1 Workshop 1: Planning and stakeholder engagement Audience: Senior team in the school / planning committee Deliverable: Engagement plan for the year.

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Workshop 1: Planning and stakeholder engagement

Audience: Senior team in the school / planning committee

Deliverable: Engagement plan for the year

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Prerequisites for this Workshop

• From the introduction workshop - key features of this workshop such as the ‘Parts’, ‘Suggested Agenda’ and ‘Overview’ are described in the introduction to the workshops which is a general guide to the workshop series.

• From previous improvement cycles – most effective schools will have been involved in continuous improvement for many years. It would be helpful to have previous planning documents available during this workshop.

• Data to inform decisions – for example the ITL research which examines how schools can and are transforming practice. Your school could use the survey to identify your strengths and weaknesses. Alternatively you may have produced other data reports that you could make available.

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Workshop 1 of 8: Engagement Planning

• There are eight broad workshops in the Innovative Schools Toolkit.

• Each workshop provides ideas, activities, links to other resources, strategies and frameworks.

• Please use the resources and PowerPoint called ‘Introduction to the IST workshop series’ for detailed guidance on the workshops.

• Consider your local context to select the most appropriate strategies offered in these workshops.

On-going Continuous Improvemen

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Overview

• These materials will assist your senior team in planning the calendar of engagements for this year.

• A calendar of engagements is needed to ensure that:a) events are sequenced correctly; and b) the right stakeholders are involved at the right times

• Successfully engaging stakeholders takes time and a well thought out strategy which builds over years; this strategy may also require a change in ethos and processes.

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Guiding Questions

• When is it logical to start and end your annual continuous improvement cycle?

• There are eight stages in the annual continuous improvement cycle, what date in the calendar will you set for each stage?

• Who are the stakeholders you will be engaging with this year?

• How are your learners partners in your innovation?

• Which stakeholders are likely to resist any planned changes?

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How well does your plan ensure stakeholder engagement?

Level Description

9Ubiquitous - the school is an international exemplar of an educational philosophy or model• There are short, medium and long term strategic plans for engaging stakeholders in partnerships.• Autonomous teams where learners, as partners, create engagements.• This multi-layered strategic plan is co-ordinated transparently using open web spaces.

7Integrated – learners share successes of the school publically unscripted• Events for learners and teachers are integrated so that there is a genuine feeling of shared ownership.• Groups will have developed their own engagement plans that fit sequentially with the overall plan.

5Defined – confidence to share successes outside of the school • The aims of each event are included in the plan and there is a logical sequence for these.• Deadlines set for feedback / input report from groups after each event.

3Developing - success stories chosen to illustrate aspects of the ethos and philosophy

• Events such as assemblies, parents evenings and non-teaching staff events are scheduled.• A communication plan is included, detailing deadlines for minutes, agendas and communications etc.

1Aware – success stories appear in documents such as the prospectus

• The plan contains events intended for consultation and dates for action from individuals. • The plan ensures that all teachers will be engaged at some level during the process of innovation.

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Suggested Agenda for your Senior Team Meeting

Aims Suggested Approaches ResourcesPart 1 Commitment to leading change

1. Privately read through these materials2. Meet to check understanding and commitment to

change of the senior team

Facilitator GuideTemplates Fullan leadership materials

Part 2Agree outline dates for the Innovative Schools’ Toolkit workshops

3. Discussion What is the programme? What are the deliverables? Which dates are best for each workshop?

MS Innovation Cycle materialsApplication forms if the school wishes to apply as a Pathfinder

Part 3Identify key stakeholders

4. Discussion Who are our stakeholders? To what degree do we / should we engage each

group?5. Activity – stakeholder mapping template

Engagement scale

Mapping template

Part 4Complete an engagement plan for workshop 2

6. Task – complete the planning template Consider the number of events required and

who will be engaged in each.

Workshop 2 materials

Engagement planning template

Part 5Complete an engagement plan for the year

7. Task – complete the engagement plan Discuss the engagements, stakeholders and likely

processes for feedback and co-development.

Engagement planning template

Part 6How to share success

8. Think Piece – rewarding and sharing success

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Part 1. Commitment to leading change

• Those engaged in leading change this year need to find the balance between control and chaos

• Meaningful change is managed yet free enough to be creative and innovative

• The Microsoft Innovative Schools’ Improvement Cycle is a structured programme for change.

• Before even considering the cycle, there needs to be ownership and understanding of the reasons for engaging in significant change this year.

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Some initial thoughts

• Think about the people in your teams• Look at the materials provided by Michael Fullan on:

• The process of change• Dealing with resistance• Leadership case studies

• How can your plan keep people informed?• People need ownership and a feeling of personal control within the

process but there must be non-negotiable areas too• There will be heated debate and possibly conflict this year• Ensure the direction is shared and agreed from the start and keep

your plans open and well communicated.

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Chaos, change and control

• Change is disruptive - change involves emotional engagement

• If the process of change is not structured enough:

• Emotional threats and stress can escalate

• Inequalities can occur and trust can suffer

• Systems can be chaotic and fluctuating

• If the process of change is too heavily controlled:

• Change processes are not owned• Changes tend to be simply minor

improvements• Leadership tends to stay in the hands

of a few

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The challenges of change

Select from the following challenges, each designed to help raise awareness of the complexity of change and the importance of excellent communication and structure.

• Challenge 1 – Getting the balance of uncertainty and agreement right

• Challenge 2 – Predicting the size of the innovation dip• Challenge 3 – Engaging people with purpose• Challenge 4 – Widening engagement sustainably

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Challenge 1Getting the balance of uncertainty and agreement right

• List the people who you feel respond well to uncertainty and could produce creative new approaches.

• List the people who you feel respond badly to uncertainty and may become stressed or more restrictive.

• Use the following slide to consider which processes you will be controlling this year and which will be more locally determined.

• Which changes need wide agreement in place to give people more certainty?

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• Possibilities• Growth• Innovation• Performance• Flexible

deliveries

Far from Agreement

Close to Agreement

Close to Certainty

Far from Certainty

Chaos

Transformational Edge

Management and Operational structures

• Rules, standard operating procedures

• Communication systems and information management

• Timetables, internal routines

• Programmes and pedagogical agreements

• Standards for teaching

• Standards for learning

Leadership for innovation

• Vision, mission and values• Relationships and

collaboration• Networks / partnerships• Information rich• Identity and purpose• Trust, challenge and support• Responsible risk• Double Loop learning• Customer outcomes focus• Personal Responsibility• Flexible Budgets • Performance management• Researching for evidence

Control• Limitation• License to operate

Adapted from Stacey, R. / Napoli D.

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Time

Su

ccess When the

Project started

Any project that involves change may cause some initial confusion and inefficiency and could result in things getting worse not better.

If you predict the extent of this initial dip, you can ensure that you don’t embark on a project that is outside of the school’s capacity.

Eventually your project will create improvement but make sure you start the next project before the previous one becomes too embedded, otherwise the gains may begin to tail off.

Challenge 2: Predicting the size of the innovation dip

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Example: Eggbuckland Community College

This is a case study of innovation spanning three years in one College of 1300 students in the UK.

This is an animated slide which should be viewed as a slide show in PowerPoint.

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Challenge 3: Connecting people with purpose

• Read the work of Michael Fullan and consider how you will connect to the moral purpose and passion of your audience.

• View ‘Shift Happens’ and think about the messages it contains. Can you use simple images and figures to make your case clearer?

• View the speech by ‘Dalton Sherman’ on YouTube to connect with the purpose of education.

• Teachers tend to focus on today’s issues – how do you get them to connect to their ideals so you can find out what really drives them? Perhaps base the question far into the future or on their own children and what they want school to provide.

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Challenge 4: Is this change sustainable?

It is important to plan for a broad emotional commitment to the reason for change from stakeholders. This will provide a platform on which to build the vision (in workshop 2).

For your plan to succeed, you will need to focus on:

• Establishing an urgent reason for change • Forming a visible and powerful support coalition• Having a clear plan for implementation• Effectively engaging stakeholders• Converting this process to long-term sustainable work practices

for all stakeholders.

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For sustainable innovation and change:

• Make sure it does not go faster than you can run

• Keep it continuous – teams keep it rolling all week

• Keep it heading in the right direction

• Take care of the distractions so you can keep your focus

• Enjoy it!

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The role of leadership and technology We help when we:

• Assist people in setting a realistic pace

• Simplify the supporting structures in order to help people focus on core issues

• Help people find and maintain direction

• Involve more people• Share techniques and ideas• Promote responsibility and ownership.

Technology needs to be:• Applied intelligently – our first instinct

may be to motorise the hoop, running the person into the ground in the process

• Applied to the supporting structures to help simplify, record and evaluate the core purposes.

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Sustainable change needs all stakeholders engaged in continuous habits of innovation• Innovation must be seen as part of the continuous role of

all teachers:• How many teachers are currently not engaging in yearly

innovation?• This engagement plan must provide all teachers with a clear view

of who will be engaged, when and in what way during this year.• The innovation cycle must extend over time to include a

greater number of stakeholders as active participants• For most schools the next step is to engage learners as active

participants - then parents and community etc.

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Feeding into a sustainable innovation cycle • Innovation has to be increased in scope and depth continuously

and sustainably.

IntrospectionArrive at stakeholders’ common moral

purpose

Investigation Explore case studies and examples of new approaches and solutions

InsightEvaluate successes to continuously build the

knowledge base

InnovationUse all the information gained to date to formulate new solutions

InclusionPlan to engage widely with the

community

ImplementationContinuous monitoring, reflection and adjustment

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Sustainable growth – start early and change habits continuously over time• Planning is essential but try and minimise the gap between

planning and getting started.

• Do you need to change practice before or after you change belief?

• If people adopt new ways of working and see improvements over time their belief in what they are doing will increase and they will become powerful ambassadors for change – in most cases it would be extremely hard to share the belief ahead of the evidence.

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End of Part 1. Commitment to leading change

• After considering the leadership of change and discussing the requirements and challenges, we are committed to large scale change this year and will put in place sustainable processes for the longer term.

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Part 2. Agree outline dates for the Innovative Schools’ Toolkit

workshops

1. What is the Continuous Improvement Cycle used by the Microsoft Innovative Schools’ programme?

2. How does it tie in to the improvement cycle currently in use in the school?

3. What are the deliverables of the programme?

4. In which month (approximately) will we deal with each of the workshop topics?

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What does innovation mean to you?

Here are some common definitions of innovation:

“The act or process of introducing something new or a new invention or way of doing something” - Encarta World Dictionary

“The act of introducing something new” - American Heritage Dictionary

“A new idea, method or device” - Webster online

“Change that creates a new dimension of performance” - Peter

Drucker

“Innovation is a new element introduced in the network which changes, even if momentarily, the costs of transactions between at least two actors, elements or nodes, in the network”  - Regis Cabral

“Innovation is the way of transforming the resources of an enterprise through the creativity of people into new resources and wealth” - Paul Schumann

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Microsoft Innovative Schools Program

• Built on the principle that innovation is fundamental to the continuous improvement cycle

• Designed to apply to schools with a wide range of access to IT and expertise internationally

• Focussed on improving learning outcomes and only using technology where it helps to achieve this

• Supported by:• A set of workshops• An online toolkit• Mentor schools• Virtual Universities• Events, case studies and assets

• The largest and most effective resource is the network of outstanding schools internationally that work together to further the goals of the programme.

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Overview of the Annual Continuous Improvement CycleThere are eight broad workshops in the Innovative Schools Toolkit.

Each workshop provides ideas, activities, links to other resources, strategies and frameworks.

Please use the resources and PowerPoint called ‘Introduction to the IST workshop series’ for detailed guidance on the workshops.

Consider your local context to select the most appropriate strategies offered in these workshops.

On-going Continuous Improvemen

t

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Deliverables for the Innovative Schools workshopTemplates are provided for all of these deliverables

Process Workshop DeliverablesInclusion 1. Engagement planning Engagement plan for the year

Introspection 2. Envisioning REORDER vision summary

Investigation 3. Exploring possibilities Implementation plan

Innovation

4. Creating the culture of innovations

Capacity ladder for each core aim being focused on this year

5. Sharing ideas A case study of your previous work

Implementation

6. Implementation How you conducted your baseline assessment

7. Reviewing Progress Your second case study

Insight 8. Continuous improvement

Your final evaluation and case study

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Additional Requirements

1. Schools are encouraged to maintain a blog or other record throughout the year to which numerous teachers and learners can contribute.

2. Schools should post a deliverable and journal entry onto the Partners in Learning community site approximately once a month). – All schools in the programme are committed to providing

international support and collaboration by sharing their journeys in this way.

• These entries illustrate examples that others may find useful as a stimulus for change and can be success stories from previous years if required.On-going

Continuous Improvement

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Schools research programme

• What current practices and capacities exist within your school? Please plan to engage in this research programme to find out - follow the link for more details - www.pilsr.com

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End of Part 2. Outline workshop dates

Workshops Approximate Date Notes

1. Engagement Planning

2. Envisioning

3. Exploring Possibilities

4. Creating a Culture of Innovation

5. Sharing ideas

6. Implementation

7. Reviewing Progress

8. Continuous Improvement

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Part 3. Identify key stakeholders and the

role they will play• The programme is built on the assumption that involving all

teachers is a basic minimum requirement – but what other stakeholder groups should you consider?

• How deeply involved should each stakeholder group be?

• What are the benefits and challenges of involving stakeholders more deeply?

• Would it be counterproductive to involve some stakeholders at this stage and if so, how can they be prepared for eventual involvement?

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Mapping the involvement of stakeholders

• List the different groups of people who may have an interest in your school and its progression. Look at the example on the next slide and complete the stakeholder landscape template.

• Which of these stakeholders will you involve in workshop 2?

• Use the ‘degrees of stakeholder engagement’ scale to discuss how you will involve each of the stakeholder groups in workshop 2.

The diversity and involvement of your stakeholders will grow over time.

Gathering ideas from people with varying outlooks will enrich and legitimise your projects but think about how you sequence this process to gain the most from it:

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Your stakeholder landscape

Here is an example stakeholder map. When you complete your own template, add or remove

relevant groups as appropriate.

Parents Community leaders Teachers

Learners Student councils Sponsors

Teacher Unions Destination schools Feeder schools

Local residents Alumni Web community

Local businesses Local government School advisors

Define subsets of any of the above Local charities Senior Management

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Stakeholder Engagement

• There are two powerful strategic leadership approaches to achieving stakeholder engagement:

– A ‘top down’ model can be effective:– When the entire leadership team supports the transformation agenda – When the leadership has minimal resistance from staff and community

regarding the transformation agenda– For incremental change.

•2. A ‘coalition’ model can be effective:

– When the school is implementing a significant change– In generating broad stakeholder support quickly– In overcoming change resistant staff or community members.

“The ultimate goal of change is when people see themselves as shareholders with a stake in the success of the system as whole.”

-Michael Fullan

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A ‘top down’ approach

• A ‘top down’ approach to gaining stakeholder engagement begins with the school leadership team and gradually spirals out to include more stakeholders.

Leadership Team

Staff

Students

Parents

Community

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A ‘coalition’ approach• A ‘coalition’ approach to stakeholder engagement still requires the

Head of the school to be the project leader. • It involves engaging a range of stakeholders and external inputs

from the outset and systematically moves to individual accountabilities.

Leadership Team

Staff

Students

Parents

Community

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Stakeholder Engagement

Whichever model works best for your school, both ‘top down’ and coalition’ approaches start by establishing a reason for change.

For innovation to become truly cultural, all staff must feel included and empowered in the process, whilst feeling connected to the reasons for change.

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How deeply engaged are each of your stakeholder groups?

• The ‘informed’ stakeholders you share information with in a one way stream

• Those ‘asked’ have a chance to give feedback on the information you give them

• The ‘consulted’ group can see how their feedback was considered by you

• ‘Listened to’ stakeholders give their feedback in person and argue their case

• ‘Involved’ stakeholders’ ideas are then consulted on by other groups.

• Stakeholders can ‘co-develop’ if they are given some authority to take their ideas forward e.g. by being invited to join the project management board

• Stakeholders gain ‘ownership’ when they are entrusted with the resources to drive their ideas and effect policy

6

1

2

3

4

5

7

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Thinking tasks for the Senior Management Team

• Where would you currently place learners on this scale in terms of helping to shape the direction of the school?

• Where would you currently place staff?• Which other stakeholders would you

include on this scale?• Are there any stakeholders that you

think should have opportunities this year for greater involvement?

• Involvement, co-development and ownership require delegated powers and increased autonomy. Which stakeholder groups are currently at this level and what opportunities could be provided this year in order to increase the number at this level next year?

Informed

Asked

Consulted

Listened to

Involved

Co-developed

Ownership

6

1

2

3

4

5

7

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Imagine 75% of your community believed children should not use the internet - what do you do?

• What techniques do you use to make sure your stakeholders understand the purpose of what you are doing?

• Is there a right and wrong time to engage some stakeholders?

• How do you consult with new stakeholders without raising their expectation that you will be able to act on their concerns?

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Engaging learners as stakeholders

• Learners are key partners in transforming the school.

• Roger Hart suggested that if learners are not offered progression in terms of training and opportunity then they could never progress to be trusted partners and would be too easily manipulated (see following slide for more information).

• Trust has to be built, do not rush into involving learners as stakeholders if you are not able to act on their suggestions.

• What is promotion to the student council based on? Ability to be a representative and trusted spokesperson?

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Roger Hart’s Ladder of Young People’s Participation

Adapted from Hart, R. (1992) Children's Participation from Tokenism to Citizenship Florence: UNICEF Innocenti Research CentreCreated by The Freechild Project - http://freechild.org

Rung 8: Young people & adults share decision-making

Rung 7: Young people lead & initiate action

Rung 6: Adult-initiated, shared decisions with young people

Rung 5: Young people consulted and informed

Rung 4: Young people assigned and informed

Rung 3: Young people tokenized*

Rung 2: Young people are decoration*

Rung 1: Young people are manipulated*

*Note Hart explains the last three rungs are non-participation

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End of Part 3. Completing your stakeholder map

1. Now you have decided on the stakeholders to engage and the degree to which they should be engaged, complete the stakeholder engagement map template in the Innovative Schools’ Toolkit.

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Part 4. Complete an engagement plan for workshop 2: Envisioning

1. When will you conduct an envisioning workshop?2. How will you motivate people to share their moral purpose and

engage with the innovation process in a positive and committed way?

3. When will you conduct an envisioning process with your learners and to what extent will you engage them?

4. What other stakeholder groups will you engage with and to what extent?

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Example of an engagement plan for workshop 2In this example the school has decided to spread the

envisioning process over three events and combine some stakeholder groups into

each event.Required outcomes and program deliverables

Stakeholders involved (to what extent?)

Planned events to achieve the aims of the workshop

Date

Workshop 2:Envisioning

Deliverables: - Core Aims

and - REORDER

summary

Deadline for deliverables:

- TBC

Senior Team (Co-developed)

Staff (Involved)

Student Council (Involved)

IS – Workshop 2: A full day workshop in which the student council and staff will be invited to identify core aims and drivers.

3/10

Learners (Asked)

Assembly: A presentation by the student council at the whole school assembly to describe what core aims have been decided so far and present the challenge “What should be the school statement?”

5/10

Parents (Asked)

Governors (Asked)

Public meeting: A presentation of the core aims of the school with an invitation to parents and others to debate the future direction.

7/10

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Example stakeholder map for workshop 2An example of a visual summary of who you will be engaging and

how deeply.

Parents Community leaders Teachers

Learners Student councils Sponsors

Teacher Unions Destination schools Feeder schools

Local residents Alumni Web community

Local businesses Local government School advisors

Define subsets of any of the above

Local charities Senior Management6

5

2

1

2

1

5

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The challenge of envisioning

• Each of the workshops must be carefully planned and requires you to:

– Select resources from those suggested– Bring your own resources– Research background information– Contextualise the work to your teachers and your school– Develop clear goals for what you want the workshop to achieve

The following four slides are examples of challenges to consider before planning the envisioning workshop.

Members of the planning team should get in to the habit of challenging each other with such questions before each workshop to develop a clearer shared purpose.

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End of Part 4. Complete an engagement plan for workshop 2:

Envisioning

1. Use the blank engagement template2. Add a row for each event you plan to use3. Add a date for each event and state which stakeholders will be

involved (and to what extent using the scale)4. Briefly describe each event5. Produce or select resources for each event from those provided6. Communicate dates to stakeholders

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Part 5. Complete an engagement plan for the year

1. Repeat the process you have just completed for workshop 2 for all other workshops in the series.

2. Combine all eight engagement plans into one document using the template provided or your own equivalent

3. Upload this document to the Partners in Learning Website.

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Deliverable: Engagement plan for the year

• You have considered different stakeholders and possible engagements. Now you must produce an engagement plan for all workshops and deliverables for the year and communicate the dates to relevant stakeholders.

• At its simplest level your engagement plan will be a timetable for the workshops (see example engagement plan in next few slides) and we suggest adding it to your school profile page, blog site, or OneNote notebook.

• The engagement plan should include the following:

– List of attendees for each workshop– Pre-workshop activities– The outputs generated from each

workshop and how will they be circulated in time to gain feedback

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Task: Producing the engagement plan

1. Review the engagement plan template provided2. Discuss your plan for workshop 23. Read the overview for workshop 2 and perhaps the progression

ladders4. Consider which stakeholders you should involve for workshop 2

and to what level5. Write up your decisions about workshop 2 in your plan6. Now repeat steps 2 to 5 for workshop 3 and so on until you have

completed your engagement plan for the year.

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Example annual engagement planPhas

eWorkshop

sDate

Stakeholders engaged Deliverables

Direction:

Setting the agend

a

1. Planning Engagements

3rd Aug

SMT plan the engagements for the year Engagement Plan: To SMT by 5th, comments by 8th

2. Envisioning 12th

Establish Reason for Change. Provocative Presentation followed by Implication workshop. Large Stakeholder group

Document of implications, challenges and opportunities

22nd Sept

Open discussion to determine core values of all staff and translate to vision statements

Vision statement. Circulate to All staff by 25th for comments. Redraft by 21st

Explore

Possibilities

3. Exploring Possibilities

4th Oct

Whole staff training day to introduce REORDER matrix. Consider different case studies of system change in schools and debate what applies in this context

REORDER vision. Circulate to All staff by 8th Oct. Comments by 12th. Redraft and publish 15th

4. Whole School foci

20th Oct

In departmental meetings or whole school staff work collectively to create capacity ladders based on the whole school foci.

Whole school foci and staff ladders proposed and circulated for open discussion 24th Oct

5. Sharing ideas

1st Nov

Ideas speed dating. Each teacher shares their ideas for how they plan to take a whole school focus forward with their classes

Matrix matching ideas to people. Produced from sticky notes on the day and circulated 4th Nov

Action Resea

rch

6. Implementation

1st Dec

All staff work up their ideas within departmental meetings and planning time. Learners views are collected.

Baseline Assessments for each project starting point. Projects begin

7. Reviewing Progress

1st Feb

Collective review of progress. Presentations by innovation teams, Hot seating

Team reviews and analysis.

Reflect and Share

8.Continuous Improvement

1st

Mar

Staff reflect back on the whole school vision and consider the impact of their work on the bigger picture.

Report on progress against the vision. Circulated 5th Mar. Comments and additions 10th Mar

9.Case Studies

1st

JulyStaff time to document their own journeys. What was learned as they restart the cycle

Case Studies. Against a common format to document journeys

The nine key milestones form the

basis of each workshop

Fix a date in the calendar

Determine possible facilitation

strategies, inputs and stakeholders

Set a tangible, minimum

expectation

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Another annual example engagement planUsing the scale 1-7 for engagement, identify the involvement of each

of your stakeholders in key innovation activities throughout the year. The following is an example only

Required outcomes by? Activities Date Stakeholders

Engagement plan for the year and stakeholder map by 3/10

IS - workshop 1 29/09 Senior Team

Core Aims and REORDER vision summary agreed by 10/10

IS – workshop 2 4/10 All Staff

Core aims exercise from IS workshop 2 5/10 Learners

Core aims exercise from IS workshop 2 in public meeting 6/10 Parents &

Governors

Vision narrative and whole school innovation statement by 18/11

IS – workshop 3 10/11 All Staff

Presentation of the outcomes of workshop 3 with modifications made afterwards 12/11 Learners

Presentation of the whole school vision 14/11 Parents

Progression ladder for each core aim being focused on this year by 14/12

Attendance at the VU for additional guidance 10/12 Senior Team

IS – Workshop 4 12/12 Staff

Matrix matching innovation projects to professional learning communities by 12/1

Homework task from IS workshop 4 12/12 All Staff

IS Workshop 4 4/1 All Staff

Baseline assessments for each project, start dates, end dates and expected impact by 21/2

IS workshop 510/2

All Staff

Supporting the measurement of baselines Senior team

6

6

3

2

6

2

1

6

1

7

7

7

7

Fix a date in the calendar

Separate ‘Events’ planned for each stakeholder group

you want to involve

Tangible minimum expectations based on the

innovation cycle

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End of Part 5. Complete an engagement plan for

the year• You will now have identified your stakeholders and the extent to

which you will be able to involve them during the year.

• You will have an engagement plan that you can circulate to stakeholders to communicate the dates and expected outcomes of each of the engagements.

• You will have raised awareness amongst senior teams of the importance of involving stakeholders and the overview of the workshops and activities for the year.

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Part 6. Thinking about how you will share

success• This section is a stimulus for thinking about praise as a motivator

and the importance of recognising achievement.• Ways of sharing success:

• May be built into your engagement plan • May fit into existing structures • May be delegated to other groups • May be arranged dynamically throughout the year

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Sharing Success

• Specific ideas for sharing success are not provided in the workshop materials because we feel this process should be continuous as opportunities arise.

The following two slides provide some ideas which we hope you find helpful.

• The successes your community achieve should be shared regularly but especially as part of any whole school evaluation.

On-going Continuous Improveme

nt

Sharing Success

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Sharing successes continuously

• Everything of value you have ever learnt you have probably shared with someone else. Shared learning and building upon what we learnt in the past is what sets human beings apart and is at the heart of effective communities.

• Try to share successes in the following ways:• Regularly post documents to the Partners in Learning network

(journal entries and deliverables etc.) to support the international community of schools and improve the educational and lifestyle opportunities of all learners

• Provide opportunities for individuals to share their learning, gain recognition and increase their motivation

• Use success stories to accelerate progress and take innovation to scale sustainably.

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Progress ladder for improving sharing success

Level Description

9Ubiquitous - the school is an international exemplar of an educational philosophy or model

• There is a wealth of materials that coherently support other schools wishing to learn from your school.• Accounts and case studies include the whole journey and reflection on both successes and failures.• Links with research organisations and contributing to education policy and practice. • Coaching and support is of a high enough quality to ensure staff regularly publish or present material.

7Integrated – learners share successes of the school publically unscripted• The school may have active blogs that are contributed to by staff and learners. • Learners may manage media such as TV, radio stations, display spaces, web spaces and newsletters. • Public events to share successes include awards to both learners and teachers.

5

Defined – confidence to share successes outside of the school • Importance is given to staff presenting to others, writing papers, seeking bids and being nominated for awards. • Practice and exposure is built into the public events and displays throughout the year. • The school is engaged in numerous networks of professional practice sharing. • Public recognition and celebrations of success of learners and teachers is given high status.

3Developing - success stories chosen to illustrate aspects of the ethos and philosophy

In the same way that magazines have an editor to make sure they present a unified and consistent ethos, the school also manages its messaging to ensure the ethos and philosophy come across clearly in the success stories.

1Aware – success stories appear in documents such as the prospectus

Website, newsletters and options booklets - such documents bring together success stories from a number of departments or groups.

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Glossary of key termsTerm Meaning Connected terms

Core Aims The central purposes of the school. The school exists to achieve these aims for all learners.

Moral Purpose, Core Purposes, Key Drivers

Educational Philosophy

The lens through which the core aims are interpreted. For example, if developing leadership is one of your core aims a school with a constructivist philosophy may provide opportunities to lead rather than lessons about leadership.

Steiner, Constructivism, Quaker School, Montessori, T-route / P-route, values based

Vision The ideal / perfect school working within a perfect education system and delivering all that a school should.

Envisioning

Short-term Vision

How the school will have changed by the end of the current innovations and projects. This is what people believe can be achieved in the chosen timeframe (i.e. 1 year, 3 years etc).

5 year plan, outcomes, improvements, iteration, step change

Whole school Innovation

A solution being attempted by the whole school to reduce a particular barrier to learning or re-invent ways of working and educating.

Big idea, Model, Approach, Transformation

Innovation Project

A solution that is designed to improve specific outcomes for specific learners by employing new or previously tested ideas in a new context.

Project, action research, teacher action

Culture of innovation

A working environment in which all members of the community continuously improve by exploring new solutions.

‘The Learning School’, continuous improvement

Statement of intent

A clear statement that applies to all and sets out a clear goal. E.g. All children will have the opportunity to learn Science.

Rights, aspiration, vision statement

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Overlap with School Self Review

This workshop overlaps a number of the self reviews but especially the following:

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