Leading the Way

Transforming the Education System for the Innovative Society – A Case Study

AIA Continuing Education Provider

1 LU

A quiet revolution has taken place in a southeastern school district in New Brunswick, Canada. The leadership team came to realize they had to redefine the mindset, structure, and culture of their organization in order to redesign the learning, teaching and leading experiences. By shifting the education culture from an Ego-System to an Eco-Community, the project called "Intr'Appreneur: Tomorrow's Education Today" is transforming the schools into "Innovative Learning Community Centres" addressing the needs of the community. This was not a leap of faith but a leap of leadership. The project is supported by a world-renowned research team with the overarching research question: What impact, in terms of measurable effect, does the Intr'Appreneur project have on addressing the mismatch between the formal education system and the challenges of the innovative society? This session will share the story, the three phases of transformation and findings on the six specific research topics.

Learning Objectives:

  1. The industry transformation gave rise to new types of workspaces, a new innovative approach, and a new context of working. This session will share the story of how a school district started to achieved innovation and performance through a system transformation that shifted the school system from a directive to a personalized, collaborative, and innovative culture. This was not a leap of faith but a leap of leadership. We will also learn: 1- why the school system has not been capable of evolving at the same pace as society since the ‘80s, 2- understand the mismatch between the delivery system of the formal education and the skills and qualifications needed of the new labour force and 3- share the five evolutions (5E) explaining this mismatch.
  2. In this session, we will describe the process of transforming a school in a “Innovative Learning Community Centres” in three phases of transition. The first phase is called “Merge” where the students, teachers and supporting staff of the same grade level are together in one environment called a “Learning Community'' (LC). The second phase is called “Converge” where the convergence of all grade levels takes place. At this phase, the school is becoming the LC. The third phase is “Transform.” As stated previously, the school is being rebranded as an “Innovative Learning Community Center.” At this stage of transformation, the community is the classroom, and the school is an Innovative Learning Community Center where the learning and the teaching are authentically addressing the needs of the community.
  3. This project is supported by a world-renowned research team with the overarching research question: What impact, in terms of measurable effect, does the Intr’Appreneur project have on addressing the mismatch between the formal education system and the challenges of the innovative society? The concept of learning and teaching in spaces described as Learning Community has been defined by six research topic areas which are Leadership, Engagement, Well-Being, Environments, Outcome & Competencies, and Inclusion. Even though the project is at its infancy, the preliminary results demonstrate that students and teachers are more engaged. These learning communities environments seem to be developing the confidence of students, teachers and school principals. The data also shows they are more efficient and effective with their management skills, thus developing the autonomy of students (self-manage), teachers (LC management) and school principals (LC & school management).
Dr. Mario Chiasson
Dr. Mario Chiasson
Director of Research, Innovation & Change Management, District Scolaire Francophone Sud  

Dr. Mario Chiasson is known for his practical insights on learning innovation. Over the years, Mario has helped countless organizations and institutions (schools, districts, ministries, colleges, universities, business and communities) to navigate through disruptive change, develop innovation capabilities and drive continuous improvement. Mario’s primary focus is to assist organisations in system transformation with visioning planing process and design spaces/buildings (physical, digital and hybrid) that influence the learning and the teaching process of new skills aligned with the innovative society. Over 25 years of experience in the education system, Mario is now the Director of Research, Innovation & Change Management for District scolaire francophone Sud, New-Brunswick, Canada. He is currently the Chief research investigator of a longitudinal research project called "Intr'Appreneur: Tomorrow's Education Today". Mario’s personalized approach of real-world experience, enthusiastic style and applied research enables him to assist leaders to rethink and find innovative ways to transform the learning.

David Després
David Després
Director of Finance & Operations, District Scolaire Francophone Sud

David is the Director of Finance and Administration at District scolaire francophone Sud since April 2016. He manages a budget of $171 million, oversee staff in facilities, transportation, and finance, and analyze infrastructure needs to develop long-term planning. David also ensures safety through emergency preparedness planning, advises the District Education Council on administrative and financial matters, and continuously improves administrative processes. Previously, he was the Director of Human Resources for 15 years, managing labor relations with five unions and identifying staffing needs, among other responsibilities. They hold a Master's degree in Public Administration from the Université de Moncton.

Track: Research

This track elevates Research on learning and learning environments and focuses on methodology, findings, and implications for practice. Tangible takeaways are encouraged, including tools and resources that support innovation and improvements to learning environments. There is Art in how we utilize Science to improve our design outcomes and our design and research process. To this end, dissemination of research findings is a priority so that learning environments are re-imagined and enhanced based on evidence and measured impact, not based on trends.

Primary Core Competency
Educational Visioning: Exhibits an understanding of best and next practices related to educational leadership, programming, teaching, learning, planning and facility design. Establishes credibility with educators, community members and design professionals while conceiving and leading a community-based visioning process. Demonstrates the ability to articulate the impact of learning environments on teaching and learning and uses that ability to facilitate a dialogue that uncovers the unique needs and long-range goals of an educational institution and its stakeholders – translating that into an actionable written/graphic program of requirements for the design practitioner.

LearningSCAPES 2023

October 12-15 | Hilton Chicago

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