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A Window Into 21st Century Leadership: Creating Value Through Empowerment

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Busting silos and collapsing boundaries will prove critical to the success of schools in the 21st century. This presentation at the 2013 NAIS Annual Conference in Philadelphia details one school's journey in changing culture by empowering leaders at all levels of the organization.

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A Window Into 21st Century Leadership: Creating Value Through Empowerment

  1. 1. PrologueIn many organizations, a cultural change waseither a by-product or a primary factor inachieving a new decision-making structure,with leaders pushing isolated factions to worktogether, and ensuring people knew that allvoices would be heard.--- “Not So Lonely at the Top: Singular Vision, CollectiveAction,” The Head’s Letter, January 2013
  2. 2. A Window Into 21st Century Leadership Creating Value Through Empowerment Nishant N. Mehta | NAIS Annual 2013 | February 28, 2013
  3. 3. Three Foundational Questions✤ What are the essential learning outcomes or qualities of your students when they graduate?✤ What is the desired relationship at your school between students, teachers, and knowledge?✤ What is the differentiated value that your school offers to your clients? --- Grant Lichtman, learningpond.wordpress.com
  4. 4. Schools werecreated to...
  5. 5. Schools werecreated to...• Deliver an education
  6. 6. Schools werecreated to...• Deliver an education
  7. 7. Schools werecreated to...• Deliver an educationSchools are now...
  8. 8. Schools werecreated to...• Deliver an educationSchools are now...• Not the only way to get an education• 24/7/365
  9. 9. Value of an Independent Education
  10. 10. Value of an Independent Education Individual Attention
  11. 11. Value of an Independent Education Individual Attention Small Class Sizes
  12. 12. Value of an Independent Education Access Individual Attention Small Class Sizes
  13. 13. Value of an Independent Education Access Individual Attention Leadership Small Class Sizes
  14. 14. Value of an Independent Education Access Individual Attention Whole Child Leadership Small Class Sizes
  15. 15. Value of an Independent Education Access Individual Attention Whole Child Leadership College Prep Small Class Sizes
  16. 16. Value of an Independent Education Access Individual Attention Whole Child Leadership ??? College Prep Small Class Sizes
  17. 17. Value of an Independent Education
  18. 18. Value of an Independent Education $254,600
  19. 19. Value of an Independent Education
  20. 20. Value of an Independent Education $416,698
  21. 21. Value of an Independent Education
  22. 22. Welcome to our "moment of change"
  23. 23. Welcome to our "moment of change"We must redefine what counts as learning in the 21st century.
  24. 24. Welcome to our "moment of change"We must redefine what counts as learning in the 21st century.We must redefine what we value and how we assess.
  25. 25. Welcome to our "moment of change"We must redefine what counts as learning in the 21st century.We must redefine what we value and how we assess.And, our competition is no longer just other independent schools.
  26. 26. Managing and Mentoring Millenials
  27. 27. Managing and Mentoring Millenials Engage, Empower, Mentor: “The 21 st Century workplace is more about collaboration, cooperation, and communication. More team skills are being taught in s c h o o l s t o d a y. M a n y c u r r e n t g e n e r a t i o n a l misunderstandings arise from crushing Boomer egos when tasks and projects arise. Millenials can feel demeaned or taken advantage of when as Boomers lay on their “my way-or-the-highway” or “back-in-the-day” operational styles. The key? Mentorship is a mutual endeavor. It is neither top-down or bottom-up. At its best, it is co-created with enthusiasm and dedication.”
  28. 28. Managing and Mentoring Millenials Engage, Empower, Mentor: “The 21 st Century workplace is more about collaboration, cooperation, and communication. More team skills are being taught in s c h o o l s t o d a y. M a n y c u r r e n t g e n e r a t i o n a l misunderstandings arise from crushing Boomer egos when tasks and projects arise. Millenials can feel demeaned or taken advantage of when as Boomers lay on their “my way-or-the-highway” or “back-in-the-day” operational styles. The key? Mentorship is a mutual endeavor. It is neither top-down or bottom-up. At its best, it is co-created with enthusiasm and dedication.” -- Jim and Matt Finkelstein in “Managing Millenials”
  29. 29. History: Before 2010-2011
  30. 30. History: Before 2010-2011Curriculum Committee
  31. 31. History: Before 2010-2011Curriculum Committee Writing Task Force
  32. 32. Since January 2011...
  33. 33. Since January 2011...Playground Safety Committee
  34. 34. Since January 2011...Playground Safety Committee Anti-Bullying Task Force
  35. 35. Since January 2011...Playground Safety Committee Anti-Bullying Task Force Writing and Grammar Task Force (MS)
  36. 36. Since January 2011...Playground Safety Committee Anti-Bullying Task Force Writing and Grammar Task Force (MS)Spelling/Phonics Task Force (LS)
  37. 37. Since January 2011...Playground Safety Committee Anti-Bullying Task Force 1:1 iPad Initiative Writing and Grammar Task Force (MS)Spelling/Phonics Task Force (LS)
  38. 38. Since January 2011... Teaching and Learning CenterPlayground Safety Committee Anti-Bullying Task Force 1:1 iPad Initiative Writing and Grammar Task Force (MS)Spelling/Phonics Task Force (LS)
  39. 39. Since January 2011... Teaching and Learning CenterPlayground Safety Committee Anti-Bullying Task Force 1:1 iPad InitiativeCommittee on Diversity & Inclusion Writing and Grammar Task Force (MS)Spelling/Phonics Task Force (LS)
  40. 40. Since January 2011... Teaching and Learning CenterPlayground Safety Committee Anti-Bullying Task Force 1:1 iPad Initiative Student Leadership Group RevampCommittee on Diversity & Inclusion Writing and Grammar Task Force (MS)Spelling/Phonics Task Force (LS)
  41. 41. Since January 2011... Teaching and Learning CenterPlayground Safety Committee Anti-Bullying Task Force Lower School Steering Committee 1:1 iPad Initiative Student Leadership Group RevampCommittee on Diversity & Inclusion Writing and Grammar Task Force (MS)Spelling/Phonics Task Force (LS)
  42. 42. Since January 2011... Teaching and Learning CenterPlayground Safety Committee Anti-Bullying Task Force Lower School Steering Committee Middle School Steering Committee 1:1 iPad Initiative Student Leadership Group RevampCommittee on Diversity & Inclusion Writing and Grammar Task Force (MS)Spelling/Phonics Task Force (LS)
  43. 43. Since January 2011…
  44. 44. Since January 2011… 90%
  45. 45. The Need to Innovate
  46. 46. The Need to Innovate“We used to say if you don’t know where you’regoing, then any road will take you there…” --- Twitter CEO, Dick Costolo
  47. 47. The Need to Innovate“We used to say if you don’t know where you’regoing, then any road will take you there…” --- Twitter CEO, Dick Costolo “…The way out for Apple is not to slash and burn, it’s to innovate. That’s how Apple got to its glory, that’s how it could return to it.” --- Steve Jobs, 1996
  48. 48. Success vs. Failure of Initiatives------ + Consensus + Skills + Incentive + Resources + Action Plan = ConfusionVision + ------ + Skills + Incentive + Resources + Action Plan = SabotageVision + Consensus + ------ + Incentive + Resources + Action Plan = AnxietyVision + Consensus + Skills + ------ + Resources + Action Plan = ResistanceVision + Consensus + Skills + Incentive + ------ + Action Plan = FrustrationVision + Consensus + Skills + Incentive + Resources + ------ = TreadmillVision + Consensus + Skills + Incentive + Resources + Action Plan = Change*Adapted from T. Krosier’s “Managing Complex Change.”
  49. 49. Success vs. Failure of Initiatives------ + Consensus + Skills + Incentive + Resources + Action Plan = ConfusionVision + ------ + Skills + Incentive + Resources + Action Plan = SabotageVision + Consensus + ------ + Incentive + Resources + Action Plan = AnxietyVision + Consensus + Skills + ------ + Resources + Action Plan = ResistanceVision + Consensus + Skills + Incentive + ------ + Action Plan = FrustrationVision + Consensus + Skills + Incentive + Resources + ------ = TreadmillVision + Consensus + Skills + Incentive + Resources + Action Plan = Change*Adapted from T. Krosier’s “Managing Complex Change.”
  50. 50. Placing Small Bets on Fast Horses
  51. 51. Placing Small Bets on Fast Horses “In many organizations, a cultural change was either a by-product or a primary factor in achieving a new decision-making structure, with leaders pushing isolated factions together, and ensuring people knew that all voices would be heard.” --- The Head’s Letter
  52. 52. Placing Small Bets on Fast Horses
  53. 53. Placing Small Bets on Fast Horses
  54. 54. Portrait of an ACDS Graduate
  55. 55. Portrait of an ACDS Graduate 8th Grade Community Minded 4 3 Independent Learner Balanced 2 1 EffectiveKindergarten Communicator
  56. 56. Portrait of an ACDS Graduate
  57. 57. Portrait of an ACDS Graduate INDEPENDENT LEARNER: The ACDS Graduate actively engages in the acquisition of academic, athletic and artistic skills. The ACDS Graduate exhibits the abilities, knowledge, confidence and creativity to complete a given task independently.
  58. 58. Portrait of an ACDS Graduate INDEPENDENT LEARNER: The ACDS Graduate actively engages in the acquisition of academic, athletic and artistic skills. The ACDS Graduate exhibits the abilities, knowledge, confidence and creativity to complete a given task independently. COMMUNICATOR: The ACDS Graduate effectively exchanges ideas, experiences and knowledge, confidently and appropriately, in person and using a variety of media.
  59. 59. Portrait of an ACDS Graduate INDEPENDENT LEARNER: The ACDS Graduate actively engages in the acquisition of academic, athletic and artistic skills. The ACDS Graduate exhibits the abilities, knowledge, confidence and creativity to complete a given task independently. COMMUNICATOR: The ACDS Graduate effectively exchanges ideas, experiences and knowledge, confidently and appropriately, in person and using a variety of media. COMMUNITY MINDED: The ACDS Graduate demonstrates an awareness of his or her impact on the community, values diversity, and has the skills to understand, cooperate and empathize with others. The ACDS Graduate exhibits moral courage and stands up for the interests and well-being of the greater community.
  60. 60. Portrait of an ACDS Graduate INDEPENDENT LEARNER: The ACDS Graduate actively engages in the acquisition of academic, athletic and artistic skills. The ACDS Graduate exhibits the abilities, knowledge, confidence and creativity to complete a given task independently. COMMUNICATOR: The ACDS Graduate effectively exchanges ideas, experiences and knowledge, confidently and appropriately, in person and using a variety of media. COMMUNITY MINDED: The ACDS Graduate demonstrates an awareness of his or her impact on the community, values diversity, and has the skills to understand, cooperate and empathize with others. The ACDS Graduate exhibits moral courage and stands up for the interests and well-being of the greater community. BALANCED: The ACDS Graduate demonstrates a healthy understanding of the work/life balance and is open to opportunities and risk.
  61. 61. Professional Excellence
  62. 62. Professional ExcellenceI. II.Teacher – School Teacher – StudentIV. III.Teacher – Teacher Teacher - Parent
  63. 63. Professional Excellence✤ Defines ACDS teachers as dedicated to their craft but balanced in their approach.✤ Teachers are creative thinkers, effective classroom managers, and positive role models - all in an effort to have their students develop and evolve into the portrait of the ACDS graduate.✤ ACDS Teachers recognize that they exemplify the main attributes of successful education and learning, and seek out professional development opportunities to grow and develop as academics while maintaining a healthy balance as individuals. 
  64. 64. Example: 1:1 iPad Initiative
  65. 65. Example: 1:1 iPad Initiative✤ Engage, Empower, Mentor:
  66. 66. Example: 1:1 iPad Initiative✤ Engage, Empower, Mentor: ✦ Busting Silos
  67. 67. Example: 1:1 iPad Initiative✤ Engage, Empower, Mentor: ✦ Busting Silos ✦ A Flexible Structure >>> Push and Pull
  68. 68. Example: 1:1 iPad Initiative✤ Engage, Empower, Mentor: ✦ Busting Silos ✦ A Flexible Structure >>> Push and Pull ✦ Building Competencies >>> Skills and Vocabulary
  69. 69. Example: 1:1 iPad Initiative✤ Engage, Empower, Mentor: ✦ Busting Silos ✦ A Flexible Structure >>> Push and Pull ✦ Building Competencies >>> Skills and Vocabulary ✦ Anticipating Roadblocks
  70. 70. Example: 1:1 iPad Initiative✤ Engage, Empower, Mentor: ✦ Busting Silos ✦ A Flexible Structure >>> Push and Pull ✦ Building Competencies >>> Skills and Vocabulary ✦ Anticipating Roadblocks ✦ Rethinking Professional Development
  71. 71. Example: 1:1 iPad Initiative✤ Engage, Empower, Mentor: ✦ Busting Silos ✦ A Flexible Structure >>> Push and Pull ✦ Building Competencies >>> Skills and Vocabulary ✦ Anticipating Roadblocks ✦ Rethinking Professional Development ✦ Sticking to the Roadmap
  72. 72. Roadmap, 2011-2012
  73. 73. Roadmap, 2011-2012✤ Skills/Dispositions of a 5th Grader✤ Curriculum Review✤ Financial Readiness✤ Technology Plan Approved✤ iPads Purchased✤ Apps Testing & Review✤ Parent Communication Spring 2011
  74. 74. Roadmap, 2011-2012✤ Skills/Dispositions of a 5th Grader ✤ Curriculum Planning✤ Curriculum Review ✤ Device Configuration✤ Financial Readiness ✤ Protocols & Procedures✤ Technology Plan Approved ✤ Apps Testing & Review✤ iPads Purchased✤ Apps Testing & Review✤ Parent Communication Spring 2011 Summer 2011
  75. 75. Roadmap, 2011-2012✤ Skills/Dispositions of a 5th Grader ✤ Curriculum Planning ✤ Common Planning Time✤ Curriculum Review ✤ Device Configuration ✤ Hindsight & Foresight✤ Financial Readiness ✤ Protocols & Procedures ✤ ePortfolios & Student-led Conf.✤ Technology Plan Approved ✤ Apps Testing & Review ✤ Adoption of Haiku LMS✤ iPads Purchased ✤ Web 2.0 Tools✤ Apps Testing & Review ✤ Parent Communication✤ Parent Communication Spring 2011 Summer 2011 Sep ’11-Jun ’12
  76. 76. Three Foundational Questions
  77. 77. Three Foundational Questions✤ What are the essential learning outcomes or qualities of your students when they graduate?
  78. 78. Three Foundational Questions✤ What are the essential learning outcomes or qualities of your students when they graduate? PoG
  79. 79. Three Foundational Questions✤ What are the essential learning outcomes or qualities of your students when they graduate? PoG✤ What is the desired relationship at your school between students, teachers, and knowledge?
  80. 80. Three Foundational Questions✤ What are the essential learning outcomes or qualities of your students when they graduate? PoG✤ What is the desired relationship at your school between students, teachers, and knowledge? CPE
  81. 81. Three Foundational Questions✤ What are the essential learning outcomes or qualities of your students when they graduate? PoG✤ What is the desired relationship at your school between students, teachers, and knowledge? CPE✤ What is the differentiated value that your school offers to your clients?
  82. 82. Three Foundational Questions✤ What are the essential learning outcomes or qualities of your students when they graduate? PoG✤ What is the desired relationship at your school between students, teachers, and knowledge? CPE✤ What is the differentiated value that your school offers to your clients? PoG + CPE
  83. 83. Innovative Practices at ACDS✦ ADOPTING BACKWARD DESIGN AND MAPPING OF CURRICULUM AROUND SKILLS RATHER THAN SUBJECTS✦ DOCUMENTING STUDENT OUTCOMES VIA FORMATIVE ASSESSMENTS AND “DEMONSTRATIONS OF LEARNING”✦ CONNECTING AI, THE STRENGTHS APPROACH, AND GROWTH MINDSETS✦ GLOBALIZING INDEPENDENT SCHOOLS✦ STAGE II GREENING OF INDEPENDENT SCHOOLS
  84. 84. Innovative Practices at ACDS✦ ADOPTING BACKWARD DESIGN AND MAPPING OF CURRICULUM AROUND SKILLS RATHER THAN SUBJECTS✦ DOCUMENTING STUDENT OUTCOMES VIA FORMATIVE ASSESSMENTS AND “DEMONSTRATIONS OF LEARNING”✦ CONNECTING AI, THE STRENGTHS APPROACH, AND GROWTH MINDSETS✦ GLOBALIZING INDEPENDENT SCHOOLS✦ STAGE II GREENING OF INDEPENDENT SCHOOLS
  85. 85. Innovative Practices at ACDS✦ ADOPTING BACKWARD DESIGN AND MAPPING OF CURRICULUM AROUND SKILLS RATHER THAN SUBJECTS✦ DOCUMENTING STUDENT OUTCOMES VIA FORMATIVE ASSESSMENTS AND “DEMONSTRATIONS OF LEARNING”✦ CONNECTING AI, THE STRENGTHS APPROACH, AND GROWTH MINDSETS✦ GLOBALIZING INDEPENDENT SCHOOLS✦ STAGE II GREENING OF INDEPENDENT SCHOOLS
  86. 86. Innovative Practices at ACDS✦ ADOPTING BACKWARD DESIGN AND MAPPING OF CURRICULUM AROUND SKILLS RATHER THAN SUBJECTS✦ DOCUMENTING STUDENT OUTCOMES VIA FORMATIVE ASSESSMENTS AND “DEMONSTRATIONS OF LEARNING”✦ CONNECTING AI, THE STRENGTHS APPROACH, AND GROWTH MINDSETS✦ GLOBALIZING INDEPENDENT SCHOOLS✦ STAGE II GREENING OF INDEPENDENT SCHOOLS
  87. 87. Innovative Practices at ACDS✦ STEM AND BEYOND SIGNATURE PROGRAMMING✦ PROFESSIONALIZING THE PROFESSION✦ PUBLIC PURPOSE OF PRIVATE EDUCATION✦ ONLINE LEARNING FOR INDEPENDENT SCHOOL BRANDED COURSES✦ INCORPORATING DESIGN THINKING
  88. 88. Innovative Practices at ACDS✦ STEM AND BEYOND SIGNATURE PROGRAMMING✦ PROFESSIONALIZING THE PROFESSION✦ PUBLIC PURPOSE OF PRIVATE EDUCATION✦ ONLINE LEARNING FOR INDEPENDENT SCHOOL BRANDED COURSES✦ INCORPORATING DESIGN THINKING
  89. 89. Innovative Practices at ACDS✦ STEM AND BEYOND SIGNATURE PROGRAMMING✦ PROFESSIONALIZING THE PROFESSION✦ PUBLIC PURPOSE OF PRIVATE EDUCATION✦ ONLINE LEARNING FOR INDEPENDENT SCHOOL BRANDED COURSES✦ INCORPORATING DESIGN THINKING
  90. 90. Contact Information@NishantMehtawww.fb.com/NishantNMehtawww.edu21k12.netnishantnmehta@gmail.comwww.slideshare.net/nishantmehta

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