Educational transformation is about System, not structures

Many education reforms swing wildly between extremes, searching for a silver bullet solutions to wickedly complex problems. In the midst of this turmoil we need to shift from focusing purely on structures such as curriculum, timetables and classroom design, to embracing a broader, systems thinking approach Workshop presentation to the LENZ conference, Wellington 9 August 2024.

1. Inspiring the next
generation of
leaders, thinkers
and problem-
solvers
[email protected]
@dwenmoth
www.futuremakers.nz
http://www.futuremakers.nz/blog
It’s about System
not Structure
Learning Spaces Aotearoa 2024
Friday 9 August
Te Auaha, NZ Institute of Creativity

2. •Many education reforms swing wildly between extremes, searching for a silver bullet solutions to
wickedly complex problems. In the midst of this turmoil we need to shift from focusing purely on
structures such as curriculum, timetables and classroom design, to embracing a broader, systems
thinking approach.
•This mini-talk explores the landscape of change in education, and looks at practical ways to cultivate a
systems thinking approach to transforming the experience of schooling.
•50 minutes
•https://futuremakers.nz/2024/05/18/understanding-systemness/
•https://futuremakers.nz/2024/06/22/bringing-back-the-inkwells/
•https://teachbetter.com/blog/transforming-learning-space-20-questions-educators-should-ask/

3. “Lack of central guidance and support is unnecessarily increasing workloads and inducing stress and distrust of national reforms among principals and teachers.”
(OECD, page 118)
https://read.oecd-ilibrary.org/economics/oecd-economic-surveys-new-zealand-2024_603809f2-en#page82

4. Competing philosophies
Philosophy APhilosophy B
EducationBroken, but can be fixed
(quickly)
Long term investment in the future
TechnologyDrives changeEnables, supports and accelerates
change
TeachersAnother problem to be fixedSupported professionals
LearnersThe future workforceMore than just the future workforce
InnovationFlourishes in all directionsGot to be scalable and sustainable
SuccessInput targets and
attainment
Wider long-term benefits
CurriculumDon’t trust teachers -
‘package’ it up
Guidance and support for teachers

5. Competing philosophies
Philosophy APhilosophy B
EducationBroken, but can be fixed
(quickly)
Long term investment in the
future
TechnologyDrives changeEnables, supports and
accelerates change
TeachersAnother problem to be fixedSupported professionals
LearnersThe future workforceFuture citizens
InnovationFlourishes in all directionsMust be scalable and
sustainable
SuccessInput targets and
attainment
Wider long-term benefits,
personal and society
CurriculumDon’t trust teachers -
‘package’ it up
Guidance and support for
teachers

7. Our system is performing below potential.
Student achievement is declining and equity is not improving, and
outcomes are far too variable even in the same school.
https://read.oecd-ilibrary.org/economics/oecd-economic-surveys-new-zealand-2024_603809f2-en#page82

8. Key findings...
•New Zealand has a deep pool of highly talented and motivated teaching individuals, but the
system is performing below potential.
•Declining education performance and ongoing inequity are a serious threat to NZ’s prosperity.
•Support elements are lacking, including a sufficiently detailed curriculum and efficient
assessment tools.
•National reforms have put NZ teachers under ‘above average’ stress.
•The MoEoperational capacity has been pared back too far.
•The education system’s significant assets could be leveraged more.
•New principals are not receiving enough training.
•Time actually spenton teaching and learning is below OECD average.
•Centres of excellence operate too much in isolation and lack support has fostered distrust.
•NZ is the world leader for preparing teachers for a multicultural environment.
https://read.oecd-ilibrary.org/economics/oecd-economic-surveys-new-zealand-2024_603809f2-en#page82

9. Points of failure in our system...
•New Zealand has a deep pool of highly talented and motivated teaching individuals, but the
system is performing below potential.
•Declining education performance and ongoing inequity are a serious threat to NZ’s prosperity.
•Support elements are lacking, including a sufficiently detailed curriculum and efficient
assessment tools.
•National reforms have put NZ teachers under ‘above average’ stress.
•The MoEoperational capacity has been pared back too far.
•The education system’s significant assets could be leveraged more.
•New principals are not receiving enough training.
•Time actually spenton teaching and learning is below OECD average.
•Centres of excellence operate too much in isolation and lack support has fostered distrust.
•NZ is the world leader for preparing teachers for a multicultural environment.
https://read.oecd-ilibrary.org/economics/oecd-economic-surveys-new-zealand-2024_603809f2-en#page82

10. Focus on structures...
•Allocation of most tasks to teachers
•9-3school day
•Division ofhumanknowledgeinto ‘subjects’
•Set classgroupsbasedonage
•‘Egg-crate’ classrooms
•Notion ofastand-aloneschool
•Division of staff by ‘subjects’
•Period-basedtimetable
•Limiting formal schooling to years 0-13
•Linear curriculum
1996, Prof. Hedley Beare

12. Ripple Effect Challenge
Photo by Linus Nylund on Unsplash
Your team has been given the task of redesigning the school's main entrance and
reception area.
Identify at least five ways this seemingly simple change could impact different
aspects of the school ecosystem beyond just the physical space.
Consider effects on:
Student behaviour and well-being
Parent and community engagement
Administrative processes
Teaching and learning activities
School security and safety
Environmental sustainability
Long-term adaptability of the space

13. The Ripple Effect
Feedback:
•Share your most insightful or surprising
"ripple effects"
•How does this exercise demonstrate the interconnectedness of school systems?

14. “Many education reforms swing
wildly between extremes,
searching for a silver bullet
solutions to wickedly complex
problems. In the midst of this
turmoil we need to shift from
focusing purely on structures such
as curriculum, timetables and
classroom design, to embracing a
broader, systems thinking
approach.”

17. https://www.arup.com/globalassets/downloads/insights/future-of-schools.pdf
12
34
56

18. “This new paradigm of education
requires a complete rethinking about
every aspect of the entire education
system, from the definition of quality
to accountability measures, from
curriculum to pedagogy, from
learning settings to evaluation and
assessment and from selection to
credentialing.”
Yong Zhao

19. Thank You
[email protected]
@dwenmoth
www.futuremakers.nz
http://futuremakers.nz/blog