Realizing Innovation in Education
Lessons from History and the TVDSB Experience
Throughout history, transformative breakthroughs have rarely come from top-down directives. Instead, they have emerged when leaders set bold challenges, created the right conditions, and invited innovators to step forward. Whether it was Charles Lindbergh’s first solo transatlantic flight, President John F. Kennedy’s call to land a man on the moon, or the modern XPRIZE competitions, there is a common formula: challenge, opportunity, and an open field for those willing to take a shot.
The Thames Valley District School Board (TVDSB) applied this very principle to revolutionize education with its School Within A School (SCH(school)OOL) initiative. What began as a pilot in eight schools grew into a movement—one that redefined learning by removing rigid structures and placing students and teachers at the heart of real-world, community-connected education.
The Power of a Challenge: How TVDSB Sparked Innovation
In November 2014, TVDSB hosted an “open innovation un-conference”, bringing together over 400 educators, students, parents, and community members to actively participate envisioning the future of education. This was not a meeting to prescribe solutions—it was a space to ask questions, share ideas, and remove barriers to change. More importantly, it was a signal from TVDSB’s Director and Senior Administration that innovation was not just welcomed—it was expected. This collaborative spirit laid the groundwork for the Culture of Innovation Department, which was established not to lead but to nurture a culture where innovation could organically flourish. I had the privilege to serve as the board’s Coordinator of the Culture of Innovation.
Following a province-wide dispute that derailed classroom initiatives for about 15 months, 170 teachers and administrators from across TVDSB’s 27 secondary schools gathered in April 2016 to explore a radical idea: What if schools had no subjects and no periods—just learning?
Rather than issuing mandates or detailed directives, TVDSB presented this as an opportunity, not an obligation—much like Kennedy’s moonshot. No one had all the answers, but TVDSB leaders trusted that educators, given the right environment, would figure it out together. While there was no manual, each project needed to work within certain specifications - or Bumper Pads.
No Subjects - No Periods: Bumper Pads
Entry Level:
meet expectations of the official school curriculum
respect and adhere to the ALL Collective Agreements
minimum 2 teachers working with students earning traditional credits or grade levels
provide cross-curricular experiences for teachers, parents, and students
build skill based expectations and develop cognitive process skills
abide by existing timelines for reporting parameters for student achievement
prepare students for standardized testing where applicable (ie. EQAO and/or OSSLT)
adhere to public education funding model - no extra $ for staffing or resources but use available funding for professional development and special projects as applicable (eg. SHSM, Learning Forward, Networking)
use existing funding models and teacher to student ratios for staff allocation
Extended Level:
all entry level specifications plus:
4 teachers working with students accomplishing one full year of regular education
provide cross-curricular experiences for teachers and students - no subjects, no periods - all day, every day, full year
rely on Teachers' professional judgment to assure credit integrity and provide ongoing student assessment and evaluation
open to all students - students earn academic, applied or locally developed credit as indicated by their work
By September 2016, eight schools launched School Within A School, removing the traditional time-bound, subject-based restrictions of education while still aligning with Ontario curriculum standards.
Teachers as Designers: A Lean and Agile Approach to Innovation
SCH(school)OOL operates not as a rigid program but as a design challenge, where teachers have the autonomy to experiment, iterate, and adapt. Inspired by Agile and Lean startup methodologies, each SCH(school)OOL initiative is a living prototype—small, adaptable, and built for continuous improvement.
No One-Size-Fits-All Model: Teachers co-design interdisciplinary learning experiences, integrating subjects like Math, Science, English, and Geography in ways that make sense for their students.
Student-Driven Learning: Instead of solving teacher-crafted problems, students identify real challenges in their communities and design solutions.
Scaffolded, Not Scripted: Teachers do not simply assess answers; they guide students in evaluating the quality and impact of their own work.
This model has proven scalable and sustainable, expanding to 115 teachers across 27 schools and engaging 1,800+ students in hands-on, community-connected learning in the first 3 years.
Innovation Within the System: A Model for Sustainable Change
A common pitfall of education reform is the reliance on temporary funding and external resources—which often disappear, forcing schools to revert to old ways. TVDSB designed SCH(school)OOL to be sustainable within existing structures:
Regular Ontario Curriculum: Students earn standard course credits at the usual rate.
Within Collective Agreements: Teachers are supported and protected from burnout.
No Extra Money, Staff, or Resources: The initiative proves that true innovation doesn’t require more—it requires different thinking.
A Movement, Not a Mandate
Like Lindbergh’s historic flight, Kennedy’s moonshot, or the XPRIZE’s approach to solving global challenges, SCH(school)OOL thrived because it was a call to action, not a top-down directive.
At the core of the SCH(school)OOL program is the belief that teachers are designers of learning. Much like agile project teams in the business world, TVDSB educators view their classrooms as start-ups, a place to adapt and innovate. The flexibility of having no scheduled subjects or periods encourages teachers to design interdisciplinary learning experiences based on community needs. This methodology mirrors the X-Prize's call for innovators to solve complex problems with creative solutions, inviting educators to dream big and take risks in productively ambitious ways.
By treating the program as an opportunity rather than an obligation, educators are inspired to leap into innovative practices. Teachers collaborate across disciplines, integrating the curriculum while maintaining standards, effectively creating a fabric of learning that is alive with relevance and purpose.
Rather than waiting for government policies or large-scale rollouts, TVDSB empowered teachers to start small, collaborate, and grow organically. The result? An education transformation that is teacher-led, student-driven, and community-connected.
As educational leaders consider the future of learning in their environments, TVDSB’s School Within A School program illustrates a profound lesson: innovation thrives when it is cultivated from the ground up, rather than dictated from above. By setting ambitious challenges, creating conducive conditions, and empowering educators and students alike, leaders can ignite transformative change that reshapes the educational landscape.
Now is the time for school leaders to embrace the potential of their communities and invite all voices to participate in the ongoing journey of discovery and learning. Let us inspire a new generation of thinkers, creators, and changemakers — one classroom at a time. The future of education is bright, and together we can shape it into something extraordinary.
As SCH(school)OOL continues to expand, it serves as a powerful example for school leaders everywhere: If you want to inspire innovation, don’t dictate the path—create the conditions and invite the best minds to step forward.
