Realising the educational benefits: an approach for 21C schools

Realising Educational Benefits

REB

Mal Lee

[email protected]

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Introduction• Ensuring the school meets the needs of 21st century schooling

• Ready operational accountability

• Realising the educational benefits

• The business lead

• REB

• The basic recipe

• REB in practice

• Introducing REB into your school


21st Century Schooling• Not the 20th century

• Shortcomings of traditional school measurement and accountability tools

• Designed for insular, constancy and continuity

• Imperative of clear shaping educational vision

• Identifying the priorities with escalating ‘noise’.

• Accommodating constant, often rapid and uncertain change and evolution

• Working with escalating digital convergence and organisational integration

• Increasing networked, collaborative 24/7/365 schooling

• Riding the megatrends


Operational Accountability• Incorporated into normal school operations

• School specific

• Able to be afforded, used in-house, with own staff in all schools

• Facility to accommodate game changers

• Immediacy of feedback

• Optimisation of operations

• In keeping with increasing school openness

• Measurement information that assists the making of key development decisions


Realising the educational benefits

• Imperative of focussing on the desired education

• Expressed in effective shaping educational vision

• All else part of the suite of variables supporting that realisation

• Importance of an apposite integrated development, monitoring and measurement process

• Framework for total staff to shape all initiatives


The business lead• Part of the answer found in business/corporate world

• Business technology concerns of the 90’s

• Failure to tie ‘business agenda’ with technology deployment

• Benefits realisation approach/BRM/MSP

• Application globally throughout business and corporate sector

• Parallels with schooling going digital and networked

• Key differences


BRM• Bradley (2004) defines BRM as

• the process of organizing and managing so

that potential benefits arising from

investments in change are actually achieved

(p.23)


BRM premise• BRM was based on the following premises

(Thorp, 1998, p. 38) – and we believe they hold true for schools even more so.

– Benefits do not just happen.

– Benefits rarely happen according to plan.

– Benefits realization is a continuous process that can and must be managed, just like any other business practice.


REB• Necessity of a schooling specific variant

• The builds on the industry experience and

research

• Creation of REB with Dr Lorrae Ward (NZ)


What is REB?• REB is our adaptation of BRM, it translates BRM into the educational world

and has been designed to provide an operational framework for schools wanting to effectively operate in the 21st century.

• REB can provide the umbrella framework needed to provide coherency and alignment across all areas of a school’s operations, enabling you to monitor and measure what you are doing while also being agile, ready to “catch the next wave”, to move forward with confidence.

• It will help you to tightly integrate all the different activities and groups in your school.

• It will enable you to remain focused on the big picture, the vision you have for your school, its community and most importantly its learners. In times of change and multiple competing demands it can feel like you are pedalling furiously but going nowhere.

• REB can help organize the churn!


Stages of REB1. Deciding what initiatives to implement.

2. Deciding on the initiative owner(s) and reporting lines.

3. Identifying the benefits – and any possible disbenefits.

4. Developing a purpose statement.

5. Developing a benefits chain and/or benefits map

6. Planning for the implementation of the initiative.

7. Monitoring and reviewing the implementation across the benefits chain.

8. Measuring the realization of the benefits.

9. Reflection and review – where to next.


Benefits chain

Outputs

• build

Capabilities

• enable

Changed practices

• realise

Educational benefits

• support

School vision for its learners


Measuring benefits• Thorp (1998) argues that if you can’t measure something you can’t manage it. In

his view measuring benefits is the key to successful change management.

• The evidence used is not – and indeed should not – just be what many describe as data (numbers). It can be observed changes in behaviour, changed attitudes as seen through conversations, differences in documentation, cost savings. Limiting the evidence used in measurement limits the benefits that can be identified and realized.

• Thorp (1998) offers guidance on how to develop powerful measurement systems. He says that you must:

– Make sure measures exist

– Measure the right things

– Measure things the right way

– Make sure measurement systems guide decisions and action. (p. 199).


24/7/365 ‘teaching’


Introducing REB• School specific solution – with core recipe

• Role of the principal

• All staff

• Guiding principles

• Building on the existing

• The initial thrust

• The expert

• Diagnostic tools

• New staff

• Refinement and enhancement

• Recognition


Conclusion• Significance

• Readying your school

• Normalise

• Focus in time of escalating noise


[email protected]

http://www.malleehome.com

Skype - malcolmrlee

+61 2 44 717947


In Closing

PowerPoint presentation will be available from

http://www.slideshare.net/kbonanno/

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Realising the educational benefits: an approach for 21C schools

Education

Transcript of Realising the educational benefits: an approach for 21C schools