Leadership for Teaching Leadership for Teaching • PIL Act 45 Program • Sponsored by PASA and PDE
Mod 4 • The Role of the Administrator • Mod 2 • Instruction, Resiliency, & Support • Mod 3 • Data for Teaching & Learning • Mod 1 • Global Perspectives: Why Standards Aligned System? Leadership for Teaching Course Modules
Module Workshops Implementation Plan Online Discussions Job-embedded Activities Prework Leadership for Teaching Course Structure
Topic: Leadership for Teaching • Essential Questions: • What are the key components to a Standards Aligned School System? • How do I lead my district to a Standards Aligned System and ensure student success for all? Key Learnings: 1. Global Perspectives: Why Standards Aligned System? 3. Data for Teaching & Learning 2. Instruction, Resiliency, & Support 4. The Role of the Administrator
Leadership for Teaching Global Perspectives: Why Standards Aligned Systems? Presenters: Sherri Smith, Ed.D. Lower Dauphin School District Eric Eshbach, Ed.D. Upper Adams School District
Leadership for Teaching Global Perspectives Focus • Instructional strategies and learning materials necessary to provide students with an education that will ensure a competitive edge in a 21st Century global economy • Where America stands in the world from an educational standpoint, and how the highest achieving nations use a Standards Aligned System
Essential Questions for Module #1 Leadership for Teaching • What have we learned about student effort and expectations and their impact on success? • How can educational leaders (superintendents, principals, etc.) use this information as a springboard for action? • How has the world changed in recent years, and how has this impacted America’s standing in the world from an educational standpoint? • What skills will 21st Century learners need to achieve a competitive advantage in the global economy? • How can we embrace the Standards Aligned System (SAS) while customizing learning opportunities for our students? • What instructional strategies and learning materials will be required for 21st Century learners? • How do you create conditions to plan, implement and sustain customized learning within your district?
Review of Book: InevitableChapter 1: Harsh Realities • No one thinks we are doing a good job in preparing our students for a successful future. • We are Industrial Age organizations existing in an Informational Age world. • We are bureaucratic monopolies existing in a world of customization and service. • We are an “industry” existing in a world that requires a profession.
Facing Realities – What doesn’t work anymore? Group Activity • Refer to pages 7-13 • At your table groups, agree upon the top 3 items listed that you believe are outdated and inhibit meeting the individual needs of your students and moving districts forward. Defend your answers.
What is impossible to do in your organization today, but if you could do it, it would fundamentally change your results? Joel Barker, Futurist
Creative Tension Disequilibrium
Joel Barker’s “The Life Cycle of Paradigms” Problems Solved • Paradigms (new ways of viewing our world) tend to start slow but pick up • speed if they solve problems. Time • If successful, the paradigm solves the problems of the day & becomes • the new norm. • Paradigms are destined to run out of steam when they no longer solve the • day’s problems.
The Assembly-Line School Paradigm PROBLEM OF THE DAY: Educate the masses for the Industrial Age which required: 75% unskilled 25% skilled Problems Solved Horace Mann Time This paradigm made the USA # 1! New “Problems of the Day” emerge…and a new Paradigm is required
The Mass Customized Learning Paradigm PROBLEM OF THE DAY: Need for Everyone to be Highly Skilled to Compete in The Information Age Global Economy Problems Solved Mass Customized Learning Time • New problems of the day emerge calling for Information Age solutions. • MCL Paradigm is needed to again move USA to # 1.
The PURPOSE of BOOK: Inevitable MCL • To enthusiastically and passionately promote a vision of education that is intrinsically motivating to young learners. • To create a concrete vision of an Information Age • instructional delivery system to replace the present and severely outdated Industrial Age bureaucracy. • To begin a focused dialogue about the opportunity • educators have to make education significantly more • exciting and effective. • To move public education from an industry to a • profession. • In short, to bring education into the 21st century.
MCL DEFINED MCL MCL MASS CUSTOMIZED LEARNING……. Meeting the individual and personal needs of learners every hour of every day. Made possible by today’s transformational technologies INDIVIDUAL LEARNING NEEDS……. • Appropriate level of learning • Appropriate learning style • Content of high interest
The MCL Vision MCL MCL Mass Customized Learning is about the implementation of a school structure that makes it possible to meet the individual and personal needs of learners every hour of every day. Every learner, every day, comes to school and is met at his/her specific learning level, is challenged, is successful, and looks forward to returning to school tomorrow.
“Inevitable: Mass Customized Learning” The title states the challenge and the opportunity. The world IS customizing services and products for the individual. Education WILL BE customized to individual learners . . . it IS INEVITABLE The question is: Will educators customize learning or will other educational competitors do it?
“From Tinkering to Transforming!” Systemic Change MCL • Ready for Rollout • Weight Bearing Walls
Ready for Rollout The Seven Critical Infrastructure Elements THE SCHOOL SYSTEM: 1. Has derived a strategic design (SD) 2. Has written curriculum as Learner Outcomes 3. Has categorized Learner Outcomes by learning format 4. Has created and placed online Learning Outcomes online 5. Has created seminars for those Learner Outcomes requiring an interactive seminar format 6. Has designed and implemented scheduling technology for individual learners 7. Has designed and implemented accountability technology for administration
Weight Bearing Walls a metaphor applied to education • Physical structures must have walls or other supports to hold the • roof up . . . • If you have ever remodeled a house, it is good to know which • interior walls are “weight bearing.” Not all interior walls are . . . • If you are going to remove a weight bearing wall (WBW), you must • apply another support before that wall can be removed . . . • If you don’t, the roof will cave in! • So, we started by asking 75 Lake County, IL superintendents to • identify the WBWs of our present . . . and severely outdated . . . • Industrial Age Instructional Delivery System . . . • The WBWs are listed on the following slide.
Weight Bearing Walls (WBWs) Grade Levels Courses/Curriculum Class Periods/Bell Schedule Students Assigned to Classrooms Textbooks ABC Grading System/Student Evaluation Learning Happens in Schools/Use of Space Nine Month School Year/Agrarian Calendar Report Cards/Informing Parents Paper and Pencil Orientation
ACTIVITY • Each group will receive 1-2 WBW cards. • Review as a group and then share with the whole group possible methods/solutions to resolving this WBW in education.
The problem is notthat schools “are NOT what they used to be”….. The problem IS that schools “ARE what they used to be!”
STARTER STEPS for Mass Customized Learning Ready for Rollout Practicing “Within the Box” Shifting/ Changing the Mindset
STARTER STEPS for Mass Customized Learning Shifting/Changing the Mindset * ConductBOOK STUDIES • Inevitable: Mass Customized LearningbySchwahn & McGarvey • Mindset by Carol Dweck • Drive by Daniel Pink • Why We Do What We Do by Edward Deci • The Kids Left Behind * Change/Watch YOURLANGUAGE (talk the talk of MCL) * Create PROFESSIONAL LEARNING TEAMS * Model/Expect CONTINUOUS IMPROVEMENT * Use PROBLEM SOLVING TOOLS * Encourage and support INNOVATION/RISK TAKING * YOUR CREATIVE IDEA
STARTER STEPS for Mass Customized Learning Practicing “Within the Box” * Create a STRATEGIC DIRECTION toward MCL with Stakeholders • Based on Future Trends • Mission • Vision • Core Values/Principles of Learning • Learner Outcomes * Adopt a COMMON LANGUAGE OF INSTRUCTION/LEARNING * Use a FORMATIVE APPROACH TO FEEDBACK (Tackle grading!) * GROUP AND REGROUP LEARNERS for specific Learning Targets • Use ON-LINE INSTRUCTIONAL OPPORTUNITIES/RESOURCES • for specific Learning Targets * RECOGNIZE behaviors/practices aligned with the MCL vision * YOUR CREATIVE IDEA
STARTER STEPS for Mass Customized Learning Ready for Rollout * Write CURRICULUM AS LEARNER OUTCOMES * Categorize LEARNER OUTCOMES BY LEARNING FORMAT * Create and place ON-LINE LEARNER OUTCOMES online * Create SEMINARSfor Learner Outcomes requiring interaction with a Learning Facilitator (teacher) * Design/acquire and implement SCHEDULING TECHNOLOGY for individual learners * Design/acquire and implement ACCOUNTABILITY TECHNOLOGY for administration * YOUR CREATIVE IDEA
BEARING WALLS MASS CUSTOMIZED LEARNING SOLUTIONS Leadership for Teaching Mass Customized Learning View MCL -Lori schedules her learning plan • http://www.youtube.com/watch?v=xdCHvLSR_Iw • Lori schedules her learning plan which will be provided by your Facilitator. • In small groups, discuss “Weight Bearing Walls” that exist in public education in Pennsylvania. In the T-chart below, list those “Weight Bearing Walls” in the left-hand column. Assign someone from your group to report to the large group about the list you have generated. Next, use the right-hand column to brainstorm solutions to each of the “Weight Bearing Walls” through resources, concepts, technologies, or ideas that are available in your district. Several groups will be asked to report to the whole group at the conclusion of the activity.
If your idea for educational change retains the industrial age assembly line delivery of instruction: • It is not transformative! • It IS most likely tinkering with AND • perpetuating an outdated • organizational structure.
“I don’t want to ‘think outside the box.’ I just want a bigger box.” SIX CHICKS
So how ready for Mass Customized Learning are you and your district? Creative Tension Disequilibrium
Organizational Readiness Assessment for Customized Learning ACTIVITY • This Readiness Assessment considers the capacity of the organization and the leader to plan for and implement customized learning in a school district. • In the left-hand column, identify three significant changes that have occurred within the past five years in the organization to encourage customized learning. • For each column to the right, enter a score, from zero to ten, with ten representing the highest level of change effectiveness.
Organization Total for Change #1: _____ Total for Change #2 _____ Total for Change #3 _____. Total for the two highest changes: _____
Personal Readiness Assessment for Customized Learning ACTIVITY • Now consider three personal changes that you have made in the past five years. These changes could represent a strategic or behavioral change at work, or a change in your personal life, such as an improvement in your diet, exercise routine, or personal relationships. • Evaluate each change on the criteria listed below from zero to ten.
Personal Total for Change #1: _____ Total for Change #2 _____ Total for Change #3 _____. Total for the two highest changes: _____
THE 5 PILLARS OF CHANGE for the TOTAL LEADER The AUTHENTIC LEADER who… Creates the REASON TO CHANGE Creates the REASON TO CHANGE Creates a compelling organizational purpose The VISIONARY LEADER who… Paints a concrete PICTURE OF THE CHANGE Paints a concrete PICTURE OF THE CHANGE Helps everyone understand how the change will effect them personally The RELATIONAL LEADER who… Creates a COMMITMENT TO THE CHANGE Creates a COMMITMENT TO THE CHANGE Involves everyone in the change process The QUALITY LEADER who… Creates the CAPACITY TO CHANGE Creates the CAPACITY TO CHANGE Develops and empowers everyone The SERVICE LEADER who… Provides SUPPORT FOR THE CHANGE Provides SUPPORT FOR THE CHANGE Manages the Vision
STRATEGIC DESIGN Requires STRATEGIC DIRECTION Requires STRATEGIC ALIGNMENT Requires + AUTHENTIC LEADERS Who DEFINE PURPOSE VISIONARY LEADERS Who FRAME VISION RELATIONAL LEADERS Who DEVELOP OWNERSHIP QUALITY LEADERS Who BUILD CAPACITY SERVICE LEADERS Who ENSURE SUPPORT + + + + TOTAL LEADERS Creating PRODUCTIVE CHANGE
Leadership for Teaching • Over the next 4 modules, we want you to reflect on what your district is doing well that you want to preserve in your district. • Decide what key factors presented to you will need to be addressed in your district and develop a Comprehensive Management Plan. • Reflect upon the leadership in your district to initiate “cultural change”. • Share your strategies and success with your colleagues!
An Example of Historical Change • http://www.youtube.com/watch?v=pQHX-SjgQvQ • Historical Change 22
Leadership for Teaching The World is changing… • Technological innovation shakes the institutions of society to their roots, with advantageous and disastrous consequences. • The choices we make, whether as consumers or as citizens active in politics, impact people around the globe. • The rapid pace of technological change has established unprecedented economic, political, and cultural interdependence among nations and individuals.
Chuck House, executive director of Media X, Stanford University's membership research program on media and technology, talks about the new skills needed for 21st century jobs. • Chuck House Video • check it out! 25
Leadership for Teaching Initial Thinking • Complete the Self-reflection Activity: Initial Thinking, in your Participant Guide.