Building the research culture: Practitioner-led research in innovative

DECD schools and preschools

Presentation to Educational Futures conference Flinders University 19th November 2012

•Opening comments: Dr Susanne Owen (DECD)    

•Prospect PS: Marg Clark (15 mins)

•Birdwood HS: Kristina Vonow, Steve Hicks (15 mins)

•Woodville Gdns B-7: Graham Wegner, Frank Cairns (15 mins)

•Alberton PS: Andrew Plastow (15 mins)

•Discussion: practitioner research in innovative schools

Innovation definitions

Innovation is about the ‘creation and implementation of new processes, products, services and methods of delivery which result in significant improvements in the efficiency, effectiveness or quality of outcomes (and) the application of new ideas to produce better outcomes’ (ANAO, 2009:1)

Innovation may occur ‘through continuous improvement processes, adapting ideas from elsewhere or futures-oriented and transformative change’ (DECD, 2010:1)

DECD & InnovationDECD is an invited education system in the OECD Innovative Learning

Environments project (ILE)

26 participating countries in ILE project including Austria, Chile, Denmark, Finland, Hungary, Israel, Korea, Finland, Mexico (2 systems), Norway, Portugal, Sweden, Slovenia, Spain, Germany, US (Ohio), NZ, Switzerland (2 systems), Victoria & ACT (Australia)

7 SA sites have met international criteria for innovation (150 sites involved) but many other schools and preschools are equally innovative

ASMS selected as one of 35 cases for detailed academic research

2011-2012: many other DECD schools/preschools involved in innovation

DECD strategic plan highlights innovation & an increasing focus on building a systems culture for innovation across the department

Workshop Title 6

Educational innovation models and characteristicsEducational innovation models and characteristics

INCREMENTAL INNOVATION•Minor modifications to existing product

•Swims with the tide•Starts with the present & works forward

School Improvement?

RADICAL INNOVATION•Significant breakthrough/ major

shift in design•Swims against the tide

•Starts with the future and works backwards

Transformation?

LEARNERSNew groupings,

targeted for specific groups, learners

define goals

TEACHERSTeams & multi-

disciplinary teachers, coach/facilitator role,

other adults/peers

CONTENTNew foci for content, 21C

competencies, values, co-

constructed curricula

RESOURCESInnovative uses of

infrastructure, space, community

and technology

ORGANISATIONInnovative

approaches to scheduling, groupings, pedagogies,

assessment & guidance

Innovation Characteristics

• Some risk-taking but also an intentional departure from traditional approaches to better meet the needs of learners : be truly innovative.

• Settings providing optimal learning and development in cognitive, meta‑cognitive and socio‑emotional terms.

• Be aimed at addressing the contemporary learning and educational needs of all learners.

• Not rely on the vision, understanding or personality of a single or small group of innovators. Rather, the innovation must be sustainable, supported by a broad organisational foundation.

• Involve formal or informal evaluation of practice for the purpose of promoting continual improvement.

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DECD Practitioner grants

• Relationship between pedagogy, engagement and) literacy (Open Access College)

• Executive function: school-based learning experiences shaping working memory, inhibitory control and cognitive flexibility (Bridgewater PS)

• Game based learning (Woodville Gardens B-7)• Learning spaces, learning advisor beliefs and impact on student

wellbeing and engagement (Blair Athol B-7)• Reconceptualised learning environments, changes to

perceptions and development of pedagogy embracing place (Alberton PS)

• Mentoring to build teacher technology skills (Glenunga International High School)

• Personalised learning in digital/creative environment and impact on staff and student engagement and wellbeing (Prospect PS)

• Student mentoring in building leadership skills for business (Mypolonga PS)

• Pedagogical practices having positive impact in Maths (Mylor PS)

 

Action Research

Teacher researchers in a systematic way investigate specific aspects of their own

practices. They plan and collect data (look), analyse and reflect (think), before taking

action (act) and again repeating the cycle, whilst also sharing results to inform others.

Discussion

What are the issues related to having students involved as researchers?

How difficult is it to refine the research question and make the research process manageable?

What positives have happened?

What difficulties are there in finding tools and measuring aspects beyond student achievement?

Are there challenges in ensuring ownership of the data beyond the researchers in the school ?

Dr Susanne Owen

Principal Officer, Research & InnovationLeader: ILE project & DECD innovation

E: susanne.owen@sa.gov.auPh 8226 3677