1. Innovative Schools toolkit STRATEGIC WORKSHOP 2 Exploring good practice case studies

2. ObjectiveSuggested Approach To Review the ‘BEST’ outcomes and the feedback from stakeholders received Provide printed copies of the ‘BEST’ outcomes and take delegates through these to make sure they are remembered and to include delegates who may not have been present for workshop 1. Provide copies of the comments received from stakeholders since workshop 1 To introduce ‘Ideas Sorters’ and stress the need to capture and sort everyone’s ideas Problems are solved by ideas and these ideas should involve lots of people. Pre-prepare three ‘ideas sorter’ posters, one for each learner ‘BEST’ statements as a way of categorising these ideas. To provide a framework for considering case studies and applying them to the local context An iterative process of exposure to case studies, discussion and group debate to explore issues and current strengths Case studies are valuable but must be prioritised, sequenced and in line with your vision Case studies are added as post-its or code references to the three posters. Groups and the wider group debate the value of each case study and why it should be placed on the poster. Workshop 2 overview

3. In this second workshop, remind delegates of visions created by revisiting the roadmap created in the previous workshop (workshop 1) The next two slides will remind them of what was developed Revisit roadmap

4. GOODBETTERBEST OutcomeEnablersOutcomeEnablersOutcomeEnablers Learner experience See next slide Teacher experience See next slide Connected Learning Community See next slide Admin and management See next slide Review of the road map

5. Replace this with your own version Best Vot e Learner experience Competencies and Quality. In 2030 the main focus of learning is the development of competencies including, problem solving, reflective learning, socialization, team working, cooperation, critical thinking and autonomy. Learners work in ways that practice and develop these competencies. For example they raise question, share knowledge, set problems and develop resources. Assessment provides quality feedback for the learner Lifelong Learning. In 2030 learning will be a continual lifelong process which involves universities, libraries, schools, homes and companies. Knowledge is thoughtfully shared, collaborated on and exchanged throughout such learning communities. Belonging.. Learners are fully engaged with their community as active and happy social citizens. They work collaboratively to develop knowledge with peers parents and teachers as partners in communities. Teacher experience Teacher as researcher. In 2030 teachers are continually engaged in action research and reflection as part of their professional development. As a role model they actively promoting a research culture among learners involving them and using their feedback to improve. Teacher as a pedagogue. In 2030 teachers will understand how conceptual understanding happens as well as how they themselves learn. They will be able to help children understand concepts by giving them the tools so that they can become progressively autonomous Teacher as a person. In 2030 teachers will continually develop skills that cut across all subjects as well as personal attributes and attitudes which allow them to take the ethical responsibility of the role. Connected Learning Community Learner at the centre. Education is a partnership between parents, learner, teachers and others. Learners are supported in their pursuit of goals which are primarily based on the development of social and human capacities and their interaction with others rather than knowledge. Inclusive universal access. From early years to adult learning there is inclusive universal access for all. Diversity will be encouraged so equal access does not mean imposed systems or technology. Community cohesion. The community will be actively engaged in the development of education. through the transparency of the system and the democratization of the processes. This will promote peace, understanding, ownership and cohesion. Admin and management Quality feedback at all levels. In 2030 feedback at every level gives accurate analysis and evaluation allowing policy decisions, value for money calculation, teacher action research evaluation and parental involvement. Constant evolution. Our educational system is focused on the integral development of children, young people and citizens and constantly evolves and improves to remain sustainable. Flexibility to strengthen diversity. Systems will empower people in their roles without restricting innovation. The aim is to seamlessly support every person (actors) in their role.

6. How to deliver your vision is a problem All problems have solutions Solutions start as ideas The more people involved the more ideas This workshop will give you some ideas to get you started. –Not all ideas will work, –Not all ideas will help you move towards you vision, –Not all ideas are achievable now, –some ideas may already have been tried. Delivering your vision

7. When you have collected lots of ideas, sort them… –Not all ideas will work, –Not all ideas will help you move towards you vision, –Not all ideas are achievable now, –some ideas may already have been tried –Some ideas are ready to be used now Delivering your vision

8. You will be creating a large poster for each of the three chosen best visions from the previous workshop for public display The poster will help develop solutions to achieve the vision. It will invite others to add their ideas too This workshop will give you some ideas to get you started. Task 1: Delivering your vision

9. Put your first BEST vision outcome here Put your first BEST vision outcome here Our school now Stick here – any ideas that are already happening or have already been replaced with better ideas Stick here - any ideas that definitely would move this vision statement forward but will take more than 4 years to put in place across the whole school 4 years time 01234 Stick here - any ideas that will help take the vision forward and could be achieved by most teachers in 2 years e.g. peer teaching Project idea The closer to the line, the larger the project is liked and expected to happen. Ideas sorter for vision statement 1 If you make your poster large enough then you can use post-it notes to describe projects and place them where you think they should be

10. Put your Second BEST vision outcome here Put your Second BEST vision outcome here Our school now Stick here – any ideas that are already happening or have already been replaced with better ideas Stick here - any ideas that definitely would move this vision statement forward but will take more than 4 years to put in place across the whole school 4 years time 01234 Stick here - any ideas that will help take the vision forward and could be achieved by most teachers in 2 years e.g. peer teaching Project idea The closer to the line, the larger the project is liked and expected to happen. Ideas sorter for vision statement 2

11. Put your third BEST vision outcome here Put your third BEST vision outcome here Our school now Stick here – any ideas that are already happening or have already been replaced with better ideas Stick here - any ideas that definitely would move this vision statement forward but will take more than 4 years to put in place across the whole school 4 years time 01234 Stick here - any ideas that will help take the vision forward and could be achieved by most teachers in 2 years e.g. peer teaching Project idea The closer to the line, the larger the project is liked and expected to happen. Ideas sorter for vision statement 3

12. Now that you have completed three vision posters, you will now look at a series of case studies and explore how closely each aligns to your best vision ideas From all the case studies, pick 5 that you think are most similar to what you are describing in your best vision ideas Share your decisions and reasons for them with the whole group Task: Case studies review

13. ObjectiveSuggested Approach To Review the ‘BEST’ outcomes and the feedback from stakeholders received Provide printed copies of the ‘BEST’ outcomes and take delegates through these to make sure they are remembered and to include delegates who may not have been present for workshop 1. Provide copies of the comments received from stakeholders since workshop 1 To introduce ‘Ideas Sorters’ and stress the need to capture and sort everyone’s ideas Problems are solved by ideas and these ideas should involve lots of people. Pre-prepare three ‘ideas sorter’ posters, one for each learner ‘BEST’ statements as a way of categorising these ideas. To provide a framework for considering case studies and applying them to the local context An iterative process of exposure to case studies, discussion and group debate to explore issues and current strengths Case studies are valuable but must be prioritised, sequenced and in line with your vision Case studies are added as post-its or code references to the three posters. Groups and the wider group debate the value of each case study and why it should be placed on the poster. Workshop 2 overview