Who are we

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Who are we ?
Hanna Bohn Vinkel            hanna_at_loop.bz partner
                             
Niels Chr. Alstrup               
niels_at_loop.bz partner
www.loop.bz
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This morning's presentation

• Part 1 The requisites and implications for
  change management in a school development context
• Part 2 This is a school ! - a video clip
• Part 3 The motivation behind LOOP's change
  management work and illustrations of the
  transformation obtained.

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Meeting the Martians
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Why do you want to change?
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Scenario 1. Schools as Core Social Centres

• The school enjoys widespread recognition as the
  most effective bulwark against social, family
  and community fragmentation. It is now heavily
  defined by collective and community tasks. This
  leads to extensive shared responsibilities
  between schools and other community bodies,
  sources of expertise and institutions of further
  and continuing education, shaping, not
  conflicting with, high teacher professionalism.
  Generous levels of financial support are needed
  to meet demanding requirements for quality
  learning environments in all  communities and to
  ensure elevated esteem for teachers and schools.

OECD, Schooling for tomorrow (2003)
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Scenario 2. Schools as Focused Learning
Organisations

• Schools are revitalised around a strong knowledge
  agenda rather than a social agenda, in a culture
  of high quality experimentation, diversity and
  innovation. New forms of evaluation and
  competence assessment flourish. ICT is used
  extensively alongside other learning media,
  traditional and new.
• Knowledge management moves to the fore, and the
  very large majority of schools justify the
  label learning organisations (so equality of
   opportunity is the norm), with extensive links
  to tertiary education and other organisations.

OECD, Schooling for tomorrow (2003)
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Scenario 3. Learning Networks and the Network
Society

• Dissatisfaction with institutionalised provision
  and diversified demand leads to the abandonment
  of schools in favour of a multitude of learning
  networks, quickened by the extensive
  possibilities of powerful, inexpensive ICT. The
  deinstitutionalisation, even dismantling, of
  school systems is part of the
• emerging network society. Various cultural,
  religious and community voices come to the fore
  in the socialisation and learning arrangements
  for children, some very local in character,
  others using distance and cross-border networking.

OECD, Schooling for tomorrow (2003)
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Planning, change and development
Unpredictable and unknown
Development
Area of progress
Change?
Norms and rules
Planning
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Creating space for development
Dialogue
Security
Meaning
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Nordvestskolen in Elsinore

• Fleshing out the vision
• Finding your own role
• Exploring practise
• Making it happen

4 meetings in 2 months
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Exploring culture
Symbols
Artefacts
Behaviour
Rituals
Stories
Values
Beliefs
Assumptions
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Park the obstacles until the idea has matured

• What about fire regulations?

• Is it technically feasible?

• Can we affort it?

• How do we convince/involve the teachers?

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Decision-making is a learning processDecisions
are made, when knowledge is produced and shared
Knowledge
Decisions
Decisions
Time
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Change Management

• If you want to build a ship,dont drum up the
  men to gather wood,divide the work and give
  orders.
• Instead, teach them to yearn forthe vast and
  endless sea.
• Antoine de Saint-Exupéry