Use leadership to foster innovation

On the occasion of REFER 2019, a round table gathering members of school administrators was held around the theme of change in education.

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The Rendez-vous Francophone des Écoles en Réseau is an annual event where the sharing of practices and activities carried out in class is in the spotlight. It is under the theme of The school in play (x) that the 2019 edition of the REFER allowed participants to be inspired to develop their practice.

A second round table that I had the opportunity to attend is the one bringing together members of the school administration: Monique Roiné from the Lancy Institute, Marc-André Smith from L'École l'Envol, Marc- André Girard from Durocher-Saint-Lambert College, Fanny Piessik from HubSchool21, David Belhassein from the Nice Academy, Jocelyn Simard from the Charlevoix School Board and Isabelle Sénéchal from Ste-Anne College. Moderated by Yves St-Maurice, this discussion revolved around the theme of change in education: how to manage change and innovation in education? What are the challenges for the École du 21?e century?

During the exchange, the speakers presented some of their initiatives to support their teachers and thus promote educational innovation. Monique Roiné shared that in his community, the development of a training plan for teachers is encouraged, in particular thanks to a teacher-trainer who provides support and technical assistance

For his part, Marc-André Smith explained how he integrated the concept of instructional design to allow the teacher to be in the position of learner in the presence of students. Thanks to the support of a teacher during the process of appropriating a new approach, the feeling of professional effectiveness (PES) is reinforced. He argues that you have to be accessible to bring about change.

Marc-André Girard, meanwhile, clarified that the teacher is a learning professional who aims to develop lifelong learners. To do this, he proposed to set challenges for the school team, to share leadership, to develop student leadership and to promote decompartmentalization at school level, time and mentalities. He underlined the following determining elements of the agility of the leader: to be glued to reality, to listen, to understand, to feel, to navigate and to redirect the shot. This is why the adoption of a growth mentality, the reflective approach, collaboration and going out of the comfort zone are essential to consider in the pedagogical posture.

Fanny Piessik added by emphasizing that in his environment, "the teacher develops an expertise to shine in a decompartmentalized and collaborative way". She also specified that fulfillment precedes success and that the decompartmentalization of time, ages, place and subjects of all in the school ecosystem makes it possible to move one's convictions. At HubSchool21, each member of the school is a learner: we train, we inform, we deform thanks to complex, engaging and pleasant projects.

What opened the door to David Belhassein to address the notion of benevolence. In order to prepare students to resist addictions, they must be made addicted to benevolence and learning. Through the Smart City Maker, problem solving promotes multidisciplinary and multidisciplinary work in which disciplines become tools.

According to Jocelyn Simard, each actor in the school environment should adopt a position of lifelong learner and collaborate in the service of learning. During the roundtable, he proposed the model of professional learning communities (CAP) which invites to set a learning goal for the student in a culture of data that uses evidence-based practices. It is from a diagnostic test that we determine the tools to be deployed over six weeks in order to know where the problem is located by the student. This involves identifying the observable elements to be recorded in order to then regulate and adopt methods of intervention.

Finally for Isabelle Sénéchal, the mobilization of the school team is based on a shared vision: for his team, it is a culture of change. Thanks to design thinking during which we try to answer the question "what do we want for the student?" », The common vision is created as a team. We then determine the means made available to build the skills sought in teachers. And this to offer opportunities for continuous development with a view to their inclusion.

This tour de table made it possible to highlight essential factors in a perspective of change in the educational environment. Leadership, openness to change, observation, collaboration, support, reflection, growth mentality, benevolence, commitment, mobilization and personal and professional development are all elements to consider if we want to reinvent our school in order to meet the needs of our young people. 'today, right now.

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About the Author

Julie R.-Bordeleau
Former teacher and mother of a military family of 4 boys, Julie R-Bordeleau is an alternative learning guide and author. She loves discovering new educational and holistic resources and approaches that allow her clients to learn and develop in different ways, depending on their needs. Its website, its newsletter and its services are dedicated to adults who are changing the world in their own way, whether they are parents-educators, parents or professionals.

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