RSE-TASC LO N G I S LAN D REG I ON AL S PE C I AL E DUCATI O N—T EC HN I C AL AS S I S TAN C E S UPPORT C E N TE R

Innovation: What’s Happening and What Can Be Done By Debra DeMarchena, Long Island RSE-TASC Special Education School Improvement Specialist

Innovation has been described in

many ways. According to the

Merriam Webster Dictionary,

innovation is defined as the “act or

process of introducing new ideas,

devices, or methods.” In recent

years there has been a tendency for

the term innovation to be used as a

catch phrase. At times, it has been

overused. In all fields, including

education, many are quick to assert

that their organizations are

innovative. Upon closer

examination, however, there may be

many creative ideas being put forth,

but there are far fewer true

innovations taking place.

Innovation goes beyond creativity.

Looking at guidance from the

business world, Theodore Levitt

(Levitt, 2002) distinguished

between the two by describing

creativity as “abstract chatter” and

innovation as ”purposeful action”

or “putting things into effect.”

These days, the question of how to

innovate in education is particularly

challenging amidst the atmosphere

of compliance and accountability

that schools must adhere to. Yet as

educators, we have an obligation to

look at ways to overcome these

phenomena for the sake of our

students. Recently reading the book,

The Innovator’s Mindset by George

Couros (Couros, 2015), led me to

reflect on the concept of innovation as

it applies to schools and to examine

what could be done to facilitate

innovation. Couros, building upon the

research of Carol Dweck on mindsets,

describes eight characteristics of those

with an Innovator’s Mindset.

Innovative individuals are said to be:

empathetic, problems finders, risk

takers, networked, observant, creators,

reflective and resilient (see figure 1

below).

figure 1 Reprinted with permission from The Innovator’s

Mindset by George Couros

This article will discuss some of the

ways that innovation can be

accomplished by leaders, teachers, and

students with examples from actual

schools. As we will see through these

examples, innovation is possible across

all types of schools, but it must start

with the right mindset.

Leaders as Innovators

Innovation distinguishes between a

leader and a follower. – Steve Jobs, co-

founder and CEO of Apple

Leadership must provide the foundation

for any innovation. Innovative leaders

must not only exhibit a willingness to

take risks but also ensure that the entire

staff understands their philosophy and

vision. They must make clear that time

needs to be spent on finding ways to

impact student outcomes rather than

wasting time making excuses for why

outcomes are poor.

While leadership is a significant factor in

innovation, it is the culture of the

organization that will often determine if

change is effected (Fullan and Quinn,

2016). As Couros (2015) states,

“isolation is the enemy of innovation.”

One of the most important roles that a

leader can play is to facilitate the

development of a collaborative culture.

This involves building on the expertise of

all stakeholders to work toward a

collective purpose. Fullan and Quinn

(2016) describe collaborative work as a

key driver in shifting behavior and what

moves an organization towards

coherence (p73). To get there takes time,

a clear vision, reflection and resilience.

(cont. on pg. 2)

In this issue: Leaders as Innovators ~ Page 1 Frequently Used Methods for Innovation ~ Page 2 RSE-TASC Summer Workshops ~ Page 3 Spotlight: Makerspace and Enrichment in Farmingdale ~ Page 4

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June, 2017 Volume 4: Issue 10

2

Teachers as Innovators, Students as Learners

It is the supreme art of the teacher to awaken joy in creative

expression and knowledge. — Albert Einstein

Sadly, many studies have found that students are not

engaged or do not feel they have a voice at school. Quaglia

and Corso (2014) in a study of students in grades 6 to 12

found that only 47% of the students felt they had a voice in

their learning. Lopez (2014) examined engagement in

600,000 students and found that 28% of students reported

they were not engaged and 17% were actively

disengaged .Yazzie-Mintz (2010) found that the majority of

high school students are bored with their classes. Studies

such as these are alarming and further evidence the need for

us to think about innovation in our classrooms.

Teachers can be the catalyst for innovation. Teachers often

lament that they would like to be more innovative but are

prevented from doing so due to curricular constraints.

However, this fails to take into consideration that

innovation can occur by modifying an existing practice or

using a tool in a different manner (Goatley and Johnson,

2013). The literature is replete with examples of small

innovations that have had a significant impact on student

learning. (For example; kindergarten students putting

together their own books in a digital portfolio or middle

school students engaging in discussions on their choice of

personally relevant literature) (Ivey and Johnston, 2013).

In reviewing successful strategies a common theme

emerges. It is the movement away from teacher directed

instruction to student directed learning where learners

utilize inquiry based learning, problem solving skills and

authentic learning experiences. Below are some frequently

used methods.

Project Based Learning

Project Based Learning provides an opportunity to support

students in developing the skills of collaboration, critical

thinking, problem solving and leadership. These align well

with the skills desired by employers as evidenced in the

2016 National Association of Colleges and Employers Job

Outlook Survey (NACE, 2016). However, Project Based

Learning is not just providing students with projects such as

PowerPoint presentations or designing posters. It is instead

a process that engages the students in inquiry. It requires

thoughtful planning (Larrmer, 2015).

Genius Hour

Genius Hour is a practice driven by inquiry based learning,

passion, creativity and autonomy. The use of a Genius Hour

in education was a process derived from the Genius Hour

by Google and 3M who allowed their employees to spend

20% of the time on their own projects and passions. Genius

Hour entails setting aside a day where students have the

opportunity to work on projects that interest them. The

elements of genius hour are that there must be a sense of

purpose, students design the learning and engage in inquiry,

there must be a product produced and there must be some type

of sharing. Resources on Genius Hour with examples can be

found on the livebinder website http://www.livebinders.com/play/

play/829279

A Week Without Walls

At the East Side Community High School in New York City,

authentic learning and collaboration is promoted through a

project entitled Week without Walls. The purpose of this

program is to provide an opportunity for students to be

exposed to something outside of the curriculum that interests

them. It also allows teachers and staff to impart knowledge on

a topic they also have a passion for. Topics range from travel

club to Japanese culture, from hunger to camping. While this

school devotes an entire week for this project, adapted

versions of this can be used to address scheduling concerns.

Innovative Use of Technology

Some equate innovation and 21st Century learning with the

introduction of new technology. However, simply acquiring

the latest devices is not the answer. Truly effective strategies

involve the integration of technology into schools

encompassing planning and professional development. The

International Society of Technology in Education (ISTE) has

set forth 14 essential conditions to evaluate the effectiveness

of leveraging technology for learning (see figure 2 below).

Using these conditions as a guide can provide a valuable

assessment to maximize technological impact.

figure 2

(cont. on pg. 4)

3

L ONG ISL AND R S E - TAS C R EG IONA L WOR KSHO PS

BEHAVIOR WORKSHOPS • BILINGUAL WORKSHOPS • NON-DISTRICT WORKSHOPS • REGULATIONS • TRANSITION WORKSHOPS

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Then, simply scroll down to register for the workshop you are interested in. Clicking on the hyperlinked

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Pyramid Model Summit (5 SEATS Left!) (Western Suffolk BOCES)—6/9/17 This Summit aims to bring together preschools currently implementing the Pyramid Model and preschools in-terested in implementing to discuss successes/bright spots & challenges and how to get started in the imple-mentation process. This Summit will be set up as a share out/showcase of presentations related to where imple-menting preschools started and where they are now, a networking opportunity, as well as a Q & A panel discus-sion. If you are wondering if the Pyramid Model might be beneficial for your program and you want to know how to get started, you won't want to miss this! Keynote speaker Dr. Mary Louise Hemmeter is one of the original developers of the nationally recognized Pyramid Model!

Overview of the Part 200 Regulations (Remsenburg-Speonk ES)—6/13/17 facilitated by Dr. Arlene Crandall

New CPSE/CSE Chairperson Training (5 day training) (ES BOCES)—7/31; 8/1; 8/3; 8/4; 8/7 facilitated by Dr. Arlene Crandall

New CPSE/CSE Chairperson Training (5 day training) (Nassau BOCES)—9/18; 9/29; 10/10; 10/12; 10/23 facilitated by Dr. Arlene Crandall

About the Author – Debbie DeMarchena

Debbie DeMarchena came to the RSE-TASC after 13 years working for the New York

City Department of Education. During that time she had several roles including special

education teacher, IEP coordinator, Special Education Liaison, RTI point person and

Assistant Principal. Prior to entering the field of education, Debbie was a practicing liti-

gation attorney with an emphasis on medical malpractice and risk management. Debbie

welcomes the opportunity to engage in collaboration and research to foster high level

instruction that will enable students with disabilities to reach their fullest potential. As

an example of Debbie’s pursuit of lifelong learning, she is currently enrolled in the

Doctoral Program at St. John’s University.

4

References

As I visit schools and speak to many educators it has become apparent that there are other

examples of innovations that are occurring across Long Island. In order to maximize the ben-

efits that can be gleaned from these it is important for schools to share and learn from each

other. Each school however, must find its own way of innovating based on the resources,

needs and vision of the school and district. Nevertheless, it must start with the mindset for

innovation.

Couros, G.(2015). The innovator’s mindset. San Die-

go,CA:Dave Burgess Consulting.

Fullan,M. and Quinn,J. (2016). Coherence. Thousand Oaks,

CA:Corwin

Gallo, C.(2011). The innovative secrets of Steve Jobs. New

York,NY: McGraw-Hill. 96-101.

Goatley,V. and Johnston,P.(2013). Innovation, Research,

and Policy: Evolutions in Classroom

Teaching. Language Arts 91(2). 94-103.

International Society of Technology for Education(essential

conditions( 2009 ) retrieved from ttps://

www.iste.org/explore/categorylist?

code=Essential+Conditions

Ivey, G., & Johnston, P. (2013). Engagement with young

adult literature: Outcomes and processes.

Reading Research Quarterly, 48(3), 255–

275.

Juliani, A. J. (2015) Inquiry and innovation in the class-

room: using 20% time, genius Hour, and

PBL to drive student success. New York,

NY: Routledge.

Krebs, D. and Zvi,G.(2016) The genius hour guidebook.

New York, NY: Routledge.

Larmer,J. and Mergendeller, J.( 2010).Giving students

meaningful work. Educational Leadership.

68(1) 34-37.

Larmer,J., .Mergendelle,J. and Boss,S. (2015). Setting the

standards for project based learning : a

proven approach to rigorous classroom

instruction.Alexandria, Va:ASCD

Leana,C.R.(2011). The missing link in school reform.

Stanford Social Innovastion Review,9

(4),34.

Levitt, T. (2002) Creativity is not enough. Harvard Business

Review, August, 2002 Issue retrieved

fromhttps://hbr.org/2002/08/creativity-is-

not-enough https://11

LiveBinders http://www.livebinders.com/play/play/829279

Lopez, S.(2014)Not enough students are successful. Gallup

retrieved from http://www.gallup.com/

buiness journal/16842/not enough students

success

National Association of Colleges and Employers Job

Outlook Surveys,2016 retrieved from

www.naceweb.org/career-development/

trends-and-predictions/job-outlook-2016-

attributes-employers-want-to-see

Quaglia,R.and Corso,M. (2014) Student voice :the instru-

ment of change. Thousand Oaks Ca:.

Corwin.

Yazzie-Mintz, E. (2010). Charting the path from engage-

ment to achievement: A report on the 2009

high school survey of student engagement].

Center for Evaluation and Education policy

Bloomington,IN:. retrieved from http;//

ceep.indiana.edu.

Spotlight: Makerspace and Enrichment in Farmingdale

The Farmingdale School District is one district that has not only initiated

programs that allow students the opportunity to develop 21st Century Skills but

which continues to expand these opportunities.

Last year the District implemented Makerspace, a flexible learning space

that fosters inquiry based learning by exposing students to a variety of technologi-

cal tools and research resources for problem solving, collaboration, and innovation

as an after school club. The club was routinely over-enrolled illustrating that there

is real, palpable desire of students to expand their education independently. Build-

ing upon this, the District recently announced that in September, 2017 it will be

providing students in grades 3 and 6 with enrichment classes built into their sched-

ule and anticipate a further expansion of the program in subsequent years.

Enrichment classes are ungraded, loosely structured classes that offer

students an opportunity to explore the topics, subjects and projects that they are

interested in. It puts the student in the driver’s seat of his or her education.

Whether it’s a lesson in a STEM field, a deeper look at animal biology, lessons in a

musical instrument/other performance arts, or a history project, the student in

the enrichment classes can make that choice for him or herself. These opportuni-

ties encourage the student to take risks and embrace challenges without fear of

failure.

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SUFFOLK SPECIAL EDUCATION SCHOOL IMPROVEMENT SPECIALISTS (SESIS): Marjorie Guzewicz

Lisa Boerum Debra DeMarchena

REGIONAL TRAINERS (Suffolk office): Larry Anderson, Non-District Specialist

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Michael Mastrocinque, Transition Specialist