โครงการวิจัยปฏิบัติการเพื่อพัฒนาต้นแบบพื้นที่นวัตกรรมการจัดการศึกษาระดับจังหวัด ด้วยกระบวนการเปลี่ยนแปลงโรงเรียนทั้งระบบ: กรณีศึกษาจังหวัดระยอง ระยะที่ 2

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The action research project for the Development of Innovative Education Management Prototype in Provincial Area by using Whole School Transforming Process : A Case Study Rayong Province (Phase 2) is an ongoing research project that is intended to bring about educational reform at the provincial level. The prototype of educational management reform will be a model of systematic and concrete education reform at the provincial level can be applied or extended to the national level. Arsom Silp Institute of the Arts started the 2nd year action research from May 2020-to August 2021 on top of promoting the concept of a Whole School Transforming (7 Changes) process model for 25 pilot schools in the first generation to see the direction and aimed to have a stepping stone to develop their school according to 7 Changes which are (1) school concept focusing on student learning outcomes, (2) school director as the leader for change as well as the academic leader, (3) teacher as a learning expert, (4) learning space and learning vision, (5) learning management focusing on students’ self-directed learning (each school has the right to choose any learning innovations relevant to the school concept, (6) school competency based curriculum for learning management to appropriately agree to the school concept and (7) evaluation system focusing on authentic student development. The transformative learning and change process starts with changing mindset of school director and team teachers. Then, providing a set of knowledge, skills and create a learning and teamwork experience. Besides, there is an area-based coach/mentor to help and facilitate change based on each schools context and readiness. The coaching and mentoring activity was designed to reinforce knowledge and skills sets from the given practical training. The results of the research could assess the level of competence and define a group of potential directors and teachers to be a head coach of their node. Then proceed to recruit 2nd generation of pilot schools. The selection for 26 pilot schools participating in this project was conducted under the concept of “Whole School Transforming” according to the learning theories of “Transformative Learning” and “Holistic Learning” emphasizing students’ learning achievement in 3 major aspects as follows: 1) valued attitude, 2) learning skills and 3) knowledge. All the three ones will lead to the development of students’ competencies in the 21st century. The research team has designed a set of research instruments and research procedures to improve knowledge and skills of school director, team teacher and new generation of educational supervisor to have a clear vision towards the learning management process in which learning is not just in the classroom and see the value of “Change Ecosystem of Education” towards the 21st Century Learning Development. Then, the pilot schools go to in the developmental process of school competency-based curriculum. In this research, there were a total of 7 modules. Module 1 to 3 was trained first to create an important basis for the preparation of competency-based curriculum. So that teachers can practice and apply to their teaching class to create learning competencies for learners. The research results revealed that there were 22 schools’ curriculum have been approved by Educational Innovation Area Motivating Committee. The research findings reflect that key success factor still be school director who is a change agent as well as a change maker. In addition, the research team has designed training station to be a hybrid online/offline session to boost participants’ learning and to set node & network for future coaching stage. The research was conducted under the epidemic situation of the coronavirus 2019 (COVID-19) from wave 1 to wave 4, a severe outbreak. Therefore, there is a lack of continuity in the planned activities. However, the activity has been adjusted to emphasis on installing a coaching mechanism in the area (Node & Network), creating a network-based learning platform with a team of academic mentors to support and give advice every week through PLC Cluster Coaching Online activities, which has progressed faster than expected. The research findings significantly reflect the important lessons-learned impact on the education reform processes in the following aspects: 1) the education reform through school development system is more feasible, the school director is a key influencer. 2) The pilot school is an experimental area for developing competency-based curriculum. There is evidence that traces of useful work can be reflected to the policy level. 3) The local coaching and mentoring mechanism supporting by academic mentors from Roong Aroon School is very important for continuous improvement. The PLC Cluster Coaching Online appears to be a new innovative of supervisory systems, a sustainable system. which helps reflect the changes Competency-Based Curriculum Development Process from the school level up to the provincial level and the countrys educational management policy level.