves and
Teachers worked around to
answer specific questions
about the assignment and
make sure that students were
on task.
Project Based Learning: Leading Edges of
Innovation in Schools
78. Many said that they felt
embarrassed because they
were not ready to present.
Many of them said that they
felt overwhelmed by the
assignment because it was
so broad.
In reality, only some are able to finish the assignment, but
others were still in the early stages when the project was
nearly due.
Project Based Learning: Leading Edges of
Innovation in Schools
The First Try of Project Based Learning (PBL)
79. 1. Set clear goals.
Learning by Doing: Six Teacher’s
Transitions Into PBL
In order to be successful, the students have to know what is
expected of them.
If you can,
save projects from
previous units to
model your
expectations.
80. Learning by Doing: Six Teacher’s
Transitions Into PBL
One of the great things about PBL is that it has
differentiated instruction built into it.
2. Over plan
Students move at their
own pace and ask
questions when they don't
understand something.
81. Learning by Doing: Six Teacher’s
Transitions Into PBL
2. Over plan.
Those who finished tasks
early could then read or
work on something else
instead of hanging out and
distracting others.
The second time I assigned this project, I also had my
students read an outside novel for homework.
82. Learning by Doing: Six Teacher’s
Transitions Into PBL
3. Make students accountable for their time
One group didn't want to use
the school-issued laptops,
so I took pictures of their
handwritten documents with
my phone. One way or
another, I was able to see
progress every day.
I had students share their work with me through Google
Docs so that I could see their progress on a daily basis.
83. Learning by Doing: Six Teacher’s
Transitions Into PBL
4. Give concrete deadlines for products.
This helps make a project seem like a goal that can be
accomplished. I added steps to be completed by the end
of each day.
When every step was
completed, the project was
done.
My students knew what
deliverables were due each
and every day.
84. Learning by Doing: Six Teacher’s
Transitions Into PBL
5. Share rubrics in advance.
Rubrics help give your
students insight into the
design of the project.
This helps them
understand what they
should be taking away
from the experience.
85. Learning by Doing: Six Teacher’s
Transitions Into PBL
5. Share rubrics in advance.
They were summarizing
instead of analyzing, so my
second rubric listed terms
and devices that I wanted to
see in their essays.
For example, when my
students had to write essays
about their projects, they
were kind of lost.
86. Learning by Doing: Six Teacher’s
Transitions Into PBL
6. Reflect on what you are doing.
One reason why the project went smoothly the second
time was because I took notes about the positives and the
negatives the first time that we did the project.
Reflection and bouncing
ideas off your peers can
help solve problems
before they arise.
87. As stated earlier, we grow and develop each year.
Learning by Doing: Six Teacher’s
Transitions Into PBL
6. Reflect on what you are doing.
We take
feedback and
learn from tips
other PBL
teachers may
be using that
succeed.
88. To all Education Leaders
adopting technology to lead
Innovation in schools
Timothy Wooi
Certified HRDF Trainer /
Innovative Lean Consultant &
Kaizen Specialist
Notas do Editor
In recent years, some schools of education have charted new direction in the mission and purpose of their graduate leadership preparation programs and used innovative approaches to student selection, content, instructional strategies and field experiences to address new priorities for leadership.
Inter-institutional collaborations in program delivery and evaluation drives these new directions and forms of innovation.
In recent years, some schools of education have charted new direction in the mission and purpose of their graduate leadership preparation programs and used innovative approaches to student selection, content, instructional strategies and field experiences to address new priorities for leadership.
Inter-institutional collaborations in program delivery and evaluation drives these new directions and forms of innovation.
Innovations are commonly thought of as new and game changing. However, many innovations are improvements on something that already exists. It is important to create a culture of innovation within your organization, which means supporting productive failure.
Unlike most educational policy, the focus is not focus on improving existing educational systems but on changing them altogether. Its focus is not on doing things better, but on doing better things; not on doing things right, but on doing the right things to prepare students for a fast changing interdependent world.
This new call for innovation represents the shift from the 20th century, traditional view of organizational practices, which discouraged employee innovative behaviors, to the 21st century view of valuing innovative thinking as a “potentially powerful influence on organizational performance”.
For our students to live and succeed in the world they live in, they will need for an increased focus on communication, collaboration, and creativity (the new “3 C’s” of education) and an emphasis on teaching students to use technology in order to learn how to learn, solve problems, and think creatively.
Critical thinking
Communication
Collaboration
Creativity
Decision Making: Being informed is essential in making decisive, high-impact decisions with clarity and confidence.
Strategic Thinking: Uncover potential opportunities to anticipate, initiate, and manage change.
Entrepreneurial Thinking: Learn to embrace risk and rejection instead of fearing them in order to rejuvenate your business.
Information, Media and Technology: The future growth of every business depends on accessing and utilizing a global network of resources.
With the Internet growing by over 10 million new pages a day, it comes as no surprise that many employees simply feel overburdened by the sheer quantity of information out there. However, by taking away these skills from AMA training, your staff will find a way to break through to find the opportunities and say “Here’s what we need to do.”
Decision Making: Being informed is essential in making decisive, high-impact decisions with clarity and confidence.
Strategic Thinking: Uncover potential opportunities to anticipate, initiate, and manage change.
Entrepreneurial Thinking: Learn to embrace risk and rejection instead of fearing them in order to rejuvenate your business.
Information, Media and Technology: The future growth of every business depends on accessing and utilizing a global network of resources.
With the Internet growing by over 10 million new pages a day, it comes as no surprise that many employees simply feel overburdened by the sheer quantity of information out there. However, by taking away these skills from AMA training, your staff will find a way to break through to find the opportunities and say “Here’s what we need to do.”
3C’s is about Collaborate, Communicate, Creativity
5C’s – 3C’s plus , Connect, & Critical Thinking
As technology becomes more integral in our lives, the ability to adapt and change to use these new tools has become even more important. Educators often hear the phrase “21st Century Teaching and Learning. It means (the new “3 C’s” of education)
Requires a new way of thinking.
Leadership and commitment at all levels.
Training in current 21st Century Skills & methods.
Incorporating 21st Century skills in the Classroom.
Upgrade your Lessons to 21st Century Skill & Literacy
Implementation of 21st Century in Resource Management
– Just do it!
Need to do more than talk.
Requires a new way of thinking.
Leadership and commitment at all levels.
Training in current 21st Century Skills & methods.
Incorporating 21st Century skills in the Classroom.
Upgrade your Lessons to 21st Century Skill & Literacy
Implementation of 21st Century in Resource Management
– Just do it!
Need to do more than talk.
Constant change is essential in today’s era.
To stay competitive, you must simultaneously manage the present and plan the future.
The problem is, you can’t have the same people doing both jobs.
If present time People with operational responsibilities are asked to think about the future, they will kill it.
Without Change for the better (Kaizen), there will be no Continuous Improvement to be Competitive in the current Global competition.
The questions… what is this new way of thinking? What are the new methods? … What IS Lean? …. Why has Boeing chosen Lean as it’s manufacturing system?
School-based management (SBM) is the decentralization of levels of authority to the school level. Responsibility and decision-making over school operations is transferred to principals, teachers, parents, sometimes students, and other school community members. The school-level actors, however, have to conform to, or operate, within a set of centrally determined policies.
SBM programs take on many different forms, both in terms of who has the power to make decisions as well as the degree of decision-making devolved to the school level. While some programs transfer authority to principals or teachers only, others encourage or mandate parental and community participation, often in school committees (sometimes known as school councils). In general, SBM programs transfer authority over one or more of the following activities: budget allocation, hiring and firing of teachers and other school staff, curriculum development, textbook and other educational material procurement, infrastructure improvement, setting the school calendar to better meet the specific needs of the local community, and monitoring and evaluation of teacher performance and student learning outcomes. SBM also includes school-development plans, school grants, and sometimes information dissemination of educational results (otherwise known as ‘report cards’).
Starting in the United States, the United Kingdom, Australia and Canada, SBM programs have been implemented and are currently being developed in a number of countries, including Hong Kong (China). The majority of the SBM projects in the current World Bank portfolio are in Latin American and South Asian countries, including Argentina, Bangladesh, Guatemala, Honduras, India, Mexico, and Sri Lanka. There are also two Bank-supported SBM projects in Europe and Central Asia (in FYR Macedonia and in Serbia and Montenegro), and one each in East Asia and the Pacific (the Philippines), the Middle East and North Africa (Lebanon), and Sub-Saharan Africa (Lesotho). Other projects and programs have been introduced more recently in Madagascar, the Gambia, and Senegal.
Why is school-based management important?
Advocates of SBM assert that it should improve educational outcomes for a number of reasons. First, it improves accountability of principals and teachers to students, parents and teachers. Accountability mechanisms that put people at the center of service provision can go a long way in making services work and improving outcomes by facilitating participation in service delivery, as noted in the World Bank’s 2004 World Development Report, Making Services Work for Poor People. Second, it allows local decision-makers to determine the appropriate mix of inputs and education policies adapted to local realities and needs.
Impact of school-based management
Evaluations of SBM programs offer mixed evidence of impacts. Nicaragua’s Autonomous School Program gives school-site councils – comprised of teachers, students and a voting majority of parents – authority to determine how 100 percent of school resources are allocated and authority to hire and fire principals, a privilege that few other school councils in Latin America enjoy. Two evaluations found that the number of decisions made at the school level contributed to better test scores (King and Ozler 1998; Ozler 2001). Mexico’s compensatory education program provides extra resources to disadvantaged rural primary schools and all indigenous schools, thus increasing the supply of education. However, the compensatory package has several components. If one breaks the intervention up in its multiple components, then it is shown that empowering parent associations seems to have a substantial effect in improving educational outcomes, even when controlling for the presence of beneficiaries of Mexico’s large and successful conditional cash transfer program (Oportunidades, formerly Progressa). This is strong evidence of the positive effects of decentralizing education to the lower levels (Gertler, Patrinos and Rubio forthcoming). Various evaluations of SBM programs in the United States have found evidence of decreased dropout and student suspension rates but no impact on test scores.
Global competence is critical for innovation in the 21st century. Educational approaches sensitive to our changing world infuse global awareness and cultural understanding into everyday classroom practices, while also utilizing the technological resources available to teachers and students today. A learning environment rooted in global competence empowers teachers and students to develop deep cultural knowledge and explore the ways in which culture influences identities and worldviews. Teachers and students also engage with world issues and challenges, and conceptualize ways to address them together. Openness and curiosity are developed and are critical to global perspective-building and problem-solving processes.
Global competence is critical for innovation in the 21st century. Educational approaches sensitive to our changing world infuse global awareness and cultural understanding into everyday classroom practices, while also utilizing the technological resources available to teachers and students today. A learning environment rooted in global competence empowers teachers and students to develop deep cultural knowledge and explore the ways in which culture influences identities and worldviews. Teachers and students also engage with world issues and challenges, and conceptualize ways to address them together. Openness and curiosity are developed and are critical to global perspective-building and problem-solving processes.
Briefly describe all background
Briefly describe all background
Briefly describe all background
There are a lot of misconceptions about project-based learning and how to best structure classes, units, and lessons within PBL environments. The good news is that there are many different PBL strategies that lead to success for students. The bad news, also known as reality, is that even the most thoughtful, carefully planned project can take a turn for the worse, requiring teachers to reflect and modify. PBL can reveal the profound nature of deep learning experiences, (check out Suzie Boss' posts for some great examples), but it can also expose what feels like an infinite number of ways for the learning to derail.
Teachers know that no lesson plan is impeccable. The plan that led to profound discussion and whole-class engagement can later (even that same day!) fall flat, due to personalities, group dynamics, the time of day, or who knows what else. Yet teachers find ways to adapt, read the group, change their approach, and modify their plans in order to make lessons work in different contexts.
School-based management (SBM) is the decentralization of levels of authority to the school level. Responsibility and decision-making over school operations is transferred to principals, teachers, parents, sometimes students, and other school community members. The school-level actors, however, have to conform to, or operate, within a set of centrally determined policies.
SBM programs take on many different forms, both in terms of who has the power to make decisions as well as the degree of decision-making devolved to the school level. While some programs transfer authority to principals or teachers only, others encourage or mandate parental and community participation, often in school committees (sometimes known as school councils). In general, SBM programs transfer authority over one or more of the following activities: budget allocation, hiring and firing of teachers and other school staff, curriculum development, textbook and other educational material procurement, infrastructure improvement, setting the school calendar to better meet the specific needs of the local community, and monitoring and evaluation of teacher performance and student learning outcomes. SBM also includes school-development plans, school grants, and sometimes information dissemination of educational results (otherwise known as ‘report cards’).
Starting in the United States, the United Kingdom, Australia and Canada, SBM programs have been implemented and are currently being developed in a number of countries, including Hong Kong (China). The majority of the SBM projects in the current World Bank portfolio are in Latin American and South Asian countries, including Argentina, Bangladesh, Guatemala, Honduras, India, Mexico, and Sri Lanka. There are also two Bank-supported SBM projects in Europe and Central Asia (in FYR Macedonia and in Serbia and Montenegro), and one each in East Asia and the Pacific (the Philippines), the Middle East and North Africa (Lebanon), and Sub-Saharan Africa (Lesotho). Other projects and programs have been introduced more recently in Madagascar, the Gambia, and Senegal.
Why is school-based management important?
Advocates of SBM assert that it should improve educational outcomes for a number of reasons. First, it improves accountability of principals and teachers to students, parents and teachers. Accountability mechanisms that put people at the center of service provision can go a long way in making services work and improving outcomes by facilitating participation in service delivery, as noted in the World Bank’s 2004 World Development Report, Making Services Work for Poor People. Second, it allows local decision-makers to determine the appropriate mix of inputs and education policies adapted to local realities and needs.
Impact of school-based management
Evaluations of SBM programs offer mixed evidence of impacts. Nicaragua’s Autonomous School Program gives school-site councils – comprised of teachers, students and a voting majority of parents – authority to determine how 100 percent of school resources are allocated and authority to hire and fire principals, a privilege that few other school councils in Latin America enjoy. Two evaluations found that the number of decisions made at the school level contributed to better test scores (King and Ozler 1998; Ozler 2001). Mexico’s compensatory education program provides extra resources to disadvantaged rural primary schools and all indigenous schools, thus increasing the supply of education. However, the compensatory package has several components. If one breaks the intervention up in its multiple components, then it is shown that empowering parent associations seems to have a substantial effect in improving educational outcomes, even when controlling for the presence of beneficiaries of Mexico’s large and successful conditional cash transfer program (Oportunidades, formerly Progressa). This is strong evidence of the positive effects of decentralizing education to the lower levels (Gertler, Patrinos and Rubio forthcoming). Various evaluations of SBM programs in the United States have found evidence of decreased dropout and student suspension rates but no impact on test scores.
The First Try
To be honest, I had not heard the term PBL until the job interview. I went through a week of in-depth training and met with some veteran PBL teachers. The idea sounded great in theory -- creating projects that helped students learn educational concepts. The first unit that I created taught the basic elements of writing through analyzing advertising campaigns. Students selected a product, determined the target audience, and then had to rebrand the product and create an advertisement directed at a new target audience. I spent a lot of time putting the unit together, and I thought it was pretty good.
I wish I could say that it went well, but it did not. I tried to embrace the idea of exploration and let the project grow organically. I wanted the students to discover things for themselves. I floated around the room to answer specific questions about the assignment, and I worked to make sure that students were on task. Some finished the assignment pretty quickly, but others were still in the early stages when the project was nearly due. For their presentations, I got a friend who works in marketing to come in and provide feedback for their finished commercials (the authentic audience component of PBL). Out of 12 groups, only two were able to present by the end of the period, and they were scrambling to get their presentation together at the last minute. I felt like a failure.
The next day, the students and I had a pretty good dialogue about the process. Many said that they felt embarrassed because they were not ready to present. It turned into a real teachable moment for both my students and myself. Many of them said that they felt overwhelmed by the assignment because it was so broad. I realized that I had made some judgmental errors as well. This productive discussion made me realize that I had learned a lot from that first project.
The First Try
To be honest, I had not heard the term PBL until the job interview. I went through a week of in-depth training and met with some veteran PBL teachers. The idea sounded great in theory -- creating projects that helped students learn educational concepts. The first unit that I created taught the basic elements of writing through analyzing advertising campaigns. Students selected a product, determined the target audience, and then had to rebrand the product and create an advertisement directed at a new target audience. I spent a lot of time putting the unit together, and I thought it was pretty good.
I wish I could say that it went well, but it did not. I tried to embrace the idea of exploration and let the project grow organically. I wanted the students to discover things for themselves. I floated around the room to answer specific questions about the assignment, and I worked to make sure that students were on task. Some finished the assignment pretty quickly, but others were still in the early stages when the project was nearly due. For their presentations, I got a friend who works in marketing to come in and provide feedback for their finished commercials (the authentic audience component of PBL). Out of 12 groups, only two were able to present by the end of the period, and they were scrambling to get their presentation together at the last minute. I felt like a failure.
The next day, the students and I had a pretty good dialogue about the process. Many said that they felt embarrassed because they were not ready to present. It turned into a real teachable moment for both my students and myself. Many of them said that they felt overwhelmed by the assignment because it was so broad. I realized that I had made some judgmental errors as well. This productive discussion made me realize that I had learned a lot from that first project.
A rubric is a multi-purpose scoring guide for assessing student products and performances. This tool works in a number of different ways to advance student learning, and has great potential in particular for non-traditional, first generation, and minority students. In addition, rubrics improve teaching, contribute to sound assessment, and are an important source of information for program improvement.