Syed

Aadil Hussain

An Introduction

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The Innovative Schools Program

 Syed Aadil Hussain

An Introduction

t seems obvious:
Around the globe, education is crucial to maintaining competitiveness, promoting economic opportunity and maintaining

competitiveness, promoting economic opportunity and fostering strong communities. Yet schools everywhere face significant challenges as they strive to remain relevant in the midst of social change and evolving marketplaces. Microsoft is committed to helping change this situation to breaking down the barriers that prevent educators from preparing our students for success in the new century. We know that it takes more than putting computers in the classrooms, funding school construction or providing global answers to local questions. Thats why theyve introduced the Innovative Schools Program.

The Innovative Schools Program (ISP) is part of a larger Microsoft initiative called Partners in Learning that works
with governments, ministries of education and other key stakeholders in more than 100 countries to offer a spectrum of education resources including tools, programs and practicesthat help make technology in education a powerful catalyst for learning. The Innovative Schools Program guides local schools and school systems through the complex process of holistic school reform and, most importantly, delivers an actionable roadmap for technology integration to help these schools realize their vision for education.

Research shows that successful school reform is predicated on a clear vision for change that is shared by educators, parents, students and community stakeholder. The intention to change ones school while critically importantis not sufficient for success. Careful consideration of the desired goals and end state for change is also necessary. A clear perspective on questions such as Why change? and Change to what? Position schools to effectively direct their change
process. With these ideas in mind, the initial phase of the Innovative Schools Program, the Introspection phase, was designed to support schools in articulating a strong vision for change. Each schools vision will undoubtedly mature over the course of the program, but it is important that they begin with a carefully considered picture of their end goals. The Introspection phase of the 6i Process focuses especially on helping schools build a vision for 21st century learning and teaching and for the leadership needed to guide change.

The history of education is distinguished by leaders who have inspired innovations in schoolingMaria Montessori
and her child-centered methods, Susan Gray and Head Start preschools, Rudolf Steiner and Waldorf Education. Compelling leadership is often responsible for initiating change and engaging a highly talented and motivated constituency of people who share in that vision. Educational innovation also requires processes and methods that allow the vision to mature and evolve over time as additional stakeholders become involved. In short, shared commitment and ongoing change processes are necessary for educational reform that is sustainable and scalable both within an individual school and in its surrounding context, which includes other schools, the school system, parents, community and business partners, and government.

 Syed Aadil Hussain

An Introduction

The key elements of the Innovative Schools Program are as follows:

Breaking down barriers. Microsoft is committed to breaking down the economic and social barriers that prevent
educators from preparing students for success in the 21st century. participating schools realize their vision for education.

A worldwide effort. The Innovative Schools Program delivers an actionable roadmap for technology integration to help A two-year commitment from each school. Over the course of two years, participating schools target four main goals:
creating a public-private partnership, developing curriculum, creating dialogue among education professionals, and encouraging economic and community development through education.

Creating a process for change. Participating schools are guided by a development process that finds the right
answers for that particular school and then provides an effective framework for decision making.

Microsoft is committed to sharing the outcomes and lessons learned from the Innovative Schools Program with
schools around the world. To this end, we are creating publicly available resources to ensure that other schools can adopt all or some of the methods and practices from this and other Partners in Learning projects.

What Is a 21st Century School?

Societies in the new millennium are increasingly distinct from those of the 20th century. The rate of change is accelerating, with new knowledge being acquired and new discoveries being made at a pace never before seen. A global economy has emerged in which knowledge and technological prowess are key drivers of competitiveness and emerging markets.

How are schools changing to reflect this broader transformation of society? Twenty-first century schools are striving to equip students with knowledge and skills that will enable them to succeed in the changing world. At its core, this new skill set involves problem solving, critical thinking, collaboration and communication skills. Schools are developing students abilities and dispositions so they can be adaptive, innovative lifelong learners. The hallmarks of 21st-century education are personalization of learning and a relevant curriculum that affords opportunities for authentic problem solving, collaboration and independent learning.

Creating this learning environment requires school-wide transformation. Teachers, administrators and community partners are taking on new roles and developing the leadership skills needed to support students. Effective uses of information technology are needed to promote learning and monitor achievement. And in 21st-century schools, learning spaces are being designed to encourage the new types of learning activities, which are too constrained in traditional closed classroom spaces.

 Syed Aadil Hussain

An Introduction

Characteristics of Participating Schools

The schools in the Innovative Schools Program were chosen through a rigorous application process focused on their education leadership, their vision for learning and the roles that students, educators, curriculum and technology play in that vision. Located all over the globe, these schools serve their students in diverse geographical, cultural and economic environments, but they have several characteristics in common characteristics that you might recognize. A vision for education that includes: Preparation for life after school. Personalization of learning, including a diverse curriculum model that motivates students and appeals to different learning styles. Empowerment of students to direct their own learning, with educators taking a new role as mentors or coaches to help guide the learning process. Distributed leadership for sustainability and system wide acceptance of change. Participating schools recognize the importance of getting buy-in for change from across the system. This includes tri-level leadership national government, local authority/district and school leadership. It also includes a diverse leadership team within the school, including administrators, teachers and even students, as well as incorporating the community into the school reform process. This ensures that changes will be supported at every level and will be sustained even if the leadership changes. Use of technology as a catalyst for these changes. These schools view technology as one of the tools needed to accomplish their goals. Technology is not an end in itself; rather, it is employed to support and enhance teaching and student learning. Desire to learn from others and from Microsofts experiences. Schools accepted into the program have a strong desire to look outside their own systems and countries and learn both from other schools in the program and from Microsoft.

 Syed Aadil Hussain

An Introduction

Twelve Locations, Limitless Possibilities

Al-Bayan Independent School for Girls Doha, Qatar Independent secondar y school (ages 15 17) 484 students Bjorknas School Nacka, Sweden Public primary and secondary school (ages 6 16) 1,000 students Bowring Community Sports College Huyton, Knowsley, United Kingdom Public secondary school (ages 11 16) 665 students Centro Educacional Erasmo Escala Arriagada Santiago, Chile Public primary and secondary school (ages 9 18) 446 students Dunshaughlin Community School County Meath, Ireland Public secondary school (ages 12 18) 930 students cole Chateaudun Amiens, France Public primary school (ages 4 11) 230 students Escuela Secundaria Tecnica Estatal No.12 Hermosillo, Sonora, Mexico Public secondary school (ages 12 15) 673 Students Fung Kai No.2 Primary School Sheung Shui, New Territories, Hong Kong SAR Public primary school (ages 6 12) 530 students Instituto Escola Lumiar So Paulo, Brazil Private primary school (ages 2 15) 120 students Literacy@School Ontario, Canada Public primary and secondary school (ages 5 18) 600 students Ottobrunn Munich, Ger many Public secondary school (ages 10 18) 1,400 students Ritaharjun Yhtenaisperuskoulu Northern Oulu, Finland Public primary and secondary school (ages 7 16) 700 students

 Syed Aadil Hussain

An Introduction

A Systems Framework for Guiding Innovative School Reform

It has long been understood that education is central to the development of individuals and to creating socioeconomic opportunities in communities around the world. Yet many nations find that their current educational systems are not engaging students or preparing them for the future.

Sparking the natural curiosity of young people and enabling them to be successful in the workplace often involves changing an entire education system, rather than just tinkering with its parts. Systems, whether biological, political or organizational, are comprised of interconnected sets of sub systems. Changing just one or two parts of a system may be helpful, or it might be harmful or have no discernable effects, depending on how the change interacts with other aspects of the system.

Similarly transforming education is traditionally challenging and it is a long way to go from policy-making to true change in the student learning experience. We live in a time of constant technological change and innovation, which affects nearly every aspect of our livesfrom the way we communicate to how we do our jobs and spend our leisure time. Yet in the world of education, comparatively little has changed. Classrooms across the world look much as they always have, with a single teacher in front of a blackboard imparting lessons to students seated at rows of desks. The school day is divided into periods that correspond to specific subjects in a fixed curriculum. Within this traditional model, some schools might add in a bit of technology as a way to increase efficiency or access to information.

Compare this to the lives that young people lead outside of school. In increasing numbers all over the world, they browse the Web, download music, visit chat sites, upload homemade videos, communicate with friends using instant messaging, watch multi-channel digital TV, blog about their experiences and read books, magazines and articles online. Much of this activity happens simultaneously and on portable devices. In this increasingly interconnected world, young people have an expectation that experiences, services and products can be configured to their individual needs and preferences.

The challenge for education in the 21st century is to create an approach that is agile, adaptable and in tune with the young peoples lives outside of the classroom and their future employability. The answer lies in innovation, but the question is what kind of innovation, and how should it be implemented?

The solution is complicated, and using technology as the only solution will not solve these challenges. Even when introduced in schools with the necessary physical infrastructure, simply giving each child a computer will typically not produce superior learning without additional changes in the nature of the schools teaching, learning and assessment practices.

In this example, effective change would require a more holistic approach to completely transform the learning experience of the learners.
Syed Aadil Hussain An Introduction Pg. 5

 Syed Aadil Hussain

An Introduction

Systemic Innovation
Below the surface of successful schools is a system of connections and interrelationships that enable transformation in a focused and coordinated way. A helpful framework for thinking about systems innovation is adapted from the work of Knapp, Copland and Talbert (2003)2. The goal of the framework is to help coordinate changes so that they complement rather than compete with one another. The framework highlights four top dimensions in successful transformation. These dimensions are critical success factors individually but more effective when connected with each other.

1. Teaching, Learning and Assessment

2. Ongoing Professional Development

3. Leadership & a Culture of Innovation

4. Learning Environment

For example, many innovative attempts to introduce student-centered, problem-based learning and technology rich learning environments have not succeeded because they collided with existing and sometimes outdated assessment practices, or because professional development for teachers and leaders was underemphasized. Using the Framework helps innovators think through each of the pieces of reform and how they interrelate.

Major Areas of Reform on the Innovation Framework

 Syed Aadil Hussain

An Introduction

Teaching, Learning & Assessment

The Innovation Framework highlights four areas related to what and how students learn: 21st Century Skills & Standards Curriculum & the Learning Paradigm Assessment Innovative Uses of ICT How should curriculum be designed, and how should students be assessed? How can student-directed learning be encouraged? In most countries, school curricula and instruction are mostly didactic based on subject-based knowledge transmission and large amounts of rote learning. This ignores many skills that are increasingly necessary for life and work and often fails to engage students. Of course, schools implement and work according to national standards and other learning requirements, but they can also consider more effective teaching and learning strategies and encourage student- centered learning and assessment processes.4 Many innovative schools actively engage students in their learning and in the co-design of the learning process. There are a variety of ways of doing this, from the use of student councils, to students as researchers within schools, to online student feedback on the quality of teaching and learning. Technology skills are crucial in the 21st century skill set, but technology should play a bigger role in the transformation of learning practices. High-level ICT integration increases the possibility of to personalizing learning processes and to making learning accessible to students anytime and anywhere.

Ongoing Professional Development

A second area for reform on the Innovation Framework focuses on how teachers learn and teach. This area highlights four elements: Professional Practice & Standards Peer Coaching & Mentoring Professional Development Innovative Uses of ICT How can teacher skills be identified, taught and measured? What kinds of training and development are needed, and how can their effects be measured? Just as student learning must evolve beyond a transmission model to actively engage students, teacher-learning means more than attending required workshops and teaching in isolated classrooms. Experts agree that true professional development involves establishment of a professional community focused on learning (e.g., Hargreaves & Stone-Johnson, 2009). In an environment where the expectation is continuous learning through supportive feedback, teachers can develop and practice the 21-century skills they want students to develop. At the heart of these are social skills and the development of measurements to assess their use. Teachers need continuous training and supportive assessment to cope with the demands of the changing educational landscape. One route is for schools to develop their own models for training and apply these consistently. Professional development includes peer-to-peer coaching and mentoring for newly hired teachers as well as being part of ongoing practice for all teachers. As with other areas of reform, technologies offer opportunities to transform teaching and the support of teacher learning.

 Syed Aadil Hussain

An Introduction

Leadership and a Culture of Innovation

A third area for reform relates to developing, sustaining, and scaling school improvements. The elements highlighted in this area of the Innovation Framework are:

Innovation Culture Leadership Development Learning Community Innovative Uses of ICT

How can the school develop a culture that is conducive to innovation? At the heart of the innovative process is a school culture that is dynamic, forward-looking and empowered. In Michael Fullans book, The Six Secrets of Change5, one of the elements of successful change is understanding that learning is the work. As he says, Learning is not workshops and courses and strategic retreats. It is not school improvement plans or individual leadership development. These are inputs. Rather, learning is developing the organization, day after day, within the culture. An innovative school is not one persons creation but rather the product of enabling the whole school to help design new processes and procedures. This requires successful management of relationships at all levels across the school and beyond to include parents, community, and other stakeholders. A particular focus is on leadership development, preparing administrators to be instructional leaders, supporting a distributed group of leaders rather than a select few, and devising plans for developing leaders and leadership skills at all levels. These leaders are responsible for promoting a school-wide learning community that keeps all stakeholders working together on the common goal of improving student learning. In addition to development of individuals, a culture of innovation depends on organizational development and management. Another way to facilitate innovation is changing school structures such as facilities, programs, and use of time. Finally, providing time during the school day for staff collaboration and school networking can enable effective change. How can a school measure its success? What system of metrics should it employ? How does the management of a school relate to its ability to implement innovative practices? Continuous evaluation is necessary for developing and sustaining a culture of innovation. Successful innovation requires that schools use technology-based analytical tools that help them measure student outcomes and identify students who are struggling academically and their areas of underperformance. By using such systems, educators can more effectively deploy resources and intervene at appropriate points. At the school level, measures of progress can range from student attitudes and achievement to overall school metrics to attendance and drop out rates.

Learning Environments
A fourth area for reform on the Innovation Framework focuses on where and when students learn. This area includes several dimensions:

Physical & Virtual Environments Formal & Informal Environments

Innovative Uses of ICT One dimension to consider is the design of physical spaces for rich and diverse educational experiences, including space for oral discussion, project work (creations in art, science, etc.) and performance. Learning opportunities can be extended by considering virtual spaces for simulations, role-playing, and networking. The learning environment can be developed so that it supports learning in and out of school through such options as community service and workplace internships, and by involving community members as mentors and coaches. In this way, education is unconstrained by time and place. How can the school use technology for management, learning and communication? Can the school personalize its offerings and measure outcomes using technology? As with all areas of reform, technologies are key to transforming the learning environment. Too often technology is bolted on and not integral to enhancing and assessing learning within

 Syed Aadil Hussain

An Introduction

schools. Schools need access to technology for all students and teachers in order to support anytime anywhere learning, personalization and 21st century skills.

Reflecting on the Innovation Framework

The Innovation Framework provides a starting point for schools initiating the process of reform, and for others already on their reform journey it can serve as a reminder of the many options available to sustain an ongoing process of school innovation. Here are some questions a school team could reflect on as they think about the Innovation Framework: Are we settling for incremental improvements when we could be introducing innovation that will fundamentally transform learning? Are we targeting change in too few or too many areas? In what areas are there barriers to changes that we think are important to make? How can we innovate to overcome those barriers? How are we connecting student, professional and system learning with one another and with learning goals to create coherence in our reform efforts? How are we targeting change across all the relevant settings: our school, school system and community, and state or national levels? How can we use technologies to support our innovation? How will we know if we are successful? How do we measure, assess and use feedback? What system of metrics will we use?

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An Introduction

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The Innovative Schools

Societies in the new millennium are increasingly distinct from those of the 20th century. The rate of change is accelerating, with new knowledge being acquired and new discoveries being made at a pace never before seen. A global economy has emerged in which knowledge and technological prowesss are key drivers of competitiveness and emerging markets.

How are schools changing to reflect this broader transformation of society? Twenty-first century schools are striving to equip students with knowledge and skills that will enable them to succeed in the changing world. At its core, this new skill set involves problem solving, critical thinking, and collaboration and communication skills. Schools are developing students abilities and dispositions so they can be adaptive, innovative lifelong learners. The hallmarks of 21st-century education are personalization of learning and a relevant curriculum that affords opportunities for authentic problem solving, collaboration and independent learning.

Creating this learning environment requires school-wide transformation. Teachers, administrators and community partners are taking on new roles and developing the leadership skills needed to support students. Effective uses of information technology are needed to promote learning and monitor achievement. And in 21st-century schools, learning spaces are being designed to encourage the new types of learning activities, which are too constrained in traditional closed classroom spaces.

Microsoft is committed to helping bring about these transformations and to breaking down the barriers that prevent educators from preparing students for success in the new century. We know that it takes more than putting computers in the classrooms, funding school construction or providing global answers to local questions. Thats why Microsofts Partners in Learning introduced the Innovative Schools Program. The Innovative Schools Program guides local schools and school systems through the complex process of holistic school reform and, most importantly, delivers an actionable roadmap for technology integration to help these schools realize their vision for education.

The 6i Process
A guiding framework of the Innovative Schools Program is the 6i Process. The 6i Process is a decision-making framework that is designed to help educators formulate and implement innovations in their schools in a deliberate and thoughtful way. The 6i Process consists of six phases: Introspection, Investigation, Inclusion, Innovation, Implementation and Insight. As shown in the figure below, the phases of the process overlap: In the initial phases, schools focus on formulating their innovations. This involves thinking about the changes they want to make; learning more about innovation and technology from other schools and the education community; and, seeking input and strategic partnerships with the broader community. Later phases of the 6i process focus on implementation, continuous improvement and scaling. And the 6i process is cyclic: Insight initiates new cycles of the 6i process. 1. Introspection 2. Investigation 3. Inclusion 4. Innovation 5. Implementation 6. Insight

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the 6i process

An Introduction

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The goals and phases of the 6i Process are discussed in more detail in the sections below.

 Syed Aadil Hussain Introspection phase of the Innovative Schools Program.

An Introduction

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Research shows that successful school reform is predicated on a clear vision for change that is shared by educators, parents, students and community stakeholders (Fullan, 2001). The intention to change ones school while critically important is not sufficient for success. Careful consideration of the desired goals and end state for change is also necessary. A clear perspective on questions such as Why change? and Change to what? positions schools to effectively direct their change process. With these ideas in mind, a major goal of the initial phase of the Innovative Schools Program, the Introspection phase, is to support schools in articulating a strong vision for change. The Introspection phase of the 6i Process focuses especially on helping schools build a vision for 21st-century learning and teaching and for the leadership needed to guide change. A second major goal of the Introspection phase is to establish a learning community among and within participating schools (Bateman, 2002; McMillan and Chavis, 1986). The notion is that schools and the Innovative Schools Program will be more successful if schools are mutually supportive of one another and freely share ideas, problems and solutions. To this end, the program explicitly seeks to create interest in collaboration and the means by which schools can learn from one another. It also encourages each school to cultivate a professional learning community within their school, a critical step for the success of any reform effort.

Investigation phase of the Innovative Schools Program. An underlying premise of the Investigation phase is that deep knowledge of educational theory and exemplary practices provides schools with an important starting point in adapting their own practices and school designs. Exploring the strengths and shortcomings of others efforts to prepare students for the 21st century can help schools in the Innovative Schools Program shape a strong vision and plan for change. Equally important is cultivating relationships with local, national and international advisors who can inspire, guide, and collaborate in the process of reform. We introduce a framework for thinking about change that is adapted from the innovative work of Knapp, Copland and Talbert (2003). Using the Innovation Framework helps innovators think through each of these four key areas of reform and how they interrelate:

21st-century teaching, learning and assessment. This area relates to what and how students learn. Topics include 21st century skills & standards, curriculum, personalized learning, the learning paradigm and how to measure progress. Ongoing professional development. This area focuses on how teachers learn and teach and addresses professional practice & standards, peer coaching & mentoring, and professional learning community centered on student learning. Leadership & a culture of innovation. A third area for reform relates to developing, sustaining, and scaling school improvements. Topics in this area include innovation culture, leadership development, and learning community for school leaders and the school as an organization. Environments and facility designs for learning. This area relates to where and when students learn. It includes physical & virtual environments as well as formal & informal environments extending beyond the school building and school day. Woven into reform in all areas is innovative use of ICT. The Innovative Schools Network posts a stellar collection of resources related to worldwide school reform. Resources include recordings of expert-facilitated Virtual University teleconferences, websites, articles, innovative school profiles and best practices, and online tools.

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Research and identify best practices and innovations within other educational models from the perspective of curriculum, pedagogy and leadership. Explore the best uses of technology and learning space design. Cultivate relationships with advisors locally, nationally and internationally to aid in discovery and prioritization processes. Inclusion phase of the Innovative Schools Program. Compelling leadership is necessary for initiating change and engaging a highly talented and motivated constituency of people who share in that vision. Educational innovation also requires processes and methods that allow the schools vision to mature and evolve over time as additional stakeholders become involved. In short, shared commitment and ongoing change processes are necessary for educational reform that is sustainable and scalable both within an individual school and in its surrounding context, which includes other schools, the school system, parents, community and business partners, and government (Fullan, 2006; Hargreaves and Fink, 2005). The major goal for school leaders the Inclusion phase is building support for change through partnerships within and beyond the school. Engaging teachers in the vision for change is paramount, as is gaining support from parents, the community, other schools, and business and government. This broader collaboration strengthens the vision and expands the resources available for use in schools. A second major goal of the Inclusion phase is to strengthen the global learning community, including Microsoft, the Innovative Schools Working Group advisors, and participating pilot and mentor schools. Much can be gained by sharing experiences among participants who have unique perspectives, contexts, needs and expertise. Develop collaborative relationships and feedback mechanisms with the larger community including government officials, parents and other schools to further develop the vision for change. Learn from community members and tap community resources to explore the sustainability and scalability of change. Innovation phase of the Innovative Schools Program. There are many, many ways of organizing schools and curricula to meet the challenges of the 21st-century. In the Innovation phase, schools decide upon the innovations--in curriculum, pedagogy, leadership, technology and learning space design--that will bring their goals to fruition. This could involve applying leading edge practices from other schools across the world as well as considering how businesses solve problems and seeing how such methods might be applied in schools. In the Innovation phase, schools think creatively about how to make effect change (Jeff Pfeiffer on No Excuses Leadership). Below the surface of successful schools is a system of connections and interrelationships that enable transformation in a focused and coordinated way. A helpful framework for thinking about systems innovation is adapted from the work of Knapp, Copland and Talbert (2003). The goal of the framework is to help coordinate changes so that they complement rather than compete with one another. The framework highlights four top dimensions in successful transformation. These dimensions are critical success factors individually but more effective when connected with each other. 1. Teaching, Learning and Assessment 2. Ongoing Professional Development 3. Leadership & a Culture of Innovation 4. Learning Environment For example, many innovative attempts to introduce student-centered, problem-based learning and technology-rich learning environments have not succeeded because they collided with existingand sometimes outdated assessment practices, or because professional development for teachers and leaders was underemphasized (e.g., Roschelle, Singleton, Sabelli, Pea & Bransford, 2008)3. Using the Framework helps innovators think through each of the pieces of reform and how they interrelate.

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An Introduction

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Implementation phase of the Innovative Schools Program. In the Implementation phase, schools focus on creating an implementation plan for their innovations and putting this plan into practice. Activities and duration vary by school and might include learning space construction, professional development, the installation of technology infrastructure and piloting of new teaching and learning practices. A critical component of the implementation phase is the creation of benchmarks and success metrics that enable schools to evaluate the effects of their changes and innovations in promoting better learning for students. Insight phase of the Innovative Schools Program. The 6i process is cyclic and is designed to promote continuous improvement. In the Insight phase, schools reflect on their experiences and review outcomes in relation to their schools benchmarks and success metrics. Based on their reflections and data gathering, schools develop new ideas and processes for further change. In the Insight phase, a key consideration for schools is scaling their innovations to other schools.

To educate is to give every child the chance to blossom to give everyone the same opportunities, to give every future citizen the capacity to make considered and thoughtful choices. cole Chateaudun