Who are we Hanna Bohn Vinkel partner Niels

Who are we ? Hanna Bohn Vinkel partner Niels Chr. Alstrup partner hanna@loop. bz niels@loop. bz www. loop. bz

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.

Meeting the Martians

Why do you want to change?

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)

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)

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)

Planning, change and development Unpredictable and unknown Development Area of progress Change? Norms and rules Planning

Creating space for development Dialogue Security Meaning

Nordvestskolen in Elsinore • • Fleshing out the vision Finding your own role Exploring practise Making it happen 4 meetings in 2 months

Symbols Artefacts Behaviour Rituals Stories Values Beliefs Assumptions Exploring culture

Park the obstacles until the idea has matured • • Is it technically feasible? What about fire regulations? • Can we affort it? • How do we convince/involve the teachers?

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

Change Management “If you want to build a ship, don’t drum up the men to gather wood, divide the work and give orders. Instead, teach them to yearn for the vast and endless sea. ” Antoine de Saint-Exupéry