1. Innovative Designs for Enhancing Achievements in Schools (IDEAS)

2. This presentation is intended to enable principals, teachers and school communities to make a decision about a commitment to engage in the IDEAS process.

3. IDEAS A developmental project of the Leadership Research (LRI),
University of Southern Queensland

4. The IDEAS Vision To inspire IDEAS schools to engage in a journey of self-discovery which will ensure that they achieve sustainable excellence in teaching and learning.

5. What is IDEAS? A process for positioning schools for the future
A process of enhancing learning outcomes by valuing the work of teachers and their classrooms
A process that enables alignment between the work of teachers in classrooms and the school’s strategic purpose

6. What might your school gain?
An enhanced focus on the practice of teaching
A heightened sense of identity and purpose through the development of a distinctive schoolwide pedagogy
Alignment with systems initiatives, enabling the school to articulate its uniqueness and emphasise classroom achievements and successes
A strengthening of the school’s professional community

7. Who is involved? Teaching staff
The school community – parents and students
The broader school community

8. IDEAS — A Homegrown Innovation
Mid 1990
The search for links between school-based management and improved student outcomes
USQ/ EQ create the Research-based Framework
1997– 1998
The BIGWIGS pilot in the Warwick District
USQ creates the 4D process (now ideas)
1999
Extended trial in forty-nine state schools throughout Queensland
Clarification and redevelopment of the ideas process
2000
The Murrumba Cluster Initiative
Refinement of Research-based Framework and teacher leader roles
2001
EQ/USQ memorandum of understanding
Extension of IDEAS
IDEAS: a Queensland creation and a university-school partnership
Mid1990’s: IDEAS began as a search by Education Queensland and the University of Southern Queensland for ways of linking school-based management to improved student learning outcomes
In 1997: USQ drew on current research by the University of Wisconsin-Madison to create the Research-based Framework
The BIGWIGS Pilot: In 1998 it involved 5 schools in the Warwick District. The “4D” process was applied - it has since evolved to the ideas process.
The IDEAS Trial: In 1999 it involved 49 schools, 25 districts,and 39 Facilitators.
In 2000: A cluster approach evolved with the Murrumba District initiative where 27 schools started out with IDEAS (The 1999 Trial schools also continue). The 4D process is fully developed and renamed the ideas process.
August 18, 2001: A Memorandum of Understanding between USQ and Education Queensland enables planning for an expanded program of IDEAS implementation and quality assurance in 2001.

9. IDEAS expands to include schools beyond the local context ….
2002/2003 Australian Government (DEST) supports a National Trial involving 12 schools in three Australian school jurisdictions (WA, NSW and ACT)
2003/2004 Development of Clusters in Toowoomba, Cairns, Rockhampton and Brisbane coordinated by a local state school district facilitator
2004/2005 Research project established with National Institute of Education (NIE) in Singapore – tracing the implementation of IDEAS in three schools in Singapore (Marymount Convent, West Grove Primary and Woodlands Secondary College)

10. IDEAS expands to include schools beyond the local context ….
2005 onward:
4 Queensland school clusters located in Greater Brisbane, Laidley District, North Queensland and Toowoomba;
34 Schools in Victoria;
36 schools in Western Australia (Secondary & Primary – state and Catholic);
58 schools in Sydney CEO;
10 schools in Toowoomba CEO;
15 schools in Canberra CEO; and
A number of independent schools (Canberra, Sydney).

11. IDEAS: Key Components
An Aligned Organisation - The Research-based Framework (RBF) for Organisational Alignment
The ideas process
Parallel leadership
Three-dimensional Pedagogy (3-D.P.)

12. IDEAS is based on significant research from America, Australia and Hong Kong
There are compelling research conclusions …
There are 5 compelling research conclusions that underpin the conceptual model for school improvement:
Wisconsin research and in particular Newmann and Wehlage (1995) – school based management must be linked to teaching and learning through restructuring teachers’ work.
2. Australian research of Peter Cuttance (1998) found that within-school variance in student achievement is significantly greater that between-school variance. What really matters most in enhancing school outcomes is whether within-school pedagogical processes can be enhanced.
3. Australian Research Council research and in particular the work of Crowther, Ferguson, Hann and Olsen (1998) indicates that the most appropriate leadership approach for successful school innovation is parallel leadership. This involves administrators and classroom teachers with leadership interests and skills in joint-direction-setting and implementation. This approach is more suited to the sophisticated capabilities of the teaching profession, more likely to engender professional esteem and more conducive to sustained educational enhancement.
4. Victorian Cooperative research project (1998) – Caldwell stated that the benefits of school improvement relate to improved curriculum and learning; curriculum support and initiatives; planning and resource allocation; more focused objectives and school purpose; professional and personal benefits.
5. Teacher effectiveness research from Hong Kong – Cheng (1998) generated a whole structure strategy for teacher effectiveness which encompassed affective, cognitive and behavioural domains and extended across individual, group and school levels. There needs to be a congruence in school process that enable mutually supportive roles, consistency in values and compatibility of technologies and culture.

13. American Research Newmann and Wehlage 1995
“The most successful schools were those that used restructuring tools to help them function as professional communities. That is, they found a way to channel staff and student efforts toward a clear, commonly shared purpose for student learning; they created opportunities for teachers to collaborate and help one another achieve the purpose; and teachers in these schools took collective — not just individual — responsibility for student learning. Schools with strong professional communities were better able to offer authentic pedagogy and were more effective in promoting student achievement.”
Newmann and Wehlage 1995

14. Australian Research
Professor Peter Cuttance, University of Sydney states:
“International and Australian research has now conclusively demonstrated that differences in the effectiveness of classroom practice are about four times more important than differences between schools in explaining the variation in achievement among students ...
… A large proportion (40%) of the variation in student learning outcomes is associated with variation in the quality of teaching in individual classrooms, compared to a small proportion (10%) that is attributable to difference between schools …
… the remaining 50% of variation in student learning outcomes is associated with differences between students (differences in ability, attitudes, esteem, aspirations, disposition to work, etc).”

15. ARC Research of Crowther et al
ARC Research of Crowther et al.: Processes that Enable School Improvement Successful School Revitalisation: The IDEAS way
This figure conceptualizes the way that parallel leadership provides a foundation for enhanced school outcomes. This is reflected in the quote on the next slide…
Crowther & Andrews, ARC Research Report (2003)

16. Australian research (cont.)
“… in a study of selected Australian schools that initiated and sustained significant improvement in student achievement it was conclusive that parallel leadership activates three processes that enable improvements to occur. The processes are schoolwide learning, culture building and a schoolwide approach to pedagogy.”
(Crowther, Hann & McMaster, 2001)

17. Cooperative Research Project — Victoria 1998
Caldwell (1998) stated that the benefits of school improvement relate to improved curriculum and learning, curriculum support and initiatives, planning and resource allocation, more focused objectives and school purpose, professional and personal benefits.

18. Whole structure strategy — Cheng 1998
Cheng generated a whole structure strategy for teacher effectiveness that encompassed affective, cognitive and behavioural domains and extends across individual, group and school levels.
There needs to be a congruence in school processes that enables mutually supportive roles, consistency in values and compatibility of technologies and culture.

19. Recent Research & Publications
A longitudinal study of 22 Victorian schools tracked over 4 years (Andrews & Associates,
2011 – From School Improvement to Sustained Capacity – Crowther & Associates (Corwin Press)

20. CAPACITY BUILDING & SUSTAINABILITY
There is no chance that large-scale reform will happen, let alone stick, unless capacity building is a central component of the strategy (Fullan, 2005)

21. School Success - in agreed priority areas, is based on documented
evidence, and
teacher’s confidence in their
school’s capacity to sustain its
achievements into the future.

22. Our Research – Dynamics of Capacity-Building = COSMIC C-B MODEL

23. Explaining “success” in Victoria’s IDEAS Project schools, 2004-2008 – A QUICK ANSWER
___________
Enhanced
pedagogical
practice
__________
Heightened
professional
trust and
schoolwide
responsibility
___________
Improved
student engagement and learning

24. Cosmic Model- HOW to achieve and sustain improvement in the face of changing:
times
circumstances
external priorities
People – teachers, Principal

25. Capacity Building Model
icro-
pedagogical
deepening
nvoking
reaction I
ommitting
to school
revitalization C
rganisational
diagnosis &
alignment O
eeking
new
heights S
onsolidating
success
The COSMIC
Capacity Building Model

26. Capacities ……
Social Capital – parallel leadership; professional relationships (trust, respect, shared responsibility); student well-being (engagement, pride).
Intellectual Capital – student achievement; school vision & values; Schoolwide pedagogy (SWP); improvement processes.
Organisational Capital – shared input into planning processes; resourcing linked to SWP; internal and external linkages.

27. Holistic Professional Schoolwide Pedagogical Holistic Professional
Key component: The Research-based Framework for Organisational Alignment
Holistic Professional
Learning
This research-based framework is grounded in extensive research in schools.
All these elements need to align for significant success to occur.
Strategic
Foundations
OUTCOMES
Cohesive
Community
OUTCOMES
Generative Resource
Design
Schoolwide Pedagogical
Development
& Deepening
Holistic Professional
learning

28. How tuneful is your school?
Flat?
Discordant?
Melodious?
Lullaby?
Stirring?
Virtuoso?

29. STRATEGIC COHESIVE COMMUNITY
HOLISTIC
PROFESSIONAL LEARNING
STRATEGIC
FOUNDATIONS
Is the school vision clear?
Is leadership distributed
COHESIVE
COMMUNITY
Is the community supportive?
Do staff assume collective responsibility?
SCHOOL
OUTCOMES
What have students achieved?
What new knowledge has the staff created?
HOLISTIC
PROFESSIONAL LEARNING
HOLISTIC
PROFESSIONAL LEARNING
GENERATIVE
RESOURCE
DESIGN
Is the use of space, time and technology reflective of the school vision?
SCHOOLWIDE PEDAGOGICAL DEVELOPMENT AND DEEPENING
Do teachers have a shared understanding of successful pedagogy?
HOLISTIC
PROFESSIONAL LEARNING
A Research-based Framework for Organisational Alignment (LRI IDEAS Team, March 2010)

30. Alignment …..
An organisation is like a tune: it is not constituted by individual sounds but by the relations between them.
(Drucker, 1946, p.26)

31. The Principle of Alignment in the Research-based Framework
“This principle asserts that schools that have generated both depth and integration across the elements of the organisation [Research-based Framework] have been found to produce enhanced sense of identity and greater capacity to pursue high expectations for student achievement”.
(Crowther et al. 2001)

32. Using the Framework — comments from schools
An IDEAS school establishes its own benchmarks for the RBF elements and future outcomes.
Schools working with IDEAS have used the RBF for strategic planning.
The Framework is an interesting concept. The more you use it the more layers you uncover to help explain and understand the complexities of school life.
Teachers readily interact with the dimensions of the Framework. It is highly discussible.

33. Diagnostic Inventory of School Alignment
Diagnostic Analysis Tool – a survey designed to report on your school’s tunefulness – refer to DISA –

34. Key component: The ideas process

35. The five phases of the ideas process
initiating: How will we manage the process?
Who will facilitate the process?
Who will record our history of the journey?
discovering: What are we doing that is most successful?
What is not working as well as we would like it to?
envisioning: What do we hope our school will look like in the future?
What is our conceptualisation of schoolwide pedagogy?
actioning: How will we create a tripartite action plan?
How will we work towards the alignment of key school elements and processes?
sustaining: What progress have we made towards schoolwide pedagogy?
What school practices are succeeding and how can we expand them?

36. The ideas process:
recognises the equivalence of teacher leadership and principal leadership in achieving school success;
acknowledges that school improvement can only occur if two concurrent and inter-related processes are in place — strategic planning and a process to create school wide professional learning;
requires the management of the process by a representative school team;
provides for school-based facilitation with USQ/DETA support;
requires schools to manage their own resources e.g. time; and
encourages schools to operate in a ‘no blame’ culture.

37. IDEAS Principles of Practice
Principle 1: Teachers are the key
Principle 2: Professional Learning is key to professional revitalisation
Principle 3: Success breeds success
Principle 4: No Blame
Principle 5: Alignment of school processes is a collective school responsibility

38. IDEAS Principles of Practice
IDEAS Principles of Practice
Principle 1: Teachers are the key
Principle 2: Professional learning is key to professional revitalisation
Principle 3: Success breeds success
Principle 4: No Blame
Principle 5: Alignment of school processes is
a collective school responsibility

39. Key component: parallel leadership:
recognises the capability of teachers as leaders and emphasises principals’ strategic roles and responsibilities
It is based in four qualities:
mutual trust and mutual respect;
shared sense of purpose; and
allowance for individual expression.
appreciation for the importance of creating school
successes in the context of systemic goals and
priorities.

40. “Our research is conclusive that shared responsibility for school outcomes, involving teachers and principals in mutualistic leadership relationships, is a vital key to successful school improvement.”
Frank Crowther 2001
“Parallel leadership is the central concept – the principal can step outside the safety zone and teachers learn leadership skills that enable them to influence others.”
Lesley Bath, Teacher Leader, Walkervale State School

41. A Diagrammatic Representation of Principal and Teacher Leader Influences
in Capacity-Building
PRINCIPAL
C O S M I C
TEACHER LEADER
Legend: Degree of influence
Greatest Least
Crowther & Associates, 2011

42. IDEAS Teacher leaders reflect ...
“Teacher leadership underpinned the successful development of our schoolwide pedagogy. My role has been to provide expertise, to enthuse and to work with teaching teams to integrate our vision and schoolwide pedagogy into the core business of teaching and learning at our school”
Leasa Smith, Currimundi State School
“The ideas process has given the teachers the opportunity to have valued input into the future direction of the school.”
Deborah Boesten, Beerwah State High School.

43. The role of the principal in enabling parallel leadership
Communicates a clear strategic intent
Incorporates the aspirations and views of others
Poses difficult-to-answer questions
Makes space for individual innovation
Knows when to step back
Creates opportunities from perceived difficulties
Builds upon achievements to create a culture of success
Crowther, Kaagan, Hann & Ferguson (2002)
Strategic Intent-
To focus attention on a preferred direction
To initiate alignment between people, processes, resources and structures
To demonstrate passion and personal conviction
To emphasise the centrality of teaching and learning
Balance philosophy-
To align strategic and pedagogical values
To create a shared sense of purpose
To facilitate collaborative decision-making
Pose questions-
To heighten the level of professional dialogue
To raise consciousness of professional behaviours and structural impediments
To show confidence in what others might create
Space for innovation-
To encourage creative propositions
To create opportunities for leadership in action
Stepping back-
To let others run with ideas
To keep administrators’ egos in check
Actualising opportunities-
To remove obstacles
To show that external directives must be contextualised before implementation
Building on a culture of success-
To create an ethos of doing things together
To provide recognition for diverse achievements
To raise expectations, build motivation
To nurture a “teachers are guardians of culture” outlook

44. Principals reflect on parallel leadership …
“I had to be prepared to ‘live and breathe’ the vision and values that were emerging in the staff development. I had to demonstrate trust by nurturing the good work of the IDEAS process.
I had to step back and let others take the lead. For example, the middle school teachers were given the responsibility for building the curriculum in a shared situation... they were given the responsibility and developed parallel leadership.”
(Principal, Beerwah SHS, 2003)

45. Principals reflect on parallel leadership…
“I saw IDEAS would provide opportunities for staff to engage in a process of school improvement. I was able to step back and let others take the lead but I also needed to open up dialogue about our preferred future. Also as circumstances changed I was able to reorganise resourcing to bring in new staff and provide time and space for the sharing to happen.”
Principal , Currimundi State School.

46. Key roles in the process
School based facilitators
School IDEAS Management Team (ISMT)
Cluster Coordinator (systems level staff)
IDEAS Core Team – USQ Staff
Note: Cluster coordinators are not always in place

47. Optimal school achievement occurs when:
teachers and administration team share leadership responsibilities;
the school’s vision is clearly focused on shared, concrete aspirations;
school development emphasises the creation of schoolwide pedagogy and the alignment of vision and schoolwide pedagogy; and
systemic services are available when required to support school priorities.

48. IDEAS School Management Team
Composition: Preferably a voluntary representative group including the facilitator, a scribe and other stakeholders including classroom teachers, administration, middle management and parents.
This group provides:
Representation (represents the community in the process);
Communication (documents the process, prepares and publishes the reports, provides information and readings);
Planning (facilitates workshops and develops an action plan for the process);
Networking (with other schools and districts);
Advocacy (on behalf of teachers and students); and
Development (of teacher leaders).

49. School-based facilitator(s) reflect on their role
“My role has been to inform the staff on the process and steer the process … to keep the momentum going. My greatest challenge was to engage the staff in the process.”
“Not everyone got involved. A critical mass of us have created new images and symbols that have changed how we think of ourselves. The ISMT became a sorting strategy before staff meetings. Staff meetings have become forums for sharing successes.”

50. A Cluster Coordinator comments..
“As a cluster coordinator I have observed members of the cluster develop a growing realisation that together they can learn from sharing experiences in working with IDEAS.
In cluster meetings and informally, the IDEAS school-based management team members have shared their successes, their frustrations and their challenges and in so doing they have inspired each other!”
Schools Cluster Coordinator

51. A principal reflects …
“The IDEAS Project reinforced for me the need to promote a culture of teacher leadership in order to achieve real long-term reform where it matters — that is, in the classroom. To achieve improved student learning outcomes, teachers need to be engaged in professional dialogue about their teaching. The role of facilitator is key and that person needs to be enthusiastic, influential and assertive.
The role of the principal is to nurture an environment where teachers are encouraged and feel safe about sharing what works and what does not work and to provide ongoing support for the facilitator.”
Principal, State High School

52. A principal reflects:
“The IDEAS research-based framework provided a scaffold for reflection on the elements which are critical to establishing world’s best practice in schools. When combined with the comprehensive data provided by the Diagnostic Inventory and the ideas process we were able to conduct meaningful dialogue within the school community about school cohesiveness, school community, classroom pedagogy and school policies, practices and procedures.
The process has enabled our school to embark on a most exciting  school visioning experience. We now provide exciting and challenging curriculum experiences which are reflective of our school vision “Riding the Waves to Success”  and are understood and owned by our school community. The IDEAS project has enabled our school to indeed “Ride the Waves to Success.”
Primary School Principal

53. The IDEAS Support Team:
perceives successes are the impetus for school improvement;
views leadership as a shared responsibility (parallelism) and it is a creative process; and
recognises a unique professional relationship between educators who work in schools and in universities – where the IDEAS support team work with schools to assist the school community to establish a desired future.

54. The role of the IDEAS Support Team
To engage school communities through processes of analysis and reflection, decision and action at key junctures in the process, namely:
Establishment;
Interpretation of diagnostic inventories;
Conceptualisation of schoolwide pedagogy; and
Implementation design.
To cultivate ownership of the process by the school staff.

55. The IDEAS Core Team as a resource:
Expert advice — in the interpretation of diagnostic inventories, creation of schoolwide pedagogy and development of action plans; on-site meetings with IDEAS School Management Teams (ISMT), school staff, community.
Training of facilitators — orientation seminars, cluster workshops.
Resourcing — facilitation folder, research articles, online advice.
Resourcing- - Website, research articles, Facilitation Folder
Facilitation Folder
Research Articles
On-line advice
Training- Orientation Seminar
Cluster Workshops
On-site advice
Meetings with Admin and school management teams Teams
Meetings with School Staffs and whole school communities

56. Criteria for nomination for IDEAS
Time commitment of 4 semesters (2 years)
School acceptance of responsibility for its own revitalisation with external support and facilitation
Acceptance of the principle of parallel leadership and principles of practice
Time allowance for facilitation and IDEAS School Management Team activities
Budget allocations
Note: school’s are encouraged to complete a time audit – and provide meeting times by “saving time”

57. The USQ IDEAS Core Team Researchers, Authors and Consultants:
IDEAS National Director - Dorothy Andrews
IDEAS Strategic Advisor - Frank Crowther
IDEAS Specialists - Mark Dawson, Joan Conway
Support Team:
Allan Morgan, Shauna Petersen, Lindy Abawi, Marian Lewis

58. The IDEAS Core Team
Back row from left: Associate Professor Dorothy Andrews, Emeritus Professor Frank Crowther, Shauna Petersen, Dr Mark Dawson, Dr Allan Morgan, Lindy Abawi
Front row from left: Dr Marian Lewis, Dr Joan Conway

59. For further information, please contact:
Assoc. Prof. Dorothy Andrews
Director - Leadership Research (LRI) and
National Director of IDEAS
University of Southern Queensland
Phone: (07)
Marlene Barron
Project Administrator
Phone: (07)

60. Acknowledgements
This PowerPoint presentation was initially prepared by Dr Dorothy Andrews, University of Southern Queensland Leadership Research Institute IDEAS Team, October, 2005 and updated May, 2011.
Many thanks for contributions from members of the LRI and critical comments from IDEAS Facilitators and IDEAS Support Team Members