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Teacher Leaders: Leading Change in Difficult Times

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Teacher Leaders: Leading Change in Difficult Times
What will schools look like 20 years from now? What role should teacher leaders play in this process? Come hear a national presenter discuss lessons learned from the nations’ most rapidly improving schools. This presentation looks at moving to CCSS using high levels of rigor for student learning and preparing classrooms for high student engagement.
Presenter: Bobby Ashley - Jefferson, NC

Published in: Education
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Teacher Leaders: Leading Change in Difficult Times

  1. 1. Teacher Leaders: Leading Change in Difficult Times Bobby Ashley, Educational Consultant bobbyashley2010@gmail.com
  2. 2. Learning Targets: • Understanding the change process • Teacher Leadership – The Quadrants • Using common core state standards as a ‘driver’ for positive change • Making lessons relevant to the students’ world • Building positives relationships • Understanding and using neuroscience
  3. 3. “If You Can Google it, You should not be teaching it” Do you agree or disagree? Why or Why Not? One minute to “turn and talk”
  4. 4. “Whoever is doing the work is doing the learning” Do you agree or disagree? Why or Why Not? One minute to “turn and talk”
  5. 5. 6 Examining Rigor
  6. 6. 7 Examining Relevance
  7. 7. 8 Examining Learner Engagement
  8. 8. 9 Examining Literacy
  9. 9. 10 Examining Literacy
  10. 10. 11 Examining Literacy
  11. 11. Change
  12. 12. 3 2 1 1 – INCREMENTAL CHANGE -Improving Core Practices 2 – INNOVATIVE CHANGE -Fundamental Change of Core Practice 3 – TRANSFORMATIONAL CHANGE – Affect Entire System Change
  13. 13. Shoes 1974
  14. 14. 1994 Bag Phone—Car Phone
  15. 15. …a few years later • New I phone 16
  16. 16. 1950’s School Building
  17. 17. 1970’s School Building
  18. 18. 2000’s School Building
  19. 19. 2010’s School Building
  20. 20. Books
  21. 21. Navigation and Live Traffic Info
  22. 22. Engagement
  23. 23. Education
  24. 24. Does this classroom exist in your school?
  25. 25. Or do your classrooms look like this • Collaboration
  26. 26. Or this • Virtual Learning
  27. 27. The Shift Traditional Teaching Frameworks 21st Century Teaching What teachers should do What the entire system should do Teacher-focused Student-focused Teachers deliver instruction Teachers facilitate learning Vision is set by top leaders Vision is built more inclusively Define vision primarily in terms of academic measures Define vision as strong academic and then personal skills and the ability to apply them Rigid structures support adult needs Flexible structures support student needs Focus on teaching Focus on learning
  28. 28. “Whoever is doing the work is doing the learning”
  29. 29. ® Rigor/Relevance Framework
  30. 30. 31 Examining Rigor
  31. 31. Essential Question: What is the role of the teacher in creating positive change?
  32. 32. Rubric for Evaluating North Carolina Teachers Standard I: Teachers demonstrate leadership •Teachers lead in their learning environments •Teachers demonstrate leadership in the learning environment •Teachers lead the teaching profession •Teachers advocate for learning environments and learners •Teachers demonstrate high ethical standards
  33. 33. 34 K N O W L E D G E A B DC Authoritative Leadership Four Quadrants of Leadership Collaborative Leadership Visionary Leadership Adaptive Leadership HighLow Low High APPLICATION
  34. 34. AA BB DDCC Quad D Leadership FrameworkQuad D Leadership Framework High HighLow Low
  35. 35. Quadrant A – Authoritative • Traditional Teaching • Manages the Classroom • Leaders decide – They act • Authoritarian – Keeper of Knowledge • Teachers is Working Hard
  36. 36. Quadrant B – Collaborative • Knowledge is Shared Among All Stakeholders • The Classroom Works in a Highly Collaborative Setting • Group Work is the “Norm” • Students are Engaged with their Learning
  37. 37. Quadrant C – Creative (Research and Best Practices) • Teacher and Students are Reflective and Innovative • Vision is Discussed • Anticipation of the Future • Student Needs Drive Action
  38. 38. Quadrant D - Adaptive (Disposition) Reflective and Innovative Teacher and Students are Empowered to Take a Significant Leadership Roles Collaborative and Adaptive Solving Real World Problems
  39. 39. Three Question Exercise • What will the world be like 20 years from now? • What skills will students need to be successful in that world? • What would learning look like if it was designed around your answers?
  40. 40. Essential question: What is different in your school this year…as compared to last year?
  41. 41. What can we do? How do we begin?
  42. 42. Teacher leaders need to: • understand change process
  43. 43. 3 2 1 1 – INCREMENTAL CHANGE -Improving Core Practices 2 – INNOVATIVE CHANGE -Fundamental Change of Core Practice 3 – TRANSFORMATIONAL CHANGE – Affect Entire System Change
  44. 44. Teacher leaders need to: • understand change process • adopt rigor relevance framework • use common core state standards as a ‘driver’ for change • make lessons relevant to the students’ world • build positives relationships • understand and use neuroscience
  45. 45. Rigor/Relevance FrameworkTM Knowledge Taxonomy Relevance Makes Rigor Happen! Application Model Evaluation 6 “Judge the Outcome” Synthesis 5 “Putting Together” Analysis 4 “Taking Apart” Application 3 “Making use of Knowledge” Comprehension 2 “Confirming” Knowledge 1 “Information Gathering” 1 Knowledge in ???? Discipline 2 Apply Knowledge in ???? Discipline 3 Apply Knowledge Across Disciplines 4 Apply Knowledge to Real World Predictable Situations 5 Apply Knowledge to Real World Unpredictable Situations Assimilation Students extend and refine their knowledge so they can use it automatically and routinely to analyze and solve problems and create solutions Student Thinks (Relationships Important) Acquisition Teacher Works (Relationship of little Importance) Students gather and store bits of knowledge and information and are expected to remember or understand this acquired knowledge. Application Student Works (Relationships Important) Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply appropriate to new and unpredictable situations. Adaptation Student Thinks and Works (Relationships Critical) Students have the competence, that when confronted with perplexing unknowns they are able to use their extensive knowledge base and skills to create unique solutions and take action that further develops their skills and knowledge.
  46. 46. Rigor is…  Scaffolding thinking  Planning for thinking  Assessing thinking about content  Recognizing the level of thinking students demonstrate  Managing the teaching/ learning level for the desired thinking level Rigor is not…  More or harder worksheets  The higher level book in reading  More work  More homework
  47. 47. Performance Tasks •students must create, construct, or produce some product real world contexts •deep understanding and/or reasoning skills are needed and assessed •more than one standard/concept is assessed through the task •requires students to explain, justify AND defend •involves engaging ideas of importance and substance - real world contexts •typically, there is no single “correct” answer •very difficult to cheat on a performance task •emphasis is on what students will do, as opposed to what they recall •scoring criteria and standards are made public and transparent •learning occurs while students complete the task •feedback can be provided as task is completed
  48. 48. ® Rigor/Relevance Framework
  49. 49. 50 Examining Rigor
  50. 50. The Flipped Classroom
  51. 51. Teacher leaders need to: • understand change process • adopt rigor relevance framework • use common core state standards as a ‘driver’ for change • make lessons relevant to the students’ world • build positives relationships • understand and use neuroscience
  52. 52. www.corestandards.org
  53. 53. Next Generation of Assessments http://www.parcconline.org/parcc-assessment 54
  54. 54. Teacher leaders need to: • understand change process • adopt rigor relevance framework • use common core state standards as a ‘driver’ for change • make lessons relevant to the students’ world • build positives relationships • understand and use neuroscience
  55. 55. Kids Today Learn anywhere, anytime, with and from anyone Always on, always connected, expecting collaboration Need to be engaged and involved Demand personalized learning experiences
  56. 56. Technology Connections “Our students are living and learning in a wireless, interconnected, “immediate” world—except when they are in school.” -Bill Daggett 58
  57. 57. Schools are Improving School Improvement
  58. 58. The World is Changing Faster School Improvement Changing World
  59. 59. Findings Teachers are our greatest resources, our greatest hope.
  60. 60. “It is not the strongest that survives, nor the most intelligent. It is the one that is the most adaptable to change.” - Charles Darwin
  61. 61. Teacher leaders need to: • understand change process • adopt rigor relevance framework • use common core state standards as a ‘driver’ for change • make lessons relevant to the students’ world • build positives relationships • understand and use neuroscience
  62. 62. relev ance = pathw ays
  63. 63. The synapse is the place where chemicals (neurotransmitters) cross over from one brain cell to the next
  64. 64. Relationships Make Learning Possible
  65. 65. 70 serotonin & dopamine pathways
  66. 66. Positive Relationships... increase feelings of safety, motivation and risk-taking
  67. 67. 72 red and orange = high degree of activity purple and blue = low degree of activity
  68. 68. 73 purple and blue = low degree of activity red and orange = high degree of activity
  69. 69. B DC A R I GO R RELEVANCE Rigor/Relevance Framework High HighLow Low Relationships Relationships of Little Importance Relationships Essential Relationships Important Relationships Important
  70. 70. ® Rigor/Relevance Framework
  71. 71. Planning 76

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