University of Maine
Challenge
Three northern branches of the University of Maine needed to create a consortium to enhance opportunities and save resources.
Solution
IPI created a summit that brought together representatives from all parts of the organization, from employees to presidents.
Results
As they talked, participants saw that their colleagues shared similar goals for students throughout the organization. It quickly evolved into a discussion that sought ways to work together and broaden opportunities for all. Further, participants felt that their campuses were strengthened as a result.
Governor’s Task Force for Higher Education in Central Maine
Challenge
The challenge was to create conditions so that the many impassioned and divided parties could speak, know they had been heard and agree upon recommendations to move higher education forward in Central Maine. Citizens, faculty and students felt under siege when the possibility of merging their school with another, larger one was recommended. All involved needed a way to come together.
Solution
A one-day summit that involved the board of trustees, the community, the legislature and the governor’s office.
Results
The summit was a decisive turning point for the task force whose members held diverse and passionate viewpoints on the issues. In the end, recommendations were delivered that were supported by all parties and that allowed the issue to move forward in creative and positive ways.
Rockingham Elementary School, Halifax Regional School Board
Challenge
The Halifax Regional School Board’s strategic plan identified math and literacy as key areas for improvement. IPI was brought in to assist them in transforming Rockingham Elementary School, one of the schools within the Board.
Solution
Rather than using a problem-deficit approach, a strength-based change approach—Appreciative Inquiry—was adopted and well received. A methodology for change and innovation was developed and piloted with a core team and a standardized approach was then approved for the entire staff. The project eventually involved multiple stakeholders including all staff, additional members of the community and representatives from the Board’s School Improvement Team.
Results
Students showed a marked improvement in math, were more engaged and took greater ownership of their learning. Teachers reported how surprised they were at the level of enthusiasm that this approach generated among the students. As a result of the positive outcomes at the classroom level, the board decided to develop in-house personnel who could who work with other schools and school teams to teach them the approach and support the board’s overall strategic plan.
Nunavut Arctic College
Challenge
Involving multiple stakeholders, develop a strategic plan for the college.
Solution
Having already developed in-house Appreciative Inquiry capabilities, it seemed like a natural process to apply this strength-based approach. Staff and other stakeholders came together for a two-day strategy-planning summit. Interviews were conducted to uncover data and build upon the strengths of this very diverse culture. Many processes were used to allow for stakeholders’ creative natures to be unleashed, including opportunities for sharing and teaching traditional Inuk ways.
Results
Building upon their strengths and root causes of success, College staff and stakeholders created a vision of their most desired future. Participants mapped the College’s core structures and key strategic priorities. Participants then self-selected priorities they wished to participate in and carry forward. Following an initial round of planning, these teams met regularly to carry out their plans and realize the College’s future.
School District Number 60, Peace River
Challenge
(Please note that this project is still in progress.)
School District 60 of Peace River North is made up of 60 elementary and secondary
schools throughout the district. Burdened by overcrowding, the board and superintendent are faced with creating additional schools and a middle-school system. Not limiting this to a restructuring activity, the District is engaging in a whole-system, district-wide transformation that is not only shifting the physical structure of school buildings but also having an impact on the leadership, culture and daily operations of each school, the delivery of the curriculum and the lives of individual students.
Solution
Working with the board’s leadership team, IPI consultants co-designed, coached and provided input on guidance structure, engagement strategy and planning as well as topic identification, interview protocols and event designs. The consultants also facilitated large summit events and provided guidance on follow-up activities and implementation.
Results
The activities are beginning to have a positive effect on the energy, participation and optimism of this community. Input into the planning and implementation of the engagement strategy is building momentum as more and more community members are accepting the invitation initiated by the board and superintendent to design their future district.
Academy for Educational Development
Challenge
Over a 12-year period, the Academy for Educational Development, with funding from the U.S Agency for International Development, assisted the Ministry of Education in Ethiopia in a national program to overhaul its basic-education system. Its focus would be on leadership development, curriculum transformation and teacher re-training.
The program was called Basic Education Strategic Overhaul (BESO). BESO sought to infuse the pedagogical approach with a curriculum based on the principles of active learning. This included a comprehensive program of re-training through the regional teacher-training institutes and involved the development of leaders at all levels of the educational system capable of spearheading such a massive national undertaking.
Solution
Through a series of three- and four-day retreats and summits, the IPI consultant worked with the BESO management and technical teams using an Appreciative Inquiry approach to planning and change. The interventions focused on leadership-skills development for the BESO management team and positive approaches to strategy planning and team building.
Results
The BESO team highly rated each intervention and has incorporated Appreciative Inquiry practices into its management meetings both internally and with the Ministry of Education.
St. Michael School
Ottawa Carleton Catholic District School Board
Challenge
IPI was asked to assist in multi-stakeholder engagement that would help solidify relationships and rejuvenate the school community.
Solution
Teachers and parents received coaching to conduct/lead interviews and gather data, facilitate several multi-stakeholder sessions, and bring about the emergence of a shared future vision for the community while identifying key innovations. Coaching and support was provided to the administration and steering committee during and following the intervention, all toward significant positive changes within the school community.
Results
Parent involvement showed a marked improvement as well as clear collaboration and support between parents and teaching staff. This was an improvement and strengthened the connection between the parent community and school. A strengthened parent and school connection was identified as a key priority for innovation and implementation. Teachers reported that students were more aware of how they can impact their school's dream personally and as a class and are taking more ownership.