Mike Gibbons

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The audience takes to the stage Charles
Leadbeater (2007)
Mike Gibbons The Innovation Unit September 2008
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SCHOOLING
SOCIAL LEARNING
age based cohorts
age based cohorts
personalised
personally motivated
teacher motivated
teacher motivated
learner demand led
system demand led
system demand led
individually produced
co-produced
21st CENTURY NETWORKED COMMUNITIES
individually produced
broadcast
multicast
broadcast
From work by Gavin Dykes 2007
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Some Social Trends

• From mainly top down to much more bottom-up
  system targets
• From send, receive, deliver to interaction
  and co-creation
• From autonomous units to collaboratives
  become the main unit
• From leadership from on high to
  co-leadership and co-creation
• From linear accountabilities to multiple
  accountabilities
• From set targets and expectations etc to
  designing new incentives
• From centre administers the system to centre
  animates the system

Charlie Leadbeater
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Questions confronting contemporary public services

• Innovation is a non-negotiable priority, so what
  are its sources to be?
• How are the insights and imagination of
  practitioners to be employed in a powerful,
  disciplined way to generate innovation?
• How blend a relentless drive to spread good
  practice across systems, whilst enabling the
  design of the new?
• How to manage the DR process capacity?

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• There is a lot of research focused on best
  practice, but I focus on Next Practice. Next
  Practice by definition has three problems
  firstly it is future-oriented secondly, no
  single institution or company is an exemplar of
  everything that you think will happen and third,
  next practice is about amplifying weak signals,
  connecting the dots.
• Next Practice is disciplined imagination.
• CK Prahalad,
• University of Michigan
• 2004

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Why Next Practice?
Good / best practice asks what is working? Next
Practice asks what could work more powerfully?
Addresses pressing national issues
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The Improvement and Innovation Paradigms

• Next Practice
• Future focus
• Practitioner/user generated
• Adaptive
• Context sensitive
• DR
• Trials

• Best practice
• Current focus
• Academic/policy generated
• Adoptive
• Fidelity emphasised
• RD
• Pilots

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Next Practice in System Leadership - Winsford
Whole town one school provision to meet ECM and
inclusion aspirations Winsford Education
Partnership, Winsford The 17 schools in the
Winsford Education Partnership have worked well
in partnership for a number of years. Through
this field trial they are seeking to develop from
comfortable collaboration to harder-edged system
leadership of a whole-town plan to deliver ECM
outcomes, working with the Local Authority to
redesign its emerging strategy to fit the
Winsford context and vision. Work with The Bridge
Change Leadership Framework crystallised the need
for the schools to relax their commitment to full
consensus in order to make more rapid and radical
progress. They are jointly developing, with
Local Authority and Local Council support, a
town-wide plan for the future of education
locally. Winsford aims to become a 0 19 centre
of education with a full commitment to inclusion
and the delivery of ECM. This is likely to be
driven by a change leadership group, possibly
involving the creation of a trust, and a
principle change maker.
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The Childrens Plan
Healthy and happy
Staying on the right track
Excellence and equity
Leadership and collaboration
Safe and sound
Making it happen
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The Childrens Plan
By promoting diversity in a collaborative system
we can ensure children, young people and parents
are able to choose provision that reflects their
particular needs. Schools and other settings can
use their increased freedoms to innovate and find
new solutions to problems, which can then be
shared with others to ensure all children
benefit Chapter 5
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The Childrens Plan

• This demands the development of a system which
  is
• Confident
• Collaborative
• User informed
• Innovative
• High achieving

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Overview of Next Practice Programme
Our four drivers for this are
Collaborative Leadership
Personalisation
Workforce
Parental Engagement
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The Bridge Academy Lynettes Story
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Characteristics of a Personalised School
Student Participation Student voice
responsibility, participation and in learning
21st C Skills Skills development as a declared
and transparent part of the curriculum
Learner Support ethos of support, congeniality
cooperation
Diagnosing Learner DNA Diagnosing pupil
learning characteristics
Personalised Curriculum Personalised learning
and flexible curriculum
Leading Personalisation Vision and leading
change personalisation means transforming
business of the school
Place, Space, Time and Pace Flexible use of
time, place, pace and space
Assessing Personalised Learning Assessment is
personalised ??
Workforce Reform and Development Changing roles
required to support personalisation and workforce
development
Resourcing Personalisation Innovative use of
money, space, time, teachers, support staff,
children, parents, ICT, environment
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Beware producer capture!

• One GP further complained of how polyclinics
  were part of this 24-hour, consumerist
  environment which has raised demand for a
  dial-a-pizza approach to healthcare instant
  gratification with least discomfort with the
  profit-based business model that motivates
  supermarkets. It is hard to imagine a more
  contemptuous attitude towards patient demand.
  When did illness stop being 24 hour? And since
  when was minimising discomfort regarded as being
  somehow un-NHS?
• The Times, 19 February 2008

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Discussion Questions

• Do you have a systematic approach to encouraging
  practitioner led innovation in your school and
  your region? And if so, how do you take this to
  scale within the school?
• What are the leadership opportunities and
  tensions for your school and your Local Authority
  and your region in meeting the ambitions of the
  Children's Plan?
• Parents, carers and children as clients/consumers
  of the services you offer does this resonate,
  frighten or inspire you?
• Personalisation can it be done?
• What happens to individual school accountability
  if the ambitions of the Childrens Plan are
  fulfilled?

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