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Leading and Benchmarking

system-wideEducational Innovation

Darryl BubnerCEO, Disciplined innovation Pty Ltd

Download the full paper at www.innovationoracle.com

© DISCIPLINED INNOVATION 2009

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Who started it – a sliver of historyBetter learning outcomesAchieving them – paths

What is innovation? Innovation at three levels – teaching, schools and education systems

The Platform for guiding and benchmarking innovationThe trial Case studies

A pioneering leaderA turnaround challengeA culture in transition

Evaluation of the Platform

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Fifty years ago the Government of Finland decided to focus on two things to secure its nation’s future wellbeing: innovation and education.

Finland today is a testament to the wisdom of its decisions.

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Better Learning Outcomes

more thanmasteryof thethree R’s

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Paths

More of the Same Quality

More and Better Continual Improvement

Something Different Innovation

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Innovation is not yet well understood.

The difference between innovation conceived as a strategic, systematic and system-wide activity and innovation as a sporadic, haphazard, “risky, but great when it happens” phenomenon is rarely considered.

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a wonderful surprise

applying ideas!

finding and applying knowledge and ideas to create value

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Levels

Dr Betty Edwards

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Levels

Courtenay Gardens Primary School

At Courtenay Gardens, everyone is a star! We are extremely fortunate to have our very own student-run, school-based television program called "The Morning Show!“ Our Grade 5 and 6 students broadcast the show LIVE each morning from our state-of-the-art multimedia studio

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Levels

PUBLIC EDUCATION SYSTEMS

the distinguishing features of DEECD’s transformational strategy

“The presence of a strategic view of school improvement”.

“a focus on human capital”

“The human capital focus inverts the usual bureaucratic pyramid and puts state and regional officials in the role of managing the resources necessary to create conditions for learning at the school and classroom levels, rather than attempting to improve the performance of schools by telling them what to do.”

Professor Richard Elmore

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The Platform

self-assessment & benchmark tool for schoolstraining for facilitators

Miii - psychometric toolworkshops

Lead

Grow

Know

WAVE®

The Growth Platform

Stronger performance - today and tomorrow

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The Model

Strategic Management Capabilities

and functionally similar

Strategic Innovation Management Capabilities

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The Model

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RECOMMENDATION

Change the practices and values of leaders to achieve more trust within the organisation.

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BACKGROUND BRIEFING

Quotes on trusting others and building trust

Do not trust all men, but trust men of worth; the former course is silly, the latter a mark of prudence. Democritus (460 BC - 370 BC)

The chief lesson I have learned in a long life is that the only way to make a man trustworthy is to trust him; and the surest way to make him untrustworthy is to distrust him and show your distrust. Henry L. Stimson (1867 - 1950)

Never hire or promote in your own image. I t is foolish to replicate your strength and idiotic to replicate your weakness. I t is essential to employ, trust, and reward those whose perspective, ability, and judgment are radically different from yours. I t is also rare, for it requires uncommon humility, tolerance, and wisdom. Dee W. Hock, Founder and CEO VISA International

Quotes on being trusted

Men of genius are admired, men of wealth are envied, men of power are feared; but only men of character are trusted. Author Unknown

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almost any time, any place

“lite” assessment for principals

360⁰ for school leadership teams half-day or 3 weekly sessions; on-site or remote facilitation

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The trial

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A pioneering leaderType Primary S-E Status Middle-class Princ. at school 6 years

No Students 560 Student Outcomes Very high Performance trend up

School slogan: “A school that is shaping the future”

a perfect expression of what innovative organisations do

change fatigue energising innovation

more than 200 visits a year

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A pioneering leader

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A pioneering leader

Three years ago when we first looked at doing what we wanted to do we scanned locally and globally and could only find pockets of similar practice, and most of these pockets were in secondaries. As a result we had to create a lot of our curriculum model ourselves.

We now have an open space program that is more structured than a traditional classroom. (and yet) Every day the teachers interface with the kids and when they do something different its research in the making. As a result some part of the program morphs every one or two months

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A turnaround challenge

part of a large-scale reorganisation involving several schools

extensive building program

administrative, organisational and curriculum modernisation.

5 years - promises, promises...

non-listening consultation

“pervasive silo mentality”

ad hoc improvement projects – “no link to school directions”

denial and blind spots

ICY data “consistent with data from every other measure of the school”

Type High S-E Status Middle-class Princ. at school 6 months

No Students 800 Student Outcomes Very poor Performance trend

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A turnaround challenge

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A culture in transition

“good staff who teach in traditional ways”“victim and blame culture”

integrated learning project for all year 7 and 8 “shared ownership of content”

two years work on organisational health “scores in staff opinion surveys dropped”coaching roles reversednow: new leadership team + staff focus on learning outcomes

Type High S-E Status Upper m/class Princ. at school 4 years

No Students 700 Student Outcomes Med- High Performance trend up

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A culture in transition

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Evaluation summary

Provides effective benchmarks for Innovation Capability

Tracks Innovation Capability developments

Identifies professional learning needs

Promotes discussion and coherence in leadership teams

in relation to strategy and innovation

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Principals said...The benefit for me was the reaffirmation that we were going in the right direction.

The most valuable part of the exercise was to see that we were in sync – it was an affirmation. The tool actually forces you to think and reflect on what it is that is actually happening, not what you think is happening. It throws up those moderating conversations that you have with the other members of the leadership team that allows you to achieve more clarity about what is happening. The tool covers areas not covered by other performance measures and asks you to think differently.

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Principals said...

ICY is asking you to consider the things that would help you to accelerate improvement.

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Next

Educational leaders enrich performance measures and improvement processes with tools that:

help principals to build innovation capabilityaccelerate the diffusion of best practices

Download the full paper from www.innovationoracle.com

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