1983- A Nation at Risk Mid-80s-Mid-90s - First wave of School Reform networks emerged (Coalition of Essential Schools; Annenberg Institute for School Reform – urban and rural challenge grants (Largest gift to public education $500M); League of Professional Schools; We have sustained in many ways but the progress is not enough. Must be about continuous improvement… Helping student reach high standards…

The NCATE Blue-Ribbon Panel is charged with developing recommendations for restructuring the preparation of teachers to reflect teaching as a practice-based profession similar to medicine, nursing, or clinical psychology. Practice-based professions require a solid academic base, but also strong clinical components and ongoing opportunities for learning. This redesign will be grounded in partnerships between higher education, local school districts and other stakeholders. Has potentially have far-reaching effects on the structure of schools of education.

NZ How clinical practice aligns with medical practice -- all the way back to Flexner This is our Flexner moment! How teacher preparation should parallel medical/nursing preparation

NZ Two major challenges to the leaky pipeline: student attrition teacher attrition Goal of the BRP is to impact these challenge Close the student achievement gap and lead to completion Produce more effective teachers and retain them Not just reforming teacher education to do reform – more purposeful

NZ Two major challenges to the leaky pipeline: student attrition teacher attrition Goal of the BRP is to impact these challenge Close the student achievement gap and lead to completion Produce more effective teachers and retain them Not just reforming teacher education to do reform – more purposeful

Rather than a big idea that is going to change the world overnight, innovation is more like a subtle twist in approaching a problem

How do we move beyond intentional networking which highlights implementation dips, often a reliance on individual change leaders and organizations? Infusion of technology; global nature;

The word ‘entrepreneur’ was coined around 1980 by the French economist J. B. Say, and it literally means “to take action.” More specifically, Say defined the entrepreneur as one who “shifts…. resources

The word ‘entrepreneur’ was coined around 1980 by the French economist J. B. Say, and it literally means “to take action.” More specifically, Say defined the entrepreneur as one who “shifts…. resources

Collective Genius: Bridging the Gaps Between Research, Innovation and Practice Mary John O’Hair College of Education University of Kentucky

Collective Genius: Bridging the Gaps Between Research, Innovation and Practice

PART ONE

A Historical Perspective (1983) A Nation at Risk: The Imperative For Educational Reform (1984) Coalition of Essential Schools Brown University -Founded by Ted Sizer in 1984 with twelve schools; it currently has 600 formal members. (1989) The League of Professional Schools University of Georgia -Carl Glickman, Founder & Senior Advisor

A Historical Perspective (1993) Annenberg Institute for School Reform Established at Brown University through an anonymous gift of $5 million. Several months later, a $50-million gift — part of Ambassador Walter H. Annenberg's $500-million Challenge to the Nation to improve public education in America — enabled the fledgling Institute to considerably expand the scope of its work. In appreciation for the Ambassador's gift, the Institute was renamed in his honor. (1995) Oklahoma Networks for Excellence in Education (O.N.E.) Established as part of a start-up network with the Annenberg Institute for School Reform. O.N.E. began with 6 schools (2 rural, 2 urban, 2 suburban).

A Historical Perspective (2000) Oklahoma K20 Center The K20 Center began with funding from the Bill and Melinda Gates Foundation, National Science Foundation, and Oklahoma Educational Technology Trust. K20 uses five interrelated phases to transform conventional schools into high-achieving, interactive learning communities: Phase I - Leaders Learning: Develops principals and superintendents to lead systemic change and technology integration in their schools and districts. Phase II - Whole-School Learning: Supports Phase I leaders by focusing on teachers, parents, and community leaders empowerment in creating technology-rich learning communities designed to enhance student success. Phase III - Teacher Learning: Creates in-depth authentic research and learning experiences for teachers in content areas Phase IV - Student Learning: Creates innovative learning strategies, such as Digital Game-Based Learning, to encourage students to be involved in their own learning. Phase V - University: Creates connections and collaborations to support learning beyond high school. (2010) P20 Innovation Lab -University of Kentucky

A Historical Perspective Council of Chief State School Officers, (2009)

The Problem: Too many reform efforts have not transformed teaching and learning to ensure EVERY student, every day thinks and performs at high levels. A Historical Perspective

PART TWO

Report 1 Collective Genius: Bridging the Gaps Between Research, Innovation and Practice Collective Genius: Innovation, Entrepreneurship, and the Commercialization of University Research This report provides analysis of 205 responses to a Request for Information (RFI) by the White House Office of Science and Technology Policy and the National Economic Council. No mention of education research http://inet.uky.edu/documents/report.pdf O’Hair, D. (2011). Collective Genius: Innovation, Entrepreneurship, and the Commercialization of University Research.

TAKE AWAYS: Research faculty do not perceive the incentive for them to remove their fundamental research hats and replace them with translational hats that move innovations into commercialization and practice. Not all university research is suitable for translational missions or commercialization. Not all inventions from research are successful - “weak ideas to start with” Moving a university culture from one where basic research products found in refereed journal articles are considered the gold standard will resist change. O’Hair, D. (2011). Collective Genius: Innovation, Entrepreneurship, and the Commercialization of University Research. Report 1 Collective Genius: Bridging the Gaps Between Research, Innovation and Practice

The commercialization of university research is a persistent challenge often referred to as “the valley of death.” This ‘valley’ costs the U.S. economy billions of dollars in unrealized economic valuation. By their very nature, university researchers are most talented in seeking answers to questions that are not necessarily practical or suitable for the end-user. Report 1 Collective Genius: Bridging the Gaps Between Research, Innovation and Practice O’Hair, D. (2011). Collective Genius: Innovation, Entrepreneurship, and the Commercialization of University Research.

Recommendations 1. Privileging transformational leadership 2. Cultivating strategic partnerships 3. Fostering entrepreneurial thinking 4. Nourishing innovation ecosystems 5. Transforming university culture Report 1 Collective Genius: Bridging the Gaps Between Research, Innovation and Practice O’Hair, D. (2011). Collective Genius: Innovation, Entrepreneurship, and the Commercialization of University Research.

Report 2 - Eduventures Understanding and Identifying Innovative and Entrepreneurial Business Models for Schools of Education Eduventures. (2011).  Understanding and identifying innovative and entrepreneurial business models for schools of education.

The School of Education of the Future Will… Integrate technology into the curriculum Include online course and program offerings Have closer partnerships with schools and districts, and involve P-12 leaders in program development for professional development, graduate, and certificate programs. Have smaller enrollment throughout Master’s programs for teachers, and those Master’s programs that thrive will enhance targeted skill sets or provide training for upward mobility for a more defined teacher/administrator career ladder. Report 2 - Eduventures Understanding and Identifying Innovative and Entrepreneurial Business Models for Schools of Education Eduventures. (2011).  Understanding and identifying innovative and entrepreneurial business models for schools of education.

Offer more graduate certificates that seek to develop specialized skill sets for educators, and that are directly aligned to school/district priorities. More clearly differentiate between faculty whose role is research/scholarly activity, and faculty who are seasoned professionals in the field whose role is to teach in graduate programs for educators, and provide career ladders/T&P options for either track Foster a culture of innovation and provide incentives and opportunities for faculty and staff to contribute Have a strong, defined brand and position in the marketplace for graduate education. The School of Education of the Future Will… Report 2 - Eduventures Understanding and Identifying Innovative and Entrepreneurial Business Models for Schools of Education Eduventures. (2011).  Understanding and identifying innovative and entrepreneurial business models for schools of education.

17 Blue Ribbon Panel CLINICAL PREPARATION AND PARTNERSHIPS FOR IMPROVED STUDENT LEARNING Report 3 - NCATE

18 Response to concerns that preparation is disconnected from practice. Provide NCATE and the field with guidance for teacher education redesign. Report 3 - NCATE Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers

Implications for organizational changes Examples: P-12 student learning is the focus Clinical preparation is integrated throughout every facet...in a dynamic way Strategic partnerships are imperative for powerful clinical preparation Report 3 - NCATE Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers

20 State Pilots State partners to pilot networks of clinically rich preparation targeted at high needs schools Alliance Member States Report 3 - NCATE Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers

21 10 State Alliances Commitment to pilot clinically-based approaches Identify and remove barriers to innovation Develop prototypes Conduct research on what works Scale up Report 3 - NCATE Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers

PART THREE

The AERA Mission: “to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good.” “NON SATIS SCIRE: TO KNOW IS NOT ENOUGH” “Education research will never be what it ought to be until we promote more actively the use of that research to improve education so that it serves all learners well.” -AERA 2012 Annual Meeting Call for Submissions The 2012 AERA call for submissions asks what actions should be taken by the education research community to ensure that research knowledge is used to improve education and actually serve the public good. Presenters will: Emphasize innovative approaches to operationalize AERA’s full mission. Report scholarship on the promotion of education research. Implications for Educational Researchers

Transforming Scholarship Ivory Tower Three Pillars Implications for Educational Researchers

New Times Demand New Scholarship Stanton, T. (2008). New times demand new scholarship. Education, Citizenship and Social Justice 3(1), 19-42.

Better Return on Research Investment When engaged research is truly responsive to the community members, and collaborative in its approach, it yields knowledge that is field tested and more likely to “work” than traditional research outcomes. Engaged research brings about a greater “return on research investment” by joining university and community assets, which yields: -Better quality and availability of data; -Better questions, reflecting theory and practice; -Better methods, applied more effectively to specific populations; and -Integrates theory and practice, making research more useful and practice more effective. Stanton, T. (2008). New times demand new scholarship. Education, Citizenship and Social Justice 3(1), 19-42.

What is most exciting about INNOVATION is that it begins with a problem. Transforming Research into Innovation The bigger the problem, the more significant the innovation needed. Stanton, T. (2008). New times demand new scholarship. Education, Citizenship and Social Justice 3(1), 19-42.

Rather than a big idea that is going to change the world overnight, innovation is more like a subtle twist in approaching a problem. Collective Genius: Bridging the Gaps Between Research, Innovation and Practice Thorp, H., & Goldstein, B. (2010).  Engines of innovation: The entrepreneurial university in the twenty-first century. Chapel Hill: University of North Carolina Press.

Disciplinary D. Lighthill, NSF Focus on Innovation Thorp, H., & Goldstein, B. (2010).  Engines of innovation: The entrepreneurial university in the twenty-first century. Chapel Hill: University of North Carolina Press.

Transforming Research into Innovation Thorp, H., & Goldstein, B. (2010).  Engines of innovation: The entrepreneurial university in the twenty-first century. Chapel Hill: University of North Carolina Press.

Moving Research to Innovation Thorp, H., & Goldstein, B. (2010).  Engines of innovation: The entrepreneurial university in the twenty-first century. Chapel Hill: University of North Carolina Press.

High-impact innovation requires an entrepreneurial mindset that views big problems as big opportunities. Academics still too often equate entrepreneurship with opportunism or commercialization in a pejorative way. Missing Link: Entrepreneurial Thinking Christensen, C., & Eyring, H. (2011). The innovative university: Changing the DNA of higher education from the inside out. San Francisco: Jossey-Bass.

The Entrepreneur… takes action shifts resources out of an area of lower and into an area of higher productivity can just as easily practice in the artistic or social realm as the commercial willing to live with risk and uncertainty unafraid to fail Missing Link: Entrepreneurial Thinking Thorp, H., & Goldstein, B. (2010).  Engines of innovation: The entrepreneurial university in the twenty-first century. Chapel Hill: University of North Carolina Press.

Entrepreneurship is not a subject or discipline, but a practice or a way of thinking that can increase the impact of innovation. Missing Link: Entrepreneurial Thinking

Design Thinking The Design Thinking Process Design thinking is an approach to learning that focuses on developing students’ creative confidence. Teachers and students engage in hands-on design challenges that focus on developing empathy, promoting a bias toward action, encouraging ideation, developing metacognitive awareness and fostering active problem solving.

iNET

How Do We Transform Public Education to Sustain a Culture of Innovation? Collective Genius: Bridging the Gaps Between Research, Innovation and Practice

Oklahoma K20 Center 38

Oklahoma K20 Center Success Oklahoma experienced a 74% greater increase than the state’s average API increase (Office of Accountability, 2003, 2004, 2005, 2006, 2007)

Our Mission To create, develop and apply new knowledge to address the most critical education issues of our time, locally and globally, in partnership with our students, colleagues across the university, and individuals and institutions around the global with an interest in bringing innovation to our collective educational future. Kentucky P20 Lab’s Mission:

Shared Postsecondary Responsibility Kentucky P20 Innovation Lab: A Partnership for Next Generation Learning

Impact: Lab faculty are currently engaging in intense collaboration with 20 Kentucky school districts and conducting projects that reach approximately 75% of the state. Kentucky P20 Innovation Lab

Shared Responsibility for Well-Being and Vitality of Region Workforce & Economic Development Business and Industry Government Foundations and Associations P-20 Education Informal Education Early Childhood Education Parents and Families TRANSFORMING EDUCATION PARTNERSHIP FOR NEXT GENERATION LEARNING

Christensen, C., & Eyring, H. (2011). The innovative university: Changing the DNA of higher education from the inside out. San Francisco: Jossey-Bass. "University communities that focus their activities and measure success in terms of absolute performance rather than relative rank can enjoy a bright future... If they embrace innovation and give up the ambition to have it all, they can have much, much more."

If we teach today's students as we taught yesterday's, we rob them of tomorrow. John Dewey

References Christensen, C., & Eyring, H. (2011). The innovative university: Changing the DNA of higher education from the inside out. San Francisco: Jossey-Bass. Eduventures. (2011).  Understanding and identifying innovative and entrepreneurial business models for schools of education. http://www.cech.uc.edu/dean/files/2011 /08/SOE-LC-CR_Business-Models-for-SOEs_6-11.pdf. National Council for Accreditation of Teacher Education. (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. http://www.ncate.org/LinkClick.aspx?fileticket=zzeiB1OoqPk%3D&tabid=715. O'Hair, D. (2011). Collective Genius: Innovation, Entrepreneurship, and the Commercialization of University Research. Stanton, T. (2008). New times demand new scholarship. Education, Citizenship and Social Justice 3(1), 19-42. Thorp, H., & Goldstein, B. (2010).  Engines of innovation: The entrepreneurial university in the twenty-first century. Chapel Hill: University of North Carolina Press.

Contact Mary John O’Hair College of Education 103 Dickey Hall Lexington, KY 40506 mjohair@uky.edu (859) 257-2813   https://education.uky.edu/Dean/content/ohair-presentations