The Path to Enduring Innovation in Schools

It is difficult, if not impossible, for a school proud of its reputation for excellence not to feel the need to claim to have a firm grip on "innovation." Leading in innovation suggests many things that the school is--such as being technologically advanced, current in pedagogy and practice, and generally ahead of the curve. Yet, in reality, while most schools espouse a belief in innovation, few have navigated the innovation challenge quite right. There is, in fact, a science to the art of innovating well in schools that eludes many. Innovation is not just about investing in the latest technology or building new spaces. Innovation is a way of thinking about teaching and learning that begins and ends with questions. This article highlights the changes made at Episcopal Academy (Pennsylvania) to emphasize how asking the right questions of the right people leads to innovation. As the answers become clear, they help bring shape to a school's evolving practices. In turn, they clarify the eventual conversations about resources. These resources--intended to best further the school's specific innovation goals--can be divided into five broad categories: (1) Technology Hardware; (2) Technology Software and Online Tools; (3) People; (4) Time; and (5) Space. The five resource categories need to be constantly rethought and retooled as the school transforms its practices. By definition, being innovative as a school means that teachers and administrators are continually asking questions and reflecting.