The Rich Seam- Artefact 1

A Rich Seam

‘It is a future that is distinctly possible to realize. It will take the learning ingenuity of the many. It is a rich seam worth opening’ (Fullan & Langworthy 2014, p 79)

The future of the students in our classrooms couldn’t be more unknown and challenging. As educators we can not predict our students’ future vocations as the world today is forever changing and at an alarming rate.

Fullan et al (2014), outline new forces that are coming together to open extraordinary learning opportunities. The three forces are namely ‘new pedagogies’, ‘new change leadership’ and ‘new system economics’.

New Pedagogies

This new pedagogical way of learning is not just ’instructional strategies’. Fullen et al (2014), describe it as ‘deep learning’. This is where teachers and students work alongside each other building learning partnerships using digital tools for deep learning tasks. This then allows students to be the drivers of their own learning, to strive towards reaching their own goals using digital technology and resources.

New Change Leadership

Leaders of change need to be able to see the big picture. Fullan et al (2014), describe ‘new change leadership’ as developing a ‘learning leadership culture’. They believe that the first step to successful change, leaders need to have a directional vision for where the school needs to go and what is possible with the new innovations. Leaders for this new change need to lead alongside colleagues and not from a top down model.

New System Economics

This is looking at costs and outcomes of the new innovations of digital resources. Fullan et al (2014), belief that by re-aligning assessment measures and accountability then the new education models can begin to lift the excitement in teachers and students alike for learning, and in turn meet targets of preparing students today for work and life in their future.

So What

As leaders of change in our schools we need to implement these changes as soon as possible in order for our students to get the most out of their education while at school. This is not an easy task as there are many barriers to overcome at all levels from global to institutional through to personal. As leaders we can address many of the institutional barriers with strategic thinking and applying strategies that are known to work. For instance working alongside and with teachers and students in a collaborative way which encourages ownership and by in, rather than a top down approach. At the personal level leaders need to understand teachers thinking by unpacking their attitudes and beliefs in the new innovation. This is when the Concerns-Based Adoption Model (CBAM) developed by Hall and Hord cited in Evans and Chauvin (1993), is a useful tool for leaders to use to gather information on teachers and then to develop professional development opportunities that are appropriate and worthwhile.

The system economics is more of a challenge for leaders to overcome. The Ministry of Education policies of measuring assessment and the Education Review Office reviews place restraints on schools and make it difficult to put in place new innovative ways of learning. We need to ‘let go’ and take charge and think of new ways that we can measure learning and accountability while providing students of today with authentic learning opportunities that are useful and relevant to their futures.

‘Our schools and our pedagogies need to inspire and to ensure that all students are capable of independent learning and purposeful action in the world, and have not only the foundation, but also the practical experiences and technical skills to create valuable futures for themselves and their societies’ (Fullen & Langworthy 2014, p 78).
Now What
I would be extremely keen to implement this CBAM into my school. At the beginning of 2015 we introduced BYOD'S into the two senior classrooms and other rooms are following suit very shortly as we have just finished our School Network Upgrade (SNUP). Staff are at varying levels of both experience and confidence in the area of ICT integration into classrooms. This model would be a very useful tool in establishing and understanding their attitudes and beliefs and help me in designing professional development opportunities for them and also help them grow professionally with guided support.

Bibliography

Evans, L., & Chauvin, C. (1993). Faculty developers as change facilitators: The concerns-based adoption model. To Improve the Academy, 12, 165-178.

Fullan, M. & Langworthy, M. (2014) A Rich Seam: How New Pedagogies Find Deep Learning, London: Pearson