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Scaling Innovation - A Wicked Problem

published by Margaret Powers

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Scaling Innovation
Without a shared vision and mission, created with stakeholder input, innovation cannot succeed. Efforts to create change and innovate will be unclear and lose momentum.
Innovation requires schools to create, form, and norm a culture and related mindsets that support the shared vision of innovating and ongoing growth.
Schools need to establish professional development practices for educators at all levels to provide them with the knowledge and ongoing support they need to innovate and develop the necessary mindsets/culture.
Innovation requires agile spaces that can change in response to teaching and learning needs. Often these types of spaces have to be newly built in schools.
To adequately prepare teachers to innovate and be open to new PD opportunities that help them to innovate later in their teaching, pre-service teachers must get practical & relevant training.
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A Truly Wicked Problem in Schools
The Necessary Culture & Mindsets
A Shared Vision
Supportive PD Practices
Responsive Learning Spaces
Practical Teacher Prep
Time Bank
Time Bank
Time Bank
Time Bank
Time Bank
Time Bank
A caretaker is needed to lead the creation of the vision and ongoing efforts to innovate. A "banker" who deals in time.
What do you need to innovate & scale innovation in schools?
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PD must be informed by state standards and testing requirements, so teachers are prepared to innovate with or in spite of them.
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School visions are often out-dated and not driven by stakeholder needs.
This is extremely time consuming and a wicked problem on its own.
This type of responsive PD is very hard to find in schools today.
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Finding the time & funding to create these spaces can be challenging.
Every variable takes time and eventually, there is nothing left in the "time bank."
There is a diconnect between pre-service and innovative teaching today.
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(Farbman, 2015)
(Bostwick, 2014; Geijsel, et. al., 1999)
(Education.govt.nz, 2016; Steelcase, 2013)
(Templeton & Tremont, 2014)
(Geijsel, 1999; Own, 2015)
(Dyson & O'Sullivan, 1998)
(Dorner & Kumar, 2016)
Constant Change
Technology
Funding
Schools
Testing
The world is constantly changing, including technology, available funding, testing requirements, and schools.
This means the above process for innovating must be repeated and re-evaluated constantly. (Jamali, 2005)
Frozen in Thought
In order to scale, innovation often has to become more efficient and certain solutions and processes become ...
(Gee, 2013)
This makes
Scaling Innovation
a truly WICKED PROBLEM
There's never enough time or funding Solutions must become more efficient and yet constantly change Every single variable is inter-connected and must be addressed or the entire effort falls apart
because ...
References
Bostwick, E. (2015, August 28). Cultivating a culture of risk-takers leads to innovation in schools. [Blog post]. Retrieved from http://www.edutopia.org/discussion/cultivating-culture-risk-takers-leads-innovation-schools Dorner, H., & Kumar, S. (2016). Online collaborative mentoring for technology integration in pre-service teacher education. TechTrends, 60(1), 48-55. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1007/s11528-015-0016-1 Dyson, B., & O'Sullivan, M. (1998). Innovation in two alternative elementary school programs: Why it works. Research Quarterly for Exercise and Sport, 69(3), 242-53. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=http://search.proquest.com.proxy2.cl.msu.edu/docview/218496564?accountid=12598 Farbman, D. A. (2015, February). The case for improving and expanding time in school: A review of key research and practice. Retrieved from http://www.timeandlearning.org/sites/default/files/resources/caseformorelearningtime.pdf Flexible learning spaces in schools (2016). Retrieved from http://www.education.govt.nz/school/property/state-schools/design-standards/flexible-learning-spaces/ Gee, J. P. (2013). The anti-education era: Creating smarter students through digital learning. New York, NY: Palgrave Macmillan Geijsel, F., Sleegers, P., & van, d. B. (1999). Transformational leadership and the implementation of large-scale innovation programs. Journal of Educational Administration, 37(4), 309-328. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=http://search.proquest.com.proxy2.cl.msu.edu/docview/220443473?accountid=12598 Jamali, D. (2005). Changing management paradigms: Implications for educational institutions. The Journal of Management Development, 24(1), 104-115. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=http://search.proquest.com.proxy2.cl.msu.edu/docview/216351874?accountid=12598 Own, L. (2015, April 4). Innovation leadership in schools. [Blog post]. Retrieved from http://gettingsmart.com/2015/04/innovation-leadership-in-schools/ Steelcase (2013). How place fosters innovation. Retrieved from http://www.steelcase.com/insights/white-papers/how-place-fosters-innovation/ Templeton, N. R., & Tremont, J. W. (2014). APPLYING BUSINESS LESSONS TO EDUCATION: MENTORING AS JOB-EMBEDDED PROFESSIONAL DEVELOPMENT. International Journal of Organizational Innovation (Online), 6(4), 54-59. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=http://search.proquest.com.proxy2.cl.msu.edu/docview/1517634999?accountid=12598
Created by Margaret A Powers - February 2016 - CC BY-NC-SA 4.0