1. ORGANISING THE CREATIVITY AND MAKING THE ORGANISATION CREATIVE Nathalie Droyer 1

2. NEW MODE OF GOVERNANCE OF SD ACTIONS National, regional and local political strategies stress on SD Schools’ Autonomy Traditionnaly Agricultural Education facilitates creativity A lot of projects Does the current school governance help giving coherence to all these projects? 2

3. NEW MODE OF GOVERNANCE OF SD ACTIONS Collaborative action research On 4 targets : -Coordinating -Monitoring -Communicating -Sharing 3

4. METHODOLOGY Collecting datas : -Open interviews -Work groups in the schools Data analysis 4

5. TWO AGRICULTURAL SCHOOLS INVOLVED Two schools -School A : a big school : academical, technological and vocational agricultural training, implemented SD for years -School B: small agricultural vocational school, tradition of Education for Environnement Many SD activities, lot of creativity but no monitoring of the SD action plan 5

6. EXPERIMENTATION STAGES Mode of distributed leadership Making a diagnosis before proposing other actions DD Setting participative organization for monitoring the action plan in link with the school boards and councils Creating a stearing team with teaching and non teaching staff, also including pupils 6

7. EXPERIMENTATION STAGES Mode of distributed leadership Formalizing (describing) actions DD in progress Evaluating the implementation, their results and their impact 7

8. BENEFITS OF THE EXPERIMENTATION Mode of distributed leadership Mutual information about SD actions Possibility to cooperate with other colleagues and pupils Possibility of working in different way Learning about project tools and methods Actions planning 8

9. DIFFICULTIES TO IMPLEMENT THE EXPERIMENTATION For implementing the action plan, one specific staff is recruited For analyzing action For involving staffs and pupils in actions and commission For involving pupils in decision making processes For following and monitoring actions 9

10. CHARTER OF THE SD ACTIONS PLAN 1.School Commitment -Putting in place a system to organize and manage collectively SD actions in long term -Puttingin place a mode of management in order to give time for reflection and for production of objective knowledge -Communicating in order to motivate and reflect -Developing SD actions 10

11. -Facilitating the intergenerational cooperation -Developing information and training 2. Implementation of a “distributed leadership” team -Level 1 Each project team to monitor its action -Level 2 A coordination team supervises the decision made about projects CHARTER OF THE SD ACTIONS PLAN 11

12. - Level 3 The Agenda 21 commission follows the whole of the actions in progress on the set of themes + A commission Agenda 21 which follows the actions in progress, gives orientation and validates new projects 3. Methods to develop and validate the annual program of SD actions 4. Developing the main resources CHARTER OF THE SD ACTIONS PLAN 12

13. DISTRIBUTED LEADERSHIP OF SD ACTIONS PLAN IS DIFFICULT TO IMPLEMENT Same guidelines to develop the learning process and a charter Same trainers and researchers to support them But two different final results School A developed a shared governance/approach quality School B : consultation 13

14. DISTRIBUTED LEADERSHIP OF SD ACTIONS PLAN IS DIFFICULT TO IMPLEMENT Big diversity in the way of thinking school organization, management role, educational mission, students’empowerment 14