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THE 21ST CENTURY SCHOOL
Professor Brian CaldwellManaging Director, Educational Transformations Professorial
Fellow, University of Melbourne
Presented in two seminars with Bob Mitchell (Beauchamp College (November 27) and Sir Alasdair Macdonald (Morpheth
School Tower Hamlets) (November 28)
National Conference of Specialist Schools and Academies Trust (SSAT) and International Networking for Educational
Transformation (iNet)
Birmingham27-28 November 2008
The International Project to Frame the Transformation of
Schools
• Conducted in Australia, China, England, Finland, United States, Wales
• Funded by Australian Government and Welsh Assembly Government
• Case studies of five secondary schools in each country, with many schools in highly disadvantaged settings
• Why Not the Best Schools (with Jessica Harris) and six separate country reports were published in October 2008
Schools and Countries in The International Project to Frame the
Transformation of Schools
Country Location of five schools
Australia Victoria
China Chongqing
England Beauchamp College
Birchwood Community High School Pershore High School
Plumstead Manor School
Ringmer Community College
Finland Tampere
United States
California, Hawaii, Michigan, New Mexico, New York,
Wales Cardiff, Ebww Vale, Glamorgan, Newport, Rhondda Valley
The Country Reports
Intellectual, Social, Spiritual and Financial Capital
Transformation is significant, systematic and sustained change that secures success for all students in all settings
Intellectual and Social
• Intellectual Capital . . . The knowledge and skill of those who work in or for the school
• Social Capital . . The strength of formal and informal partnerships and networks that have the potential to support or be supported by the school
Spiritual and Financial
• Spiritual Capital . . . The strength of moral purpose and the degree of coherence among values, beliefs and attitudes about life and learning
• Financial Capital . . . The money available to support the school
Governance
• Governance . . . The process through which a school builds its intellectual, social, spiritual and financial capital and aligns them to achieve its goals
Social Capital in the ‘Outward Facing School’: Sample Indicators1. There is a high level of alignment between
the expectations of parents and other key stakeholders and the mission, vision, goals, policies, plans and programs of the school
2. There is extensive and active engagement of parents and others in the community in the educational program of the school
3. Parents and others in the community serve on the governing body of the school or contribute in other ways to the decision-making process
4. Parents and others in the community are advocates of the school and are prepared to take up its cause in challenging circumstances
5. The school draws cash or in-kind support from individuals, organisations, agencies and institutions in the public and private sectors, in education and other fields, including business and industry, philanthropists and social entrepreneurs
Social Capital in the ‘Outward Facing’ School: Sample Indicators
6. The school accepts that support from the community has a reciprocal obligation for the school to contribute to the building of community
7. The school draws from and contributes to networks to share knowledge, address problems and pool resources
8. Partnerships have been developed and sustained to the extent that each partner gains from the arrangement
9. Resources, both financial and human, have been allocated by the school to building partnerships that provide mutual support
10. The school is co-located with or located near other services in the community and these services are utilised in support of the school
Building a capacity to create new ‘default settings’ for 21st C schools
Partners and Consultants
• Educational Transformations in partnership with Teaching Australia (Australian Institute for Teaching and School Leadership)
• Co-directors Brian Caldwell and David Loader; manager Jessica Harris
• Consultants Rufus Black (McKinsey), Brent Davies (University of Hull), Tony Mackay (Centre for Strategic Education), Erica McWilliam (Queensland University of Technology, soon at NIE Singapore)
Indicators of a futures-focus1. The school has clearly defined
values and beliefs about life and learning that are used to balance past, present and future in the formulation of its plans
2. There is a capacity and willingness for staff and other stakeholders to keep abreast of trends and issues, threats and opportunities in the wider environment, nationally and internationally
3. There is a capacity and willingness for staff to respond to threats and opportunities anticipating their impact on education generally and on the school in particular
Indicators of a futures-focus
4. There are structures and processes which enable the school to gather evidence and other intelligence, set priorities and formulate strategies which take account of likely and / or preferred futures
5. School leaders ensure that the attention of the school’s community is focused on matters of strategic importance, sharing their knowledge about these matters with the school’s community, and encouraging other leaders to do the same in their areas of interest
6. The school has an ongoing structured review process that facilitates the monitoring of the implementation of strategies as well as emerging strategic issues in the wider environment
Indicators of a futures-focus
7. The school strategically positions itself for enduring success by skilfully balancing strategies that have succeeded over time with new strategies that take account of
changing circumstances 8. Ongoing informal conversations about
future possibilities are encouraged as much as the more formal processes of strategic planning
9. The school invests in innovation so that it becomes an ‘incubator’ of new ideas and new practices
10. There is recognition that convergence of ideas is not always possible or even desirable, but every effort is made to develop a shared understanding of what is important to create and sustain success
Education, Economy & Society
Compelling vision with high moral
purpose
SOCIETY ECONOMY
EDUCATION
Passion, Trust & Strategy
Compelling vision with high moral
purpose
STRATEGY TRUST
PASSION
The Audacity of Hope
‘We know that global competition – not to mention any genuine commitment to the values of equal opportunity and upward mobility – requires us to revamp our educational system from top to bottom’.