ReimaginED 2019 · 2019. 5. 9. · reimagined 2019 4 reimagined 2019 5 introduction thank you all for your participation in reimagined. it was a highly energising and inspirational

R e i m a g i n E D

2 0 19N U RTU RING INNOVATIVE THINKING

AND DEEP COLL ABOR ATION FOR

SYS TEMIC CHANG E IN S ENIOR

SECONDARY EDUC ATION

ReimaginED 2019 3ReimaginED 2019 2

INTRODUCTION 4

OVERVIEW 5

PROVOCATIONS 6

GENERATION SESSIONS 10

EMERGING THEMES 13

ACTION 15

THE WOODLEIGH INSTITUTE FOR EXPERIENTIAL EDUCATION 18

ACKNOWLEDGEMENTS 19

TA B L E O F C O N T E N T S R E I M A G I N E D 2 0 19

FEBRUARY 2019


INTRODUCTION

THANK YOU ALL FOR YOUR PARTICIPATION IN REIMAGINED. IT WAS A HIGHLY ENERGISING AND INSPIRATIONAL DAY.

THE GENESIS OF THE DAY WAS A GROWING ACKNOWLEDGEMENT THAT FOR MANY OF OUR STUDENTS THE EXISTING

SENIOR SECONDARY JOURNEY IS PLACING THEM UNDER EXTRAORDINARY PRESSURE AND IN SOME CASES KILLING

THEIR LOVE OF LEARNING.

ATAR was designed for universities to sort and select students but has evolved to have a much broader reach – many students and parents now see it as the key way of measuring a child’s success at the end of school. In reality it measures only a small set of skills and knowledge, which can present an important part of the picture about a child, but not the whole story. No child’s 13 years of education should be diminished down to a single number as a measure of their success. Work needs to be done to reimagine senior secondary pathways so that we can celebrate the broader set of skills and talents developed over their journeys.

For me, one of the most promising elements of our day together was the setting aside of competition between schools which made it possible for us all to put our minds to work to create something better.

NURTURING INNOVATIVE THINKING AND DEEP COLL ABOR ATION FOR SYSTEMIC CHANGE IN SENIOR SECONDARY EDUCATION

WOODLEIGH INSTITUTE FOR EXPERIENTIAL EDUCATION

WOODLEIGH SCHOOL, AUSTRALIA

ReimaginED is a call to action, to not just tweak the existing model we have, but a call to reinvent the model so that we can acknowledge the much broader set of skills that our students have to offer society. I encourage you all to maintain this commitment to system reform so that we have the measures in place which value the skills and attributes needed by our young people to thrive in 2030 and beyond.

I invite you to read this report which draws together the key ideas of the day. On behalf of everyone involved with the day, I thank Dr Richard Owens for his authorship of this report and the curation of the ideas gleaned from our day together.

JONATHAN WALTER Principal, Woodleigh School

OV E RV I E W

REIMAGINED19 BROUGHT TOGETHER A CURATED GROUP OF EDUCATORS, RESEARCHERS, ENTREPRENEURS, SCHOOL

ADMINISTRATORS AND BUSINESS LEADERS TO REIMAGINE SENIOR SECONDARY SCHOOLING. IT AIMED TO PROVIDE A

SPACE FOR DEEP LEARNING AND COLLABORATION, WITH THE GOAL OF TRANSCENDING TRADITIONAL BARRIERS TO

INNOVATION AND SUPPORTING THE CO-CREATION OF MORE FUTURE-FOCUSED MODELS FOR SENIOR SECONDARY

EDUCATION.

The event featured provocations and generation sessions from local and international thought leaders, as a way of nurturing new relationships, creative ways of thinking, and the development of networks focused on systemic change. The approach used to structure the event drew upon Senge’s theories about systems thinking and Scharmer’s work on awareness-based change to address important questions about the purpose of senior secondary education, future-focused teaching and learning and sustainable innovation (Senge 1990, Scharmer, 2008).

The purpose of this report is to share the process, outcomes and implications from ReimaginED. It captures the start of an ongoing cross-sector dialogue designed to nurture systemic change in senior secondary education, while supporting the ongoing collaboration of

the changemakers at the forefront of leading this important work. The Woodleigh Institute for Experiential Education aims to continue to support this important collaboration through the continuation of our annual ReimaginED event, and by nurturing communities of practice with a shared interest in leading innovation and change. If you have any thoughts or ideas arising from involvement in ReimaginED, or as a result of reading this report, we would love to hear from you.


WE ALL HAVE TO BE FUTURISTS

DAVID PRICE – OBE

FOCUS: With so many challenges facing our young people (environmental, existential, political) we have a circle to square: how do we prepare our current students for the mid-21st century when we can barely predict what's going to happen next month?

However difficult, David Price believes that if we want students to thrive, not just survive, into the future, we have to equip them with the skills, values and dispositions that will best prepare them for a world that will, indeed, be very different to the one we're currently experiencing.

David is a leading futurist, author and speaker. He writes, talks, trains and advises around the world on some of the biggest challenges facing business, education and society.

P ROVO C AT I O N STHE PROVOCATION SESSIONS AT REIMAGINED19

WERE DESIGNED TO ACTIVATE THINKING,

DISCUSSION, REFLECTION AND CREATIVITY.

IN A MOVE AWAY FROM THE TRADITIONAL

KEYNOTE LECTURE, THESE SHORT, COMPELLING

PRESENTATIONS PROVIDED AN INVITATION FOR

PARTICIPANTS TO EXPLORE POWERFUL IDEAS AND

POSSIBILITIES FOR THE FUTURE OF EDUCATION.


DEVELOPING STUDENT VOICES BEFORE THEIR COLLEGE ASPIRATIONS

LUTHERN WILLIAMS

FOCUS: ‘If you treat young people with respect in an environment where respect is at the heart of the curriculum and the soul of the institution, they will in turn learn to respect each other’s differences and do good in the world.’ In this provocation, Luthern shared the amazing story of New Roads School, a school deeply committed to diversity and the development of the habits of mind, character, awareness and participation that will allow young people to thrive as they begin to take a larger role in making their communities and their world.

Luthern is the Head of School at New Roads School in Santa Monica, California. He has consulted extensively on education, with a focus on diversity and interdisciplinary education.

A NEW ASSESSMENT MODEL

STACY CALDWELL

FOCUS: In this provocation, Stacy shared the work of the Mastery Transcript Consortium, a growing international network of public and private high schools who are creating a high school transcript that reflects the unique skills, strengths, and interests of each learner and that supports educators in facilitating the kind of learning that they know is best for students. She presented a powerful case for change, along with leading-edge examples of schools who are working together to challenge industrial age models of assessment and education.

Stacy is the Executive Director of the Mastery Transcript Consortium. With extensive experience in senior leadership roles and experience across the education sector, Stacy has a deep understanding of innovative education models, as well as the dynamics at the intersection between preparation for tertiary studies and admissions.

G E N E R A T I O N


S E S S I O N STHE GENERATION SESSIONS AT REIMAGINED19 ALLOWED

PARTICIPANTS TO IMMERSE THEMSELVES IN THE COLLABORATIVE

EXPLORATION OF INNOVATIVE AND EMERGING PATHWAYS FOR

SENIOR SECONDARY EDUCATION. LED BY A GROUP OF EXPERT

FACILITATORS, THE SESSIONS INTRODUCED POWERFUL MODELS,

EXAMPLES AND PROCESSES, AS A WAY OF CREATING A SPACE FOR

THE COLLECTIVE CONSIDERATION OF NEW AND TRANSFORMATIVE

APPROACHES TO THIS STAGE OF SCHOOLING.

FOCUS: This session investigated the intersection of the future of work and the future of education. Participants explored the implications of this juncture for how we support, develop and recognise learners’ capabilities, with an interest in the possibilities

being opened up by new forms of assessment and micro-credentialing.

Jon is the Senior Manager of Industry

Partnerships at DeakinCo.

JUST WHAT ARE WE FACING AND IS IT ALREADY HERE? THE FUTURE OF WORK AND EDUCATION

JON KERR


THE PROVOCATION AND GENERATION SESSIONS AT REIMAGINED WERE DESIGNED TO NURTURE GENERATIVE

DIALOGUE ABOUT THE EMERGING FUTURE FOR SENIOR SECONDARY EDUCATION. ALONGSIDE THESE SESSIONS,

THE EVENT CREATED SPACE FOR DEEP REFLECTION AND CONVERSATION AROUND THE QUESTIONS THAT

MATTERED FOR THE PARTICIPANTS. WHILE THE DIALOGUE WAS DIVERSE AND WIDE-RANGING, THE OUTCOMES

FROM THIS ENGAGEMENT WORK HAVE BEEN ANALYSED AND CAN BE SUMMARISED INTO FIVE MAJOR THEMES.

SELF-DIRECTION

One of the key themes emerging from the dialogue was the strong belief that senior secondary education should have a core focus on supporting students to become self-directed in their learning. This outcome was seen as particularly important in terms of successfully preparing students for future employment, further study and personal success in an increasingly volatile, uncertain, complex and ambiguous world. There was a general acknowledgement that senior secondary education had been slow in responding to the changing needs of students in this regard. In particular, there was a recognition that schools should be more responsive to the ways that young people wanted to learn, with an emphasis on developing agency through direct experience and collaboration.

In this discourse, participants examined the nature and dynamics of the partnership between teachers and learners, the challenges and opportunities presented by nonlinear learning, and how best to nurture a more personalised understanding of the learning process in students. There was extended discussion of the possibilities for the creation of alternative, complementary and future-focused pathways for senior secondary students, along with an exploration of the cross-sector partnerships that might enable this type of development. Importantly, there were many inspiring examples of programs, schools and networks that were helping students to flourish by moving past industrial age models of education and leaning into the complexity life in the 21st century.

SKILLS AND CAPABILITIES

How educators and schools can best support the development of foundational, technical and transferable skills was a recurrent topic across the course of the day. Participants acknowledged the ongoing value of technical knowledge and skills, while reflecting on the growing importance of transferable skills such as communication, leadership, creativity and critical thinking within the new economy. The participants considered the types of skills students might need to successfully navigate complex career pathways in an environment where their ability to

E M E RG I N G T H E M E S

create their own job or manage working for a range of employers was an imperative. There was also a strong sense that helping students to effectively manage their wellbeing in an often chaotic and confronting world was an increasingly critical issue for educators, schools, families and communities.

One significant aspect of this topic explored on the day was the gap that often exists in senior secondary education between the context of learning (text books, classroom-based instruction and exams) and the real-world contexts (complex tasks in business, community and home environments) in which such learning is ultimately applied. Participants shared examples of innovative programs from schools that were helping to address this gap by broadening the focus of their programs to nurture the development of students’ ability to be able to apply what they know and know when to do so. It was recognised that the creation of innovative cross-sector partnerships would be central to future success in this direction, with schools needing to develop strong connections with industry, business and community organisations to provide more authentic contexts for student learning.

NEW MODELS OF ASSESSMENT

One of the strongest areas of consensus among participants was that schools and systems needed to move beyond outdated, narrow measures of student success for senior secondary education. There was a common recognition that the traditionally heavy emphasis placed on a student’s capacity to master exams was an inhibitor to future focused innovation at this stage of education. Similarly, there was a shared understanding that the current practice of reducing 13 years of student learning to a simplified score failed as a way of recognising the unique skills, strengths and interests of each learner. The discussion also explored the negative impact that the existing high stakes environment often had on student mental health and wellbeing.

Importantly, the dialogue at the event moved beyond a simple call for action to examine the possibilities for new and innovative models of

ENTREPRENEURIAL EDUCATION

OMAR DE SILVA

FOCUS: This session explored innovative ways of conceptualising and approaching entrepreneurial education. The engagement provided an opportunity to explore the principle of creating value for others through financial, cultural and social lenses. Participants were provided with an opportunity to examine practical case studies of pioneering work from the secondary and tertiary sectors, as well as reflect upon the implications for their own work and context.

Omar is an entrepreneur, investor and advisor.

FIRST PRINCIPLES OF REDESIGNING SYSTEMS

AMANDA TAWHAI, KIM STAPLES AND CHRIS HARTE

FOCUS: This session engaged participants in First Principles Thinking, with an interest in stripping away traditional biases and ways of engaging with the challenges facing education. It included opportunities to explore cutting-edge case studies from the USA, as well as the innovative work of Lumineer Academy.

Amanda is the Principal of Lumineer Academy. Kim is the Head of Teaching and Learning at Lumineer Academy. Chris is the Director at Unstuck Learning Design.

PROJECT-BASED LEARNING

DAVID AND CLARE PRICE

FOCUS: This session provided a practical introduction to project-based learning, including an examination of the key ingredients for effective student learning in this approach. Participants examined how to design, plan and execute projects, as well as protocols to enable students to critique and improve their work.

David is a leading futurist, author and speaker. Clare is an Arts Education consultant, producer and facilitator.


assessment from schools, universities and organisations that are currently being developed in Australia and internationally. These inspiring examples were seen to help capture student achievement in ways that were holistic, personalised and reflective of authentic engagement in real-world learning. Participants also discussed the potential to expand the scope for student agency in the development of new models, with learners being encouraged to take on more active roles in the review and evaluation process.

DIVERSITY

A powerful topic to emerge from the engagement was the ability of schools to provide inclusive, agile learning environments that responded to the diverse cognitive, affective, physical and social needs of their students. There was discussion about the ways that schools could take a proactive approach to acknowledging diversity, ranging from strategies for the creation of a climate of respect through to the development of pedagogical approaches that engaged students in deep learning about diverse and marginalised perspectives. There was a strong sense that schools were playing an increasingly important role in providing social and relational spaces that promoted respect, empathy and compassion

AC T I O NA CORE FOCUS FOR REIMAGINED WAS TO NURTURE INNOVATIVE THINKING AND DEEP COLLABORATION FOR

SYSTEMIC CHANGE IN SENIOR SECONDARY EDUCATION. A NUMBER OF INNOVATIVE PROJECTS HAVE EMERGED FROM

THE ENGAGEMENT, WITH THE AIM OF TRANSLATING THE HOPES, IDEAS AND CONCEPTS EXPLORED ON THE DAY INTO

POWERFUL, COLLECTIVE ACTION. THESE CORE PROJECTS INCLUDE:

MASTERY LAB

Woodleigh is the first member school of the Mastery Transcript Consortium (MTC) in Australia. The MTC is a growing global network of public and private schools who are creating a secondary school transcript that reflects the unique skills, strengths, and interests of each learner, and supports educators in facilitating the kind of learning that they know is best for students. A key feature of the consortium’s work is the development of a technology platform that provides employers and tertiary admissions officers with the opportunity to explore a student’s unique learner profile, alongside easily accessible evidence of their ability to apply their learning. As part of this work, MTC hopes to use the collective influence, access, and flexibility of its member schools to change the tertiary and career preparation model for all secondary schools.

We are interested in hearing from schools, administrators and teachers who would like to learn more about the MTC and/or are keen to become part of an innovation lab focused on furthering this work in Australia.

S K I L L S A N D C R E D E N T I A L STHE CAPABILITIES PROJECT

Woodleigh’s approach to personalised, experiential learning places an emphasis on five elements: real-world learning, formative feedback, agency, wellbeing, and the development of capabilities for living and learning. The Capabilities Project explores the effective development of student skills through deep engagement in rich, immersive experiences that challenge them to adapt, apply and extend their learning. The school has partnered with DeakinCo. to develop a unique model for recognition of the technical and transferable skills that students develop through its programs. The model maps our students’ personalised learning experiences to Deakin’s professional practice credentials, with a focus on the following areas:

• LEARN & DO: Developing mindsets and attitudes that cultivate power skills through action-based, blended learning experiences, combined with real-world projects.

• SHARE, CARE, SUPPORT: Supporting students through peer collaboration, pastoral care and mentoring; helping them to reflect on actions and relate to others’ experiences.

• CONNECT & CULTIVATE: Forming and developing connections and relationships to build a personal knowledge and support network.

• VALIDATE & CELEBRATE: Gaining external, transferable recognition and confirmation of their capabilities via credentials and celebrating their achievements.

If you would like to learn more about this project, please feel free to contact us.

DEAKINCO. LAB SCHOOLS

Following on from ReimaginED, a collection of forward-thinking schools have partnered with DeakinCo. to form an innovation lab. The group has a shared interest in promoting holistic approaches to learning and exploring possibilities for the credentialing of skills in a secondary context. With a strong commitment to collaboration, the lab aims to support innovative school-based projects in these areas and the sharing of practice for change in the wider education community. The foundation members of the group are Jon Kerr (DeakinCo.), Elissa Huddart and Rick Geall (Christian College Geelong), Adrian Puckering and Alex Borlenghi (Luther College), Charlotte Forwood and James Henderson (Camberwell Grammar Girls School), and Amy White and Richard Owens (Woodleigh School).

If you are interested in learning more about this community of practice, please feel free to contact us.

FUTURE OF WORK

Future of Work (FOW) is a Year 13 course focused on real-world learning. The program nurtures student agency, creativity and resilience by providing a challenging, personalised pathway for students to pursue their interests and passions. The course helps students to develop core competencies in areas such as self-management, communication, teamwork, problem solving and critical thinking. A feature of the course is the opportunity to gain professional work experience, exposure and expertise through the completion of an individual internship or team-based placement with an organisation.

The course is specifically designed for independent students who would like an authentic, real-life learning experience. It requires self-motivation and perseverance in taking on an extended project. Students must be willing to complete coursework and presentations, while meeting the demands and expectations of a professional internship or team placement. FOW provides opportunities for students to learn from peers and industry experts, as they develop professional skills and experience. Students will also be eligible to earn externally validated credentials in relation to the development of their capabilities through our strategic partner, DeakinCo.

in a world where many institutions were breaking down. There was also discussion about the critical role that skills such as cultural and digital literacy will play in the future for promoting harmony, coherence and citizenship within our local, regional and global communities.

COLLECTIVE CREATIVITY

One of the most visible themes to emerge from the event was the enthusiasm and commitment of the participants to get involved in the discussion and collaborate across traditional sector boundaries. Leaders from schools, universities, businesses and the community sector joined together on the day to examine different perspectives of senior secondary education, its strengths, weaknesses and areas for improvement. Even more significantly, there was a clear willingness to co-create an emerging future for the system that values the wellbeing and learning of all students, and helps bring about effective change at a local, regional and global level. This shared, deep commitment to collective creativity was an inspiring aspect of the day, with the event nurturing the growth of an emerging eco-system for innovation in senior secondary education.


The Woodleigh Institute is looking for individuals, businesses and organisations who would like to help support the Future of Work course in the following areas:

• Mentors• Internship providers• Guest speakers• Workshop facilitators• Academic Reference Group• Patrons

NEWSLETTER

The Woodleigh Institute for Experiential Education will be publishing a quarterly newsletter that will capture and celebrate the progress with these projects, while providing a public forum for sharing the work of teachers, administrators, schools, businesses and organisations interested in promoting progressive approaches to education.

If you have a project, proposal, case study or story you would like to share with the participants of ReimaginED, as well as the wider community involved in the innovative projects emerging from the event, please feel free to contact Dr Richard Owens.


T H E WO O D L E I G H I N S T I T U E F O R E X P E R I E N T I A L E D U C AT I O NTR ANSFORMATIVE LEARNING FOR STUDENTS, TEACHERS, LEADERS, SCHOOLS AND SCHOOL SYSTEMS

THE WOODLEIGH INSTITUTE FOR EXPERIENTIAL

EDUCATION IS AN INNOVATION LAB FOCUSED ON

PROMOTING TRANSFORMATIVE LEARNING FOR STUDENTS,

TEACHERS, SCHOOL ADMINISTRATORS AND SYSTEMS

LEADERS.

It serves as a creative hub for professional and organisational learning at Woodleigh School, partners with experts, institutions and organisations who are interested in furthering progressive approaches to education and offers a range of customised professional learning services to the wider educational community.

C A P A B I L I T I E SF O R L I V I N G& L E A R N I N G

F I V EE L E M E N T S

R E A L- W O R L D

L E A R N I N G

A G E N C Y,C O A C H I N G &M E N T O R I N G

F O R M AT I V EF E E D B A C K& R E F L E C T I O N

W E L L B E I N G &E N G A G E M E N T

EXPERIENTIAL EDUCATION

The Institute specialises in the development and application of approaches to learning that meaningfully engage students of all ages in direct experience, deep learning and rich reflection. The Institute has a particular interest in student-centred inquiry, participatory action learning, awareness-based leadership, action research, project-based learning, cultural literacy, organisational learning and outdoor education.

CONTACT: Dr Richard Owens – [email protected]

AC K N OW L E D G E M E N T SWE ARE PARTICULARLY GRATEFUL TO ALL OF OUR

PRESENTERS OF THE PROVOCATIONS, DAVID PRICE, STACY

CALDWELL, LUTHERN WILLIAMS, AND OUR WORKSHOP

LEADERS, OMAR DE SILVA, JON KERR, CLAIRE PRICE,

AMANDA TAWHAI, KIM STAPLES AND CHRIS HARTE. EACH

OF THESE EXPERTS IN THEIR FIELD GENEROUSLY DONATED

THEIR TIME TO MAKE THIS EVENT POSSIBLE AND WE ARE

INDEBTED TO THEM FOR SHARING THEIR EXPERTISE.

CHRIS HARTE ALSO PLAYED AN IMPORTANT ROLE IN THE

PLANNING OF THIS EVENT AND DREW TOGETHER THE

DIGITAL SHARING PLATFORM WHICH SUPPORTED OUR

DISCUSSION THROUGH THE DAY.

I also wish to thank Dr Richard Owens for his energy and expertise in leading the Woodleigh Institute which has been responsible for coordinating this event. Richard brings a rich bank of knowledge to the table around leading system change, and we are grateful to him for continuing to offer to drive the interest groups which flow out of this first event. My thanks, too, go to Adam Liddiard and Lachie Waite for their work in the development of our website presence and the video which captured the story of the day and to Jessamy Gee from Think in Colour for her incredible graphic recording on the day.

JONATHAN WALTER Principal, Woodleigh School

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ReimaginED 2019 · 2019. 5. 9. · reimagined 2019 4 reimagined 2019 5 introduction thank you all for your participation in reimagined. it was a highly energising and inspirational