to System Redesign · 2011. 2. 12. · System Redesign Professor David Hargreaves Norfolk 1 July...
Transcript of to System Redesign · 2011. 2. 12. · System Redesign Professor David Hargreaves Norfolk 1 July...
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FromPersonalising Learning
to System Redesign
Professor David HargreavesNorfolk 1 July 2008
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2004 Prime Minister Tony Blair:Catch-up for public services incustomising or personalising
The opportunity of ‘personalised learning’
A transformation?
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Neither introduced any new technologyBoth introduced a new business model
Lessons from the business world
The 20th century transformation: from mass production to mass customisation
From Henry Ford to Michael Dell
What would be the equivalent of ‘a new business model’ for schools?
The challenge: how to get schools from mass production to mass customisation
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Personalizing learning means meeting
• more of the educational needs of
• more of the students
• more fully than ever before
The meaning of ‘personalisation’
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Mass customisation...
...means developing, producing, marketing anddelivering affordable goods and services withenough variety and customisation that nearly everyone finds exactly what they want.
shampoos on-demand TV
... is the capability to change the design or appearance of a product or service in direct response to a customer’s needs – without incurring significant additional costs in the production or delivery of the product/service.
Fiat 500
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In mass production, the company has to persuade customers that they need and want a pre-determined,standardised product.
In mass customisation, the company has to discovercustomers’ needs and wants and then redesign the production and delivery systems to meet them.
In mass produced education, the staff have to persuadestudents that they need and want a pre-determined form of education - curriculum, assessment, pedagogy, school.
In mass customised education, education ministries and schools have to….
do what exactly?Full implications of this, said in 2004, took 3 more years.
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Curriculum
Design&Organisation
New technologies
Assessment for Learning
Workforce reform
Student voice
Learning to learn
Advice&guidance
Mentoring&Coaching
The nine interconnected gateways to PL
...and the six pamphlets
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Curriculum
Design&Organisation
New Technologies
Assessment for Learning
Workforce Reform
Student Voice Learning to Learn
Advice&Guidance
Mentoring&Coaching
DEEP EXPERIENCE
DEEP LEARNING
DEEP SUPPORT
DEEP LEADERSHIP
Clustering the nine gateways to PL: the ‘deeps’.
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DEEP EXPERIENCEat school level
DEEP SUPPORTat federation level
DEEP LEARNERSat classroom level
DEEP LEADERSHIPdriven by school leaders
Implementing the deeps.
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The deeps as a conceptual support
The deeps as an organisational device or planning tool?
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Learning and
teaching
Support and
guidance
Curriculum and the design of learning
experiences
Independent learners who want to learn
Skilful, experienced and
committed teachers
Attitudes to
learning
Accessing the
curriculum
Choice and personalisation
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DEEP LEADERSHIP
DEEP LEARNING DEEP SUPPORT
Learning Mentors
Managers for Personalised
Learning
AHT – Student Voice• Mentoring• Student Voice
AHT – Curriculum• Curriculum• Coaching• AfL
BIP SEN
DEEP EXPERIENCEAHT - Inclusion
• Advice and Guidance• Community (not deep)
Executive HeadteacherHead of School
• Design & Organisation• Workforce (reform)• New Technologies
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Deep Leadership
Deep Leadership
Deep Support
Deep Experience
Deep Learning S
Students
Spirituality Standards
Specialism
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Deep Experience
Deep Leadership Deep Support
Deep Learning
Student
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Student
Deep Support Deep Experience
Deep LearningDeep Leadership envelops them all
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Student
Deep Support Team
Deep Experience Team
Deep Learning Team
V.P.
V.PV.P
AP AP
AP
Deep Leadership Team
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Implementing the deeps: the advantages.
Underline the school’s moral purpose
De-emphasise subject labels & boundaries
Articulate better with the school’s vision
Offer new labels to enrich and broaden roles
De-emphasise short-term and superficial
Activities/meetings breach old boundaries Enriches language and encourages dialogue
Re-integrate established silos
Clarifies PL for governors/parents A tool for planning priorities/development
Inspires and distributes leadership
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Co-construction
Everything about schooling can potentially be co-constructed:
curriculum, assessment, pedagogy,the nature of education and school
or co-creation, or co-production
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Personalizing learning means meeting • more of the educational needs of
• more of the students
• more fully than ever before
TRANSFORMATION is not achieved simply by bringing schools into line with mass customisation and personalisation
‘redesign the production and delivery systems’
...but by...
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The transformation to meet more needs of more students
is achieved through school-led system re-design
based on, but going beyond, the 9 gateways & the 4 deeps
as originally conceived
Beyond customisation
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DeepExperience
2+ gateways
DeepLearning3+ gateways
Deep Leadership
2+ gateways
System re-design
9 gateways 4 deeps system re-design
DeepSupport2+ gateways
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All the assumptions behind 20th centurymodels of schooling are now questioned
Everything that has been taken-for-granted about schooling are now scrutinised
Reconfigurations are devised, tested, revised
Innovation networks drive the agenda
Are you an innovation network?
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Question: which is the better fit?
We are individual school leaders doing our best for our students within our own school and we come together to share experience and ideas.
We are school leaders who come together regularly to collaborate closely to ensure that each school gains individually but our whole secondary sector also gains as a collectivity.
Are you an innovation network?
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SYSTEM RE-DESIGN: the 20 reconfigurations
Institutional reconfigurations: 10
Leadership reconfigurations: 5
Role reconfigurations: 5
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Institutional reconfigurations: 10
• Single to multiple institutions• Merging of primary/secondary/special phases• Boundaries of year groups/key stages permeable• School day/year reformed and extended
• Academic versus pastoral split removed/reworked
• Large school re-structured into smaller ‘home’ units
• Boundaries between school and workplaces weaken
• Lessons and work periods lengthen
• Increase in competence-based and trans-disciplinary study• New uses of space and buildings
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Of the 10 institutional reconfigurations, which are most relevant to your situation?
Question for thought
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Role reconfiguration: 5 strands
• Co-construction between stakeholders
• New forms of governance, especially inter-institutional
• Widespread, school-led innovation
• New forms of school-led and school-based teacher development, both initial and continuing
• Teaching roles within school more differentiated and more involvement of external partners
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Leadership reconfiguration: 5 strands
• Flatter, less hierarchical
• Broader and distributed, more people involved
• Leadership development and succession central to CPD
• Student leadership cultivated
• Decision making procedures change
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The reconfiguration cube
= 250 cells Which ones matter - and why?Complementarity as the key
10 institutional reconfigurations
5 leadership reconfigurations
5 role reconfigurations
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AfLL2L
SV
Student leadership
Stage not ageCo-construction
9 gateways 4 deeps system re-design
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Of the 3 sets of reconfigurations which is the starting point for transformation?
Question for thought
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5 leadership reconfigurations
10 institutional reconfigurations
5 role reconfigurations
Reconfiguration dynamics
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System Re-designat school level
System Re-designat local system level
System Re-designat national system level
SYSTEM RE-DESIGN: the 3 levels
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‘Dynamic governments remain porous. Renewal rarely comes from within. One of the optical illusions of government is that those inside of it think of themselves as the drivers of change… Yet most far-reaching ideas and changes come from outside… Governments are more often vehicles than initiators. They play a role in embedding these changes but typically they get involved only at a late stage… The smarter governments around the world realise that they need to build innovation into their everyday working: through experimental zones and pilots, competitive funds and rewards for promising ideas. And new ideas need time to evolve - preferably away from the spotlight… Most radical change has to start outside government, usually from the bottom rather than the top.’
Geoff Mulgan (2004)
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10 institutional reconfigurations
5 leadership reconfigurations
5 role reconfigurations
The reconfiguration cube
How would a local system redesign innovation network handle this?