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Pennsylvania Leadership Development Center Presented to the Pennsylvania Department of Education March 13, 2009 1
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Pennsylvania Leadership Development Center
Presented to the Pennsylvania Department of EducationMarch 13, 2009 1
The Pennsylvania Leadership Development Center offers six Act 48 credit approved courses for school administrators. Each course, emphasizing a Corollary Standard, involves two days of training with nine to twelve months between the sessions. Participants will have contact with the facilitators throughout the school year. Each course is 30 Act 48 hours or 1 CPE credit.
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Dr. Patrick E. Crawford• Executive director of PLDC and former Superintendent of Schools, Bedford
A.S.D. Dr. P. Duff Rearick
• PLDC facilitator and former Superintendent of Schools, Greencastle-Antrim S.D. Dr. Jay Scott
• Educational Consultant, PLDC facilitator, and former Superintendent of Schools and IU Exec. Dir.
Dr. Richard Mextorf• Superintendent of Schools, Loyalsock Twp. S.D., and PLDC facilitator
Dr. James E. Henderson• Professor of Ed. Leadership, Director of Doctoral Program for Ed. Leadership,
Duquesne University, PLDC facilitator, and former superintendent of schools Ms. Fran Serenka• Superintendent of Schools, Sto-Rox S.D. and PLDC facilitator
Dr. Timothy F. McNamee• Superintendent of Schools, Mohawk A.S.D. and PLDC facilitator
Dr. Mark T. Dietz• Educational Consultant, PLDC facilitator, and former Superintendent of Schools,
Wyomissing A.S.D. And other highly motivated and dedicated educational professionals
• To be trained, assessed, and endorsed as qualified PLDC facilitators
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Corollary Standards1. Creating a culture of teaching and learning
with an emphasis on learning.2. Managing resources for effective results.3. Collaborating, communicating, engaging and
empowering others inside and outside the organization to pursue excellence in learning.
4. Operating in a fair and equitable manner with personal and professional integrity.
5. Advocating for children and public education in the larger political, social, economic, legal and cultural context.
6. Supporting professional growth of self and others through practice and inquiry.
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The corollary courses ultimately focus on student achievement. The major emphasis in each course is one of the six Corollary Standards. Each course syllabus is detailed, depicting clear relationship to a
corollary standard, stressing required learning and assessment. All the courses stress Quality Teaching, Quality Leadership, the Artful
Use of Infrastructure, and a Continuous Learning Ethic as addressed and defined by PDE.
Competencies are clear and measurable. The needs of the adult learner are emphasized. Student success is enhanced due to assignments that are job-embedded
and focused on standards. Various products linked to student success are constructed by the
participants. Constant and regular contacts throughout the year ensure each
participant continues to grow and increase knowledge as determined via formative and summative assessments.
The learning community formed by PLDC continues its engagement with PDE and PASA positively affecting countless students within the Commonwealth.
Evidence of learning is required.
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1. Leading Learning in 21st Century Schools2. Leading the Management of Resources in 21st
Century Schools3. Leading for Engagement of Stakeholder in 21st
Century Schools4. Leading Ethically & Equitably in 21st Century
Schools5. Leading for Educational Advocacy in 21st Century
Schools6. Leading, Implementing, & Sustaining Professional
Growth in 21st Century Schools
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…corresponding to six corollary standards
…CORRESPONDING TO SIX COROLLARY
STANDARDS
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Core and corollary PA Leadership Standards
Core Standards:
The leader has the knowledge and skills to think and plan strategically, creating an organizational vision around personalized student success.
The leader has an understanding of standards-based Resources theory and design and the ability to transfer that knowledge to the leader's job as the architect of standards-based reform in the school.
The leader has the ability to access and use appropriate data to inform decision-making at all levels of the system.
Corollary Standards:
The leader knows how to create a culture of teaching and learning with an emphasis on learning.
The leader knows how to manage resources for effective results.
The leader knows how to collaborate, communicate, engage and empower others inside and outside of the organization to pursue excellence in learning.
The leader knows how to operate in a fair and equitable manner with personal and professional integrity.
The leader knows how to advocate for children and public education in the larger political, social, economic, legal and cultural context.
The leader knows how to support professional growth of self and others through practice and inquiry.
Pennsylvania (Corollary Standard #2) Managing resources for effective results.
Interstate School Leaders Licensure Consortium (ISLLC) 3. Manages organizational Resources and safety
Educational Leadership Constituent Council Standards (ELCC) 3. Management of the organization, operations,
and resources in a way that promotes a safe, efficient, and effective learning environment.
Standards of the American Association of School Administrators (AASA) 4. Organizational management AND 7. Human resources management
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Get Policy Manual and read selected segments dealing with your assignment (HS, MS, Elem., Principal, Central Office, or Teacher) citing selected statements that reinforce your current system and statements that reinforce a student centric, learning centered organization
Identify the 8 principles in Good to Great by Jim Collins and be ready to discuss them
Read Total Leaders by Charles Schwahn and Bill Spady and identify the 5 pillars associated with the book and be ready to discuss them
Find the Business Plan, Educational Plan and Strategic Plan and use them as resources for your work and imbedded activities
Pre-work for Day 1
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Corollary Standard #2
9:00 – 9:30 Introductions, PIL Announcements, etc. 9:31 – 9:45 Purpose, Objective, UBD, WHERETO, and SAS 9:46 – 10:30 Essential Questions 10:15 – 11:00 What is a resource? 11:01 – 11:20 Big Ideas, Concept, Competencies, & Vocabulary 11:21 – 11:35 Parameters 11:36 – 12:00 Total Leaders Framework 12:01 – 12:30 Good to Great Principles 12:30 – 1:15 Lunch 1:16 – 2:30 Unit Assignments 2:31 – 2:55 Day 2 2:55 – 3:00 Concluding comments
Agenda January 29, 2010
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Corollary Standard #2
Agenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
The purpose of this corollary is to get you to “see” things differently. We are bound by policies, regulations, practices, and other such things that tend to limit our paradigm. That limitation has a significant impact on how resources are expended. It is our goal that each of you engages in this corollary in a way that, at the very least, provides more of a focus how and why things occur and will help to build a context on how you will approach the management of resources in the 21st century.
BELIEFS
People in education are good and well intentioned. We have a good system – one built on time as the constant. Learning should be the constant and time the variable. The will to change the system should not be based on frustration of
people but rather the need for rethinking how the system is designed. We can make a difference in systemic change. We have to modify the parts of the system as we transition the entire
system.
Primary author: Dr. Jay Scott
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Corollary Standard #2
Agenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
This Program Module is designed to create a sense of urgency for leaders that leading the management of resources in the 21st century is more about change than it is about management. Of course we need to identify what are resources. People, time, money and materials (buildings, books, etc.) come to mind instantly but as we grow in this process, we will learn that how we spend our resources says volumes about our core beliefs and, subsequently, how we view our ideal best. That is why change is such an important element in managing resources. Change is organic and long term impactful change requires a look at systemic causes. It is about designing our system strategically that truly enables quantum changes in our thought process and thus our actions. Once designed, expending resources should be aligned to what it is we want to happen in our building/district.
Primary author: Dr. Jay Scott
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Corollary Standard #2
Agenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
In order to manage an organization for improved student achievement and progress, the leader will be required to understand the concept of weight bearing walls and will be challenged to look at the existing culture, build strategies to change it systematically, and will also be expected to do it within the financial constraints afforded the current system. During this module the participants will demonstrate comprehension of a student-centric environment built around the importance of each student’s success.
Grasp the importance of daily managing that is aligned to long term success and results.
The importance of safety and healthy environments during the process of thinking through systemic change.
Find your ideal best and back map to achieve it Understand the concept of weight bearing walls and how managing for
results requires respect for certain practices that may need to change. Total Leaders and Good to Great provide the framework and the tools
for creating the 21st century environment that we need to be successful. Develop the system around student-centric learning strategies that
require greater and more efficient use of technology.
Primary author: Dr. Jay Scott
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Corollary Standard #2
Agenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
“85% or more of the problems in any organization are caused by the organization itself. 15% or fewer are caused by the workers.”
*Late in Deming’s career, he changed his figures to 94% -6%.
Stage 1: Identifying desired results (such as enduring understandings, essential questions, and enabling knowledge objectives).
Stage 2: Determining acceptable evidence to assess and to evaluate student achievement of desired results.
Stage 3: Designing learning activities to promote all students’ mastery of desired results and their subsequent success on identified assessment tasks.
WW = How will you help your students to know where they are headed, why they are going there, and what ways they will be evaluated along the way?
HH = How will you hook and hold students’ interest and enthusiasm through thought-provoking experiences at the beginning of each instructional episode?
EE = What experiences will you provide to help students make their understandings real and equip all learners for success throughout your unit or course?
RR = How will you cause students to reflect, revisit, revise, and rethink?
EE = How will students express their understandings and engage in meaningful self-evaluation?
TT = How will you tailor (differentiate) your instruction to address the unique strengths and needs of every learner?
OO = How will you organize learning experiences so that students move from teacher-guided and concrete activities to independent applications that emphasize growing conceptual understandings as opposed to superficial coverage?
Wiggins and McTighe, 2005. Understanding by Design. ASCD: Alexandria, VA.
Fair
AssessmentsIntervention
s
Materials&
Resources
Instruction
CurriculumFramework
ClearStandards
StudentAchievement
As one thinks about a school as a learning organization, is it evident that policies and practices in your school optimize learning?
How can one remain proactive when it comes to safety in an environment where one has to continue to do more with less?
Why is it important to look at the end, at what one sees as the ideal best, and work backward from that?
As you think about practices that reflect an atmosphere of learning, are there practices that need to change and, if so, how will you approach that change?
Schools are primarily classroom centric. Where do you begin to make them more student centric?
Why should learning be the constant and time the variable?19
Corollary Standard #2
Essential Questions
Agenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
What is a resource? (An Example of how we use “personal” resources)
What is an educational resource? (Discussion) Break in to pairs (job alike) Bound or liberated by educational plan, business plan, and
strategic plan? Review the components of the following (these are
examples of how we might think as we move the building/district forward) by having each of the pairs take 2 of the first 8 and the group will discuss the 9th component
Learning the Constant – Time the Variable - The new Ideal Best A History of the 20th Century School Design and Management Decisions
The Educational Plan – The 20th Century Business Plan Setting the Business Plan – Getting Board and Key Communicator Buy-in
Weight Bearing Walls and Transitional Change Eight Principles of Good to Great Five Pillars of Total Leadership Mass Customization as the new paradigm Restructuring Policy – A Student Centric Environment Marketing a 21st Century Plan in a 20th Century Environment – Working with Culture
Resources
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Corollary Standard #2
Agenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
Learning in the 21st century requires a system designed to empower all learners to tap in to resources and tools which enable consistent learning for all at a high level
Learning occurs in many venues but must continue to be safe
Visioning is about seeing the organization at its ideal best and back mapping to achieve it.
Many practices and policies imbedded in the organization are weight bearing which mean they continue to uphold and reinforce the system.
There are endorsed 21st century strategies that will enable Resources to move in to a student centric environment
Learning should be the constant and time the variable
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Corollary Standard #2
Big IdeasAgenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
Understand how your job description, your organization through policies and practices has created system wide Essential Questions
Continue to focus on healthy and safe solutions. Understand that it can be accomplished by sharing a
real example of change (Lake County). Know what the phrase weight bearing wall means and
how it relates to decision making in schools today. Understand how Total Leaders and Good to Great
provide the framework and the model respectively for managing resources in the 21st century
Understand that a student centric environment requires learning to be the constant and time the variable.
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Corollary Standard #2
Key ConceptsAgenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
A demonstrated comprehension of where you are in your current situation through your job description, daily activity, the educational plan, and/or policies.
A demonstrated understanding of a safe, healthy environment that enables improved student learning.
A demonstrated comprehension of the power of vision and how resources need to be aligned with what the organization has committed to being its ideal best.
An acknowledgement of the concept of weight bearing walls and a subsequent demonstrated understanding of the leader’s role in managing for effective results.
A demonstrated comprehension of the framework and model necessary for making management decisions to ensure that the utilization of resources is consistent with the end in mind.
A demonstrated comprehension of the need for a student centric environment built around the importance of each student’s success.
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Corollary Standard #2
CompetenciesAgenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
Managing daily implementation guided by practices, policies, and rituals and customs
Managing is the result of a direction set (or not). Managing is what happens daily. Managing can occur without leadership but leadership cannot occur without managing
Levels of Leadership (Level 4 and below) see Collins Get ur done!
Ideal Best visioning is seeing a picture of what you look like when the organization or system is working on all cylinders
Weight Bearing Walls the idea that whatever is keeping a certain practice in place needs to be replaced in order for the system to continue to work effectively
Resources anything that we use to get the job accomplished People – How we hire, evaluate, and align to meet the ideal best Time – How we use time to evaluate our people Money – How we acquire and spend Tangible purchases – books, buses, buildings Data – metrics, surveys, ayp, etc.
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Corollary Standard #2
VocabularyAgenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
Define materials – People, time, money, data and materials (small group to large group)
Imagine what you will look like three years from now at your ideal best Align all resources (people, time, money, and materials) to that vision
of the ideal best Management is the result of leadership Each participant will be expected to examine existing practices and
policies and to analyze how these practices and policies align with the vision.
The course may include reflective journaling, problem identification, critical reading, writing, applied research, integration of 21st century technology to enhance and accelerate change and the practical application of various concepts including; the total leadership framework, principles of Good to Great
All combined in a portfolio and a synopsis to be presented on the final day
This module includes 30 hours: 5 hours in face to face presentation and 5 hours in presentations over two days, one to begin and one to end the module and 20 hours of embedded reading, research and project activity that will include preparation of a final portfolio and reflection.
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Corollary Standard #2
ParametersAgenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
Strategic Design
STRATEGICDIRECTION
STRATEGICALIGNMENT
• Purpose• Beliefs/Values• Mission• Results• Vision
• People• Practices• Policies• Structures
STRATEGIC DIRECTION Requires
STRATEGIC ALIGNMENT Requires
AUTHENTIC AUTHENTIC LEADERS LEADERS
Who Who DEFINE DEFINE
PURPOSEPURPOSE
VISIONARY VISIONARY LEADERS LEADERS
Who Who FRAME FRAME VISIONVISION
CULTURAL CULTURAL LEADERS LEADERS
Who Who DEVELOP DEVELOP
OWNERSHIPOWNERSHIP
QUALITY QUALITY LEADERS LEADERS
Who Who BUILD BUILD
CAPACITYCAPACITY
SERVICE SERVICE LEADERS LEADERS
Who Who ENSURE ENSURE
SUPPORTSUPPORT
TOTAL LEADERS Creating
PRODUCTIVE CHANGE
+ + + +
+
From: Schwahn & Associates
STRATEGIC DESIGN Requires
1. Level 5 Executive Leadership 2. First Who, Then What 3. Confront the Brutal Facts (But Never
Lose Faith in the Potential for Greatness) 4. The Hedgehog Concept 5. A Culture of Discipline 6. Technology Accelerators 7. The Flywheel and the Doom Loop 8. Preserve the Core/Stimulate Progress
has four primary components:
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Corollary Standard #2
Good to Great PrinciplesAgenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
Using the principles of Good to Great, research and write a brief paper critiquing the latest writings on systems theory and the importance of system design and importance to change and what you would do about it.
Analyze and document your setting including looking at practices and policies that keep the focus on a 20th Century system and, as a result, inhibit systemic change.
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Corollary Standard #2
Unit 1: Weight bearing walls – the importance of structure
Agenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
Review your calendar for a 30 day period or analyze your job description and determine how aligned it is with the strategic plan, educational (goal) plan and/or business plan.
Using Jim Collins book Good to Great, determine what type of leader is required to manage for results. Specifically, what level and why does this level meet the needs of the organization.
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Corollary Standard #2Job Imbedded
Unit 2: Modeling after the leaders who were effective at managing for results
Agenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
For one week monitor the language of the culture, journal daily what you see and hear and present a brief reflective analysis regarding its relationship to managing for effective results. As an option, create a survey for staff and students that will enable you to gather information on how your clients few the culture and compare how that aligns to your perception.
Develop a professional development activity for all staff (including support staff) that helps to clarify the concept of weight bearing walls and incorporate it in an in-service day activity.
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Corollary Standard #2Job Imbedded
Unit 3: The importance of working through the culture to manage for results
Agenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
Create an outline around innovative technology implementation that builds capacity for a student centric environment.
Final - What have you learned? The other activities have been designed to help you with the learning. The final is designed to show us what you have learned. Please assimilate your reports into a portfolio and then end the report with a 3-5 page paper or power point to demonstrate what you have learned in this course.
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Corollary Standard #2
Unit 4 & Final: The student-centric environment and the role of technology in assisting in improved student learning environments
Agenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
The participants will be asked to produce and submit a portfolio and a 3-5 page reflection of what was learned in the course
The work can be posted for all to see and input on as you move forward.
By the end of each month, work should be posted in your folder for all to see and use for his or her individual project
Pre-work for Day 2
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Corollary Standard #2
Agenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
Products: portfolio and 3-5 page reflection Dialogue: Day 1 will be designed to define the purpose and
objective of the corollary and Day 2 will be used to listen to classmates on what s/he put together as a final assignment.
Portfolio: each participant will compile all the work in one document to present at the conclusion of the last day.
Agenda for Day 2 February 10, 2010
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Corollary Standard #2
Agenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
9:00 – 9:30 Introductions, PIL Announcements, etc. 9:31 – 11:00 Present in your small groups (12-15 minutes per
report) 11:01 - 12:00 Select Exemplar 12:01 – 12:45 Lunch 12:46 – 2:00 Present four exemplars 2:01 – 2:45 Discussion on the Learning 2:46 – 3:00 Closure
Current School District Policy Manual It is preferable represents the current school district, if employed, but it must be a current policy manual
Business Plan and/or Educational Plan The concept of a business plan is relatively new to education so, if an educational plan is available, please use that
A Sense of Urgency . . . John Kotter, 2008. Organizations don’t change when there is no sense of urgency. Bureaucracies show no sense of urgency. Schools show no sense of urgency. Kotter tells you the why and how of “A Sense of Urgency.”
The One Thing You Need to Know . . . Marcus Buckingham, 2005. Best description of leadership and management, according to Chuck Schwahn that. Leadership and management are both important, but they are very different roles, and they require very different perspectives and very different skills.
References
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Corollary Standard #2
Agenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
From Good to Great . . . Jim Collins, 2001 Total Leaders . . . Chuck Schwahn and William Spady,
2002.
Required Readings
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Corollary Standard #2
Agenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
Participants are to be assessed using a variety of measures.
Participants will follow the assignments for each unit or select specific unit or units and submit the appropriate information in his/her portfolio. A rubric will eventually be established to determine the level of achievement but this course is designed as a pass/fail.
Participants are expected to participate in the two live settings and virtually throughout the course.
Participants are expected to work in real settings and bring back information in real time so that other participants can benefit from ongoing investigation and implementation.
Assessments
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Corollary Standard #2
Agenda
Purpose
Objective
Essential Questions
Resources
SAS CF
Parameters
Total Leaders
Framework
Good to Great
Principles
Units
Day 2
Rdgs & Eval
Much research has been conducted as to what makes a great school. There are many intangible components. However, research supports the notion that great schools and school systems tend to have six common elements:
Clear StandardsFair Assessments
Curriculum FrameworkInstruction
Materials and ResourcesInterventions
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44
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December 2009: Where we will be!
• Limited Release of new SAS CF for key IU personnel to provide feedback---October
• Focus Groups---two days commitment---one day each in October and November
• 21st Century Teaching and Learning Institute---New SAS CF Roll Out
– December 7-10, 2009, Hershey Lodge
– December 6th Pre-session for first wave of SAS CF training for IU Curriculum Coordinators
– IU train-the-trainer session during the Institute
• Statewide professional development plan released with full implementation beginning January, 2010
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December, 2010: Where we will be!
•Thousands of individual pieces of high-quality educational content (video, unit and lesson plans, virtual manipulatives, documents, vignettes, etc. aligned to PA standards)
•All six components completed with vital content in all areas
•Direct link from classroom-based Diagnostic Data Analysis to SAS CF to inform instruction
•Interactive tools for teachers that will enhance their use of digital content in the classroom and for home-school communications
SAS CF Component Frameworks
Materials & Resources
Resources for teaching- including: simulations, manipulatives, etc. Aligned, tagged, and quality controlled to optimize classroom utility
Eligible ContentEligible Content
Helps teachers identify how deeply they need to cover an Anchor and/or the range of the content they should teach to best prepare their students for the PSSA.
e.g. M11.A.1.1.1: Find the square root of an integer to the nearest tenth using either a calculator or estimation.M11.A.1.1.2: Express numbers and/or expressions using scientific notation.M11.A.1.1.3: Simplify square roots.
Helps teachers identify how deeply they need to cover an Anchor and/or the range of the content they should teach to best prepare their students for the PSSA.
e.g. M11.A.1.1.1: Find the square root of an integer to the nearest tenth using either a calculator or estimation.M11.A.1.1.2: Express numbers and/or expressions using scientific notation.M11.A.1.1.3: Simplify square roots.
Learning Progressions
Learning Progressions
StandardsStandards Curriculum FrameworkCurriculum Framework
A segment of the learning progression focused on a critical topic or theme necessary for success within a course/grade level. Each unit includes samples of sequenced lesson plans.
A written guide that specifically outlines the intended learning outcomes. It provides clear learning objectives, instructional procedures, strategies, resources and materials, and tools to assess student progress.
Assessment Anchors Assessment Anchors
Subject: Math = 2.
Content Strand: Numbers, Number Systems, and Number Relationships =2.1.
Grade Level: 11 = 2.1.11.
Standard: Model and compare values of irrational and complex numbers = 2.1.11.A
StandardStandard
2.5.3.A: Develop a plan to analyze a problem identifying the information needed to solve the problem… etc.
2.5.3.A: Develop a plan to analyze a problem identifying the information needed to solve the problem… etc.
Curriculum Framework: Example for 3rd Grade MathematicsCurriculum Framework: Example for 3rd Grade Mathematics
AnchorAnchor
M.3.A.2: Understand the meaning of operations and the relationships between them.M.3.A.2: Understand the meaning of operations and the relationships between them.
Eligible ContentEligible Content
M.3.A.2.1.1Represent multiplication as repeated addition.M.3.A.2.1.1Represent multiplication as repeated addition.
Anchor DescriptorAnchor Descriptor
M.3.A.2.1: Understand the meaning of operations and the relationships between them.M.3.A.2.1: Understand the meaning of operations and the relationships between them.
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SAS Entry through Diagnostic AssessmentsM
AT
& R
ES
CU
R.
FR
AM
EW
OR
KA
SS
ES
SM
EN
TIN
TE
RV
EN
TIN
ST
RU
CT
ION
ST
AN
DA
RD
S
Standards and
Eligible Content
DiagnosticAssessment
Does the student require specialized
instruction
Report detailing eligible content for
remediationYes
Teacher prepares standard lesson plans
No
AppropriateInterventions
Given to Teacher
Teacher prepares
intervention plans
InstructionalStrategies offered
Lesson plans and additional vetted
instruction content
Teaching
Intervention tagged content
DiagnosticAssessment/
ProgressMonitoring
Standards and
Eligible Content
Progress Report
Resiliency
Resiliency
Lin
k fr
om D
RC
rep
ort t
o S
AS
Por
tal
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Tools for Teachers:
•ePortfolios for all registered teachers
•Website Builder
•Formative Assessment Builder
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Next steps…
•Finalize development of initial SAS CF site (November)•Design Professional Development workshops & strategies •“Rollout” across Pennsylvania
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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 . . . duh! 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.
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Weight Bearing Walls (WBWs)
1. Grade Levels
2. Class Periods/Bell Schedule
3. Students Assigned to Classrooms
4. ABC Grading System/Student Rdgs & Eval
5. Education Happens in Schools/Use of Space
6. Nine Month School Year/Agrarian Calendar
7. Report Cards/Informing Parents
8. Paper and Pencil Orientation
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The following series of seven slides identifies and lists the prerequisite infrastructure
requirements of a Mass Customized Learning
Community.
The new, Information Age Weight Bearing Walls (WBWs)
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1. Curriculum as Learner Outcomes
Curriculum written in learner “outcome” format . . . based on the exit outcomes identified in the Strategic Design.
Think . . . Apple, Inc. and their inventory of more than six million songs that can be accessed through their iStore.
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Designer Exit Learner Outcomes . . .(AND, Exit Outcomes drive Curriculum, Learning, and Assessment)
Howard Gardner Outcomes . . . Classic, focus on the disciplines, intellect, and thinking.
Bill Spady Outcomes . . . Human Development, focus on potential, consciousness, and quality of life.
Jeff Foxworthy Outcomes . . . Blue Collar, focus on basic skills, preparation for work, and traditional values.
Jack Welch Outcomes . . . Leadership, focus on organizational effectiveness, economics, and the future.
Oprah Winfrey Outcomes . . . Human Relations, focus on humanistic values, communication skills, and leadership.
Bishop Blase Cupich Outcomes . . . Religious, focus on Christian values, preparation for college, and responsibility.
Wikicomes . . . Customized, focus on personal/parental Essential Questions.
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2. Outcomes Categorized as to Learning Format
Outcomes categorized as to . . . Those that can be learned by individuals alone,
online Those that are best learned in an interactive,
seminar format Those that are best learned via large group
presentations or reading Those best learned through experience,
shadowing, or apprenticeships
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3. Online Learning Outcomes
Those outcomes (including their accompanying learning activities and assessments) best learned by individual students made available online 24/7.
Think . . . Apple, Inc. and how songs can be identified, downloaded, played, and paid for from anywhere, at anytime.
Think . . . Wikipedia and how an encyclopedia that outdistances Britannica was created and is maintained, updated, and policed by volunteers . . . for free.
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4. Outcomes Requiring an Interactive, Seminar Format
Those outcomes best learned in an interactive, seminar format described (including prerequisites, learning facilitators, agendas, timeframes and scheduled opportunities) and communicated to learners.
Think . . . How our best universities do it now.
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5. Scheduling Technology for Learners
Scheduling technology for individual learners, seminars, and learning facilitators (staff).
Think . . . Yahoo or Microsoft calendars and how individuals and work teams schedule their activities.
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6. Accountability Technology for Learning Community Leaders
Accountability technology that allows administrators to track the physical location of all students at all times.
Think . . . Wal-Mart and its ability to track individual products from their manufacturer to the purchasing consumer.
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7. Reporting Technology
Reporting technology allowing those with “a need to know” access to individual learner outcome records, electronic portfolios, present learning activities, and projected future activities/schedules.
Think . . . Verizon and Visa and how they communicate personal data online to those with “a need to know.”
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Industrial Age/Information AgeWhich can we professionally defend?
To not apply our most basic research is malpractice.
To do MCL allows us to do what we know is right regarding students
and learning.
Pennsylvania Department of EducationBureau of Teaching and Learning Support
September 2009
2006 Lake County Superintendents Fall Conference
The Future IS NOW
Chuck SchwahnTotal Leaders Associates
Cannon Shot Over the Bow
• The Challenge . . . Life is too short to drink cheap red wine . . . or to
pussyfoot
• The Objective . . . Essential Questions for
our four sessions
“Act always as if the future of the Universe depended on what you did,
while laughing at yourself for thinking that whatever you do makes
any difference.”
Buddhist advice from Finding Flow
Reality 1: We are Industrial-Age Organizations existing in
an Information-Age world.
Our Instructional Delivery System is an assembly line where time is the constant and quality is the variable.
Reality 2: We are bureaucratic monopolies existing in a world of customization and service.
Our policies and practices are chosen for “administrative convenience” and are inconsistent with our most basic research regarding students and learning.
Reality 3: We are an “industry,” existing in a world
that requires a profession.
We are union contract driven, controlled by outside forces, and seldom remove underperforming workers.
Reality 4: We are managers in a “profession” that requires bold
and courageous leadership.
Tradition trumps innovation, security trumps change, and goal setting trumps vision.
So, this conference is about . . .• Future-focusing and learning
from the successful• Visioning an Information Age
learning organization• Cross-industry learning and
transfer• Applying Total Leader principles
and performances• Starting a dialogue about
seriously restructuring education
“Shun the incremental
and go for the leap.”
Jack Welch
Going from a 6 to a 7 period day may make you slightly more effective, but you will still have an Industrial-Age, bureaucratic school system.
Taking risks is different from taking chances: Risk taking is based on being prepared . . . Chance is about rolling the dice.
TLs take risks based on . . . *Objective Inquiry, *Strong Intuition,
*Prior Experience, *Educated Estimates, and *What-if Analysis
TrendSmart by Louis Patler
About Risk-Taking, Innovation, and Productive Change - - -
TQM/No Child Left Behind is . . . High Class Tinkering
Getting better at “doing schools” is simply polishing the last patch of skin on the Industrial
Revolution’s souring apple.
Tom Peters applied to US Education
Workshop Agenda:• Session 1: Identifying the Future
Conditions that should significantly influence education
• Session 2: Total Leaders reacting to new realities, challenges, and opportunities
• Session 3: Our Vision of an Information Age learning community
• Session 4: The Heavy Lifting . . . Managing Our Vision
#1: Identifying the Future Conditions that should significantly influence education . . .
• The Input: Shifts and Trends that are redefining organizations, careers, and life
• Our Work: Identifying the Future Conditions that should/must impact our vision of education
• Our Product: A prioritized list of the three most impactful Future Conditions from each small group and a prioritized list of five or six from the entire group
The Future IS NOWToday’s Realities
Shifts and Trends that are Redefining Organizations,
Careers, and Life
Charles Schwahn and Beatrice McGarveyTotalLeaders Associates
Updated and Copyrighted 2006
Shifts/Trends Sources
• Friedman• Popcorn • Pink • Celente• Yankelovich• Covey• Gates, etc. etc.
• Peters• Bennis• Drucker• Collins• Blanchard• Wheatley• Buckingham, etc. etc.
Futurists(General)
Futurists(Organizational)
Planning isn’t STRATEGIC unless it’s . . .
•Client/Learner centered
•Based on the strongest research
•Future-focused
The Future IS NOWTotalLeaders Associates
• The Hurried Individual and The Stressed Society
• Flexible . . . but STILL WORK
• Transformational Technology
• The High Quality, Global Marketplace
• The Adept, Empowered Employee in the Nimble Organization
• Total Leader Essential Questions
• Consciousness: The Expanding Frontier
•The main crisis in schools today is The main crisis in schools today is irrelevanceirrelevance . . . especially in . . . especially in secondary schools. secondary schools.
•And the main problem with most And the main problem with most education solutions is that they education solutions is that they incrementally improve Tayloristincrementally improve Taylorist solutions for a Tailorist workforce. solutions for a Tailorist workforce.
•Of all the institutions in America, Of all the institutions in America, schools have least adaptedschools have least adapted themselves themselves to the free agent economy. to the free agent economy.
Daniel Pink, Free Agent NationDaniel Pink, Free Agent Nation
“REWORK” . . . and its co$t
• Harley Davidson: from oily junk to a phenomenon - - sound and batteries included. “Want to do lunch in Sturgis?”
• W. Edwards Deming’s gift to the Japanese.
• The “Rework” of public schools - - and, you as accomplice.
“Life is now defined by where we stand with respect to the Internet.”
“Nearly everything can be offered directly to end users through the Internet.”Evolve, Kanter, 2001
The Power of the Internet . . .
#2: Total Leaders reacting to new realities, challenges and opportunities . . .
• The Input: The Total Leaders framework . . . Authentic and Cultural Leadership Domains
• Our Work: The concrete application of our prioritized Future Conditions to public education (one future condition per two small groups)
• Our Product: A written description of our prioritized list of Future Conditions applied to education
Your organization is
perfectly designed to get the results
that you are getting.
#3: Our Vision of an Information Age Learning Community . . .
• The Input: The Total Leaders framework . . . the Visionary Leadership Domain
• Our Work: Creating our Vision of an Information Age Public Learning Community
• Our Product: A written, bulleted Vision Statement that boldly and concretely states what an Information Age Learning Community will look like/be like when operating at its ideal best
#4: The Heavy Lifting: Managing our Vision . . .
• The Input: Total Leaders framework . . . the Quality and Service Domains
• Our Work: Create a plan for how our vision will be communicated to the staff and to the public
• Our Product: The beginnings of a Power Point presentation that will be made to the board, the staff, students, and the community
PPBE Plan & Program 90
PPBE ActivitiesStrategy Planning Prioritization Programming EnactmentBudgeting Execution
FeedbackCapabilities and Resource Analysis
Each of these: strategy, planning, programming, budgeting, etc. is an ongoing process that periodically interacts with other ongoing processes
Strategy and Planning (P) is the laying out of future needs and anticipated receipts
Prioritization and Programming (P) is the act of deciding what needs to fund and where to accept risk
Budgeting and Enactment (B) is detailed pricing of the things you will put resources against
Execution (E) is the approval and funding of the budget and the actual outlay of capital; often resources are not executed exactly as they were budgeted
Capabilities underlie the entire process but currently come into play especially in planning and prioritization
Leadership vs Management
Types of Facilitator StrategiesDirective
• talking at
• telling how and why
• assumes expert status
• structured presentation
• distant from others
• offers solutions
• already know the answers
Constructivist
• talking with
• asking how and why
• assumes learner status
• flexible and improvisational with a mathematical agenda
• helps others craft solutions
• knows the bigger agenda
Not Good or Bad - Strategies Lead to Different Outcomes
Directive• Invisible wall• Learner absorbs
information• Learners are told
the content• Solutions - based
on facilitator suggestions
Constructivist
• Reciprocal exchange of information
• Learner constructs information with others
• Learners initiate the leadership talk
• Solutions - based on talk generated from the group
Tools for the Facilitator
Interpersonal skills Leadership content knowledge Principles that guide facilitation Knowledge of adult learning Big picture - the broader context Conversational frameworks - protocols for
talk Curiosity rather than certainty Ability to self-reflect and modify
Interpersonal Skills
Listens well Puts adult learning at the forefront Builds relationships - trust, rapport Asks questions
Principles that Guide Facilitation Developed by the group so they are
owned by the group Total Leaders offers the framework and
Good to Great offers a principled approach
Necessary for implementation
Knowledge of Adult Learning Studies the principles of adult learning in
research and literature Applies the principles in every
interaction
Big Picture - The Broader Context Understands the systemic picture Initiates a bigger focus for the group Attends to task details, yet links to
broader support base
Conversational Framework - Protocol for Talk Establish categories of talk using a 4
column chart• What to teach - Curriculum• How to teach it - Instruction• How do we know students get it - Assessment• Parking Lot - Other issues
Curiosity Rather than Certainty Create a pace that supports listening
and thinking. Spend more time in “not knowing” -
suspend personal beliefs to hear what others have to say
Inquire to what is different - leads people to contribute new and different ideas
Ability to Self-Reflect and Modify Requires a safe environment Formal reflection structure provided Clear expectations for reflection -
personal journal, group processing Name the modification and act on it
