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The Need for Educational Change
Bobby AshleySchool Transformation Coach
District and School TransformationSummer 2011
District and School Transformation Division,North Carolina Department of Public Instruction
Why We Need Why We Need Educational ChangeEducational Change
The world around us continues to change
Global competition
District and School Transformation Division,North Carolina Department of Public Instruction
Effective Strategies for Effective Strategies for Positive ChangePositive Change
Blooms Taxonomy 21st Century Learning Quadrant D Learning Quadrant D Leadership Using data and assessments
to change the way we teach Kotter’s 8 Stages of Change
District and School Transformation Division,North Carolina Department of Public Instruction
“We are preparing children for their future, not our past.”
-Bill Daggett
District and School Transformation Division,North Carolina Department of Public Instruction
Changing ‘Students’ to ‘Learners’
District and School Transformation Division,North Carolina Department of Public Instruction
District and School Transformation Division,North Carolina Department of Public Instruction
The Story of The Story of ‘Shenzhen‘Shenzhen
District and School Transformation Division,North Carolina Department of Public Instruction
District and School Transformation Division,North Carolina Department of Public Instruction
District and School Transformation Division,North Carolina Department of Public Instruction
Source: Atlantic Monthly
1 / Second
24 / 7
the largest manufacturing base in the world
Port of ShenhenPort of Shenhen
District and School Transformation Division,North Carolina Department of Public Instruction
China will soon be the number one English speaking county in the world
25% of India’s population with the highest IQ is greater than the total population of the US
…this means that INDIA HAS MORE HONORS KIDS THAN THE US HAS KIDS!!!
The top 10 jobs in 2010 did not exist in 2004
The top 10 jobs in 2010 did not exist in 2004
Why Do We Need Educational Change?
We are currently preparing kids for jobs that don’t yet exist
…Using technologies that have not been invented
…In order to solve problems we don’t even know are problems yet
The U.S. Department of Labor estimates that today’s learner will have 10 – 14 jobs – BY THE AGE OF 38
District and School Transformation Division,North Carolina Department of Public Instruction
*According to Program for International Student Assessment (PISA)
The United States is 35th of 40 in science among industrialized nations*
The United States is 29th of 40 in mathematics
We ranked higher in reading, but all three areas continue to slip downward
Other industrialized Other industrialized countries use:countries use:•Higher order thinking skills to assess student performance
•Written student responses that analyze and explain their answers
•Lean standards….meaning other countries may take ¼ of the school year to ensure fractions are taught and understood.
District and School Transformation Division,North Carolina Department of Public Instruction
The goal of education should be to create a nation of inquiring minds
Three Question Three Question ExerciseExercise
What will the world be like 20 years from now?
What skills will students need to be successful in that world?
What would learning look like if it was designed around your answers?
District and School Transformation Division,North Carolina Department of Public Instruction
Does this classroom Does this classroom still exist?still exist?
Problem Solving??Problem Solving??
Video
District and School Transformation Division,North Carolina Department of Public Instruction
Real 21st Century transformation Real 21st Century transformation
cannot occur until people -cannot occur until people -
• Lead with questions, not answers.
• Engage in dialogue and debate, not coercion.
• Conduct autopsies, without blame.
• Speak up when they identify a problem.
Daniel Pink, author of DRIVEDistrict and School Transformation Division,North Carolina Department of Public Instruction
Common Core State Common Core State StandardsStandards
Are aligned with college and work expectations;
Are clear, understandable and consistent;
Include rigorous content and application of knowledge through high-order skills;
Build upon strengths and lessons of current state standards;
Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and
Are evidence-based.
District and School Transformation Division,North Carolina Department of Public Instruction
21st Century Skills21st Century Skills
Learning & Innovation Skills
Creativity & Innovation
Critical Thinking & Problem-solving
Communication & Collaboration
District and School Transformation Division,North Carolina Department of Public Instruction
21st Century Skills21st Century Skills
Information, Media & Technology Skills
Information Literacy
Media Literacy
ICT Literacy
District and School Transformation Division,North Carolina Department of Public Instruction
21st Century Skills21st Century Skills
Life & Career Skills
Flexibility & Adaptability
Initiative & Self-direction
Social & Cross-cultural Skills
Productivity & Accountability
Leadership & Responsibility www.21stcenturyskills.orgDistrict and School Transformation Division,North Carolina Department of Public Instruction
2121stst Century Learning Century LearningTeacher-directedDirect InstructionKnowledgeContentBasic SkillsTheoryCurriculumIndividualClassroomSummative AssessmentsLearning for School
Learner-centeredCollaborative InstructionSkillsProcessHigher-order ThinkingPracticeLife SkillsGroupCommunityFormative EvaluationsLearning for Life
A BetterA Better BalanceBalance
District and School Transformation Division,North Carolina Department of Public Instruction
Rigor/Relevance FrameworkRigor/Relevance Framework®®
District and School Transformation Division,North Carolina Department of Public Instruction
Rigor/Relevance FrameworkRigor/Relevance Framework®®
District and School Transformation Division,North Carolina Department of Public Instruction
Quadrant D ActivityQuadrant D Activity
Using the four lesson plans provided, identify
which lesson would be:
In Quadrant A
In Quadrant B
In Quadrant C
In Quadrant D
You may work in pairs or groupsDistrict and School Transformation Division,North Carolina Department of Public Instruction
Four Quadrants of Four Quadrants of LeadershipLeadership
District and School Transformation Division,North Carolina Department of Public Instruction
District and School Transformation Division,North Carolina Department of Public Instruction
District and School Transformation Division,North Carolina Department of Public Instruction
Illustration by John KotterDistrict and School Transformation Division,North Carolina Department of Public Instruction
Step 1: Develop a sense of urgency
Helping others see the need for change and the importance of acting immediately. Leaders who understand the importance of a sense of urgency are good at taking the pulse of their company and differentiating between complacency, false urgency and true urgency.
2. Craft a Purposeful Community
There is a shared sense of purpose & trust among the members of my leadership team. We accomplish goals that matter and we have strong, well-articulated reasons for doing the work we do.
3. Create an Effective Vision
We have conveyed a clear picture of our vision and it appeals to the long-term interests of teachers and students. Everyone understands precisely what our vision is, and how we are going to achieve it. We are all moving in the same direction.
4. Communicate the New Vision
The new vision is communicated to ALL stakeholders with clarity and passion. It is two-way and feedback is solicited. We have clear, simple, memorable, often repeated, consistent communication from multiple sources, modeled by leaders, and we are open to questions, challenges and debate.
5. Remove Roadblocks
6. Generate Short-Term Winsin a long-term master plan
Visible improvements
Plan and Create wins
Recognize & reward people who make the wins possible.
7. Reinvigorate!
We are using our increased credibility to change all systems, structures, and policies that don’t fit together and don’t fit the transformation vision. We hire, promote, and develop people who can implement the change vision. We reinvigorate the process with new projects, themes, etc.
8. Anchor New Approaches in the Culture
The new style of operating is firmly grounded in our culture. People see the connection between the new actions and performance improvement. (This happens last, not first. New approaches usually sink into a culture only after it’s very clear that they work and are superior to old methods.)
"Perhaps here in America we don't give our kids an opportunity to flex their compensation muscle. We are afraid of failure, but it is through failure that students learn. Perhaps we should change our assessment system to allow students to make mistakes without the stigma of failure.”
Malcolm Gladwell
ClimateClimate
District and School Transformation Division,North Carolina Department of Public Instruction
Bibliography/Bibliography/ResourcesResources Kotter, J. (1996). Leading change. Boston, Mass.: Harvard
Business School Press.
Partnership for 21st Centruy Skills
Pink, D. (2010). Drive. Boston, Mass.: Harvard Business School Press.
International Center for Leadership in Education; Quadrant D Learning
Common Core State Standards
Ken Robinson
District and School Transformation Division,North Carolina Department of Public Instruction