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Peter C. Mott, Director, NEASC/CIE Greg Curtis, Author and Consultant NESA Conference 2016
Peter C. Mott, Director, NEASC/CIE Greg Curtis, Author and Consultant
NESA Conference 2016
ACE ACCREDITATION WORKSHOP
Peter C. Mott, Director, NEASC/CIE Greg Curtis, Author and Consultant
NESA Conference 2016
ACE ACCREDITATION WORKSHOP
8.30 - 10.00: Workshop 10.00 - 10.30: Break 10.30 - 12.30: Workshop 12.30 - 13.30: Lunch 13.30 - 15.00: Workshop 15.00 - 15.30: Break 15.30 - 17.00: Workshop
https://www.youtube.com/watch?v=dqTTojTija8
Sueing the School System
Explore the need for change (the “Why”)Understand the ACE structure (the “What”)Understand the ACE process (the “How”) Explore the alignment of ACE with School Systems
Accreditation is currently like…
…when it should be like…
Simile
Simile
Me
tap
ho
r
Circles Within Circles…
The Why
Globalization
Globalization
Globalization & Interdependence
Global Issues
Changing Nature of Work
Changing Nature of Work
Changing Nature of Work
Technology
Technology
Technology
The world’s largest taxi company owns no taxis (Uber) Largest accommodation provider owns no real estate (Airbnb) Largest phone companies own no telecom infrastructure (Skype, WeChat) World’s most valuable retailer has no inventory (Alibaba) Most popular media owner creates no content (Facebook) Fastest growing banks have no actual money (SocietyOne) World’s largest movie house owns no cinemas (Netflix) Largest software vendors don’t write the apps (Google, Apple)
Learning Science
Learning Science
VUCA
VUCA
“We are losing the context ofthe world we are movinginto . . . We have got this
abstract myth that underpinsthe education system and the
exam structure. That myth is thatwe are going back to the 1950s,
and, if we replayed thatstructure, everything would be
fine. It is just not true.”
Futurist Rohit Talwar
So what?
So what?
What are the implications forour students?
Students will need to…
How Education Responds
From: Education Re-imagined, An Initiative by Convergence
What If…
Re-Inventing Schools
Improvement or…
Transformation?
‘Improvement’ is the enemy of ‘Transformation’
After watching PBS’s “School of theFuture,” I was left with one question:
What if the school of the future is not aschool at all?
FOR
EVER
?
Given advances in technology, it is becoming increasingly possible to linkformal and informal learning instances together into a coherent learningjourney. Add into the mix a growing desire for personalized learning, andone possible image for the school of the future is one where a learningecosystem would replace traditional notions of school. In this scenario,students would make use of a wide variety of learning venues,experiences, and formats based on their individual needs, interests, andgoals, working with learning pathway designers and other educators tocreate and pursue highly customized learning journeys. This approachmeans that there is no one right way, and allows for the potential toradically personalize education by creating a web of learningexperiences. For example, a learner’s customized learning journey mightmean that they spend part of their day in a traditional classroom,another part of their day in a makerspace, local museum, or library, whileon other days they might be engaged in blended learning.
Does it resonate?
The What
F o c u s
on
L e a r n i n g
Wh
at
is “S
uc
ce
ss”?
Wh
at
is “S
uc
ce
ss”?
We made special mention to the oft-used concept of "failure", but gave it a provocative spin by asking whether we were "failure hypocrites", meaning we talk a good talk about wanting students to learn from failure, but still grade everything and make it darn difficult through our Victorian-inspired structures for students to take risks…I ended the opening address with a rant about homework: "For the love of God, can we achieve a breakthrough in this area?"
Wh
at
is “S
uc
ce
ss”?
Five Foundation Standards
Five Foundation Standards
Ten Learning Principles
Foundations
Learning Structure
Organizational Structure
Health Safety & Security
Finance, Facilities & Resources
Ethical Practice
Foundations
Learning Structure
Organizational Structure
Health Safety & Security
Finance, Facilities & Resources
Ethical Practice
Learning GoalsDimensions of LearningAssessment for, of, and as LearningLearning Perspectives
Learning GoalsDimensions of LearningAssessment for, of, and as LearningLearning Perspectives
Learner Engagement & Autonomy Research & Reflection on Learning Inclusiveness of Learning Governance & Leadership for Learning
Learning GoalsDimensions of LearningAssessment for, of, and as LearningLearning Perspectives
Learner Engagement & Autonomy Research & Reflection on Learning Inclusiveness of Learning Governance & Leadership for Learning
Learning Space & Time Learning Community
Learning GoalsDimensions of LearningAssessment for, of, and as LearningLearning Perspectives
AC
E Le
arn
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Prin
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The Assessment
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The How
What’s in a Mission?
The XYZ School District believesthat all students can learn andstrives to help all learners reachtheir full potential.
At the ABC School’s social studiesdepartment, we nurture active citizensready to succeed in a rapidly changingworld.
The QRS IndependentSchool District offers arigorous program ofstudies to preparestudents for futuresuccess.
The EFG School is committed toproviding a warm and nurturingenvironment in partnership withparents to support all of our learners.
What’s in a Mission?
The XYZ School District believesthat all students can learn andstrives to help all learners reachtheir full potential.
At the ABC School’s social studiesdepartment, we nurture active citizensready to succeed in a rapidly changingworld.
The QRS IndependentSchool District offers arigorous program ofstudies to preparestudents for futuresuccess.
The EFG School is committed toproviding a warm and nurturingenvironment in partnership withparents to support all of our learners.
What’s in a Mission?
What does this look like? How do you know?
Inputs'
Outputs'
Impacts'Mission/Vision!
Impacts,'Outputs'and'Inputs'What'ac0ons'and'resources'will'we'need'to'achieve'these'Outputs?''
What'programs'and'structures'will'we'need'to'achieve'these'Impacts?''
What'student'learning'goals'and'transforma0ons'do'
we'seek?''
™!Greg!Cur)s!
Why do somany
strategies andinnovations in
education fail totransformschools?
Confusing Ends and Means
Wh
at
are
Imp
ac
ts?
The heart of the Mission and Vision
The highest learning goals for students, often spanning across and connecting academic areas
Transformative goals for kids
Should represent a “moral imperative”
Should clarify the “what” for the “why” of schooling with an eye to the future
Must be compelling and accessible Must be “learnable” and
demonstrable by students
Impacts
Learners demonstrate informed perspective and empathy for the experiences ofothers.Learners demonstrate appropriate risk-taking in the pursuit of learning.Learners demonstrate insights gained through mistakes.Learners adjust learning strategies and processes through ongoing reflection andfeedback.*
*From Learning Principle 4
Guiding Questions
What is the differencebetween assessing for,
of, and as learning?*
How does a ‘growthmindset for learning’differ from what we
currently do?*
What should we begindoing, continue doing,
or stop doing withregard to our
assessment practices?*To what extent does this
Principle drive ourteaching practice?*
*Learning Principle 3
ThinkingAbout It
Wo
rkin
gO
nIt
Livi
ngIt
What If…?
The Transformational Learning Continuum
What does it look like when you’re…
ThinkingAbout It
Wo
rkin
gO
nIt
Livi
ngIt
What If…?
The Transformational Learning Continuum
What does it look like when you’re… Un
de
rpin
nin
g t
he
Ru
bric
s
A Bank of…
Thinking About It…Working On It…Living It…What If?
ThinkingAbout It
Wo
rkin
gO
nIt
Livi
ngIt
What If…?
The Transformational Learning Continuum
What does it look like when you’re… Un
de
rpin
nin
g t
he
Ru
bric
s
A Bank of…
Thinking About It…Working On It…Living It…What If?
Learning
Ob
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https://youtu.be/iW0XsQ4X28s
Observing Learning
Future Design
Looking for and at Evidence
Evidence of Learning
Artifacts
Learning
The ACE SpACEhttps://www.accportal.org/my-school.php?
Accreditation_ID=633
Mo
de
l AC
E R
ep
ort
The
Inte
rna
l Re
flec
tion
Pro
ce
ss
APPLICATION
CA
ND
IDA
CY
EV
AL
UA
TIO
N
Focus on Learning Observation
Checking compliance with five ACE foundation standards
Transformational five-year cycle
E ternal eview
Continued support and advice to
Learning Community
Internal eflection
2 day onsite visit, one NEASC representative
ATEAM
.Learner
Engagement and Autonomy
. esearch
and eflectionon Learning
.Inclusivenessof Learning
.Learning
Spaceand Time
.overnance
and Leadershipfor Learning
1 .Learning
Community
1.Learning
oals
2.Dimensionsof Learning
.Assessmentfor, of, andas Learning
.Learning
erspectives
L A NIN T CT
ALT A T AN C IT
T ICAL P ACTIC
O ANI ATIONAL T CT
INANC ACILITIAN O C
L A
LCulture
LEcology
CTEAM
ETEAM
The ACE acronym represents the three domains that create an interdependent and inter-related ‘Learning Eco-System’
The ACE Accreditation cycle includes three phases: Application, Candidacy,
and Evaluation.
The ACE Accreditation protocol encompasses two distinct parts: five oundation Standards and ten Learning rinciples.
2 DayVISIT
Learning rinciples eview
DayVISIT
1 WeekVISIT
My School!
Strategy!
Board!
Curriculum!
Mission!
Assessment!
Reporting!
Recruiting!
Professional Learning!
Communication!
Admissions!
My School!
Strategy!
Board!
Curriculum!
Mission!
Assessment!
Reporting!
Recruiting!
Professional Learning!
Communication!
Admissions!
How mightACEsupportthese?
Toward a systemic view of school
Improvement to transformation‘Rules’ to ‘Principles’“Mission-driven” to learning-centeredStrategic Planning to Future Design‘School’ to Learning CommunityOne-size-fits-all to differentiationDocumentation to observationInputs/outputs to impactsSilo-thinking to systems-thinkingLarge teams to small teamsPaper to online ACE spACE platform
Changing…
ACE Re-imagines Schools…
…and reinvents Accreditation
Explore the need for change (the “Why”)Understand the ACE structure (the “What”)Understand the ACE process (the “How”)Explore the alignment of ACE with School Systems
How did we do?
Tha
nk
You
!
