Understanding the Foundations of Change

The advocacy for inquiry-based education dates back to John Dewey’s influential work, "Logic: The Theory of Inquiry," published in 1938. For decades, inquiry and innovation have been variously championed within K-12 education, yet many promising ideas struggle to gain traction. Successful widespread adoption of innovative practices hinges on educational leaders understanding and addressing the needs of their audience—primarily teachers, who traditionally have been trained to teach distinct subjects within rigid schedules.

Most educators excel academically and earn advanced degrees, yet many lack opportunities to develop skills in inquiry and innovation. To drive lasting positive systematic change in education, find the visionaries that already exist within your educator community and create the conditions for them to diversify their experiences and create and iterate.

Our journey at Thames Valley District School Board (TVDSB) reflects this philosophy. Our approach has been informed by the Diffusion of Innovations theory from Everett Rogers, further refined by Geoffrey Moore in his book "Crossing the Chasm" (1991), alongside Malcolm Gladwell’s concept of the tipping point (2000).

Diffusion of Innovation Theory

Finding Visionaries

Our School within a School initiative began in secondary schools, rooted in a fundamental question posed to every secondary teacher in the district:

How might we...?

How might we teach without subjects or periods? Imagine a day where buses drop students off in the morning and return to pick them up at day’s end, leaving the time in between entirely up to you. How might this change your teaching approach?

The reactions to this question varied significantly. Some were dismissive, fearing a radical shift in education, while others expressed cautious interest, seeking serious dialogue about the possibilities.

Educators typically responded in one of two ways: “Don’t talk to me, this is the end of education as we know it” was the most common. “Don’t talk to me, unless you are serious”, was less common but far more desirable for an innovation project. The interested responses reflected the mindsets of Innovators and Early Adopters. Our goal was to engage these visionaries, giving them the opportunity to explore and refine new classroom approaches. We believed that as these pioneers embraced change, the rest—comprised of the Early Majority, Late Majority, and Laggards—would more readily follow suit.

Influencer Dynamics

Within the Diffusion of Innovations model, each group of adopters influences the next. Innovators are risk-takers, actively seeking and developing new ideas, while Early Adopters step in after initial successes, refining processes for broader acceptance. The Early Majority tends to adopt ideas once they see them gaining traction, while the Late Majority aligns with accepted practices once they are widely established. By the time a critical mass of the population adopts a new approach—around 84%—it becomes easier to persuade Laggards to comply.

Geoffrey Moore insights call this gap between Early Adopters and the Early Majority "The Chasm." Malcolm Gladwell expands this idea in "The Tipping Point," highlighting the moment of widespread acceptance and adoption that can lead to success.

Crossing the Chasm

To effectively cross this chasm and reach the tipping point, we turned to persuasion theory. Robert Cialdini’s "Influence: The Psychology of Persuasion" outlines six principles—reciprocity, scarcity, liking, authority, social proof, and commitment/consistency. Of these, scarcity and social proof are particularly pertinent to educational transformation.

Innovators and Early Adopters are often motivated by scarcity; they are drawn to possibilities others deem impossible. Conversely, the Early Majority is influenced by social proof—they observe what their peers have embraced. Early Adopters may find their uniqueness threatened as the innovation becomes mainstream, creating a complex interplay of interests.

In April 2016, we organized a Think Tank specifically for the "don't talk to me, unless you’re serious" Innovators and Early Adopters. The invitations emphasized the unique opportunity presented—no one else was pursuing an educational model without subjects or periods. This provocative approach attracted adventurous educators, and we welcomed 170 participants from all 27 high schools.

During this initial meeting, we provided clear parameters:

Adherence to the provincial curriculum, ensuring students achieve the necessary expectations and credits.
Compliance with collective agreements, maintaining a balanced workload for educators.
Promotion of collaborative, integrated curricula.
Sustainability through existing resources—no additional funding or staff.

That fall, we successfully launched instructional teams in eight schools, engaging over 400 Grade 9 and 10 students. Among these, BiLP at Beal Secondary emerged as a pioneering team, fully committing to an all-day programming model for a full semester. Their innovative spirit, collegial approach, and willingness to share their process drew attention and set a foundation for others.

Building Community and Collaboration

Commencing with the launch of BiLP in September 2016, and continuing for the first three years, we actively fostered a sense of community among teachers involved with the initiative. We instituted PIVOT DAYS, during which supply teachers would cover classes for School Within a School (S()S) educators. These designated days provided teachers with essential time to plan, collaborate, and observe each other's classrooms.

The PIVOT DAYS were structured to honor the dedication of teachers while enhancing their professional development. Once a month, teachers participated in self-selected major planning sessions or visited other locations engaged in the initiative.

Once each semester we held a common system-wide PIVOT DAY gathering. These meetings maximized opportunities for sharing experiences and learning from one another, creating a supportive network enriched by diverse perspectives. Educators gained insights and inspiration from their peers who were also navigating the challenges and successes of innovative teaching. By enabling teachers from both elementary and secondary levels to connect, we facilitated a unique opportunity for co-teaching across the system and encouraged cross-pollination of ideas, strategies, and best practices. This collegial environment helped build resilience among the teachers and encouraged them to take risks as they pushed the boundaries of traditional education.

Expanding the Impact and Sustainable Growth

As the School Within a School initiative evolved, it quickly gained momentum, spreading from secondary schools to the elementary level. Over the subsequent three years, the program expanded to 45 teaching teams working with over 2,000 students from grades 1 through 12. This growth demonstrated not only the feasibility of the initiative but also its resonance with both students and educators.

Through our experiences, we learned that challenges such as course selection and scheduling were obstacles that could be overcome with collaborative planning and innovative thinking. When faced with comments like, "Trillium won't let you do that," our response was consistent, "Why should we let scheduling software dictate what is best for our students?" This mindset cultivated a culture of creativity and flexibility, which became integral to the program's ongoing success.

Moreover, the engagement and questions raised by our teachers’ union members indicated a community interested in the initiative’s potential. Their inquiries fueled dynamic discussions focusing on how we could address various operational aspects together. The absence of a rigid procedural manual allowed teachers the freedom to explore and adapt the program organically, enhancing their investment in the process.

Conclusion: A Model for Future Innovation

The journey of implementing the School Within a School initiative at TVDSB underscores the significance of purposeful innovation in education. By leveraging the principles of the Diffusion of Innovations theory and understanding the motivations of different adopter groups, we successfully fostered an environment of collaboration and exploration.

The experiences shared by Innovators and Early Adopters paved the way for broader acceptance among the Early Majority and beyond. The focus on inquiry-driven learning not only empowered teachers but also shaped student experiences in meaningful ways, preparing them for a future that demands critical thinking and adaptability.

As we reflect on this transformative journey, we encourage educational leaders across the globe to embrace the challenge of innovation in their contexts. By fostering open dialogue, facilitating creative experimentation, and focusing on the needs of educators and students alike, lasting changes in educational practices can emerge.

In this way, the School Within a School initiative serves as a powerful example of how thoughtful advocacy for inquiry and innovation can lead to significant, positive outcomes in education—ultimately culminating in a richer, more engaging learning experience for all. Together, through collaboration, structured opportunities for professional growth, and a commitment to meeting the needs of our educational communities, we can pave the way for future generations of learners who are prepared to thrive in an ever-changing world.

Diffusion of Innovation in Education