Topic6 pptldshp4leadinglearningL70


Published on

Leading Learning presentation for EDER 691.91L70

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Topic6 pptldshp4leadinglearningL70

  1. 1. Leading Learning Samear Sarah Sheldon Alison
  2. 2. Presentation Organization 1. Warm Up 2. Learning in the 21st Century 3. Upgrading the Curriculum 4. Coaches as System Leaders 5. Learning about System Renewal 6. Conclusion
  3. 3. Warm Up: What knowledge, attitudes and skills do you think are important for leading 21st century learning?
  4. 4. A New Essential Curriculum for a New Time – What do you think? “I often wonder if our students feel like they are travelling through time as they walk through the door to the school each morning” (p7). Heidi Hayes Jacobs http://www.vectronics
  5. 5. Old School Vs. New School... Jacob‟s argues that students feel as though they‟ve walked into a simulation of the 1980s. Thesis: “As educators, our challenge is to match the needs of our learners to a world that is changing with great rapidity. To meet this challenge we need to become strategic learners ourselves by deliberately expanding our perspectives and updating our approaches” (p.7).
  6. 6. • Society in the 1800s was becoming less agrarian and more industrial • It was a contentious time with competing viewpoints: o critical thinking vs. rote memorization? o racial and ethnic segregation? o classic Latin or Greek practices? • The Committee of Ten issued a report on December 4th, 1893 in New York which recommended the same curriculum for all students - Designed in a factory model of organization • Schooling would take place over 8 elementary years and 4 high school years o English o History & Civics o Math o Biology & Chemistry Image Source: Elementary school was designed to meet goals of High School (p 9).
  7. 7. “Form should follow function. And now more than ever, we have genuinely new forms to work with” (p.14). - Heidi Hayes Jacobs 3 Myths: That Jacob’s believes shape our operational visions of schools– Agree or Disagree? #1 - The good old days are good enough #2 - We‟re better off if we think alike - and not too much #3 - Too much creativity is dangerous - and the arts are frills (p 15). Image Source
  8. 8. Jacob’s makes reference to the work of Wiggins and McTighe (2005) in “Understanding by Design,” where they argue that we should determine what we want students to be able to do before we start “short sighted activity writing” for the classroom. This is referred to as “backward design” by beginning with the end in mind. This means being deliberate and forward thinking (p.7). “Designing backward does not mean going backwards” (p. 8). Running schools on a continuous “replay button” no longer works (p.8)
  9. 9. The word essential is derived from the Latin esse, meaning “to be.” When combined with the Webster‟s definition, “to distill to the core,” the application to curriculum making is clear” (p.13). - Heidi Hayes Jacobs Problem #1: The Standards Movement Four Key Program Structures: Need to be Rethought A New Essential Curriculum Overemphasis on dated standards The schedule - long and short is dated Needs actual replacement of dated content, skills & assessments Overemphasis on low level testing The way we group learners- we know multi-age groups can work Change can feel trendy & superficial, but growth is deep & positive Prevailing myth that standards prepare students for the future Personal configurations - thoughtfully grouped personnel can be effective Form should follow function, and we have so many new forms to work with Too much disparity in interpretation of standards (p. 9-10). Physical & virtual space- we isolate teachers in their classrooms (p.13-14). There are signs of improvement. i.e. Digital grad portfolios in Rhode Island (p.13).
  11. 11. You can’t just replace a typewriter with a computer and call it innovative. We need to REPLACE existing PRACTICES(Jacobs, 2010, p.18).
  12. 12. CURRICULUM = •Content •Skills •Assessments …..that’s a lot of stuff to upgrade.
  13. 13. How do you eat an elephant?
  14. 14. Start small, start focused, start with ASSESSMENTS(Jacobs, 2010, p.18). How do you upgrade curriculum??
  15. 15. 5 steps to Upgrade Assessments
  16. 16. Step 1: Figure out what these new assessments are going to look like! Hint: The new assessments should reflect products and performances of 21st century professionals.
  17. 17. Podcasts Films Online Courses Blogs E-reports Websites Simulations Emails Digital Music Webcasts CAD projections Email exchanges Screenplays Online Journals Video Conferences
  18. 18. Step 2: Teachers and IT identify what kinds of technology exist in the school/division Once that has been determined, differentiated staff development will be needed so staff can learn new technologies. Examples: smartboardswebcamsiPods/iPads web design toolswebquests twitter photoshop web simulations CAD
  19. 19. Step 3: Replace a dated assessment with a modern one “We should aggressively go out of our way to search for better ways to help our learners demonstrate learning with the types of products and performances that match our times” (Jacobs, 2010, p.25).
  20. 20. Step 4: Share the assessment upgrades with other teachers and students The original assessment can be compared to the new and improved one – this allows for collaborative brainstorming to occur.
  21. 21. Step 5: Embed ongoing sessions and time into the school calendar for continued upgrades Teachers need built-in, recurring time set aside to upgrade curriculum and expand their instructional strategies (Jacobs, 2010, p.26).
  22. 22. Coaches as System Leaders Michael Fullan and Jim Knight
  23. 23. Facts Good coaching gets results quickly Coaching has to be part of an overall district improvement strategy Districts must be organize to create, develop&sustain conditions for instructional improvement
  24. 24. What does not work accountability individual teacher development technology piecemeal reform components If Coaching is to be successful a focus is required What does work capacity building teamwork pedagogy system reform
  25. 25. “All schools in a district must be treated as a part of a system. Changing one school at a time is no longer an option” (p. 51).
  26. 26. The Coaches role . . . • lesson planning with classroom teacher • modeling lessons • observing instruction • facilitation of meetings • reviewing student data • collaborative marking
  27. 27. Evidence shows successful Coaching requires. . . • clear articulated professional development goals for both the coaches and the principal • supportive and collaborative leadership rather than top-down (which creates an atmosphere of resistance) • training for coaches • pedagogic, communication and leadership skills
  28. 28. Principal role . . . • Instructional leader • Collaborate with coach and classroom teacher • School leaders need to understand School Improvement plan • Allow meaningful change to be realized before trying something else
  29. 29. System responsibilities • building and increasing system level capacity • support for system and „change‟ leaders • emphasis on professional learning rather than accountability
  30. 30. North York saw a 20% improvement following the development and implementation of 14 parameters • Shared beliefs & vision • Embedded literacy coaches • Timetabled literacy blocks • Principal leadership • Early & ongoing intervention • Case management approach • Literacy professional development • In-school grade & subject meetings • book rooms with levelled books & resources • Allocation of resources to literacy learning • Action research focussed on literacy • parental involvement • Cross-curricular literacy connections • shared responsibility & accountability
  31. 31. Indicate with the clipart tool all the parameters your school district utilizes.
  32. 32. A teacher‟s work has the greatest impact on student success followed by that of the principal and finally the coach. “The work of the coach is squandered if school principals are not instructional leaders” (p. 55).
  33. 33. Solve the puzzle (use the chat)
  34. 34. Learning About System Renewal by Ben Levin & Michael Fullan •The introduction of the Education Reform Act (ERA) 1988 in England was a watershed event not just in that country but internationally (p. 289). •The educational strategy of ERA was based on choice and competition. •Belief that competition drives efficiency and improvement in economy so why not schools. •Parents could choose schools and would need comparable measures of students achievement – based on a single national curriculum The article focused on the lessons learned about effective change from international experience with large-scale reform over the last 20 years. • Many countries have “moved in similar directions, though with highly variable degrees of boldness and commitment “ (p. 290). •Along the way there have been growing concerns about basing an education strategy on choice and competition (p. 291). • Recent reforms in many countries attempt to address both excellence and equity through strategies that focus on improving the whole system by „raising the bar and closing the gap‟ for all (p. 291).
  35. 35. Levin & Fullan (2008) state that: Creating change in education is easy. Many governments have done it by changing funding or policies or information or governance structures. However these changes are not necessarily improvements (p. 292). . GroupActivityU sing the Found in the Elluminate clipart tool box State whether or not you believe these government changes made improvements to the school system. Clipart Tool
  36. 36. Central Lesson of Large Scale Educational Change Levin & Fullan (2008) believe that large-scale, sustained improvement in student outcomes requires a sustained effort to change school and classroom practices, not just structures such as governance and accountability. The heart of improvement lies in changing teaching and learning practices in thousands and thousands of classrooms, and this requires focused and sustained effort by all parts of the education system and its partners(p. 291).
  37. 37. Seven Key Components to Education Reform that are Sustainable andResult in Better Outcomes for Learners(p. 292-299). (1) A small number of ambitious yet achievable goals, publicly stated. (2) A positive stance with a focus on motivation. (3) Multi-level engagement with strong leadership and a „guiding coalition‟. (4) Emphasis on capacity building with a focus on results. (5) Keeping a focus on key strategies while also managing other interests and issues. (6) Effective use of resources. (7) Constant and growing transparency including public and stakeholder communication and feedback. (p. 292-299)
  38. 38. The Inhibiting Factors • The use of change knowledge is increasing internationally, but future prospects remainmixed because it is hard work! Please jot down a few of your thoughts on why many attempts at school reform fail to achieve their goals!
  39. 39. The Inhibiting Factors According to by Ben Levin & Michael Fullan • Not a quick fix – governments under pressure to do something now – no patients to stay the course • High turnover of leaders makes it difficult to have a guiding coalition of leaders on the same page for this complex approach • Deep Cultural Change requires hard, patient, unrelenting effort over a period of years