1 Innovation and Excellence: Building a 21st Century SchoolAccountability Digital Content & Digital Learning Professional Development Access & Connectivity VIRTUAL STAFFING: Case # 2037 Diagnosis: Cleft Palate Michael Phillips Principal Ringwood Secondary College

2 Map Compass Destinations Knapsack Milestones Some Jokers in the PackKit from which we can extract a range of tools which provides a blue print for the future. Prakash indicated there was more than one way of getting there and certainly indicated that one model does not fit all. School design must recognise the way in which learning takes place- Catering for multiple intelligences and collaborative learning being paramount. 1

3 “ We continue to educate and train people for a world that has gone, let alone for the world that is dying…….. electronic working does not mean putting your process on screen, it means changing the nature of your business.” Professor Peter Cochrane

4 The Journey Ahead “ When faced with steam rolling technology, you either become part of the technology or part of the road.” (Lueke 1994)

5 “Ten years ago if I’d had a vision they’d have locked me up and now I can’t get a job without one”New York Headteacher quoted by Michael Barber, head of the Government’s Standards and Effectiveness Unit UK, at a conference for new Headteachers. Our challenge as principals requires us to be clear about what our vision for education in the 21st century, in our schools, means in classroom terms. New visions do not automatically lead people to see the implications for teaching. The living presence of any vision in a school is supported by appropriate analysis, assessment, evaluation and unrelenting professional development of staff.

6 Don’t bother me with your ideas now, I’ve got a job to do!

7 Learning for a Creative AgeSociety Learning Institutions Complex Unpredictable Network based Changing rapidly Horizontally integrated Open Information rich Out of control Hierarchical Standardised Information sparse Vertically integrated Based on knowledge transmission Centralised control Custodial Tom Bentley Demos

8 We always overestimate the change that will occur in the next two years and underestimate the change that will occur in the next ten’. Bill GATES: The Speed of Thought (Viking,1999 p69) Education is often the natural hunting ground for over ambitious futurologists and there has been no shortage of predictions that teachers and even schools will soon be redundant as computers deliver all we need to know in the comfort of our own homes. The reality is likely to be less spectacular. Schools perform a social, as well as educational function and even the most sophisticated learning packages are more effective with a human instructor at hand. It is a safe bet that there will be too few teachers rather than too many by the end of the first decade in the twenty first century

9 Objectives-Interventions-MeasurementsMismatches abound There is no single-variable/universally true intervention that produces highly replicable results Effective practices are conditional and contextual 21st Century objectives vs. 19th Century testing Information age demands vs. industrial age curriculum vs. agricultural age organisation Cognitive and personal development vs. results

10 U.S. education technology policy and the CEO ForumThe CEO Forum tracks progress toward the US DOE's 4 Pillars: access connectivity professional development digital content Focused on enabling students to achieve higher standards learn 21st Century skills Members: Apple IBM The Washington Post Compaq AOL Classroom Connect Discovery CCC Hewlett-Packard BellSouth NSBA Julien J. Studley, Inc. McKinsey NEA Sun Microsystems Lucent QED CompassLearning Flextronics Dell NetSchools ThinkQuest Verizon Visit the CEO Forum at

11 The CEO Forum's STaR Charts: Technology Readiness RubricStudents/ Computer Students/Multi- Media Computer Students/ CD-Rom Maintenance LAN Internet Connection Connection Speed Low Tech Mid Tech High Tech Target Tech off-site NO MAYBE Dial-Up irregular off-site YES YES Dial-Up irregular off-site YES YES Dial-Up regular High speed dedicated on-site YES YES High speed continual dedicated

12 What are we learning? What's different when schools integrate technology? Communications and collaboration, 24X7, regardless of location Disintermediation- new roles, new capabilities, new challenges Pervasive Computing = connected content, connected users facilitation mentoring Information consumers become producers and vice versa dissemination continuous development Performance focus rather than time focus Authentic schooling Open accountability Community Awareness Community involvement Information-based decision-making The flexible curriculum model also points the way towards developing truly autonomous learners. Pupils for part of their curriculum time may work on-line, accessing learning tasks or entire courses_from the World Wide Web, providing schools with the flexibility over teacher allocation time. Does a group of pupils working electronically in this way need to be ‘taught’ or ‘facilitated’? Schools will increasingly be looking to create a ‘virtual’ curriculum to operate alongside their ‘live’ mode of operation. Pupils will exploit the sophisticated processes of wireless technology to access ‘anytime anywhere’ learning. The electronic collaboration between schools, teachers, pupils and classrooms will reinforce the culture of the family of schools. School lntranets, made available for other schools to contribute to and draw from, will contain materials from lessons, extension tasks, links to key sites, and the assessment methodology linked to that piece of work. When this vision is a reality for the critical mass of schools, we begin to free teachers from the log jam of marking and preparation, freeing them to focus upon the styles of learning and the pedagogical processes that fundamentally underpin good teaching. The design of the curriculum must be forward looking. A flexible school day will offer pupils the chance to maximise their learning time beyond the traditional six hour day, within and beyond the timetabled programme. Lessons will be longer as schools move towards the ‘two period’ day where pupils spend half day sessions in curriculum areas, tuning in to the learning processes demandedby each subject without having to interrupt a learning experience that is gathering momentum simply because the school bell rings. Curriculum teams will consider what the most appropriate style of delivery will be. Introductory lessons for large cohorts of pupils balanced with tutorial sessions moves planning away from the assumption that all learning takes place in units of thirty pupils. The extended learning day will provide schools with further opportunities to facilitate community learning networks, putting into practice meaningful Lifelong Learning programmes for pupils and their families. Future curriculum planners will remove the distinction between academic and vocational education. Links with the e-commerce world will become established as a fundamental entitlement for all pupils. High level, industry and business based vocational courses will begin at 14 and extend to 19 years old and beyond. Pupils will compete with each other for the degree sponsorship that will address the work place demands of industrial sponsors. Schools will begin to adjust from the concept of year long curriculum models and plan in whole key stages. Modular learning frameworks will create the demand for movement from the traditional three-term year towards the five-term model where each eight-week module is assessed and reported to parents. Teachers will continue to work in teams to plan the curriculum that they believe meets the learning needs of groups and individuals. The challenge for school leaders is to ensure that a team based approach reaps rewards for teachers in terms of efficiency and workload, and that their access to learning technologies avoids duplication and ensures that the digital workload replace’s paper based tasks.

13 Abandon & Innovate Four walls of the classroomFour walls of the school Existing classroom structures On-line classrooms On-line schools Re-designing learning environments to reflect teamwork and access to technology Teacher & student teams Role reversal that Prakashtalked about and especially the technical skills

14 The internet alters the roles and mechanisms of teaching & learningTraditional Schooling Options "Facilitation" Options "Participation" Options "Learner Control" Who? One teacher and twenty to thirty age peers Teams of teachers work with groups of students. Older students help younger students. Mentors, resource persons, parents, and community members participate in activities in planning, teaching and learning. Independent students connect with teachers, mentors, and peers as needed. Where? In a classroom Learning facilities include individual workstations plus small and large group areas. Learning environments are extended to other schools and community sites. Learning opportunities are accessed online from the home, school, or from anywhere. When? minute periods over a year In-depth study of thematic units occurs in longer time blocks over a shorter term. School programs recognize and provide credit for performance in and out of school rather than for attendanc Students can connect to online resources and courses 24 hours a day, 365 days a year. How? Through face-to-face contact Interactions with resources, teachers, peers, and mentors occur by various means. Facilitation predominates over directed instruction Learning activities include online and onsite interactions with other participants Independent and collaborative learning activities are guided by online teacher and mentor support. Students become producers as well as consumers of knowledge

15 The internet alters content and uses of content in teaching and learningNB: Plain text indicates analogue content, bold indicates digital, and italics indicates content that can be either. *Text with an asterisk indicates networked (Internet)-based digital content. Instructional Mode: Presentation Mediated Presentation Discovery and Construction Content Format: Fixed Mediated Manipulable Content Access Mode: Linear Categorical Random Shared Collaborative Technology Impact Matrix Books Films/Videos Journals "Interrupted" Methods (e.g. DRTA) Worksheets N/A Lists Print Reference Works Guided Research Data Files Microfiche Slides CD ROM Storage Study Guides "Interrupted" Methods Annotated Files Algorithmically- structured content Legos Maths Manipulatives Multi-media Files *Web Pages Broadcast *Web-casts * *Set-top box/web access *Web-page creation *Chat Rooms *Threaded Discussions *Synchronous White Board *Streaming Media

16 A few strategies for 21st Century transformations in school designNB: Technology is necessary but not sufficient! A few strategies for 21st Century transformations in school design Invent New Educational Practices Maximize pervasive computing and anytime/anyplace learning Exploit digital content and tools by teaching information acquisition, qualification and creation, and creative problem-solving Leverage connectivity and communications to support collaboration, synchronous and asynchronous, near and remote Make informed decisions through knowledge management Emphasize high productivity through prioritization, focus, and alignment Transform school work into real work through authentic tasks requiring skills in design, presentation,representation, positioning, persuading, closing and feedback Involve community resources Connect learning communities locally and worldwide on the Web Link Home and school Link mentors and community expertise Create support and outreach by partnering with businesses and social agencies Wired schools require a variety of deliveries including classrooms, small computer spaces (pods) adjacent to classrooms, multimedia spaces for informal access and re design of science and technology spaces to allow for experiments online and model simulation. Thomas Telford UK example

17 Ringwood Secondary Collegewill provide high quality education to enable all students to become responsible life long learners and to develop to the fullest their academic, social, cultural and physical potential. Established 1954 1330 students- steady growth despite demographic trends 94 EFT Teachers- over 120 staff work in the school 50 feeder primary schools Specialist Performing Arts Academic excellence results

18 Facing the Future 2010 Catchment in eastern Melbourne servicing academic and cultural needs Additional buildings for specific needs including ICT Training centre and specialist performing arts centre All students exit with defined pathways The school is seen as the gateway to the Yarra Valley servicing the learning needs of students in the outer eastern suburbs through a range of national and international links. The fabric and facilities of the college provide additional buildings for specific need. Specialties such as the Performing Arts Centre provide access to surrounding schools and the wider community. Our off campus links with TAFE, University and Business Partners are widely articulated. Training centre run as a self funding business Students are technologically literate, have individual learning plans and leave school with a defined pathway. They have wide involvement in the diverse programs of the college

19 Facing the Future 2010 Organised support structure of parentsFlexible teacher workplace arrangements and significant involvement incentives Past students, staff and parents recognised and involved On Line courses which address IT skills shortage and disengaged students.E assessment for all courses Our organised support structure of parents provides additional networking opportunities and occupational support programs. Increasingly there are flexible contracts for teachers recognising their employment status and with involvement incentives. Our past students, parents and staff are actively involved in the life of the college and are regularly celebrated through our “Halls of Achievement”

20 Facing the Future 2010 Community groups for specific projects and well established business partnerships and networks with other schools Individual student funding and community funding linked to quantifiable outcomes New management processes and outsourcing of functions The college regularly enlists the support of community groups for set projects with significant partnerships developed with community and business organisations Whilst funding is provided for individual students, community funding is linked to quantifiable outcomes. Therefore promotional programs always demonstrate the quality of Ringwood Secondary College and substantiate its perceived values. Management for best practice is in place and income generation is enhanced through effective management.

21 Facing the Future 2010 Key Components IdentifiedResearching ways in which children learn including development of thinking skills Researching teacher development needs in relation to ICT Re-design of teaching spaces to exploit ICT Expansion of off site activity and extra curricula opportunities Restructuring of the school day/year & flexible workplace arrangements Development of the autonomous learner First, we need to invest in the capital infrastructure of our schools. We need to construct modern institutions that are purpose-built. The current replacement rate for schools in Victoria is slow compared with countries like North America and Singapore but better than the UK. We need a route that is faster and more cost effective

22 Ringwood Secondary CollegeFacing the Future Government grants Local government Macromedia Ringwood Secondary College parents CISCO/Aries Venture Capital Xerox XSIQ

23 The challenge for Public Education:We must transform all formal institutions of learning, from Prep through to Year 12, to ensure that we are preparing students for their future, not for our past. Schools that ignore the trends shaping tomorrow will cease to be relevant in the lives of their students and will disappear quickly . Brian Caldwell’s recent publication provides a new approach - one that gives individual schools and groups of schools or indeed other organisations (public or private) the right and the duty to cross boundaries locally to span the fields of education, health and community. This would amount to something called ‘a total resource strategy’ with the educators in the lead role in terms of empowering and leading local communities School Principals would not only be responsible for new ways of learning through technology but would be expected to lead local analyses of blockages to learning. These would obviously involve a catalogue of the usual suspects; poverty, low expectations, health issues, socially fragile communities. The old analysis of such indicators being crippling without intervention from a host of other government directed and funded and often competing agencies would go. ln its place would be a flexible locally directed and funded approach led by school educators. The funding would have one aim - the removal of blockages to learning in order to raise achievement, self esteem and confidence in local communities so that at last the playing field begins to level for all in a global employment market. Schools would become accountable for community progress measured by educational achievement and subsequent employability A total resource strategy means what it says in local areas the fusing of education health, social services, community support and other funding with an education achievement focus.

24 Conditions for the FutureInclusive Dynamic Lifelong Schools as a defining unit Part-time teacher experts Entry to Profession is intensively supported Resource intensive learning 24/7 Locked into the Community World Class As Principals we are more concerned with designing a school, not a school building. Online learning opportunities available to children in the future may serve to move away from the concept of ‘school’ as we now know it External factors — parents, the wider community, employers, government views — will have an impact on any shaping of schools of the future by teachers We couldn’t abandon children to a virtual experience. In Ioco-parentis issues would have implications for the future design of schools and how children progressed. We have the facility for focusing much more on individual needs. Whilst we might not in the future have school buildings as we have now, we would still value the idea of children coming together for social purposes. The quality of buildings needs to be maintained with a view to a long period of usage and the abilty to refit as required along the way We should focus on individualised needs regardless of age. Children need to be shown how to learn and the opportunities available to let them do what is best for them in their own individual way. People networking help each other; we can pick up so much information from other people so children will need to have contact and interact with each other. It has to be remembered that in the future access to education will be a 24 hour operation. Therefore buildings need to be set up to be accessed beyond current school hours. Electronic security systems will allow flexibility of access. Our ability to deliver worlds best practice will require a re focussing on arrangements for a resourcing commitment by the system, developing new organisational arrangements at the school level extending networks and training opportunities in industry for our staff and utilising the flexibility of learning technology.

25 THE FUTURE “We cannot afford poverty of vision, let alone poverty of aspiration.There are always risks in changing, but the risk of failing to change is much greater” Martin Cross Chief Exec.RSA Some argue that we are going to see the end to schools, as we know. In looking to the future we should explore what this might mean and why. It is easy to criticise schools but I expect that they will exist at least within our lifetime. They provide a social as well as an academic function. There is a future for schools, but not the factory school of the 20th century that was designed to meet very different needs. Fundamentally learning is a social experience and schools are as a good a place as any for people to learn together. Technology should be the servant of the learner enabling us all in Peter Drucker’s words, ‘to do new things not just old things better.’ The school’s role becomes one where we give all learners both confidence and competence in the current and future use of technology and one where we enable them both to learn now and to manage their own learning through out life. 1

26 Apollinaire said ‘Come to the edge’ ‘It is too high’ ‘We might fall’And they came And he pushed them And they flew Anonymous

27 “Children Are Living Messages We Send to a Time We Will Never See”The journey is the reward