HRC0637/3 - Drivers of Evidenced-based Innovation in Education ("Educational Innovation and Leadership" module of training)
Time
22.01.2025 - 12.06.2025
Registration deadline
09.12.2024
Place
Zoom and Tallinn University
Volume
156 academic hours (contact study 36 hours, independent study 120 hours)
Target group
Decision-makers at all levels of a general education system: national and local government officials, university academic and non-academic staff, key players in non-governmental organisations, teacher educators, general education system representatives (e.g. school leaders, teachers).
Objective
To acquire an overview of: (a) the key principles and measures used to lead highly centralised versus decentralised education systems; and (b) potential consequences of applying these principles and measures in diverse contexts. To develop: (a) an understanding of evidence-based high-impact influences on student learning (b) the lines of argument needed to promote the use of high-impact strategies / interventions and (c) an overview of key considerations to weigh when planning for education development/ innovation projects.
Content
What May Matter Most: potential high-impact influences on student learning/ (based on Hattie, 2023, comparing own beliefs with research results, reflecting on and discussing implications for evidence-based education reform); competences needed for life including the world of work as well as lifelong and lifewide learning (McKinsey, 2021, Global Forum, 2023, participants’ countries, Estonian example, comparing and contrasting competences frameworks, comparing and contrasting these competences with those defined within their own contexts); vision (EU key competences, OECD learning compass, participants’ countries, Estonian example); an ecosystemic view (Bronfenbrenner,1979, exploring how vision is tied to mission and intended outcomes, as well as how these connect to curriculum); results-based planning (exploring Estonian strategic and work plans, laying groundwork for own plans). Key Triggers/Concepts Needed for Leading Educational Innovation: key concepts (agency, co-agency, learner and teacher autonomy, collective efficacy, equity, inclusion, meritocracy); comparing and contrasting definitions to draw out core elements; exploring the implications of these concepts for educational development/ innovation and how these are tied to several high-performing education systems; exploring some concrete examples of how concepts such as learner autonomy or collective efficacy can be implemented; making connections to own context (generating ideas for own plan). The Power of Context: diverse approaches/ systems to education leadership/management (e.g. centralised vs decentralised systems; reviewing driving principles and mechanisms used in each type of system; analysing examples of wholesale policy borrowing versus a contextualised evidence-based approach; analysing contextual factors that may need to be taken into account; building contexts favourable to reform; stakeholder theory and inclusive practices; making connections to own context (continuing to generate ideas for own plan).
Learning outcomes
is able to name potentially high versus average versus low-impact influences on student learning/achievement, as well as discusses using sound lines of argument the implications of these findings on educational reform (i.e. potential opportunities and limitations); defines and explains the significance of the following terms and concepts in leading education reform: equality, equity, inclusion, meritocracy, learner autonomy, teacher autonomy, school autonomy, agency, co-agency; lists the key characteristics of centralised vs decentralised education systems (including driving principles, core mechanisms used for leadership/ management and educational development); explains similar and diverse ways in which high-performing education systems across the globe have sought to redesign their education systems over several decades, and draws conclusion based thereon; identifies contextual factors that contributed to the Estonian education success story and explains their significance; suggests measures that can be taken to increase collective stakeholder and teacher efficacy or apply other potentially high-impact influences on student learning; proposes ways of helping others to avoid wholesale policy borrowing and reductionists views of education reform; creates a work plan for creating an education development/ innovation project plan that identifies a primary objective, key stakeholders and some intended outcomes, outputs and indicators.
Requirements
Belonging to the target group, having a higher education degree, English language skills (minimum CEFR proficiency level B2).
learning environment
Distance learning in Zoom-environment, contact learning in Tallinn University rooms combined with study visits to other organisations. Contact learning is supported by the e-learning environment.
Teacher's competencies
Main trainers have both PhDs. Assistant trainer is a PhD student.
Graduation requirements
Participation in introductory webinars, interactive lectures and seminars requiring engagement with tasks. Independent reading of literature and group work in preparation for interactive lectures and seminars. The learner keeps a self-reflection diary and prepares an individual educational project that she/he continues to shape/enhance throughout the first module based on course learning, as well as peer and trainers feedback.
Document issued upon course completion
TLÜ tunnistus
Teachers
Eve Eisenschmidt
Course price
1200 EUR (participant, VAT won't be added to the price)
The price is valid for the entire microdegree programme (2 modules).
Organiser
School of Educational Sciences, Viktoria Bubukin, 55562236, viktoria.bubukin@tlu.ee
Minimum number of participants
20