FOCUS on PURPOSE

1. A COMMUNITY OF LEARNERS FOCUS on PURPOSE AAESQ / IDC Conditions for Reform May 16, 2007

2. 1 2 3 4 OUTLINE VlSIONS OF CHANGE CURRICULAR COMPONENTS MANAGING SCHOOL REFORM TAKING THE CHANGE DIP

3. A B C D E F G H I 1 5 7 10 20 V I S I O N M A K I N G I ST H E P R O C E S S O F C O N N E C T I N G A C T I O NST O V A L U E S

4. 1 Visions of Change There is no more powerful engine driving an organization toward excellence and long-range success than an attractive, worthwhile, and achievable vision of the future, widely shared. from “Visionary Leadership”, Burt Nanus, Jossey-Bass, 1992

5. Vision for Schooling “To educate successfully as many students as possible with the understanding that success is not defined in the same way for everyone.” “Reaffirming the Mission of Our Schools”

6. Mission of the School • to Instructtransmission of knowledge • to Socialize development of responsible citizens in society • to Qualifyproviding skills for future schooling and careers “Québec Schools on Course” / Education Act - Art. 36

7. Agents of Change • Law 107Establishment of Linguistic School Boards • Law 180 Establishment of Community Schools • “Reaffirming the Mission of Our Schools”Initiation of Curriculum Reform

8. the Knowledge Inversion ANCIENT ROME RENAISSANCE 1700-1800’s 20th Century Cultural Change

9. the Knowledge Inversion Life Expectancy 70’s 50 40 30 25 ANCIENT ROME RENAISSANCE 1700-1800’s 20th Century Cultural Change

10. CONSTRUCTIVISM INSTRUCTION Teaching Repertoire CURRICULUM Content Knowledge LEARNING OUTCOMES A Constructivist Reform

11. The critical question:What’s it all about? What is the one most important skill, competency or ability that you would want adolescents to take with them when they leave high school?

12. Skills Children Will Need 1. The ability to learn. 2. The ability to communicate clearly, concisely and persuasively. 4. The ability to think and reason. 5. The ability to be creative. 6. The ability to get along with people. 7. The ability to lead, but also take directions. 8. The ability to speak in public. 9. An understanding of how business works. 10. The ability to use technology. 11. The ability to work for and by themselves. 12. The ability to harness their own talents. adapted from “The Future of Work…Getting Kids Ready”, Richard Worzel, Trimark Investment, 1999

13. 2 Curricular Components • Compentecy Defined • Generic Skills • Cross-Curricular Themes

14. Competency Defined “A competency is the capacity to carry out activities or tasks by drawing on a variety of resources, including knowledge, skills, strategies, techniques, attitudes and perceptions..”

15. Intellectual Methodological Communication Personal & Social Generic Skills(Cross-Curricular Competencies) STUDENT’S World View

16. Intellectual & Methodological Skills • Solve problems and make informed decisions based on critical and creative thinking. • Research and process information from a variety of sources. • Plan, carry out and evaluate an individual or group project. • Work alone or with several other persons in order to arrive at a definite result with set conditions.

17. Personal & Social Skills • Increase their knowledge of themselves, others and their environment to develop identity. • Adopt preventative, safe behaviours that promote growth and living harmoniously with others. • Use resources at their disposal to promote personal well-being and that of the group. • Show sensitivity to aesthetics in their dealings with others and their environment.

18. Language Skills • Establish relationships with others by using means appropriate to situations and contexts. • Use the language of instruction correctly in everyday situations. • Communicate and express themselves clearly, verbally and in writing. • Understand and interpret various documents. • Use different technologies to transmit and receive messages.

19. Intercultural Education Environmental Education Consumer Education Social Sciences Tech.Science& Maths. Personal Development Languages Health, Safety & Sex Education Career Information & Education The Arts Media & InformationTechnology Education Life–long Learnings

20. Media Education & Technologies “At school, information and communications technologies must be considered a learning focus, a tool to facilitate learning and a means of accessing knowledge that is within the reach of all students.” “Agir autrement “- Politique de l’autoroute de l’information

21. Health, Safety & Sex Education “Schools will encourage students to adopt safe and preventive behaviours that are conducive to maintaining or improving their health and that of others ... in the broader sense of physical, psychological, cultural, ethical and social well-being.” “General Guidelines for the Development of the Québec Education Program”

22. Educational & Vocational Info. “The goal of schools is to help students gradually anticipate the future and select the occupational path that best corresponds to their capacities and interests in a world that is undergoing far-reaching change.” “Reaffirming the Mission of Our Schools”

23. Intercultural Education “Along with citizenship education and international understanding; this field is related to exercising one’s responsibility as citizens in a society marked by cultural diversity and globalization.” “General Guidelines for the Development of the Québec Education Program”

24. Consumer Education “...Is related to the satisfaction of needs and the relationships of individuals with the environment and being aware of practices likely to ... prevent them from discharging their responsibilities as members of society.” “Reaffirming the Mission of Our Schools”

25. Environmental Education “...Aims at conserving resources and promoting sustainable development by inviting students to take concrete action to help protect the environment.” “Reaffirming the Mission of Our Schools”

26. 3 Managing School Reform • Change of Attitudes • Re-Organisation of School • Program Development • Coherence of Components • Professional Development • Collaborative environment

27. “Program establishment is one of the most sensitive elements ... it has a significantstructural impacton the curriculum as applied in the classroom” Québec Schools on Course - Policy Statement

28. “In order to allow the planned changes to improve the quality of students’ education, we must first alter the educational environment within which they are to take place.” “Québec Schools on Course “- Policy Statement

29. “...schools must break with traditional views of schooling, existing educational structures, the current division of responsibilities and certain acquired privileges.” Final Report of the Estates General

30. A 4-Dimensional View We must create the conditions which empower principals to take the risks required for successful school reform.

31. CURRICULAR • GOALS • FRAMEWORK • CONTENT • CONTEXT • INTEGRATION • GENERIC SKILLS • CONTINUITY • TRANSPARENCY • FLEXIBILITY SCHOOLBASED REFORM

32. Curricular Dimension This is the perspective that outlines the expectations and sequence of learning withinthe settings of formal schooling.

33. Curricular Dimension • GOALS • instruction – socialisation – qualification • FRAMEWORK • policy / programs / timeframes / workloads / climate / settings • CONTENT • teacher & students as collaborative sources of knowledge & information • CONTEXT • situation of learning between learner’s perception & global realities • INTEGRATION • use of projects, themes & issues to propel cross-curricular learning • GENERIC SKILLS • social , life & work competencies essential to productive citizenship • CONTINUITY • patterns of learning which are woven together with specific competencies • TRANSPARENCY • learning as a natural voluntary activity akin to pre-school development • FLEXIBILITY • instructional strategies attuned to individual interests, abilities & styles

34. CURRICULAR • GOALS • FRAMEWORK • CONTENT • CONTEXT • INTEGRATION • GENERIC SKILLS • CONTINUITY • TRANSPARENCY • FLEXIBILITY STRUCTURAL • CULTURE • GOVERNANCE • POLICY • ENVIRONMENTS • TEACHING TEAMS • TIME FRAMES • WORKLOADS • REPORTING • SUPPORT SCHOOLBASED REFORM

35. Structural Dimension This perspective defines the settings and conditions within which learning takes place.

36. Structural Dimension • CULTURE • local & global contexts within which learning activities take place • GOVERNANCE • school community develops & implements the mission of the school • POLICY • framework is constructed which insures the vision of the collective • ENVIRONMENTS • settings for learning which are responsive to diverse learning needs • TEACHING TEAMS • collaboration must be reinforced by the provision of time & resources • TIME FRAMES • provision of appropriate & sufficient opportunities for successful learning • WORKLOADS • fluid application of global timeframes to provide for innovative groupings • REPORTING • reporting must reflect the dynamics of learning & presentation styles • SUPPORT • expression & provision of support become the indicators of leadership

37. CURRICULAR • GOALS • FRAMEWORK • CONTENT • CONTEXT • INTEGRATION • GENERIC SKILLS • CONTINUITY • TRANSPARENCY • FLEXIBILITY STRUCTURAL • CULTURE • GOVERNANCE • POLICY • ENVIRONMENTS • TEACHING TEAMS • TIME FRAMES • WORKLOADS • REPORTING • SUPPORT PERSONAL • LEARNER • TEACHER • PARENT • PRINCIPAL • PARTNERSHIPS • PROFESSIONALS • SCHOOL BOARD • COMMUNITY • SOCIETY SCHOOLBASED REFORM

38. Personal Dimension This perspective portrays the stakeholders and their roles in the implementation of the school’s mission.

39. Personal Dimension • LEARNER • responsible for learning within the range of personal maturity & potential • TEACHER • acts as the co-ordinator of learning activities & a facilitator of learning • PARENT • reinforces learning & exploration by supplementing in-school activities • PRINCIPAL • sets the educational climate & perpetuates the “learning organisation” • PARTNERSHIPS • groupings of critical & interested stakeholders which facilitate learning • PROFESSIONALS • provide expertise & resources to partnerships in classrooms & schools • SCHOOL BOARD • sets the framework for the governance, mandate & operation of schools • COMMUNITY • the environment & support system within which the school evolves • SOCIETY • establishes collective values & sets the expectations of citizenship

40. CURRICULAR • GOALS • FRAMEWORK • CONTENT • CONTEXT • INTEGRATION • GENERIC SKILLS • CONTINUITY • TRANSPARENCY • FLEXIBILITY STRUCTURAL • CULTURE • GOVERNANCE • POLICY • ENVIRONMENTS • TEACHING TEAMS • TIME FRAMES • WORKLOADS • REPORTING • SUPPORT INTERACTIVE • VALUES • VISION • EXPLORATION • DIALOGUE • NETWORKS • CONSENSUS • ED. PROJECT • FEEDBACK • RE-LEARNING PERSONAL • LEARNER • TEACHER • PARENT • PRINCIPAL • PARTNERSHIPS • PROFESSIONALS • SCHOOL BOARD • COMMUNITY • SOCIETY SCHOOLBASED REFORM

41. Interactive Dimension This perspective illustrates the contexts within which partners in the school community communicate and co-operate.

42. Interactive Dimension • VALUES • societal expectations for appropriate conduct & behaviour of constituents • VISION • expression of the collective sense of determination, direction & destiny • EXPLORATION • freedom to learn & discover in natural, un-prescribed ‘relational’ patterns • DIALOGUE • the capacity to interact, share & compromise on issues of importance • NETWORKS • establishment of groups which share common views, needs & resources • CONSENSUS • the art of generating a collective viewpoint without polarising partners • EDUCATIONAL PROJECT • the expression of the character, culture & vision of the school community • FEEDBACK • reacting to & inviting reaction to a variety of perspectives & viewpoints • RE-LEARNING • the ability to explore established assumptions with a critical perspective

43. CURRICULAR • GOALS • FRAMEWORK • CONTENT • CONTEXT • INTEGRATION • GENERIC SKILLS • CONTINUITY • TRANSPARENCY • FLEXIBILITY STRUCTURAL • CULTURE • GOVERNANCE • POLICY • ENVIRONMENTS • TEACHING TEAMS • TIME FRAMES • WORKLOADS • REPORTING • SUPPORT INTERACTIVE • VALUES • VISION • EXPLORATION • DIALOGUE • NETWORKS • CONSENSUS • ED. PROJECT • FEEDBACK • RE-LEARNING PERSONAL • LEARNER • TEACHER • PARENT • PRINCIPAL • PARTNERSHIPS • PROFESSIONALS • SCHOOL BOARD • COMMUNITY • SOCIETY SCHOOLBASED REFORM

44. 4 Coping with Change • Transformational Leadership • Taking the Change Dip • Windows of Change • Vehicles for Change

45. Transformational LeadershipTHE HALLMARK OF PUBLIC CONFIDENCE • Collaboratively identify new vision for the school. • Promote a consensus on group goals. • Set high expectations for teachers (pupils). • Set examples to follow by their behaviour. • Respect the teacher (pupil) as an individual. • Cause teachers to adapt teaching for improvement. • Promote a school culture focusing on continuous improvement of services for students. • Structure school to enhance group decision making.

46. em•pow•er•ment 1. to give or delegate power or authority to; authorize. 2. to give ability to; enable or permit. Collins New English Dictionary

47. ENDING NEW START DENIAL ANXIETY ENERGY ANGER CHANGE SHOCK HOPE FEAR IMPATIENCE FRUSTRATION ACCEPTANCE CONFUSION CRITICISM STRESS CREATIVITY AVOIDANCE EXPLORATION the Change Dip Adapted from DBM Consultants

48. Windows of Change Drive Team Goals Styles

49. TEAM DEVELOPMENT FORMING STORMING PERFORMING NORMING adapted from “Developmental Sequence in Small Group” B. W. Tuckman, Psych. Bulletin, 1965

50. slow PACE fast solo CONTEXT group PERSONALDRIVE GET APPRECIATED GET IT DONE GET IT RIGHT GET ALONG