As fee-based schools of choice, independent schools must differentiate themselves from other institutions to ensure their survival. Without a sustainable school culture for innovation, the survival of independent schools in the market system is at risk.
CONCEPTUAL FRAMEWORK
RESEARCH QUESTIONS
These schools were selected to form the focus group because they have demonstrated a commitment to innovation by participating in the Strategy Lab. We assumed that participants from schools that demonstrated their commitment to innovation by participating in the Strateg Lab would give higher scores on the scale of commitment to innovation.
FINDINGS
Next, we examined the strength of the relationship between the School Culture Scale and the Commitment to Innovation Scale in the data set as a whole. We then compared schools that demonstrated their commitment to innovation by participating in the Strategy Lab with schools that did not participate in the Strategy Lab. A series of one-way ANOVAs indicated that there were no significant differences in either Commitment to Innovation ratings or School Culture Survey ratings related to a school's Strategy Lab participation status (see Appendix H for mean ratings by Strategy Lab participation group). .
Finally, we conducted a regression analysis to determine the relationship between ratings of school culture and ratings of commitment to innovation, given Strategy Lab participation and demographic characteristics. In analyzing these survey data, we conducted a series of one-way ANOVAs to determine whether there were differences in the ratings on the Commitment to Innovation scale that were related to school or individual characteristics. There were no significant differences in the assessment of commitment to innovation related to a school's location, enrollment, residential/day status or mixed/single gender status (see Annex I for the average assessment of commitment to innovation on based on each of these school-level demographic factors). .
Another series of one-way ANOVAs were conducted to determine if there were differences in the Commitment to Innovation Scale ratings associated with individual demographic factors. Speaking with teachers across grade levels also helped clarify the Phase II finding that primary schools demonstrated a stronger commitment to innovation than secondary schools. A one-way ANOVA indicated that there were no significant differences in the assessment of commitment to innovation between the different companies.
DISCUSSION
In addition, participants noted a strong emphasis on collaboration, which was described as an expectation for teachers in innovative schools. In general, teachers and leaders in innovative schools expressed the importance of a supportive culture built on a foundation of respect. To understand how this culture translates into innovative practices, we began by asking school leaders to tell us about the most meaningful innovations in their schools.
This finding is consistent with research on workplace innovation that has demonstrated the importance of a high tolerance for failure (Tian & Wang, 2011), as well as research on the importance of psychological safety (Edmonson, 1999). Instead, they emphasized the importance of being open to changing ideas from teachers and saying yes to these ideas whenever possible. Teachers in innovative schools reported that their school leaders questioned their suggestions and pushed them to think critically.
They emphasized the importance of combining the administrator's big-picture perspective with the teachers' on-the-ground knowledge. This echoes Amabile's (1998) work on the importance of different perspectives and Rogers' (2003) assertions on the need for shared leadership to promote innovation. It may also be beneficial for school leaders to pursue distributed leadership models that allow teachers to function as both formal and informal educational leaders (Berg, 2018; Waldron & McLeskey, 2010).
LIMITATIONS
There was no significant difference between schools with innovation directors and schools without directors on our Commitment to Innovation Scale. It may be that formally assigning one person to innovation work leads faculty members to view innovation as a box-ticking destination or as someone else's responsibility. Instead, it may be more productive to view innovation as a collective institution of the entire school community.
Indeed, there is no broad consensus on how this concept should be operationalized in the school environment. However, this leaves open the possibility for schools to engage in a range of other innovative practices that have not been identified. For this reason, we chose a broader approach by asking teachers to rate their school's commitment to innovation in a number of areas, based on Rogers' theory of diffusion of innovation.
However, this approach has its own pitfalls, as we cannot be sure whether this self-reported commitment to innovation actually translates into more innovative practice. But in other years, without this pandemic, they may not have been so quick to affirm their school's commitment to innovation. Further research in this area is needed to develop properly validated instruments to assess innovation in the school environment.
FUTURE RESEARCH
Both teachers and administrators have had to respond to the confinement of personal learning and adjust their curricula to reach their students in their homes. In many cases, this required digitizing lessons, building communities remotely and streamlining communication to meet stakeholders in the school. Schools that have been able to meet these challenges may have had this in mind right off the bat.
Additionally, contrary to our hypotheses, there were no significant differences between Strategy Lab and non-Strategy Lab schools on our measures of school culture and innovation. To better understand this finding, future researchers might begin by examining who participates in the Strategy Lab and why. It may also be useful to conduct a process evaluation of the Strategy Lab workshops to help NAIS continue to refine and improve them.
RECOMMENDATIONS
RECOMMENDATIONS FOR THE NAIS STRATEGY LAB
By defining a set of approved provisions for innovation, Strategy Lab can point to specific areas of a school's culture that support innovation. Additionally, by outlining specific provisions, Strategy Lab and its member schools can collaborate together to navigate the complexities often associated with innovation. Finally, this increase in specificity will enable Strategy Lab to improve its ability to collect data and measure the success and progress of its participating schools.
In order to continue to offer the Strategy Lab services, NAIS should be able to grade its own success on campuses after the program ends; starting with a definition and using it in follow-up communication is a first step. Once the Strategy Lab is able to determine a clear cultural disposition that leads to innovation, there is greater opportunity to capitalize on a school's specific needs. Personalization of professional development could be presented as part of the Strategy Lab environment as it is now, or the specific needs of a school could be presented as different networks for schools to choose and explore.
Strategy Lab schools can use a shared understanding of the PDSA cycle to create foundational practice across schools that fosters long-term innovative thinking. Before delving into cultural adaptations for innovative change, strategy lab participants need to understand the culture of their schools before engaging in the work. This special Strategy Lab platform for leaders will benefit schools long after they have completed the work.
RECOMMENDATIONS FOR SCHOOL LEADERS
Creating meaningful collaboration time by specifically scheduling opportunities for teachers to discuss and share their work helps teachers feel more connected and engaged in collaborative opportunities. These opportunities allow teachers to create a positive work environment that can promote “cycles of convergent and divergent ideas,” which promotes deeper understanding (Garud, Tuertscher, & Van De VenGarud, 2003, p.781). Committing to collaboration, allowing time for collaboration, and protecting that shared time demonstrates specific alignment with goals and missions and ensures teachers feel supported in achieving success.
By focusing on some key elements of school culture, a leader can help create an environment where innovation is not just an idea, but a way of life. Some areas of focus include professional orientation (professional development, collaboration among educators) and organizational structure (leadership, mission and goals, policies, communication) (Schoen & Teddlie, 2008). By investing in planned and personal professional development, leadership strengthens the school culture and, in turn, the faculty's ability to innovate.
CONCLUSION
First, school leaders see innovation as an ongoing process that is rooted in school culture. Second, the school culture emphasizes cooperative and trusting relationships with teachers who are valued as respected professionals within the school community. In addition, we found that schools with the strongest commitment to innovation allow teachers to drive change in partnership with supportive administrators, who can provide a great deal of perspective.
Based on these findings, we recommend that the NAIS look for opportunities to align professional development experiences more closely with the needs and attitudes of individual schools in order to create long-term innovation among its member schools. We also recommend that they schedule dedicated time for faculty collaboration, and that they give faculty the opportunity to engage in professional development opportunities that are personalized to their specific needs and goals. By taking these steps to create a more supportive, collaborative and professional culture, schools can develop the innovative attitudes that will enable them to successfully adapt to the ever-changing landscape of education.
Innovation in education markets: Theory and evidence on the impact of competition and choice in charter schools. Collaborative workplaces for innovation in service companies: obstacles and opportunities for supporting new ways of working. Why the rewards for ambitious problem solving will become greater. https://hbr.org/2018/01/why-the-rewards-for-ambitious-problem-solving-are-about-to-get-bigger.
APPENDICES
Appendix E: Phase II Survey Items and Related Analyzes Items Included in the School Culture Survey. People speak honestly but respectfully to each other.38 Conflicts between individuals are resolved quickly and intelligently.40 At this school we feel collectively responsible for our students.40. 19 We are always looking for new and improved ways to teach.22 Teacher evaluations give me a clear idea of where I stand against expectations.19 At this school there is a close relationship between job performance and performance.
22 Staff members show initiative in developing new ideas for the school.21 We readily admit our imperfections and always strive to become better.22 We have an environment that encourages thoughtful analysis of our teaching and.
School-Level Demographic Differences in Commitment to Innovation and School Culture
