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
To Register for our Regional Workshops, you may visit our new and improved website by clicking on this link: http://www.esboces.org/Page/89, or...
Please go to http://webreg.esboces.org to register online. Under “Search Options”, pull-down and check RSE-TASC and then click “Search”.
Then, simply scroll down to register for the workshop you are interested in. Clicking on the hyperlinked
workshop dates below will bring you directly to the respective MyLearningPlan® registration page.
• LONG ISLAND RSE-TASC REGIONAL CATALOGUE SAMPLE • FOR A COMPLETE LISTING OF WORKSHOPS, VISIT OUR REGIONAL CATALOGUE
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.
• RSE-TASC STAFF • IN SUFFOLK CALL • 631.218.4197 IN NASSAU CALL • 516.396.2989
CENTRAL OFFICE (Suffolk office): Vincent Leone, Long Island RSE-TASC Coordinator & Editor in Chief
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Victoria Jones, Clerk Typist Connie Guzman, Logistics and Operations Specialist
NASSAU SPECIAL EDUCATION SCHOOL IMPROVEMENT SPECIALISTS (SESIS): Stefanie DelGiorno
Fran Fishman Roxane Diamond, Senior Typist Clerk
SUFFOLK SPECIAL EDUCATION SCHOOL IMPROVEMENT SPECIALISTS (SESIS): Marjorie Guzewicz
Lisa Boerum Debra DeMarchena
REGIONAL TRAINERS (Suffolk office): Larry Anderson, Non-District Specialist
MariLuz Genao, Bilingual Special Education Specialist Arlene B. Crandall, Regional Special Education Training Specialist (RSETS)
Andrea Lachar, Regional Special Education Training Specialist (RSETS) Michelle Levy, Suffolk Behavior Specialist
Carolyn Candela, Behavior Specialist, Preschool focus Cathy Pantelides, Transition Specialist Doris Stanojev, Transition Specialist
Michael Mastrocinque, Transition Specialist
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