Quadrant D Leadership
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The document discusses instructional leadership. It provides context for instructional leadership including opportunities for collaboration, relationship building, and a sense of purpose and urgency. It discusses key agenda items for instructional leadership such as student engagement, using the rigor/relevance framework, planning with the end in mind, identifying priority standards, and personalization. It also discusses using a curriculum matrix to identify priority standards and focuses on engaging teachers in the process.
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Quadrant D Leadership
- 1. 1 Margaret MeadMargaret Mead " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” “The leaders of the past had to know how to tell, the leaders of today need to know how to ask.” Peter DruckerPeter Drucker
- 2. Instructional Leadership Dr. Richard JonesDr. Richard Jones Student of LearningStudent of Learning
- 3. 18th Annual Model Schools Conference Monday, June 14 – Thursday, June 17, 2010 Orlando www.ModelSchoolsConference.com
- 4. 4 46 AgendaAgenda •Lessons Learned onLessons Learned on Instructional LeadershipInstructional Leadership •Review Leadership ModelReview Leadership Model •Changing the ParadigmChanging the Paradigm for Instructionalfor Instructional LeadershipLeadership •Case Study AnalysisCase Study Analysis •Data ResourcesData Resources
- 5. 5 46 Master TeachersMaster Teachers •21st Century Learning21st Century Learning •Rigor/RelevanceRigor/Relevance FrameworkFramework •Curriculum MatrixCurriculum Matrix •Gold Seal LessonsGold Seal Lessons •AssessmentAssessment •Reading StrategiesReading Strategies •Implementing RRRImplementing RRR
- 6. 6 46 Lessons Learned - ModelLessons Learned - Model SchoolsSchools •Structure vs. InstructionStructure vs. Instruction •Conversation aboutConversation about Learning more thanLearning more than TeachingTeaching •CollaborationCollaboration •Persistent in ImprovementPersistent in Improvement •No One Style of LeaderNo One Style of Leader
- 8. 8 Leadership ModelLeadership Model Describe your mental model of effective leadership
- 9. Quadrant DQuadrant D LeadershipLeadership A model for effective andA model for effective and sustained school leadershipsustained school leadership learned from America’s mostlearned from America’s most rapidly improving schools.rapidly improving schools. A model for effective andA model for effective and sustained school leadershipsustained school leadership learned from America’s mostlearned from America’s most rapidly improving schools.rapidly improving schools.
- 10. 11 46 Why aWhy a LeadershipLeadership Model?Model? • Simplify leadership complexitiesSimplify leadership complexities • Schools have unique DNA and effectiveSchools have unique DNA and effective leaders have subtly different ways ofleaders have subtly different ways of operatingoperating • Most current models imply one best wayMost current models imply one best way to be a leaderto be a leader • Connect principal, teacher and studentConnect principal, teacher and student leadershipleadership • Judge leadership by looking at theJudge leadership by looking at the school not the personschool not the person
- 11. 12 Margaret MeadMargaret Mead " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” School leadership is not a position but a disposition for taking action. One role of school leaders is to broaden the acceptance of leadership among many staff who share a common vision. Quadrant D Leadership is the collaborative responsibility for taking action to reach the future oriented goal of the intellectual, emotional and physical needs of each student. Leadership DefinitionLeadership Definition
- 12. 13© International Center for Leadership in Education Evaluation 6 Assimilation C Adaptation D Synthesis 5 Analysis 4 Application 3 Acquisition A Application B Comprehension 2 Knowledge/ 1 Awareness RigorRigor 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real-world predictable situations 5 Apply knowledge to real-world unpredictable situations RelevanceRelevance From: the International Center for Leadership in Education Rigor and Relevance Framework
- 13. 14 46 Similarities of Leadership with TeachingSimilarities of Leadership with Teaching and Learningand Learning • There are basic levels of leadership –There are basic levels of leadership – necessary but not sufficient, aspire for highernecessary but not sufficient, aspire for higher levelslevels • R/R Framework shifts thinking to learning fromR/R Framework shifts thinking to learning from teaching. We need to shift thinking ofteaching. We need to shift thinking of leadership from individual to organizationleadership from individual to organization • Using a simple model will facilitate reflectiveUsing a simple model will facilitate reflective conversations about improving leadership justconversations about improving leadership just as R/R Framework helps to reflect on teachingas R/R Framework helps to reflect on teaching and learning.and learning.
- 15. 16 APPLICATIONAPPLICATION KK NN OO WW LL EE DD GG EE Quadrant D Leadership DC A B Greater Knowledge Future Needs of Students Higher Expectations
- 16. 17 46 Increasing from A/B to C/D • Become more data-driven in decision.Become more data-driven in decision. • Broaden student achievement indicatorsBroaden student achievement indicators (Learning Criteria for 21st Century(Learning Criteria for 21st Century Learners).Learners). • Raise student expectations.Raise student expectations. • Commit to rigor and relevant learning forCommit to rigor and relevant learning for every student.every student. • Develop curriculum around wholeDevelop curriculum around whole student needs.student needs. • Become more future-focused on studentBecome more future-focused on student learning needs.learning needs. Quadrant D Leadership
- 17. 18 APPLICATIONAPPLICATION KK NN OO WW LL EE DD GG EE Quadrant D Leadership DC A B Greater leadership action through staff empowerment and collaboration Greater leadership action through student involvement and responsibility
- 18. 19 46 Increasing from A/C to B/D • Create and empower leadership teamsCreate and empower leadership teams around groups of students and schoolaround groups of students and school functions.functions. • Facilitate team building activities.Facilitate team building activities. • Be open to new possibilities.Be open to new possibilities. • Credit others for success.Credit others for success. • Involve and listen to students inInvolve and listen to students in school practices.school practices. • Consistently tap and develop futureConsistently tap and develop future school leaders.school leaders. Quadrant D Leadership
- 19. 22 APPLICATIONAPPLICATION KK NN OO WW LL EE DD GG EE Quadrant D Leadership C A B Authoritative Leadership Collaborative Leadership Creative Leadership Adaptive Leadership D
- 20. 23 APPLICATIONAPPLICATION KK NN OO WW LL EE DD GG EE Quadrant D Leadership C A B Authoritative Leadership Collaborative Leadership Creative Leadership Adaptive Leadership D
- 21. 24 APPLICATIONAPPLICATION KK NN OO WW LL EE DD GG EE Quadrant D Leadership C A B DPrimary •Director Secondary •Producer •Adventurer Primary •Innovator Secondary •Facilitator •Adventurer Primary •Monitor Secondary •Producer •Planner Primary •Mentor Secondary •Facilitator •Planner Contrasting Roles of LeadersContrasting Roles of Leaders
- 22. 25 APPLICATIONAPPLICATION KK NN OO WW LL EE DD GG EE Quadrant D Leadership C A B D •Independent •Turf Protective •Proactive • Initiative Takers •Open/Sharing •Proactive •Compliant •Turf Protective •Reactive •Interdependent •Open/Sharing •Reactive Characteristics of Staff by Leadership Quadrant
- 23. 26 APPLICATIONAPPLICATION KK NN OO WW LL EE DD GG EE Quadrant D Leadership C A B D School Driving Forces Rule-driven School Tradition-driven School Conflict-driven School Culture-driven School
- 24. 27 APPLICATIONAPPLICATION KK NN OO WW LL EE DD GG EE Quadrant D Leadership C A B D Student Achievement Level or Declining Partial Traditional Success Islands of Innovation Rapidly Improving
- 25. 28 APPLICATIONAPPLICATION KK NN OO WW LL EE DD GG EE Quadrant D Leadership C A B D Professional Learning? Leader Knowledgeable Little New Learning All Staff Learn Internal to School Leader Learns External to School All Staff Learn External to School
- 26. 29 APPLICATIONAPPLICATION KK NN OO WW LL EE DD GG EE Quadrant D Leadership C A B D Sports Metaphor of Individual Leader Referee Cheerleader Player Coach
- 27. Three Spheres ofThree Spheres of Leadership Capacity BuildingLeadership Capacity Building Skills and Abilities Mental Models Tools and Processes
- 28. Quadrant A – Authoritative •Traditional Leadership •School Manager •Leaders decide, others act •Authoritarian
- 29. 33© International Center for Leadership in Education Situations WhereSituations Where Quadrant AQuadrant A Leadership Is EffectiveLeadership Is Effective •Student safety and security issues •Compliance with ethical and legal requirements •Dismissal of staff •Significant student behavior disruptions •Introduction of new state mandates •School maintenance issues
- 30. Quadrant B – Collaborative •Empowerment - Application of leadership by administration and staff •The staff works in a highly collaborative setting •Positive, supportive work environment
- 31. 35© International Center for Leadership in Education Situations Where Quadrant B Leadership Is Effective •Conditions of low morale, such asConditions of low morale, such as layoffs or fiscal cutslayoffs or fiscal cuts •Hiring and mentoring new staffHiring and mentoring new staff •Changes in school community such asChanges in school community such as changing demographicschanging demographics •Introduction of new programs, such as aIntroduction of new programs, such as a new reading programsnew reading programs •Frequent turnover in school leadershipFrequent turnover in school leadership
- 32. Quadrant C – Creative •Reflective and Innovative •Visionary •Anticipation of the Future •Student Needs Drive Action
- 33. 37© International Center for Leadership in Education Situations Where Quadrant C Leadership Is Effective •Gaps in achievement among different groups of students •Staff clinging to status quo and traditional instruction •Poor student achievement •Low student expectations
- 34. Quadrant D – Adaptive Adaptive leadership Creative and Collaborative Reflective and Innovative Staff and Students are Empowered to Take a Significant Leadership Role
- 35. 39© International Center for Leadership in Education Situations Where Quadrant D Leadership Is Effective •Need for innovative approach •Moving from good to great school •Sustaining school improvement efforts •Low student engagement •Shortage of prospective leaders •New school planning
- 36. Quadrant D Leaders function in each Quadrant, continually striving to facilitate school actions and decision consistent with Quadrant D Leadership
- 37. 42 K N O W L E D G E Quadrant D Leadership APPLICATION AA BB DDCC Authoritative Leadership Collaborative Leadership Creative Leadership Adaptive Leadership
- 38. 43 Applying Quadrant DApplying Quadrant D LeadershipLeadership Compare and Contrast Quadrant A and D in one of the Components of Excellence
- 39. 44 Components to School ExcellenceComponents to School Excellence 6. Adapt Organizational Structures 7. Monitor Progress/Improve Support Systems 5. Adopt Effective Instructional Practices 8. Refine Process on an Ongoing Basis 1.Embrace Common Vision and Goals for Rigor Relevance/Relationships for ALL Students 2. Inform Decisions through Data Systems 3.Empower Leadership Teams to Take Action and Innovate 4. Clarify Student Learning Expectations
- 40. Quadrant AQuadrant A Quadrant DQuadrant D
- 41. 46 1. Embrace a Common Vision and Goals Quadrant A Leadership Quadrant D Leadership Set vision by top leadership Set vision with wide contributions Define vision in few academic measures Define vision in terms of whole student needs Place priority on short- term results Place priority on long- term improvement Limit goals to best students Expand goals to all students See vision as top leaders initiative Embrace vision universally Instill fear with goals Inspire passion with goals
- 42. 47 4. Clarify Student Learning Expectations Quadrant A Leadership Quadrant D Leadership Define learning in terms activities required to teach Define learning in terms of skills and knowledge as results Define learning from specific skills up to total student Define learning from “whole” student down to specific skills Cover as many topics as possible. Help students learn priority skills deeply Break apart curriculum Integrate curriculum Entire curriculum mandatory Curriculum includes some student choice
- 43. 48 5. Adopt Effective Instructional Practices Quadrant A Leadership Quadrant D Leadership Teach skills in isolation Teach skills in context Focus is on deficiencies Focus is on proficiencies Look for evidence of good teaching Look for evidence of good learning Standardize procedures Share best practices Give separate assessments Give embedded assessments Isolate instruction from community Connect instruction to community
- 44. 49 K N O W L E D G E Quadrant D Leadership APPLICATION AA BB DDCC Authoritative Leadership Collaborative Leadership Creative Leadership Adaptive Leadership
- 47. 52 ContextContext forfor Instructional LeadershipInstructional Leadership Instructional LeadershipInstructional Leadership Instructional LeadershipInstructional Leadership
- 48. 53 Context for Instructional Leadership •Opportunity to Collaborate •Relationship Building •Sense of Purpose and Urgency
- 50. 55 Relationship ModelRelationship Model 55 0. Isolated 1. Known 2. Receptive 3. Reactive 4. Proactive 5. Sustained 6. Mutually Beneficial
- 51. 56 School Climate and Culture Characteristics for Engagement Characteristics for Engagement Voice Belonging Choice Freedom Imagination Success Human NeedsHuman Needs
- 52. 57 School Climate and Culture Characteristics for Engagement Characteristics for Engagement Voice Belonging Choice Freedom Imagination Success Human NeedsHuman Needs Schools Need to ProvideSchools Need to Provide Equity Community Opportunity Responsibility Challenge Expectations
- 54. ★Team Responsibilities (e.g., grade level, improvement, data, academy, literacy) ★Structured meeting times ★Established norms ★Comfortable and convenient ★Accountable Opportunities to Collaborate
- 55. 60 Communicaton RatiosCommunicaton Ratios Sixty Business Teams, Losada and Heaphy, 2004 Success Levels Positive to Negative Inquiry to Advocacy Talk about Self vs. Others High Performing 5.8 to 1 1 to 1 1 to 1 Medium Performing 1.8 to 1 2 to 3 2 to 3 Low Performing 1 to 20 1 to 3 1 to 30
- 56. 61 Sense of PurposeSense of Purpose and Urgencyand Urgency
- 57. ★Future-focused ★Changing World - 21st Century Skills ★Student-focused ★Coherence - measure what matters ★Passionate Sense of Purpose and Urgency
- 58. 63 Context for InstructionalContext for Instructional Leadership ChecklistLeadership Checklist ActivityActivity International CenterInternational Center for Leadership infor Leadership in EducationEducation
- 59. 64 AgendaAgenda forfor Instructional LeadershipInstructional Leadership Instructional LeadershipInstructional Leadership Instructional LeadershipInstructional Leadership
- 60. 65 Content for Instructional Leadership •Student Engagement •Rigor/Relevance Framework •“Begin with the end in mind” Planning •Priority Standards •Personalization
- 62. Teachers struggling to teach an overloaded curriculum!
- 63. ★Not all standards are created equal ★Focus on priority - Curriculum Matrix NESS Study Priority Standards
- 64. Using the Curriculum Matrix Determine priority standards Objective data on community expectations Reference as to what is tested Agenda for conversations with teachers
- 66. © International Center for Leadership in Education
- 67. 72 RR II GG OO RR RELEVANCERELEVANCE AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework HighHigh HighHighLowLow LowLow
- 68. Rigor/Relevance Framework 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation 1. Knowledge of one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real world predictable situations 5. Application to real world unpredictable situations Knowledge Application Low High
- 69. 7474 1 2 3 4 5 ApplicationApplication KnowledgeKnowledge 1 2 3 4 5 6 Rigor/Relevance FrameworkRigor/Relevance Framework 13 RelevanceRelevance RigorRigor
- 70. RI G O R RELEVANCE AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework RoutineRoutine MemorizationMemorization Four Quadrants of LearningFour Quadrants of Learning ComplexComplex AnalyticalAnalytical ChallengingChallenging Real WorldReal World PracticalPractical ApplicationApplication High HighLow Low Acquisition A Application B Adaptation D Assimilation C
- 71. RI G O R RELEVANCE AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework Teacher Work Teacher/Student RolesTeacher/Student Roles Student Think Student Think & Work Student Work High HighLow Low
- 72. ★ Design Gold Seal Lesson - culminate w/ performance ★ Modify existing lesson - • add high RR performance - adapt Gold Seal Lessons • change strategies • change assessments ★ Interdisciplinary instruction ★ Integrate academics in CTE and Arts ★ Use “D” Moments Ways to Increase Rigor/Relevance
- 73. 78 ““Begin with the endBegin with the end in mind” Planningin mind” Planning
- 74. Student Learning Student Learning Rigorous and RelevantRigorous and Relevant InstructionInstruction Actual Student Performance Rigor/Relevance Feedback Reflection Instruction Assessment Expected Student Performance Rigor/Relevance
- 75. InstructionalInstructional Planning : RigorPlanning : Rigor and Relevance isand Relevance is a Forethoughta Forethought NOT anNOT an AfterthoughtAfterthought
- 76. RI G O R RELEVANCE AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework ID conflicts andID conflicts and issues in aissues in a scene.scene. Romeo and JulietRomeo and Juliet Write a letter toWrite a letter to Romeo on how toRomeo on how to deal with conflict.deal with conflict. Design brochure onDesign brochure on dealing with family crises.dealing with family crises. Act out aAct out a scenescene High HighLow Low
- 78. Engagement-based Learning and Teaching Build Relationships Attend to Classroom Environment Reflect on Grading and Rewards Commit to Guiding Principles Practice Student Habits Develop Foundation Skills PreconditionsPreconditions
- 79. Engagement-based Learning and Teaching Design for Rigor/Relevance Personalize Learning Use Active Learning Strategies Have Literacy Focus PedagogyPedagogy
- 81. Personalize Learning Make each student feel unique. Connect to the youth culture. Recognize cultural differences. Consider the student point of view. Be aware of different learning styles. Differentiate instruction. Attend to students with special needs. Intervene early.
- 82. Daggett Graduate School of Education Curriculum and Instruction
- 83. Program Course Offerings Required Courses (9 courses, 3 credit hrs each) • Using Assessment for Instruction • Bodybrain-Compatible Teaching • The Teacher Leader • Brain Health • Curriculum & Instruction in K-12 Transformation • Using Data to Inform Instruction • Contemporary Issues in Education • Personalized Instruction • Effective Instruction: Theory and Practice Specialized Courses (3 courses 3 credit hrs each in either) Teaching and Learning or Educational Technology School Literacy Plans Instructional Design for Technology Integrating Academics/CTE Using Information/Communication Technology Research Seminar in Teaching/Learning Research Seminar in Instructional Technology
- 84. 90 Your Agenda forYour Agenda for Instructional LeadershipInstructional Leadership ActivityActivity International CenterInternational Center for Leadership infor Leadership in EducationEducation
- 85. 91 Developing the RightDeveloping the Right Regard for State TestingRegard for State Testing ActivityActivity International CenterInternational Center for Leadership infor Leadership in EducationEducation
- 86. 92 Low Expectations - HighLow Expectations - High SchoolSchool ActivityActivity International CenterInternational Center for Leadership infor Leadership in EducationEducation
- 87. 93 PracticesPractices forfor Instructional LeadershipInstructional Leadership Instructional LeadershipInstructional Leadership Instructional LeadershipInstructional Leadership
- 88. Activity How do you influence instruction in your school? Activity
- 89. Quadrant D Leadership Instructional Leadership Practices Management Staff Reviews and Evaluation Student Achievement Data Analysis Policies and Procedures Balanced Assessments Personnel and Budgets Master Schedule/Teacher Assignments Staff Meetings
- 90. Quadrant D Leadership Instructional Leadership Practices Management Staff Reviews and Evaluation Student Achievement Data Analysis Policies and Procedures Balanced Assessments Personnel and Budgets Master Schedule/Teacher Assignments Staff Meetings
- 91. K N O W L E D G E A B DC Quadrant D Leadership HighLow Low High APPLICATION Instructional Leadership Practices Management Staff Reviews and Evaluation Student Achievement Data Analysis Policies and Procedures Balanced Assessments Personnel and Budgets Master Schedule/Teacher Assignments Staff Meetings
- 92. Quadrant D Leadership Instructional Leadership Practices Empowerment Mentoring Leadership Teams Teacher Incentives and Rewards Teacher Observations/Stu dy Tours Co- teaching/Team teaching Individualized Professional Learning
- 93. Quadrant D Leadership Instructional Leadership Practices Empowerment Mentoring Leadership Teams Teacher Incentives and Rewards Teacher Observations/Stu dy Tours Co-teaching/Team teaching Individualized Professional Learning
- 94. K N O W L E D G E A B DC Quadrant D Leadership HighLow Low High APPLICATION Instructional Leadership Practices Empowerment Mentoring Leadership Teams Teacher Incentives and Rewards Teacher Observations/Stu dy Tours Co-teaching/Team teaching Individualized Professional Learning
- 95. Quadrant D Leadership Instructional Leadership Practices Vision Needs Assessment/ Strategic Planning Professional Development Workshops Classroom Walkthroughs R/R Framework Instructional FocusVision/Missi on/Goals
- 96. Quadrant D Leadership Instructional Leadership Practices Vision Needs Assessment/ Strategic Planning Professional Development Workshops Classroom Walkthroughs R/R Framework Instructional FocusVision/Missio n/Goals
- 97. K N O W L E D G E A B DC Quadrant D Leadership HighLow Low High APPLICATION Instructional Leadership Practices Vision Needs Assessment/ Strategic Planning Professional Development Workshops Classroom Walkthroughs R/R Framework Instructional FocusVision/Missio n/Goals
- 98. Quadrant D Leadership Instructional Leadership Practices Professional Learning Community Culture Peer Review of Student Work Instructional Coaching Academic Intervention Grading Celebrations
- 99. Quadrant D Leadership Instructional Leadership Practices Professional Learning Community Culture Peer Review of Student Work Instructional Coaching Academic Intervention Grading Celebrations
- 100. K N O W L E D G E A B DC Quadrant D Leadership HighLow Low High APPLICATION Instructional Leadership Practices Professional Learning Community Culture Peer Review of Student Work Instructional Coaching Academic Intervention Grading Celebrations
- 101. K N O W L E D G E A B DC Quadrant D Leadership HighLow Low High APPLICATION Instructional Leadership Practices Management Staff Reviews and Evaluation Student Achievement Data Analysis Policies and Procedures Balanced Assessments Personnel and Budgets Master Schedule/Teacher Assignments Staff Meetings Vision Needs Assessment/ Strategic Planning Professional Development Workshops Classroom Walkthroughs R/R Framework Instructional FocusVision/Missio n/Goals Empowerment Mentoring Leadership Teams Teacher Incentives and Rewards Teacher Observations/Stu dy Tours Co-teaching/Team teaching Individualized Professional Learning Professional Learning Community Culture Peer Review of Student Work Instructional Coaching Academic Intervention Grading Celebrations
- 102. K N O W L E D G E A B DC Quadrant D Leadership HighLow Low High APPLICATION Instructional Leadership Practices Staff Reviews and Evaluation Student Achievement Data Analysis Policies and Procedures Balanced Assessments Personnel and Budgets Master Schedule/Teacher Assignments Staff Meetings Needs Assessment/ Strategic Planning Professional Development Workshops Classroom Walkthroughs R/R Framework Instructional FocusVision/Missio n/Goals Mentoring Leadership Teams Teacher Incentives and Rewards Teacher Observations/Stu dy Tours Co-teaching/Team teaching Individualized Professional Learning Professional Learning Community Peer Review of Student Work Instructional Coaching Academic Intervention Grading Celebrations
- 103. 109 Margaret MeadMargaret Mead " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” School leadership is not a position but a disposition for taking action. One role of school leaders is to broaden the acceptance of leadership among many staff who share a common vision. Quadrant D Leadership is the collaborative responsibility for taking action to reach the future oriented goal of the intellectual, emotional and physical needs of each student. Definition of Leadership
- 104. 110 K N O W L E D G E Quadrant D Leadership APPLICATION AA BB DDCC Authoritative Leadership Collaborative Leadership Creative Leadership Adaptive Leadership
- 105. Data and Tools for Curriculum Planning Data Driven Insttruction
- 107. • Analyze Driving Forces of Change on Education • Identify Student Learning Needs • Set Student Learning Goals • Set School Goals • Set Individual Goals • Analyze Patterns in School Practices • Test Hypotheses • Quantify Perceptions of Students, Staff and Community Data Strategies
- 108. • Learning Criteria for 21st Century Learners • Lexile Framework for Reading Data Strategies • WE Surveys • Curriculum Matrix • R/R Framework • Efficiency and Effectiveness Framework Student Learning Perceptions School Processes
- 109. International Center’s Curriculum Matrix for Wisconsin
- 110. CM Publications
Editor's Notes
- Exciting new initiative. Chance to partner with one of our closest partners, Penn Foster, which is one of the oldest distance learning institutions in the US founded in 1890 and the second largest online career school/college in the US today w 220,000 online courses taken, behind only Univ of Phoenix. PF offers 65 career diploma programs, 21 assoc. degree programs, 2 Bachelor’s programs, and now one Master’s program. Also have online “virtual high school diploma” program w 100 courses used by high schools, career centers like Auburn in Ohio (Tom Schultz’s former school), Job Corps centers and other education providers. Co-launch later this year with ICLE a new MEd program in Curriculum and Instruction w WRD as “professor of Record” – and obviously leveraging Bill’s reputation to attract students.
- Program consists of 15 courses w 12 required to earn the MEd credential. 9 “core/required” courses that all students must take. The students elect from either of two “specializations: either Instructional Design for Teaching and Learning or Educational Technology i.e. using technology in teaching.