REPORT OF THE BRIGHTON MEETING
DECEMBER 7-11 2005
Basics Project Management
Zuzana BENOVA, AISIS, Czech Republic
Cvetka BIZJAK, Zavod RS za šolstvo, Slovenia
Loriana CAVALERI, Nuova Direzione, Italy
Simon COFFEY, King’s College London, United Kingdom
Danuta ELSNER, Poland
Bengt-Göte FREDING, Utvecklingsenheten, Sweden
Jane JONES, King’s College London, United Kingdom
Milan KOTIK, AISIS, Czech Republic
Pieter LEENHEER, The Netherlands
Joakim LÖVGREN, Utvecklingsenheten, Sweden
Brigita RUPAR, Zavod RS za šolstvo, Slovenia
Valentina TORNABENE, Nuova Direzione, Italy
Rudi SCHOLLAERT, Nascholing in het Katholiek Onderwijs, Belgium
Marc VAN DEN BRANDE, Nascholing in het Katholiek Onderwijs, Belgium
Karine VAN THIENEN, Nascholing in het Katholiek Onderwijs, Belgium
Excused: Margaret FARREN, Dublin City University, Ireland
A warm Welcome to our new representative from Palermo: Loriana Cavaleri. She is a sociologist
and she has worked in the field of pupils at social risk and evaluation skills.
What By whom By when
1 – Publication
Action plan for publication:
Adapting text according to feedback (final version) and All contributors March 1
send to VSKO for posting on Secret Garden. As flat as
possible, re-read by a native speaker of English
BASICS, 112241 – CP – 2003 – 1 – BE – COMENIUS – C21 p. 1
Language editing Jane, Simon
General editing Pieter, Rudi
To the printers VSKO July 7
How many copies per partners? For the Conference? For the
Chapters will be accredited by name.
! Add a reference to the implications for change agent and
for head teacher in each contribution if relevant…
Sending out his text for a second feedback round Simon Straight after
Short text on action research (Cf. In search of the Treasure Jane March 1
Chapter on change agents competences Pieter March 1
Action plan for translations:
Translate selection of articles: key documents + others All partners September 1
adapted to own target group – related to home context and
purposes, translations or summaries
100 A4 pages with Basics logo, EU logo and copyright text
Send the translations in a binder to VSKO (5 copies) 25
Send an electronic version for the CD-Rom
Send logo and copyright text from EU website (for Karine Done
Case studies (for the CD-rom): polish them in order to have March 1
Instruments (for the CD-rom – toolbox):
Providing instruments in L1 and in English – including lay-out All partners
2 - Course modules
Provide training materials, articles in own language as All contributors March meeting
supporting materials (e.g. Brigita’s powerpoint for a 2days
training on building vision)
BASICS, 112241 – CP – 2003 – 1 – BE – COMENIUS – C21 p. 2
3 – Change agents forum: the Conference
Preliminary programme VSKO December
Calculate the budget for accommodation and VSKO End of January
subsistence – finalise it by the end of January
Send out a flyer (invitation + Preliminary programme) VSKO January
Contact schools, communicate that there will be a All partners End of January
conference and that they can apply for a Comenius
2.2.C grant at their National Agency
March: working out the programme All partners Sicily meeting
PM. Deadline for application of Comenius 2.2.c grant in
Italy: March 1
Fill in the filecard for contribution to the Conference All contributors Mid-January
Deliveries in Language 1
Providing a grid: a “survey of documents in L1” VSKO ASAP
Bring as many documents as you can in your own language All By Sicily
Preferably in electronic format
Fill in the grid (“survey” of documents in L1) and bring it to
Project management: Finance and administration
Send travel docs to VSKO (no taxi bills) All partners Straight after
Sending relevant docs (content, dissemination) for the Final All partners and Straight after
Report consultants the meeting
Agree on a moment to log in on the Secret Garden and sort Simon & Karine ASAP
out access problems at King’s
Danuta’s New email address: email@example.com
Inform VSKO of Valentina of prices for flights to Palermo All partners Straight after
and Catania the meeting
Send arrival and departure time for the meeting to VSKO, All meeting February 25
CC to Valentina attendants
BASICS, 112241 – CP – 2003 – 1 – BE – COMENIUS – C21 p. 3
3 FORUM FOR CHANGE AGENTS AND PROJECT DISSEMINATION
3.1 Contact Seminar in Alden Biesen (January 11-15 2006)
So far we have 35 registrations for the Contact Seminar in Alden Biesen and 20 people still in the
running for a grant.
Survey of countries involved: Belgium: 10; Czech Republik: 4; Denmark: 1; Estonia: 2; Finland: 1;
Germany 3; Hungary: 2; Italy: 4; Northern Ireland: 1; Norway 3; Portugal: 1; Romania: 1;
Are still in the running: 2 people from Czech Republik; 2 from Ireland; 2 from Italy; 3 from
Northern Ireland; 3 from Sweden; 1 from The Netherlands and 7 from Turkey.
3.2 Comenius course in Prague (February 18-24 2006)
The conference will be embedded in the last partner meeting.
As to marketing, we can make people aware that they can apply for a Comenius 2.2.c grant for
attending the Conference.
Survey of candidates so far: 27 attendants
Belgium: 8; Germany: 1; Italy: 9; Romania: 1; Sweden: 6; Turkey: 2
Dates for the 2007 Course: February 3-9
3.3 Conference September 2006 (September 22-23 2006)
The Conference will be organised in Portoroz (SI) on Friday and Saturday September 22-23. We’ll
combine it with the final meeting (see also last section on Meetings).
Target group of the conference: head teachers, middle management, external advisors…
Contributions: we are aiming for interactive formats.
Rudi will send out a more general invitation in January. In March we’ll work it out. P.M.: the
deadline for application of a Comenius 2.2.c grant is March 1 in Italy.
PARTNERS START MARKETING CAMPAIGN January 30!
Karine: Presenting BASICS
Rudi: opening and stages in the change process
Pieter and Marc: the cultural dimension
BASICS, 112241 – CP – 2003 – 1 – BE – COMENIUS – C21 p. 4
1 Bengt-Göte & Joakim Awareness
2 Brigita & Cvetka Supervision
3 Simon & Zuzana Comfort zone
4 Zuzana Leadership / role of the headteacher
5 Karine Resistance / Learning & passion?
6 Pieter & Marc Change agent competences
7 Cvetka How to change mental models
8 Irena Implementing change
9 Danuta Mapping the process of change
10 Use of techniques? (toolbox)
New slot: Series of case studies by Basics schools (45’)
See also document “the Portoroz conference”
VSKO: Preliminary programme
VSKO: Calculate the budget for accommodation and subsistence – finalise it by the end of
VSKO: Send out a flyer (invitation + Preliminary programme)
All partners: Contact schools, communicate that there will be a conference and that they
can apply for a Comenius 2.2.C grant at their National Agency
All partners: working out the programme at the Sicily meeting
PM. Deadline for application of Comenius 2.2.c grant in Italy: March 1
4 WORK IN BETWEEN THE MEETINGS
UK, King’s College, They continued their work with their mentors. They provide regular
Jane and Simon training for professional development, including research activities.
They disseminate and share their work from the Basics project with the
Simon and Jane will have a look at how to put a web link to
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www.basicsproject.com on their homepage.
They arranged a visit to a public co-education school, Ardingly College,
Haywards Heath, West Sussex, a closed environment of privileged
education. Website: http://www.ardingly.com/
CZ, AISIS, Zuzana and They a run a similar project as Jane. They work as facilitators in schools.
Milan The last 3 months they started with practice with a group of 35 people
from the whole Czech Republik. They work with heads and deputy heads
about leadership and vision.
They disseminate Basics in their work with head teachers and deputies
from all over Czech Republik, who would be happy to join us at the
Conference. They will fill in a dissemination form to account on this.
In the redesign of their website the added a short description of the Basics
project as well as a link.
NL, Pieter Pieter started a discussion on the possibility of having a Dutch – Flemish
conference on November 16.
He also supported VSKO in the organisation of a two days excursion of the
Basics Flemish Change Agents to schools in The Netherlands – a part of the
Training change agents programme.
SE, Boras, They work for the National Agency for school improvement. Out of more
Utvecklings-enheten, than 3000 schools, Boras was one of the 6 best school communities from
Bengt-Göte and Sweden.
In the schools they visit for to disseminate their best practice, they work
on “why, what & how”, “shared meaning, external orientation, a.s.o.
They provide inset for teachers in this area.
They take advantage of these opportunities to hand out the Basics
leaflets. And they are very successful in sending people to Alden Biesen,
the Comenius course in Prague, and other courses delivered by VSKO.
They will send a dissemination form for their Programme on school
improvement (lists of attendants, invitations, programmes) and for their
broadcasting performance (+ cd-rom of the performance)
SI, Ljubljana, NEI, They use action research as a basic strategy in their work with schools in
Brigita and Cvetka the context of the Didactic reform.
They will send a dissemination form for their 2 x 2 days workshops on
creating vision. They work with some 40 people from the 1rst and 2nd
cycle in the Didactic Reform. In the 1rst cycle they support 3 schools.
Each school has a development team. NEI works with 2 groups on action
research: 1) the school head and 4 or 5 teachers from the development
group (workshops on how to support people on the didactic reform) and 2)
with the whole staff.
They have / will (?) put the logo and some materials on their website.
BASICS, 112241 – CP – 2003 – 1 – BE – COMENIUS – C21 p. 6
They are prepared to write some articles with mention of Basics.
IT, Palermo, Nuova Their main activity since Mestre has been finding participants for events
Direzione, Valentina such as the Contact Seminar and the Comenius course in Prague. Both
and Loriana were not highlighted by the National Agency. They have written a formal
letter to the boss of the Socrates Agency to ask for support for these two
PL, Danuta Danuta sends dissemination forms on a regular basis in order to keep track
of her efforts to share the Basics approach.
She handed out a copy of her last publication, a book on managing change
The had 2 slots of workshops at the national inset institution for training
of school heads.
BE, vzw Nascholing, They still run a local Basicsproject where they support the learning and
Rudi, Marc and innovation process of 9 schools who work towards an innovation effort of
Karine their own choice. Besides Rudi, who is the project coordinator, they
employ 2 half time collaborators, Guido and Karine.
They continued also working with a group of educational advisors in order
to discuss the Basics principles and how they relate to the practice in
Flemish schools. Now they engaged as a learning group in a training on
In June, Rudi will present some Basics outcomes at a national conference
for educational advisors.
And they continue updating the website and the Secret Garden (close
environment for Basics partners and forum for the change agents directly
involved in the project)
5 PROJECT DELIVERABLES
Publication of framework as well as strategies, instruments and techniques for change agents.
Next to the English book, the partners are expected to deliver a translation of some 100 A4
pages, adapted to the home context. Parts of the joint publication could be summarised, other
parts could be translated and adapted to the actual home context. Something faithful to the
original which serves the local purpose and target group and makes sense in the local context.
Something that can also serve the local dissemination purposes.
The translations are expected in two versions: a first one in a binder, lay-outed by the partner
(with Basics logo, EC logo and text on support of the Socrates programme… VSKO will send the
logo’s and the text of the Commission.
The partners can already start translating now. Time of delivery: before August 25.
Course modules and materials for the professional development of change agents in several
languages. This consists of 1) the modules of the Prague course (Powerpoint presentations,
scenarios of workshops, texts); 2) conference contributions; 3) own materials in mother tongue,
BASICS, 112241 – CP – 2003 – 1 – BE – COMENIUS – C21 p. 7
i.e. home based modules of workshops, seminars, presentations used or useful in the framework
of the Basics project (powerpoint presentations, scenarios, programmes and texts).
Change agent portfolio. See Sonja’s contribution to the publication, Prague 1 course portfolio,
Prague 2 course portfolio. Also in language 1 where applicable (e.g. in Slovene, in Flemish).
Forum for change agents. See also website: Comenius course, Contact Seminar, Conference,
6 SCHOOL VISIT
Programme of the school visit:
9.00am Arrival and coffee
9.15am Welcome; John Franklin, Headmaster Ardingly College
9.30am An introduction to the independent sector in the UK: contexts for change (Mike
Carslaw, Deputy Headmaster)
10.00am Tour of the College
10.45am Opportunity to meet some teaching staff
11.45am Lesson observation
12.00am Change issues affecting the independent sector in general and Ardingly College in
7 FEEDBACK ON THE SECOND DRAFT OF THE CONTRIBUTIONS TO THE PUBLICATION
Format for the discussion of the publication:
First stage: the publication as a whole: what kind of publication do we envisage? A holistic
approach starting from what is the essence of Basics according to us and the implications for the
Second stage: zoom in on separate contributions.
7.1 The essence of Basics (Pieter Leenheer)
Procedure: 3’ to formulate individually in a few key words what is the essence of Basics. Discuss
and bring it together in groups of 3 before sharing it in plenary.
BASICS, 112241 – CP – 2003 – 1 – BE – COMENIUS – C21 p. 8
Plenary: key issues:
Common ground. Sharing = discovering similarities. The mission to raise why questions and to
create common ground for dealing with change.
“Why” need to be ready to change? Change is at the same time a necessity and a choice. The
driving force can be an outside demand or from a bottom-up perspective: what is in it for
me. The how derives from the why.
Agency at the shop floor is essential. Managers used to implement planned change in a
rational way, but it is impossible without involvement of people concerned. Why can only be
done by the people self. There is a need for a relative autonomy. Boundaries: the
government set rules. There is also a need for outside orientation. Change sometimes needs
an external drive or push, because it doesn’t always happen automatically. It’s often good to
have a critical friend passing by…
Change is no big deal. It is looked at as a demon, but it isn’t. Change is an attitude. The
point is in helping people by providing time and space, in helping people with dealing with
emotions and going ahead with it. The emotional side is always forgotten.
Change is about mental models changing throughout the process. “Give people training and
mental models will change” versus “Work on change and mental models will change”.
Sometimes one needs a push. Persons also can ask for a push. And this is not always via
Agency: action research as a starting point (including the why).
The need to make reference to learning, the core business of the school (= related to the
Change is unavoidable. Sometimes people want to keep things as they were, to keep the
A number of stakeholders take decisions without knowing what they talk about. A number of
stakeholders are not aware of processes blocking the processes. Schools need to set more of
the agenda themselves. Besides the message for schools Basics has also a message for other
Why? Need for time, need for reflecting in order to give a meaning. Doing something can only
if it is meaningful.
Agency and autonomy: it is important that people can appropriate it and make it meaningful
for themselves, that they are setting their agenda so that they can learn from it. From
opportunity to learning to more learning, to more competence.
External orientation. Often we can point out a “motoric moment”. An engine sparks off, and
things come in action. Often because of pressure, or critical friending.
Basics is about a new approach to learning, teaching and organising learning. It is based on
research, and on the capacity and the possibility of schools to change in a local or global
setting. It’s about networking for better learning. Basics is about a theoretical and a
practical approach to learning.
If this is the core, to what extent do the contributions meet these ideas?
1) Unavoidable and emotional process which hurts lots of people. Managers make the same
mistake as the government: they devise a rational plan and try to implement it.
BASICS, 112241 – CP – 2003 – 1 – BE – COMENIUS – C21 p. 9
2) If you don’t carry out this process you can’t do your work
3) It has to be done by the people. The limits are set by the authorities, but it should be as
autonomous as possible
4) There is a need for external orientation.
Pieter’s view on the publication is that there should be
1) An introduction: at the start a description of the core message;
2) General articles: texts of Rudi, Jane, Bengt-Göte, …
3) A range of specific articles that illustrate aspects of the message, e.g. Cvetka’s article on
how to change mental models starting from people looking at their own problems and from
there on reframing mental models.
So far the publication partly lacks of coherence. If we agree on this as a message, in each article
there should be a link with the core message. This doesn’t mean we have to rewrite the texts,
it’s just about adding and stressing some issues in order to give the publication more coherence.
So for instance Bengt-Götes’s text is excellent to make connections to “agency”.
A number of articles are rather rough. Who are we writing for? Actually our target audience
consists of coordinators, external advisors, managers… Different categories of readers have
different reading habits.
Two issues to look at in the articles are: the core message, references to the core message, and
in view of the future reader: is it adequate or not.
Summary of the core message of Basics for the feedback on the contributions:
1) Change is unavoidable; no big deal! Time and space; technical-rational. Understanding of
2) Why: attribute and share meaning
3) Agency: relative autonomy of teacher and school
4) External orientation: mirror & cooperation.
7.2 Criteria for feedback (Rudi Schollaert)
1) Readability for the target group: who is the text written for? What is the target group? Who
does the text address?
a) People in schools involved in change processes
b) Unless the text is written towards authorities.
What our audience is not: purely academic, audience of university lecturers.
2) The link with the Basics principles, the core message, with relative degree of explicitness.
The link should be reasonably explicit.
BASICS, 112241 – CP – 2003 – 1 – BE – COMENIUS – C21 p. 10
3) The length: is it appropriate. We need a window of equity: 10 to 15 pages max. We are now
at the last feedback stage, to be followed by the final draft. Regularity of format and style will
be looked at during the last editing stage as well.
Articles will need an abstract: “this article is dealing with X and this is how it fits in with
5) Connections between texts, cross referencing
6) What is the point the authors is making
7) What are the implications for the change agent as to competences needed to do it?
Agreement on the questionnaire for feedback:
1) What is the point the author is making?
2) What target group does it address?
3) The link with the core message of Basics
4) Cross-referencing to other texts
6) Appropriateness of the format
7) Facultative: what does it mean for competences of change agents?
Karine, Joakim and Brigita
Pieter, Danuta, Zuzana and Simon
Jane, Marc, Valentina and Milan
Bengt-Göte, Cvetka, Loriana and Rudi
We take the articles in the order written down on the whiteboard. The groups skip the texts
from their team members. Each representative will receive feedback from 3 groups. People who
are not attending the meeting receive feedback from 4 groups.
8 FEEDBACK ON THE ARTICLES AND WRAP UP
See separate documents posted in the Secret Garden.
BASICS, 112241 – CP – 2003 – 1 – BE – COMENIUS – C21 p. 11
As we pointed out in Leuven, a number of characteristics are essential to change, e.g.
reflection sustainability, leadership.
Who is the change agent? Someone who supports, facilitates communication and the adaptation
to the “new idea”. But he is also a leader, someone who has vision, who can influence others,
who takes response-ability.
The role of the head teacher
A change agent has to have awareness of the role of a leader and of the role of the head
teacher. There is a kind of overlap between the formal leader an change agency. A school head
can be productive or counterproductive… The head teacher is the one who hires, outsources…
Missing in the contributions to the publication: “the school head is there and we respect him”.
We should add something on the head teacher in each text: wat is he doing in … What are the
implications for the change agent and for the school head. It’s about ownership and
Change agents competences (see next section)
Instruments: “useful but risky”. It can also be web links.
The “toolbox” is meant to include “strategies, instruments and techniques”. Besides
“instruments” we will also include training activities (e.g. for active listening).
One of the sessions at the Conference could cover the use of strategies and techniques,
including the link with action, what to do with the outcome. It could be a workshop on the use
of our Toolbox.
Self perception / misperception
9 CHANGE AGENTS COMPETENCES
We did some brainstorming about it at the Boras meeting.
How to deal with it in the book?
Either at the end of each article: which kind of competences needed?
Or an additional chapter
Include what we want to convey in the portfolio article
Change agents competences at 2 levels: towards yourself and to make change happen with
others. Two types of change agents: the professional and the lay change agent.
As we don’t believe in the Superman syndrome there are two options: 1) either rely on joint
competences as a team; 2) make it depend on the context: life, school or professional situation
(the external who does it for a living.
The external change agent has the advantage of being independent to the situation. His task
consists of “how to support it”, not “how to solve it”.
As coordinator Rudi mentions the need to deliver a typology or taxonomy of change agent
BASICS, 112241 – CP – 2003 – 1 – BE – COMENIUS – C21 p. 12
Pieter’s reaction: this is impossible if it’s linked to a context. What might be possible then is
“how to assess strong and weak points”. E;G; for internal agents: strong points, e.g. in own
context; weak points, e.g. less background. …
Marc suggests the approach of the professional profile:
11 Professional profile (elements of it are already in Sonja’s text): researcher, learner,
professional developer, …
12 Which competences are needed for each of these “functions”. A researcher needs to…
13 Which knowledge do you need. Attitudes are mostly generic, whereas skills are more
specific to the task.
A teacher is appointed “for ever”, whereas an external change agent isn’t. Does he fit in with
the situation? At a certain point he might be “outdated”. To that respect the situation is
different from the “professional profile” or for a profile in vocational education.
So the question for the school is: “which competences does our team need in this particular
Pieter suggests to write an additional chapter on change agents competences consisting of 4
Part 1: Marc’s suggestion on Change Agent Profiles - Part consisting on
- Exhaustive description of
skills, knowledge and
Part 2: Nobody is perfect ==> a team needed
Part 3: Competences are contexts related ==>
Part 4 Incidental Deliberate
- internal (a.o. school head)
Implications for Sonja’s text: leave out the competences and refer to the separate chapter on
BASICS, 112241 – CP – 2003 – 1 – BE – COMENIUS – C21 p. 13
10.1 Sicily meeting (March 8-12 2006)
Before booking our tickets, all partners will check on the prices for a flight to Catania and
Palermo (300 km from one another) and mail it to Rudi, CC to Valentina. From this information
Valentina and Rudi will sort out where the meeting will take place, depending on budgetary
issues and feasibility concerns.
The meeting will mainly be devoted to
Preparation of the conference
By the Sicily meeting we need to have a clearer view on texts in L1. Reports of meetings,
Task: By next meeting all partners bring as many documents as they can in their own language.
Preferably in electronic format. VSKO will devise a grid with the kinds of documents expected
and send it out. The partners are kindly requested to fill it out by mentioning what documents
they can provide for which contractual delivery.
10.2 Portoroz meeting (September 20-24 2006)
We’ll start on Wednesday with practicalities and administrative issues such as finalising the
paper work. On Thursday we’ll schedule the preparation of our contributions. We’ll end with a
10.3 Evaluation of the Brighton meeting
Rudi: he is extremely satisfied. The group has been performing. He had not been anticipating at
this being an easy meeting. He gets more and more confident in the publication. He thanks all of
us for the constructive feedback. He also thanks our hostess and our host who have done a great
job, who have displayed their own leadership style and a good team spirit. It has been a smooth
meeting, according to plan. He is happy with the accommodation, with everything.
Jane enjoyed it.
Simon: it worked very well in small groups. Personally he would like more detailed feedback. He
asks us to try to be critical in a constructive way.
Bengt-Göte adds: “we give praise”. He thinks it is important to get feedback if he’s on target
Rudi suggests as a possible procedure to make notes on the documents and give it to people,
also at sentence level. Bengt-Göte thinks it would be helpful to have any comment.
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