1. Innovative Schools toolkit
Workshop 6i-5 – Implementation
Project implementation, tracking and management

2. planning for innovation
A whole school culture of innovation
Context
Stakeholders
National Policy, Social context, history, research, current capacity
Identify key stakeholders and begin to prepare representation of these
Senior team
planning for innovation
6i Workshops
Deliverables
#1 Introspection
‘BEST’ Vision
Plan
#2 Investigation
Ideas Sorter
#3 Inclusion
Sign off of ideas phase
Learner Vision
#4 Innovation
Innovation delivery Teams
3 Ideas posters Do
#5 Implementation
Resources and Priorities
#6 Insight
Evaluation of first 6 months
Review

3. Objective Suggested Approach
Workshop 5 overview
Objective
Suggested Approach
To appreciate the need for co-ordinated and combined action in order to effect transformation
Presentation of analogies with symphonies and pyramid building together with examples from earlier workshops so that the link is made between schools innovation and power of combined and co-ordinated action.
To identify the functional requirements of the innovations planned.
Consider the difference between functional and technical requirements. Maintain the educational focus mainly linked to learner outcomes. Split into cross team groups and write up requirements.
To create a resource plan for ICT requirements in support of the school’s innovation programme
Present further layers of complexity and use these as a way of changing the priorities of different required technologies. Identify which additional functions are needed to address other themes
To provide an action plan which sequences reporting on successes and the injection of new resources. To launch this.
Use the whole group to piece together the key milestones in the coming two years in terms of resources and achievement of projects.

4. Stakeholder feedback
The feedback so far from te birdayhad Gemarmsane

5. Stakeholder feedback
During the last workshop, innovation teams were formed and projects were communicated to stakeholders
Each team to report back (1-2 minutes) on the feedback they have received, how this has impacted on their plans and how this impact has been fed back to the stakeholders concerned.
If no feedback has been received what will be done next to ensure feedback from stakeholders is forthcoming?

6. Pulling together
How to make many excellent musicians sound like a symphony?
Many projects working to three common outcomes but will they pull together ?

7. Remembering the wider purpose
T-Route
P-Route
Teacher Led
Knowledge ‘delivered’
Learners consume media
Competitive
Teacher assessed
Distinct from informal
Pace of the class
Single course
Predominant learning style
Restricted age range
Personalised by teacher
Learner Led
Knowledge created
Learners produce media
Communities of learning
Peer and Self Assessment
Formal, informal continuum
Individualised challenges
Multiple pathway
Choice of approach
Peer and multi age working
Personalised by choice

8. Pulling in the same direction
Incremental changes in the right direction are ‘Transformational’
Larger and more ambitious projects may drain expertise and resources or they may inspire others.

9. of all its staff, students and other key stakeholders.
Making the vision happen
Project
Project
Project
Project
Project
Project
Project
Project
Project
Project
Project
Project
Project
Project
Project
Project
Project
Project
Project
Project
Project
Project
Project
Project
Innovation Team 1
Innovation Team 2
Innovation Team 3
Innovation Team 4
Innovation Team 5
Innovation Team 6
‘Learner BEST outcome 1
‘Learner BEST outcome 2
‘Learner BEST outcome 3
TRANSFORMATION: Whole school progression toward the long term vision with the involvement
of all its staff, students and other key stakeholders.

10. Main foci
Ensure that resource funding is used to fuel and support this process
Ensure that whole school planning provides the right conditions for projects to be successful
To ensure that the most successful projects become whole school policy
To ensure that staff who have developed projects that have not improved outcomes are supported and encouraged to share their learning so all can benefit.

11. Why projects fail + = Change + = Confusion + = Anxiety + = Resistance
Vision
Skills
Incentives
Resources
Action Plan + =
Change
Skills
Incentives
Resources
Action Plan + =
Confusion
Vision
Incentives
Resources
Action Plan + =
Anxiety
Vision
Skills
Resources
Action Plan + =
Resistance
Vision
Skills
Incentives
Action Plan + =
Frustration
Vision
Skills
Incentives
Resources + =
Treadmill
Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC (Adapted by Knoster from Enterprise Group Ltd.)

12. Why our projects won’t fail
Vision
Skills
Incentives
Resources
Action Plan + =
Change
Common purpose and a common vision are shared by all stakeholders (first 3 i’s )
Staff have teamed up to pool their skills and have chosen their own pace and projects to match what they feel is achievable (4i)
Shared ownership and direction adds additional purpose and reduces the workload for all in the longer term (4i)
Resources and Action Plan
What new resources are required?
How should resources be organised?
Which ideas can be supported and which cannot?

13. Part 1 - Resources

14. Functional specification
Innovation teams will split for this activity and work with mixed groups
Each group will suggest technologies that would help them to accelerate and/or achieve their teams projects.
Technologies are presented in order to provide inspiration and ideas

15. Technology presentation
Current technologies are highlighted here. These will change over time and should ideally be selected by presenters before the session.
Presenters will put together a small showcase.
These technologies may be currently in use or may be new

16. Project  Functional Spec  ICT
It is high risk to implement ICT first and then work out how to use it second.
This process challenges us to decide what we need the ICT to do for us so we can demand these functions from the ICT providers

17. Tips for creating great specifications
Advice
Example
Don’t write the names of products, write what you want them to do.
Write “we want instant messaging between all teachers in a school” NOT “we want MSN”
Make it clear who will use each function
Write “for all pupils” OR “all users” OR “administrators” OR “teachers” OR “Parents” etc
Remember the BEST outcomes. - are they supported ?
Ask each other “which BEST outcome does that function support?” Ask “how exactly does that function support the BEST outcomes?”
Remember the case study projects – are they supported ?
Think of a case study project and ask the group “what functions would be needed by this project?” “Have we included all these functions?”
Make your priorities clear. Not all functions will be delivered.
Use three flip chart pages, place the ‘essential’ functions on the first page, ‘important’ functions on the second and ‘desirable’ on the third.

18. Task 2 Cross checking themes
The whole group is reminded of the ‘BEST’ outcomes for the other strands of Teacher, Connected Community and Administration.
As each is read out, individuals provide links to their projects.
Those that have no focus upon them are noted to be returned to in the next task

19. Replace this with your own version
Best
Vote
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.

20. Constructing the functional specification
Task 3
Constructing the functional specification
Groups deal with the problem of…
Which functions are needed to allow us to deal with the non-learner centred future outcomes effectively?
Outcome for this session is an initial functional specification for the next five years in the school.

21. Reviewing the developments from a whole school perspective
Task 4
Reviewing the developments from a whole school perspective
Staff analyse copies of the BECTA self review framework to identify which aspects of their functional specification require greater input.

22. Part 2 – Action planning

23. Whole group activity
Senior team identify the key slots for feedback, training and spending rounds in the next two years including departmental etc
Identify sequence of spend and present and case study to maximise

24. Final completion of the road map
GOOD
BETTER
BEST
Outcome
Enablers
Learner experience
See next slide
Teacher experience
Connected Learning Community
Admin and management

25. Objective Suggested Approach
Workshop 5 overview
Objective
Suggested Approach
To appreciate the need for co-ordinated and combined action in order to effect transformation
Presentation of analogies with symphonies and pyramid building together with examples from earlier workshops so that the link is made between schools innovation and power of combined and co-ordinated action.
To identify the functional requirements of the innovations planned.
Consider the difference between functional and technical requirements. Maintain the educational focus mainly linked to learner outcomes. Split into cross team groups and write up requirements.
To create a resource plan for ICT requirements in support of the school’s innovation programme
Present further layers of complexity and use these as a way of changing the priorities of different required technologies. Identify which additional functions are needed to address other themes
To provide an action plan which sequences reporting on successes and the injection of new resources. To launch this.
Use the whole group to piece together the key milestones in the coming two years in terms of resources and achievement of projects.

26. Close
Formal close and thank-you

27. Credits
Original content by Dan Buckley through a collaboration between Microsoft, Imagine Education, Education Impact and Cambridge Education.