Teachers as Innovative Professionals

This report by the DCSF Innovation Unit and the GTC follows case study research during 2007 about classroom innovation.

Key points:

- When asked what was meant by innovation the responses for most where that it is either (i) responding in the moment to events and to the particular needs of the pupils in a way that enables or enhances their learning; or (ii) trying something new or taking risks in the planning and execution of lessons as part of a systemic approach to continuously improving teaching and learning. Experienced teachers are more confident with the former, more spontaneous, approach. For a minority, it means freedom from following a set curriculum.

- This distinction between systemic and non systemic approaches to innovation seems to be important in any analysis of what innovation in teaching looks like, when it happens, and how it can be nurtured and sustained. In order to move beyond the spontaneous, opportunist approach to innovation, teachers need to be able to discuss, share and promote examples of innovation – at the individual, as well as the systemic, or school level.

- While most teachers believed innovation was an important and indeed an essential part of teaching, it was interesting to see that initial responses were different. Teachers innovating in a non systemic way were more likely to readily name things such as role plays, bringing external speakers into the classroom and organising day trips as examples of innovative practice. Their examples were about encouraging creativity, responding to the needs in the classroom, keeping things fresh and interesting. Whilst those teachers who felt that innovation was part of the ethos of their school talked about innovative timetabling and curricula; peer mentoring among pupils; non traditional management structures, professional development and involvement of pupils in the design of physical school places. Their concept of innovation was more one of managed continuous improvement and necessary change and they said “it’s not really about innovation – it’s about doing what works best for the children and their learning.”

- Teachers innovated within their own classroom primarily:
o To respond to the needs of their pupils (a major part of maintaining their own interest and increasing their job satisfaction)
o Because meeting pupils’ needs and producing interesting, successful lessons inspires and motivates them
o To meet the expectations of their head or senior manager
o In response to peer encouragement.
o Because the world is changing and pedagogy must reflect that. Learning must be designed to equip pupils for the world they will inhabit.

- Heads and other senior managers spoke of the main reasons for introducing innovation as being in order to:
o Improve results – particularly in failing schools
o Use education and the skills of all staff to open up possibilities in pupils’ minds and increase their self-belief
o Respond to a changing world i.e. recognising that schools needed to constantly change to keep pace with changing needs of their pupils and to make best use of new evidence about what works well
o Respond to the expectations of their pupils and parents.

- This differs from the rationale for innovation in the commercial world, where it is used to get or stay ahead of the competition, attract a bigger market share and attract and retain the best staff. Innovation in teaching, as far as teachers are concerned, is about pupils and their opportunities in the future.

- The most fundamental building block is leadership. Where there is a whole system approach to innovation, the headteacher and senior management team usually display strong and reflective leadership, principally through a clear vision of what the school is trying to achieve, and communicate this effectively through learning and collaboration.

- A number of other building blocks were common across our case study schools. Whilst strong and reflective leadership was still at the core, the creation of different forms of distributive leadership, where leadership is shared widely across the school, was also either a common feature or being developed as part of a programme of supported change: