Ros Asher PfS Education Director

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Ros AsherPfS Education Director
London Borough of Newham Secondary Curriculum
Transformation Day 12 December 2008 The Credon
Centre Change Management for Transformation
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Focus for the session

• Considering
• Context and imperatives for change
• Priorities and implications for Changing
  Practice
• Processes and strategies for effective change
• Planning and implementing change

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Leading Change with BSF
BSF will bring added investment to change
management, building leadership and management
capacity within schools and across the Authority
to implement proposals to transform the
curriculum SEN and Inclusion workforce reform
and CPD leadership and the relationship of
schools to the LA teaching and learning
parental involvement in change and developing the
student voice.
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BSF Transforming learning practice

• Catalyst for new thinking / practice
• Local vision strategy for change
• Join up major strategies
• Student Community focused
• Innovative learning environments
• Creative use of new technologies
• Outcomes improve learning lives
• Leading learning changing practice

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Priorities for Transformation

• Challenges, Opportunities Priorities
• Increasing choice diversity services
  responsive to CYP families
• Closing the gap services are personalised
  differentiated
• Raising standards shared accountability through
  formal informal partnerships amongst schools
• Staying on all YP engaged in EET
• Ensuring ECM Outcomes and maximising regeneration
• Reducing youth crime anti-social behaviour
• CYP are safe, including safer places to play
• CYP lead healthy lifestyles increase
  multi-agency support

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Vision for Transforming Education

• Newham schools of the future will transform
  education by developing innovative practice in
  new learning spaces with state of the art IT. We
  are committed to a system that will develop
  flexible and innovative approaches to teaching
  and learning and promote cultural and attitudinal
  change in our school community.
• At the heart of this is professional partnership
  and collaboration.

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What will this feel like?
For parents / carers / families?
For staff?
For students?
For other partners?
For headteachers? For leadership teams? For
governors
For local communities?
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Change triangle
A clear visualisation and articulation of the
desired outcomes for 21st century
learning FUTURE
Structural change School organisation Systems Pro
cesses Management structures Funding
Organisational culture Behaviours Values Working
practices Leadership Teamwork Confidence Expertise

NOW An honest and robust appraisal of the current
position strengths and weaknesses
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Why have a change management strategy?

• BSF involves radical solutions, innovation and
  paradigm shifts in terms of learning, teaching,
  curriculum and school organisation
• Significant change is an inevitable consequence
• Change can be threatening
• A lot of stakeholders will be affected
• The change journey will have to be managed
  strategically
• We have to plan structural and cultural change

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What should the change management strategy do?

• Build leadership capacity for transformation
  within and across schools and within the LA
• Provide a clear framework to guide the work of
  schools, teams and individuals
• Seek to transform learning and outcomes
• Energise, empower and give confidence to leaders
  of change (to be innovative, radical and take
  managed risks)

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What else should the change management strategy
do?

• Develop skills, knowledge, qualities and
  attitudes that support new work practices
• Identify innovative use of new technologies
• Ensure schools are intelligent / expert clients
  for services
• Encourage the LEP as a key partner in change
  management to achieve KPIs

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Newhams Challenges Priorities
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• Design
• Buildings, site, infrastructure

BSF Strategy for Change
Curriculum Learning opportunities Teaching
School organisation leadership ethos, culture
Schools, as organisations, are the result of
combined influences
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New Breed of Student
Internet Chat room Email
On the phone
Listening to music
Text messaging
Doing homework
Homo Zappiens
Watching TV
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What sort of learners do we want?
Successful learners who make progress and achieve
Confident individuals who lead safe and healthy
lives
Responsible citizens who make a positive
contribution to society
Compelling Learning PLTS Coherence Cross-curricula
r
QCA The big picture of the curriculum
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Transformation and communities
Nursery
Childcare provision
Childrens centre
Parents
Health
Schools
Cluster school
Social care
Staff
LAcoordinator
Pupils
Cluster school
Cluster manager
3rd sector
Leadership/ governors
Police
Partners
Cluster school
Youth justice
Voluntary organs.
14 to 19 strategy
Faith organs.
Further education
Cluster partner
LA SIPs
Employers
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Engagement Motivation Creativity Learning
Gains Self-esteem
What is the scope for transformation?
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What does transformation look like?
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Accessible, independent study facilities
Flexible, responsive integrated, immersive,
thematic, zoned curriculum
Modes of learning curriculum, pedagogy,
leadership, collaboration, use of new
technologies, design and services.
Parents/carers / family based learning, support,
services
Vertical grouping, stage not age learning
school within school/ human scale learning
co-location
Personalising Learning in Newham
Community participation, learning, services
regeneration
A range of learning styles/ experiences/ Settings
curriculum social
Collaboratives leading edge, HYPP outreach
multi-agency
Creating a climate repertoire for innovation
and transformation
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How do we organise learning?

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Managing transition and change

• Processes consider current and future learning
  activities to get the most from new facilities
• People involve staff and students in any
  proposed changes and support them during the
  transition and beyond
• Places design facilities to reinforce the
  schools current and future learning model and be
  flexible enough to respond to future change
• Well supported gradual change is more likely to
  be successful, creating a positive environment
  that new staff and students can adapt to equally
  well.

Project Faraday exemplar designs for science,
p.22
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Transformation is
transformational brief SSfC/design brief/ CM
Plan
Design transformation
Educational transformation
changing pedagogy organisation
adaptable teaching environments
Design Quality
Raised achievement
Change Mgt strategy Planning
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Organisation of Learning
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Target groups (stakeholders)

• Headteachers and leadership teams
• Middle leaders
• Teachers
• Teaching assistants
• Support staff
• Governors (and foundations/trusts)
• LA officers
• Parents
• Children
• Agencies and organisations working with the
  school
• Communities
• Elected members / politicians
• and
• Architects, designers, technical advisers,
  project managers, contractors..and the LEP?

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• Remembering that none of these groups is
  homogeneous

Chasm theory Pioneers and settlers Energisers and
sappers
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Change is an emotional journey
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When to change?
Performance
Time
Sigmoid curve
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What is the journey? Mapping

• Where are you now and where do you want to be in
• (a) 5 years time?
• (b) 10 years time?
• Which groups are ready to lead the change? How?
  When?
• Which groups need support to make the change?
  What are the barriers? How can these be tackled?
  When?
• in one school?
• across schools in Newham?
• working with others?

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Change Management strategies and plans

• CM Strategies
• LA SfC1
• School SfC
• Audit of need for CM
• Scope of the challenge
• Target groups
• Priorities for change
• Key approaches
• Key partners

CM Strategy Planning LA SfC2, OBC and
beyond School SfC internal plans Delivery
methods Partners / deliverers Costs /
resources Timeframes Responsible
owners Monitoring and evaluation
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Schools Strategy for Change process
Stimulus for innovation Ideas Visits
Evidence Thinking time
Reality checks Achievability Affordability
Leadership and capacity-building
Stakeholder voices
Vision 21st century learning Outcomes
Key Elements Priorities
Policy areas Detailed analysis of implications
and commitments (Vision to Reality)
Design implications and challenges
ICT implications and challenges
Output Specification
Implications for collaboration
LA-wide SfC
Implications for change management
Education Design Brief
Estate Strategy Design Options OBC
Local context Opportunities Challenges
Key Performance Indicators Strategies for
monitoring impact
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2,3
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9
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5,10,11
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Individual schools Strategy for Change
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10 Change Management Key Messages

• BSF is a change programme, not a building
  programme. Buildings dont not bring about
  change. CM is key to transformation
• Recognise when it is appropriate to change. CM is
  a continuum throughout BSF.
• CM needs to be long term, sustainable and to
  build capacity for the leadership of change
• Resources are needed to support the change
  programme. Existing planning and delivery
  resources and partnerships need to be aligned
• CM strategies and plans need to address
  behavioural cultural change as well as
  organisational structural change. Schools, as
  organisations, are the result of combined
  influences

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10 Change Management Key Messages

• Change is an emotional journey. It is threatening
  and can be disruptive. This needs to be planned
  for. All stakeholders need to be clear about why
  change is needed and be involved in the programme
• We need to plan for different target groups.
  Within each group there will be sub-groups, at
  different stages of readiness to change
• Change management is more than (but embraces)
  CPD, workforce reform, ITT, school improvement
  planning, leadership development
• The impact of the change programme will need to
  be monitored and evaluated. There is a
  relationship between change management plans,
  KPIs and performance management arrangements
• 10. LA and individual schools change strategies
  need to be aligned but they are not set in
  stone change management plans cannot be fixed
  they change!

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Leadership of Pedagogy to Raise Standards
Knowsley
Quality Teaching
Digital Pedagogy
PfS
New Leadership
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The Challenge for Change is Continuous

• We are currently preparing students for jobs
  that dont yet exist using technologies that
  havent been invented in order to solve problems
  that we dont even know are problems yet (Shift
  Happens extract 2007)