Resources

Creating something new can be a risky business. Whether the materials are bricks and mortar or ideas and skills, you have to expect the unexpected. But it doesn't have to be painful; some schools have shown how it is possible to innovate within the current education framework, utilising the support that is available to help bridge the gap between where you are and where you want to be.

As a concept, innovation in education is nothing new. Fresh ideas and perspectives, mixed with the odd eureka moment, are scattered both throughout history and current practice. Adapting to the changing needs of society has long been on the Government's agenda. Yet a 'top-down', large-scale approach is not the only way of instigating change. Teacher innovation can - and does - come in all shapes and sizes; from simple changes to the curriculum, timetable or physical environment through to major projects involving the development of equipment or technology, links with the wider community and even the creation of virtual learning experiences.

The frustrating - and exciting - thing about teacher innovation is that it means different things to different people. An ever-changing landscape littered with metaphors; for some it's about flying by the seat of your pants, for others, a step-by-step strategic approach, planned and executed with precision. Matthew Corrigan, Vice Principal, and Matt Burrell, e-College Manager, both of Eggbuckland Community College in Plymouth define it as "bravery and abandonment: challenging what is currently happening in schools; having the conviction to jettison what is unnecessary and develop that which moves teaching, learning and achievement forward." Helen Boyle, Advanced Skills Teacher from Campion School Northamptonshire, describes it as "a journey. thinking outside of the box and other expected boundaries." Then there's Nigel Akers, Vice Principal of Djanogly City Academy Nottingham, who sees it as finding "new ways of learning, different ways of teaching and alternative approaches to school organisation and management." Whatever your approach or definition, Peter Hicks, Headteacher of Broadclyst Community Primary School, sums it up nicely by suggesting that innovation is about "investing in human capital: the relationship between one's personal qualities and one's personal capabilities."

So why do some teachers view the road to innovation as a difficult track to negotiate while others make their way along it with only a small leap of faith? "It's about attitudes, emotions and perspectives," explains Tony Fisher from The University of Nottingham School of Education. "The reality is that teachers have never had more potential in terms of tools to be innovative. There is nothing fundamentally wrong with the system, because some people can make it work, but many teachers feel the stakes are too high."

The technological age has brought about endless possibilities for advances in teaching and learning; an unprecedented range of choices which, in theory at least, should lead to teacher innovation - especially in the use of IT. But for many educators, as Fisher points out, the space to innovate still seems enclosed by the thorny hedge of accountability. "Many teachers feel caught between a rock and a hard place; having been told what to do, much of their autonomy has been taken away. On a professional basis, that makes life difficult; how people feel about their work is important - as is their level of confidence. There has been a lot of technical, rational thinking: if we do X, then Y happens and it's fixed. Teaching and learning is much more complicated than that; you can introduce exactly the same thing in several places and get totally different results."

So how can we support more teachers to take the plunge and innovate? Is there a recipe for successful teacher innovation? While every innovative project is unique, each seems to consist of 'home-grown' ingredients - local expertise and skills - mixed with innovative tools; then spiced with collaboration, and dressed with lashings of positive thinking.

Just take a look at Peter Hicks' technological innovation at Broadclyst: a mix of the latest IT systems and a powerful belief in the potential of every child - given the right environment. "Our 'Classrooms of the Future' use ICT in a pervasive way; treating it not as a discrete subject, but as a generic skill like reading and writing. Every child has their own e-mail address, web page, file space and access to the internet - at any time of the day or night - and, in Year 6, daily use of TIMMST (a Total Interactive Multi Media System). We've also recently employed ITechE, an Immersive Technology Envelope, and all our assessment and planning is done online using the-educator.co.uk, giving teachers back the time to do what they do best - teach."

The proof? Apart from a waiting list of five years and excellent SATS results, perhaps it boils down to the positive relationships and innovative ethos that seem to thrive at Broadclyst. True, you need good leadership; but as Hicks explains, it can't be done alone - it's about 'people power'. "Together we've created a truly dynamic place where natural curiosity abounds. where children develop the skills of reasoning as well as personal qualities that will enable them to be of genuine value to themselves and others." Dubbed the 'School without Walls', the team's achievements are made all the more poignant when Broadclyst students demonstrate the ITechE environment - which contains, among other things, a miniature version of the London Planetarium. "Imagine being able to stand in a street in ancient Rome in the year 725AD; to walk alongside the Great Pyramid at Giza whilst it's being built; to look inside the human heart; to stand on the summit of Everest; to look beyond the stars."

For all those teachers still windowshopping, it's cheering to know that Broadclyst's projects were all bought within the school's existing budget. Nevertheless, catering for larger numbers may require a different financial approach. Nigel Akers' hugely successful, hightech learning environment at Djanolgy Academy, with its 1,700 students, is one case in point. With a huge array of positive change - to the curriculum, the timetable and the type of services they offer (which include counsellors and a resident professional dance company) - the next question has to be, where did the money come from? Nigel Akers' answer gives some insight into both the philosophy and the means. "We found that 'thinking big' was often more successful than being tentative and 'thinking small'. Funds were generally available to kick-start initiatives, though they did need to be sought out, applied for and re-applied for when the first, second or third attempts failed."

Although some teachers may not initially be bowled over with the idea of business partnerships, Djanolgy's ICT achievements could help to change their minds. "We've also worked on projects with BT, Intel, the e-Learning Foundation, New Deal for Communities, Toshiba and Microsoft, which led the Academy to win national awards for the innovative use of ICT."

While such an 'all-out' approach has worked for Djanolgy, Helen Boyle's blend of innovation may be a better starter for the uninitiated. "It's terribly exciting; we're creating an alternative competency-based curriculum, using the RSA's Opening Minds; designed to address personalised learning, improve transition and equip learners with the skills to cope in the 21st century." Despite her evident passion, Helen Boyle has kept her enthusiasm in check, and perhaps, therefore, has gained her colleagues' support, by breaking the project down into manageable chunks. "In the next couple of years when the Year 7 students arrive, instead of having 14 or 15 different teachers, they will have approximately five; making for a smoother process." So what actually happens when you 'open minds'? For obvious reasons, Boyle turns to her students for a response, and Amie King, from Year 9 who did OM in Year 7, explains. "Opening Minds was a great experience! It boosted my confidence and helped me to find out who I am and how I work. I now find it easier to get better grades." It's not surprising that Ofsted are hoping to showcase them at an innovation conference planned for 2007.

In addition to introducing change slowly, the sense of satisfaction that follows each small triumph is more likely to permeate into all areas of the school - and enthuse others - if it's been created in response to an existing problem. Especially when, as Matthew Corrigan's and Matt Burrell's example from Eggbuckland illustrates, it involves better use of that precious commodity: time. "We developed an electronic Individual Learning Plan (e-ILP) to replace an unwieldy, paper-based one.

The web-based software, created in conjunction with a local software company, the European Social Fund and our local Pathfinder project not only provides a detailed picture of the whole student, it has also reduced workload." Having a clear set of objectives also helps to ensure success. "It's of clear benefit to all; we wanted a living, student-friendly document that's customisable, accessible to all, and links to the current MIS (Management Information System), and this is what we've got."

Perhaps aware that some 'watched pots' of teacher innovation never boil, Eggbuckland's innovators also offer ideas for preparing the ground; to 'propagate' inspiration. "If you develop a learning culture with a growing research base and celebrate success, then complement this with a passion for raising standards, you will have the seeds of innovation." Emphasising the importance of working alongside students, they are keen to stress that teachers are not the sole innovators. "Many students have 'hidden' but high-level skills and interests that are far removed from conventional pedagogy and practice. Co-construction is a powerful vehicle for innovation."

Which brings us back to the idea of innovation as a journey, with Helen Boyle's advice for encouraging colleagues onto the 'road less travelled': "Rather than look at the obstacles and why it can't be done, think about how it will be achieved to the benefit of all. Try to regularly communicate with everyone, not only a few concerned staff. Presenting evidence and reviewing progress helps to spread the idea amongst those who are more wary."

So what's the bottom line of teacher innovation? That depends on your view. If you like cooking, it's accepting that you can't make omelettes without breaking eggs. And if you like travelling, it's accepting that not all roads lead to Rome. But, as Peter Nivio Zarlenga, the American Businessman and author on business strategy said, "We will not know unless we begin."

top of page