educated off site

Hi all, you'd think I'd have better things to do over the christmas break, but at our last session one of the participants referred to a schooling system in the outback in Australia that has been very successful. Any additional details/info appreciated.

E-learning and Web 2.0 Tools

Another very interesting and thought provoking session at Northern Stage! Thanks!

Some Web 2.0 tools worth sharing include:
Etherpad: can be used for real time collaboration on creative writing
Google Doc's: can be used for student voice, creating online resources such as presentations and tests.
Wallwisher: a place to post online sticky notes! I use it for A4L.
Prezi: online presentation which offers a fantastic alternative to a linear slideshow.
Ted: keynote speeches from national and international conferences- fantastic ideas and concepts covering a range of subject areas.

I have many other tools to share! If you are interested just email me or you can check out some on my blog.

Group 2 - Session 2 - small group discussions

Liz asked the group to work in 3's or 4's to share your experiences of how you feel things are going with your project, at this present moment in time.

Group 2 - session 2 - evaluation of progress so far

Evaluation questionnaires handed out by Liz Harker.

At the end of the course they’ll be asked to fill one out to see what differs in your experience.

Group 2 - Session 2 - feedback self negotiated project - so far

Group session to discuss 'self negotiated' projects so far for individuals and are they achievable?

How to balance the project, with current activities in the school, can become a challenge.

Discussion on how to take the projects forward, how to use the blog and opportunity to ask questions.

Group 2 - session 2 - discussion with Susan

Group 2 - session 2 - Susan Mulholland introduces participation at the theatre

Group 2 - Session 2 - group discussion with Erica

Question from Erica - Would the answers that you got, help to change the way you work in the future?

At Northern Stage, they try to diversify skill sets by allowing every team member to bring something fresh to the table by having full team meetings. They mix things up by allowing team members, who would very rarely work together, to team up in an activity.

Northern Stage believes that is imperative in the workplace to have a structure of leadership quality and opportunity for staff members to take roles of responsibility.

Erica has a strong ethos that the more you listen to your staff, and each other, the more likely that the entire workforce will be open to trying new things, as well as feeling comfortable enough to approach senior management, and suggesting ideas.

Erica also believes that there is a responsibility to ensure that there is constant change within a company, in order to stay fresh and inspiring. Any standing still on a companies progression, will eventually lead to being stuck behind the changing economy, leading to the eventual decay of the business. This can sometimes lead to resistance, but if you allow that team member to go at their own pace, it will allow for scope to change.

Encouragement first and foremost is the key to effective communication, which then leads to being able to approach the things, which may not necessarily be so good.

Group 2 - Session 2 - discussion in pairs

Erica asked group members to pair up, in order to take part in a little activity, where they have to ask each other two questions:

Q1) What is the greatest challenge that you are going to be facing over the next 12 months?

Q2) What do you think your greatest strength is?

Participants must share their answers with one another, then share with the group afterward, if they are comfortable with this.

The group then had to relay whether any of the answers that they got from their ‘partner’s’ were a surprise to them.

Group 2 - Session 2 - Creativity within the theatre

With each year, Northern stage endeavour to cater to the mainstream of theatregoers, but also like to push things by producing unconventional plays from book adaptations, or art installations.

They are currently running an exhibition and project with collaborative artists and writers, who depict what it is to be a northerner... in the room we worked in today.

Group 2 - Session 2 - Inspirational Leader, Erica Whyman

The first speaker of the afternoon is Inspirational Leader: Erica Whyman - Chief Executive of Northern Stage. Erica had run two very small theatres in London before coming to the Northern Stage – The Gate in Notting Hill being one.

The theatre - think of themselves as more than just a theatre with 3 auditoriums. Northern Stage is 40yrs old this year. They work very closely with the education sector and often run programmes where schools can become involved. Produce their own theatre 4 times a year, looking for funding to produce a 5^th production, working with none professional actors and writers.

50% of the shows that play in the Northern Stage are touring acts.

Erica directed this year’s main alternative of the Christmas play – Wind in The Willows.

Group 2 - Session 2 at Northern Stage, Newcastle

Today’s session (16/12/2010) takes place at The Northern Stage, Newcastle.

Through earlier problems with severe weather conditions, some members of the creative partnerships group 1 will join group 2 today.

Creative Leadership Group 2

Hello,
Looking forward to session 2 tonight. I have had a think about my question and it is ' Can creative use of English develop skills in Scientific writing'. I intend to work collaboratively with our English AST to design some materials that can be used in science lessons. I will then use and assess these tools and ask other members of the science department to trial them too. We will then try to roll the ideas out to the whole of the science department.

Hopefully this will impact on reading and writing in science.

See everyone later. Claire D.

Staff meeting

I have been given two staff meetings to get the staff enthused about looking again at the curriculum, making it more relevant, exciting and effective for learners through creative cross curricular links. I made a pretty good start last week, especially as half of the meeting was hijacked by looking at maths monitoring. I got the staff involved in 2 exercises to get them thinking about what made learning most effective - an individual one, then a small group sorting, ordering and discussion one - both of which got people quite enlivened along the lines I had hoped.
This week I am leading the second meeting. Teachers are very tired and I need to make the meeting not too heavy or demanding - but useful. Ideas for methods of engaging them welcome!

Creative Leadership Programme: Thanks for a great day in Middlesbrough, looking f...

Hello Paul, a clear question for enquiry that is to the point and most importantly achieveable. You could consider what information those in the next phase of education need and what would benefit the child. Do you want to lead a change in a new way with a transition package which has not yet been used. How will the child and members of staff (multi-agency) be involved and how will you lead this? Really interesting thankyou for the post, Sarah.
Creative Leadership Programme: Thanks for a great day in Middlesbrough, looking f...: "Thanks for a great day in Middlesbrough, looking forward to this afternoon/evening session. My question is as follows - 'How can I best d..."

Creative Leadership Programme: Creative Leadership Programme- Group 2-Enquiry que...

Have the staff had opportunity to identify their own and their colleagues creative skills. This could be used as an initial task to encourage reflection and interaction. This would allow you to use Tim Baileys system of teams effectively whilst empowering the staff to achieve goals. The coaching/mentoring element will be crucial this sounds like a really interesting enquiry.

Creative Leadership Programme: Creative Leadership Programme- Group 2-Enquiry que...: "A really interesting day at Hoults Yard-good to be in a non-educational setting, good to talk to other professionals, good to have time to t..."

Creative Leadership Programme: Enquiry question - group 2

Creative Leadership Programme: Enquiry question - group 2: "Hi all, A really good day at Hoult's Yard - the time to think about creativity and leadership was invaluable for me as there have been so m..."

Your setting sounds amazing, I would love to visit one day! You need time to stand back and think about how you see your role and what you would like to develop particularly as you are in a new building. I would suggest you do something which develops your skills as a creative leader. It is difficult as I am not in your shoes, but what are you keen to develop in terms of creativity?

ICT use in Teaching & Learning

Hi all, 
One of my Creative Agent colleagues, Gayle Sutherland, has kindly signposted us to the following links, particularly of interest to those who are interested in the use of ICT in teaching and learning and sharing best practice:

http://blog.core-ed.org/derek/2010/10/best-of-the-web-2010.html?utm_source=twitterfeed&utm_medium=twitter

http://edte.ch/blog/?page_id=424  

44 Ways to use Google Docs in the classroom (it is being added too all the time - so prob more than 44 when you click on it!)

https://docs.google.com/present/edit?id=0AclS3lrlFkCIZGhuMnZjdjVfNzc5Y25zc201Zzc&hl=en_GB&authkey=CIns-dQF

30 ways to use Ipad in the classroom https://docs.google.com/present/view?id=dhn2vcv5_721gdk5jtd8

Using Skype to develop an international conversation: 

http://blogs.skype.com/classroom-pre-register/

Hope useful, thanks Amanda 

Enquiry question - group 2

Hi all,

A really good day at Hoult's Yard - the time to think about creativity and leadership was invaluable for me as there have been so many changes in my setting recently. I especially liked Liz Harker's talk about leadership and management; it's an area I find we are rarely asked to consider and yet do all the time! The more I thought about my question, the more questions I uncovered and so I have decided upon an intermediate question, (which may stay!) as I need to discuss it all a bit more with the Deputy Head.

Enquiry Question: As the end of our Change School project approaches how can I re-define and develop my role as leader of Creativity and Enrichment in our new setting?

Any thoughts on this greatly appreciated!

Clare

(Context: SEN primary school for moderate learning difficulties and autism, a very strong focus on inclusion. 'Pathfinder school:' Has moved to a brand new school site with another mainstream primary school; the building has been built so that paired year groups are in 'pods' called zones, eg year 3 and 4 in one pod. My ASD Y3 class has Y3 and 4 mainstream next door classes. Shared (fantastic) specialist rooms, (eg Art/DT room, Cookery room, Music room, Sensory room) hall space and play areas, corridoors, though still two separate schools. My TLR role is as lead of creativity and enrichment, and has mainly focussed on managing creative partnerships enquiry and change status in the last couple of years, mainly focussed on devloping our curriculum, embedding creative practice in teaching and learning and supporting the transition to the new setting.)

Creative Leadership Programme- Group 2-Enquiry question

A really interesting day at Hoults Yard-good to be in a non-educational setting, good to talk to other professionals, good to have time to think.
Back at school, ht keen to support any line of enquiry, although the one that she is most keen for me to develop is about developing creative leadership throughout the school. In a previous school I helped to organise a faculty system for subject leadersghip. We have talked about this but see this enquiry project as an opportunity to "share" our creative leadership-it would work a bit like Tim Bailey's structure, with different people operating on different teams. My role would be to coach and support "middle" leaders towards some outcomes for their faculty, looking at leadership techniques, and also being part of one of the structures-as maybe no.4 or 5!
So as a question-
"How can creative leadership be devolved to empower more members of staff towards creative outcomes?"

Simon Ward

Group 2 - Setting the self-negotiated 'personal' Enquiry project

The discussions were in small groups of four to identify individual enquiry projects. Once the enquiry questions were written on the flip chart paper for the group... each group was encouraged to visit each different set of questions to add further comments to help individuals explore their question further.

An opportunity for Q & A's in a whole group setting - at the end of the workshop day.

Group 2 - Joanna Makepeace introduces NFM

Joanna deals primarily with Participatory Educational Projects.

She tends to move slightly more in TV and film participatory remits at this moment in time.

NFM believe that everybody should have or be given the opportunity to participate in the creative film and design worlds, where, barriers are normally set depending upon socio-economic status.

NFM work with a plethora of TV and film companies, whether they community funded schemes, or commercial outfits such as:

· Northern Star Film Academy with the Tyneside Cinema – subsidised by trusts for 15-18 year olds, working up to making a short film within 6 months to create scripts etc, then onto a weeks placement.

· Women’s film academy - shows how film academy can be used in another way. Women in situations surrounding alcohol abuse, solvent abuse. These women are trained in film skills in order to voice their creativity.

· In partnership with Northumberland Arts Forum and Northumberland County council Children, Young People and Families Unit. Working with Rueben Abraham – using flip cameras. Looking at how families are affected by their family member in prison.

· Media Box - Douglas Hunter can give advice on which route to go down if you need any further help or advice, surrounding where your project should go next, and the kind of organisations that may be of benefit to your project, cause or support.

· FILM: 21st Century Literacy strategy - using film in an educational stance. All aspects of writing, designing and filming in order to create film and documentary, surrounding school subjects on the child’s agenda – making things more emotionally accessible and enjoyable.

Funding is available for participatory projects. Contact Joanna Makepeace for further details on 0191 275 5966 or
joanna@northernmedia.org

Group 2b - Tim Bailey talks about the culture of xsite ...continued

Understanding patterns, helps with understanding projects and how they fit well together. There is always a budget to consider, however there are a range of materials and how they are arranged that makes any project dramatic.

The image shows how they used the range of patterns using black and white – when windows are added afterwards the pattern becomes part of the structure.

Research, investigating and inventing are encouraged within the company. They’ve previously explored what it would be like to combine living and work spaces in close proximity and exploring different materials.

When anyone has a block or feels like a brick wall has come up…. ‘Have a look at a real wall’ – you will see details never seen before and an opportunity to explore who, what, where, when, how and why… creating a creative cycle and little leads to somewhere else.

Group 2a - Tim Bailey talks about the culture of xsite, continues...

Further to Group 1’s presentation on 23 November 2010, Tim’s inspiring presentation continued for Group 2:

The company’s offices are designed for people to face each other when they work, encouraging communication. Tim says it’s important to create a variety of backgrounds to encourage creative spaces and experiences.

The key ingredient for the success of the building through engagement, communication and collaboration… creating opportunities throughout the building (including using the kettle).

Two years ago, the company structure was formalised into two areas:

1. Service Team – 2 team members are the outward and inward face for the company; the team dealing with the building and supplies; and are an enriching part of the process

2. Design Arena – 12 team members working a range of projects at different times working on research, competitions, culture and special projects

The company prides itself on not having a hierarchical structure and encourages employees to be flexible, experimental and to challenge themselves.

Group 2 - What is creative leadership and starting the evaluation process

Powerpoint presentation by Liz Harker, Programme Evaluator.

We received an evalutation questionnaire to start evaluating ourselves....

...we can even use this with our colleagues.

Group 2 - Introductions and initial thoughts

We have introduced ourselves, documented our own personal thoughts and worked in a group to identify qualities of an inspirational leader we know of and who we admire.

Welcome for Group 2

Good morning...

...welcome to the start of the programme.

Over the coming months photographs and video will be posted here on the blog, documenting your progression.

Kind regards,

Shirl and Richard

Thanks for a great day in Middlesbrough, looking forward to this afternoon/evening session. My question is as follows -



"How can I best develop and manage an effective personalised transition package for children moving on from the PRU to their next phase of education?"



Thanks,





Paul Bryan

I had a really good day in Middlesbrough - It was great to hear from speakers outside of education - encourages thinking outside the box!

My question for my enquiry is
'How can I begin to lead our whole school community in embedding an understanding of the wide range of cultures and beliefs found nationally in our creative curriculum?'

As part of a small monocultural school I want to engage as many stakeholders as possible in the process to maximise understanding and engagement.


Ann Lowden

enquiry question

Hi all, my enquiry question is "how can I use business coaching techniques to encourage a new inexperienced department to take ownership of their planning and teaching"

I'll be looking at corporate leadership within the UK and USA and identify some techniques to use from each culture (I am assuming there will be a difference) . I will be trying out some of these techniques on my two unsuspecting staff and will document the results which could turn out to be quite an amusing but hopefully meaningful piece of research.

Christine Perryman

Enquiry Question: Raising Aspirations

This is my initial question which I feel sure needs some refinement, advice is welcome:


How do I raise the profile of my department and, in the process, improve the aspirations of my students and the personal involvement of the departmental team?


Kathryn Mills

Hello everyone!

I thought I would introduce myself as I am new to the team and I will be working with you all over the coming months. My background is education teaching primary, FE and HE which I am continuing to enjoy and learn from. I have already read some of your ideas for challenging/improving practice and it is clear that you are a passionate group of creative practitioners and I am looking forward to reading more of your blogs. I am here to provide support and guidance on all things academic and to do with education and research. I am looking forward to meeting you all and discussing your ideas for action research/inquiry. If you need signposting to something specific just let me know and I will be here to help.
I am looking forward to meeting you soon,
Sarah Martin-Denham

Creative Leadership Programme: My question is as follows: What can I do as a crea...

Amy, you seem to have been doing alot of thinking and I am delighted to see pupil and staff satisfaction. Can I ask how do you plan to gather student feedback, what media will you use? Will this be anonymised? Great initial thoughts, see you on the 9th where we can share and discuss ideas further. Thank you for the post. Sarah Martin-Denham
Creative Leadership Programme: My question is as follows: What can I do as a crea...: "My question is as follows: What can I do as a creative leader, through the underlying principals of the teacher effectiveness enhancement pr..."

Creative Leadership Programme: Enquiry Q

I am thinking about this one it is quite a question. What would the shared goal be, pupil achievement? The pupil learning experience? How we listen to the learner? Maybe you need to focus in on a key aim that can be shared across areas of specialism regardless of what that might be. Could this come from the Every Child Matters agenda? or student feedback?
Let me know your thoughts.
Sarah Martin-Denham
Creative Leadership Programme: Enquiry Q: "Hi all, Thanks for a really inspiring day! Q- How can I create a team, who works together as a team? Being part of a big Technology Depar..."

Creative Leadership Programme: Enquiry Q.

Hello Kate, I feel that your 'to do so' list really did answer your question extremely well. Introducing change is clearly what is going to be happening in education for the foreseeable future so there really is no way of avoiding being involved. In order to have change team work is crucial with everyone involved. The dynamics in schools and relationships between people can often conflict and this can result in difficulties. You were right that teachers need ownership over changes and most importantly chances to put them in place with time for them to embed and be evaluated. This is critical, schools have so many initiatives that I have often heard the phrase 'here we go again'. You are proposing that it is the teachers in control and motivation does rub off on those who are less keen intially. It is about celebrating change, taking risks and trying new things.
Great thoughts
Sarah Martin-Denham (new to the team)

Creative Leadership Programme: Enquiry Q.: "I'm looking forward to the other sessions, hopefully we can be in smaller groups so it's possible to discuss/coach in depth. My question: H..."

Creative Leadership Programme: Creative Leadership Proposal

Good afternoon, from reading what your role is I instantly feel that you are very passionate about what you are trying to achieve. E-learning is crucial in today's society and there is alot of academic literature which I can signpost you to at your request. Your initial thoughts were exactly what I thought, what are the barriers? At the end of the session that you deliver you could give each person a slip of paper which would allow you to analyse their individual needs so that you could begin a mentoring/coaching discussion. On the paper have three options
I dont have any concerns about introducing ... into my teaching
I am concerned about ..... because ...
I would like 1:1 mentoring with...
I have done this with students to ascertain their level of understanding regarding a teaching session. It does provide immediate feedback and may open your eyes to those who are reluctant to use e-learning. It could be that they are concerned about their current skill level and capabilities. Let me know if you would like me to signpost you to some literature.
Sarah Martin-Denham (new to the team)
Thank you for your post

Creative Leadership Programme: Creative Leadership Proposal: "Question: How can I lead (reluctant) staff to embed effective e-learning within their lesons? Context: I currently run a series of Teaching..."

Creative Leadership Programme: Enquiry Idea

Hello Laura, I am new to the team and hope to be able to provide support in terms of education and academic thought. My background is Primary, FE and HE so I do feel able to consider your question. When I taught vocational students they were level 2 and 3 girls aged 16+ and independence was a key issue. Could I ask which level are they studying at and on which course, or is there a range? In my college my team and I promoted independence by giving students ownership of their learning environment and teaching methods. We provided video diary rooms where they would provide suggestions of how we could enhance their learning experiences and their college life. This in itself did change how the vocational students saw themselves as learners. From the DVD diaries we the management made changes as they arose, such as more e-learning resources, dedicated course learning spaces and even changes to the food provided on site. The outcome of this two way partnership was that independence did improve as they became more pro-active in college life and in understanding themselves as learners. I hope that this in some way helps, independence is a key skill that many students do seem to lack.
Creative Leadership Programme: Enquiry Idea: "Hi everyone, Id first like to say thank you for a great day. 'How can I encourage vocational students to become more independent learners?'..."