1. PILOTING LAUNCH

2. Suggested Agenda 09.30-09.45: Presentation of IGUANA 09.45 -10.00 - Presentation of Piloting process 10.00 - 11.30 - Hands-on try-out of self- assesment tools 11.30 - 11.45 - Coffee 11.45 - 13.00 - Action Learning Set: review of self-assessment results and planning the pilot

3. A BRIEF SUMMARY OF IGUANA

4. What is it? A two-year research project funded by the European Commission under the ‘Lifelong Learning Programme’ It works with schools that want to innovate but are experiencing obstacles and resistance to change It works with schools who already have Innovation Plans and Change Programmes but want to make them more effective 24/05/13Athens, March 2014

5. What does it do? It provides a collaborative learning environment in which students, staff and management feel safe and secure to share their ideas, learn from each other and grow. The focus of the learning environment is on developing the emotional intelligence (EI) and Organisational Intelligence (OI) of schools and their members 24/05/13Athens, March 2014

6. Who is involved? CEPCEP, a research centre of the Portuguese University in Lisbon Arcola Research, an independent research organisation in London Menon – an Educational Network in Brussels/Tavistock Institute, London Ellinogermaniki Agogi – a research organisation involving schools in Greece The University of Vilnius, Lithuania Trinity College Dublin, Ireland Contour Education Services in Surrey, UK The European School Heads Association, Netherlands Ten pioneering schools in five different EU countries 24/05/13Athens, March 2014

7. EMOTIONAL INTELLIGENCE a holistic way of looking at, and engaging with the world ……….. a continuous process of self- awareness and self-development ORGANISATIONAL INTELLIGENCE the capacity to make sense of complex situations, apply this sensemaking to effective action, develop, share and use knowledge and reflect and learn from experience OR in other words ……. INNOVATION CAPACITY

8. The Three elements of the learning environment Two sets of self assessment tools to assess EI and OI One ‘Discovery’ Learning Programme that provides basic courses in EI and OI and some ‘Assignments’ to help apply them in practice An ‘Open Space’ platform that provides more advanced courses in EI and OI and a space for schools to exchange ideas and experiences 24/05/13Athens, March 2014

11. How do participating schools contribute? 10 schools in Europe are involved in the piloting They install the platform and tools They select some key members of the school (governors; SMT; staff) to participate These delegated members then do the self- assessments On the basis of the results, the school may decide to produce an Innovation Plan using a ‘Theory of Change’ model The Plan is implemented, and progress is evaluated At the same time, IGUANA is evaluated 24/05/13Athens, March 2014

12. What does the school contribute? 5 days school time (i.e. time for briefing, meetings etc.) 10 days individual time (i.e. for taking the SA tests; doing the courses; working in the Open Learning Space) 24/05/13Athens, March 2014

13. What’s in it for the school? help the school identify the main barriers to change and improvement help the school build a shared vision for change involve the school in innovative research share ideas and knowledge with other schools in Europe raise the international profile of the school improve the skills of management, staff and governors 24/05/13Athens, March 2014

14. WHAT DOES PILOTING INVOLVE?

15. Piloting Phases 1 ENGAGEMENT Initial Presentation to schools and Networks 2 RECRUITMENT Sign up participants in schools and networks 3 ASSESSMENT Run EI and OI self assessment 4 REVIEW Review self-assessment results in ALS to decide on Learning Plan 5 LEARN Implement Learning Plan – Discovery Programme & Assignments 6 MONITOR Assess Learning Plan through ALS. 7 PROGRESS Move to Open Learning Space. Run Peer Review and Benchlearning 8 REFLECT Review Evaluation Results through ELS EVALUATIONEVALUATION APR MAY SEP

16. The Self-Assessment Tools

17. EI Self-Assessment

19. ACTION LEARNING SETS

21. Action Learning Set Problem definition Understanding problem Planning change Observing change Reflecting on change

22. Small Group Work SPLIT INTO 3 GROUPS STAFF SMT & Governors STUDENTS EACH GROUP TAKES ON THE PoV OF ITS ASSIGNED GROUP EACH GROUP APPOINTS A RAPPORTEUR THE GROUP TASK: Reflect on Self-Assessment results and identify Basis for Innovation Plan