December 15, 2017

emerging evidences

Observable Outcomes February 2012

At whole school level: Substantial Principal commitment to and support of the Project in their schools, resulting in the embedding of the following vehicles for change:
  • Blooms Digital Taxonomy as a Lens over curriculum, quality task design and good teaching practice.
  • Consistency and spread of modelling ICT use at all levels of school life; administrative, in leadership and the classroom.
  • Action research group projects based on ICT as a tool for learning.
  • Initiating and developing a collaborative culture across schools.

The So What? Project has made significant inroads into school contexts as a result of a number of key differentiators.

In addition to the Project Priorities, strategic enabling focuses have been:
  • Discussions around accountabilities before project enrolment – ensuring a level of readiness and commitment.
  • Intentional cultivation of strong relationships with Principals through their direct engagement in the programme.
  • Building a powerful network through sharing learning experiences and common at-the-elbow support always with curriculum construction IN CONTEXT.
  • Dedicated provision of asynchronous session content and resources to allow access to PL materials 24/7.
  • Emphasis on learning with technology as opposed to teaching with technology. Learning technologies in student hands.

Principal Observations:

So What has had a broad and deep impact on the thinking, planning and improvement at Queechy High School in 2011 – probably more so than any other program/learning as it works at a number of levels, is timely, addresses a multitude of issues from leadership through to classroom practice and continues to update and inform.

For the first time authentically and appropriately embedding current and future technologies in teaching and learning for everyone is a reality. The design and delivery of SoWhat is also a perfect fit and an excellent model for future learnings.  The first day targeting leadership provides dedicated and guided time to focus on our school, sharing common leadership issues with other schools, but identifying, designing and planning to grow relevant solutions for our immediate needs and context.  The succeeding days involving a matchup of lead and innovative teachers has proven a powerful strategy for sharing the learning immediately and between sessions.  The spaced nature of the sessions is another proven model.

No other professional learning program has achieved the learning, impacted on the teaching and evolved our practice in the manner SoWhat is achieving – it is a very clever, timely, powerful learning approach.”


So What, facilitated by Max Drummy, has provided spaced, embedded professional learning in ICT, which  has created huge opportunities for High School  (B) to take our School Improvement planning  to the next level. The quality of the professional learning has been truly outstanding. Max has planned the sessions with a careful eye to Learning Service priorities such as Instructional Rounds and has had a continual focus on two key areas – building the capacity of teachers and leaders in schools and improving student learning.  I believe that without someone fulfilling this role, the project would never have come to fruition, as it is extensive, rigorous and very carefully planned.

We believe that this is one project that is having a very direct influence on quality teaching and learning.”


Individual teacher reflections:
  • It continues to be mind-boggling and inspiring. I wanted to share my thoughts…I have decided we need to change our way of thinking about curriculum. ICT doesn’t sit under the curriculum umbrella. ICT is the umbrella! It sits over the curriculum. The teacher holds the umbrella over the child! It is child centred with ICT providing the opportunity to cover it all. It all makes sense when you think of it like this.
  • I think we need to understand that ICT is part of our teaching practice and not a separate subject. ICT is not just word processing and Google searching but is a complex net of connected thoughts and ideas. It is the vehicle for creation, finding out, collaborating, informing, developing and processing thoughts, ideas and concepts. It is one way to do many things and is an ever increasing entity. ICT is dynamic, rapid and things can go viral as can ideas in the classroom.
  • I think about what the students will learn or create rather than what I will teach.
  • Thank you for the best PL sessions I have ever attended.  It has already changed my teaching practice and the way I plan and I have had very positive feedback from both students and parents already!!! Oh, I have also already set up a class blog page so that I can receive feedback from parents via the web.
  • Whilst I haven’t yet convinced anyone to come the complete Coaching path, I have successfully coached one teacher in remodelling a unit of work for greater ICT integration and better learning outcomes, it is hoped to run this unit of work this term and be able to evaluate it effectiveness. I also have a number of teachers who are interested in developing ICT rich resources this year (see ICT coaching Plan), particularly since we will be providing many students with personal netbooks. On a personal level I have made great leaps and bounds in my own ICT utilisation. I am currently flipping a year 12 physics class, utilising screencasts that I have made and which are on my youtube channel http://www.youtube.com/user/jonathankilpatrick?feature=mhee I am using OneNote as the hub for the class, and google docs for feedback forms.Initial feedback from the students has been fantastic. An incredible leap from where I was at the beginning of 2011. I’m hoping to assist a number of College teachers to at least flip portions of their subjects this year. I am also intending to give a session at the 2012 Science Teachers Association of Tasmania annual conference on my experiences of flipping.

One significant strength of this project model lies in its ongoing support and internalised accountability within a network /community of practice. Rather than being an event, the project supports and demands ongoing commitment around curriculum construction and implementation, and provides highly contextualised support and significant influence across Leading, Teaching and Learning. The project is multi-layered in terms of growing leadership influence and capacity building, focussing explicitly on program range, depth and ownership.