REDEFINING SENIOR SCHOOLING IN COLLABORATION WITH THE CLIENT: the big picture

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REDEFINING SENIOR SCHOOLING IN COLLABORATION WITH
THE CLIENT the big picture

• Dr David WarnerPrincipal/CEOELTHAM
  Collegeauthor, Schooling for the knowledge Era
  (ACER 2006)dwarner_at_eltham.edu.au

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SCENARIO

• It is 2015 and a large group of students at your
  school have decided to take over.
• Your schools culture is still 1980s where
  Principals, Heads of Department right down to
  students are in a power hierarchy.
• These young people (aged 15-18) are raising their
  student voice. They are demanding power sharing
  and the greater freedoms of learning that ICT can
  provide. They are sick of teacher dominated use
  of ICT too because it is so limited and limiting.
  
• They have a fair handle on their lives combining
  learning with PT work and an immediately
  gratifying social life.
• All their lives they have had freedom of access
  through the Internet and mobile technology to
  immediacy of information, communication and
  social networking. Their networks are more
  global than yours.

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• ABSTRACT
• It is time that senior schooling and senior
  schools stopped looking and feeling like schools.
  It is sad that a teacher or student from 100
  years ago could walk into a senior school today
  and engage in teaching or 'studenting'! However,
  as Elliott Eisner suggests, the future is best
  served by meaningful education today. It is not
  what we can do for 2020 but for 2009. This paper
  will suggest that redefining senior schooling can
  only happen in collaboration with the client,
  that is, the voice of the young women and men who
  want and need relevant learning opportunities and
  experiences across the senior years.

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• Is there a time when we should become angry about
  complacency? we are half a decade into the 21st
  century

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• Individually and collectively, we have the
  wisdom we need to get the results we want. The
  challenge is to trust and act on wisdom. How many
  times have we brought in an outsider to tell us
  what we already knew was true?
• - Dennis Sparks (2003)

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THE WORLD IS FLAT

• OPPORTUNITIES TO CREATE 21st CENTURY SCHOOLING
• THERE ARE NO ESTABLSIHED LEADERS
• COLLABORATION MORE WORKING TOGETHER THAN
  COMPETING
• WHERE ARE THE RISK-TAKERS?

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• Innovation Now (Its the Only Way to Win Today)
• Conventional wisdom says to get back to basics.
  (see Aust and State Gov policies)
• Conventional wisdom says to cut costs.
• Conventional wisdom is doomed.
• The winners are the innovators who are making
  bold
• thinking an everyday part of business.
• - Hamel
• THE WINNERS MUST BE YOUNG PEOPLE AND THEIR
  WORLD...
• WHERE ARE THEY GOING TO BE WITH THE GLOBAL
  FINANCIAL MELTDOWN?
• TRADITIONAL SOLUTIONS ARENT WORKING...
• WILL THEY BE SUFFICIENTLY SCHOOLED AS CLEVER
  KNOWLEDGE WORKERS TO DEAL WITH THE WORLD WE ARE
  LEAVING THEM?

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• Elliott Eisner (Stanford 2003/2004)
• Preparation for tomorrow is best served by
  meaningful education today we will realise that
  genuine reform of our schools requires a shift in
  paradigms from those with which we have become
  comfortable to others that more adequately
  address the potential that humans have for
  shaping not only the world, but themselves.

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THE GENERATIONS

• When you started senior school..
• Starting senior school today.

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• Theres a story I try and tell teachers and I
  think its worth repeating. If you
  time-travelled, a very good doctor from the year
  1900 to the year 2000 into an operating theatre,
  he literally would be an exercise in
  incompetence.
• He could take a cup of tea, take the patients
  pulse and do nothing else at all, because
  basically, technology has obviated his original
  skills. Youve taken a schoolteacher from 1900,
  put her in a classroom in the year 2000, give her
  some chalk and a blackboard, she in most subjects
  could teach a class.
• - Lord David Puttnam

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• Young People of Today
• Young people and the 21st centurys global
  knowledge economy
• Creative, risk takers
• Knowledge workers
• Email is for old people
• Collaborators seel to share authority. React
  when it is not shared. It is adolescence, but
  beyond it too.
• Combine learning and living PT work
• Their priorities

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(Originally published in the Australian
Financial Review)
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A CULTURE OF CHANGE IN SCHOOLS

• THE INDUSTRIAL CULTURE 19th C
• hierarchy, control and the individual
• THE KNOWLEDGE ERA CULTURE21st
• collaborative individuals, networking

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Industrial vs. Knowledge

• Industrial Era Schooling is
• Teacher control attitude
• - teacher pass on knowledge
• - power concentrated
• Controlled environment where teachers manage
  learning
• - inflexible time and space in closed classrooms
• Highly structured and change averse
• - compliance, rigidity
• - managed innovation
• - supervisory
• - uniformity/conformist

• Knowledge Era Schooling is
• Attitude of sharing authority
• - teacher and young people work together to
  create knowledge
• - people empowered
• Freedom to explore and take risks
• - young people have space and time to learn
• A culture of change
• - develops resiliency
• - develops independence
• - develops adaptability
• - creativity and innovation
• - entrepreneurial

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Industrial vs. Knowledge

• Knowledge Era Schooling is
• Modeling the 21st century
• - Teaching for managing LifeWork
• - Developing EQ and IQ
• - Multiple intelligences
• - Converged curriculum
• - Self managing
• - Customising
• Learning
• - Culture of change and innovation
• - Fosters creativity
• Self managing and self directed learning

• Industrial Era Schooling is
• Modeling the 19th and 20th Centuries
• - Divorced from real world
• - Teaching subjects and for notion of
  traditional careers
• - Focusing on academic intelligence (IQ)
• - IQ
• - Subject/academic curriculum
• - Being managed
• - one size fits all
• Instructing
• - Controlled, uniform, consistent
• - Fosters compliance
• - Adult directed learning and management

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EMPOWERING AND SHARING

• Lets talk about empowering and sharing
• Mitra young people can teach themselves

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Tactics to achieve change

• Raising student expectations
• They really are people
• Making change happen for them
• Doing some things that will give the message to
  staff that transformation is serious and will
  happen
• This is not about you
• STUDENT VOICE

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Labour Markets

• The global knowledge economy has changed the
  nature of the labour market
• Independent contracting
• Generation Y (and Z)
• Demand for KNOWLEDGE WORKERS

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Knowledge workers the graduates

• Think and act like an independent contractor
  (even if they find themselves from time to time
  working in a large corporation)
• Readily adjust and see opportunity in sudden
  change
• Collaborate so that required services can be
  delivered with flexibility
• and without commitment to unnecessary cost
  structures.
• Willingly learn on an on-going basis for personal
  and professional
• improvement.
• Incorporate new technology into ones work or
  life if there is a real
• benefit to the quality of life or work
  performed. 
• Work in more fluid environments with less
  structure and management
• Strive for innovation and creativity in work and
  play.

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KEY PRINCIPLES
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SENIOR YEARS CULTURE

• Where young people are the young adult decision
  makers and teachers dont jump in for the sake
  of the student.
• Care is not pastoral but about young people
  assuming ownership of their care and seeking the
  support they need.
• Where information is shared and no young person
  lacks all the information needed to make
  decisions or the learned processes they need to
  make decisions

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SOME EXPERIENCES

• LifeWork Centre-Years 9-12
• Customisation
• Converged curriculum opportunities
• Learning Advisors/LifeWork Counsellors and
  Managers. The structures.
• Teachers ownership, resistance
• Students and freedoms
• Parents know the world better than most!
• On-line ICT and how we can challenge young
  people to use their world rather than having
  teachers expecting that it will reflect our world
• They still will make/need to make mistakes and
  have opportunity to change, modify etc

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CULTURE

• The culture of the senior years is one where
  young people learn to be self-directed learners
  and to be able to manage their living, learning
  and working.
• Exploration
• Risk taking
• Making mistakes
• I expected to walk in and all these great
  motivated kids would confront me, but....

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SCHOOLING TODAY

• In a few hundred years, when the history of our
  time will be written from a long-term
  perspective, it is likely that the most important
  event historians will see is not technology, not
  the Internet, not e-commerce. It is an
  unprecedented change in the human condition. For
  the first time literally substantial and
  rapidly growing numbers of people have choices.
  For the first time, they will have to manage
  themselves. And society is totally unprepared for
  it.
• - Peter Drucker (2000)