welcome to 2009 - 2010. vision create a district where parents want to send their children, students...

Welcome to 2009 - 2010

Vision

Create a District where parents want to send their children, students want to learn, teachers want to teach, and employees want to work.

Expectations

Focus

Budget

21st CenturyLearners . . .

Are We Ready?

Presented by Malcolm Thomas

Superintendent, Escambia School District

mthomas@escambia.k12.fl.us

21st Century…

Learner?

Worker?

Citizen?

Imagine

Rip Van Winkle awakens in

the 21st century after a hundred- year snooze

and is, of course, utterly

bewildered by what he sees.

Men and women dash about, talking to small

metal devices pinned to their ears.

Young people sit at home on sofas, moving miniature

athletes around on

electronic screens

Older folk defy death and disability

with metronomes in their chests and

with knees made of metal and plastic.

shopping malls… every place Rip goes just baffles

him

Airports, hospitals,

But when he finally walks into a

classroom, the old man knows exactly

where he is.

"This is a school," he declares. "We used to

have these back in

1909. Only now the blackboards are

white."

circa. 1909

circa. 1949

circa. 2009

How do you design for the

future when you

can’t predict tomorrow?

If we teach today's students asIf we teach today's students as we taught yesterday's, we taught yesterday's, we rob them of tomorrow."we rob them of tomorrow." John Dewey

the21st century

learner

Are we ready?

vision implementationconnection

What will it take?

part 1vision

the only constant is change

“We are currently preparing students for jobs that don’t yet exist, using technologies that haven’t been invented, in order to solve problems we don’t even know are problems yet.”

Karl FischFisch, K. (2006). Did You Know/Shift Happens…

Always on

Develop a vision

Stay relevant in a

Changing world

an eye on the future

Image © 2004 Partnership for 21st Century Skills - Source: http://21stcenturyskills.org/

21st Century Skills Needed

effective learners

independent learners

communicators & creatorseffective

effective global collaborators

part 2connection

It’s about theconversations

building bridges

and relationships

constructing newunderstandings

energize

part 3implementation

leadership

defined expectations

transparency

communication

into the curriculumembedded

deepenunderstanding

moving fromcooperationtocollaboration

The Collaboration Continuum:Building Interdependence Through Partnership

Interdependence

Cooperation Coordination Collaboration

• Finding a website or a book for a teacher upon request.• Showing a teacher how to use a digital camera or book a laptop cart upon request.• Introducing the document cameras to a team when asked.

• Setting up a learning space with appropriate resources to “kick off” a unit.• Teaching a “one-off” lesson that fits with the curriculum.• Planning a unit to coincide with core curriculum which is independently taught by specialist.

• Sharing goals• Carefully defined roles in the process• Comprehensive co-planning •Co-planning units that will be team taught.• Team-teaching units which authentically embed both curricular goals.• Units which are team-taught are co-assessed.

Isolation

Helping when a question is asked Planning when a lesson or an activity happens which supports core curriculum

“a prolonged and interdependent relationship”

Collaboration has the highest impact on student achievement.

Collaboration is “2 (or more) equal partners who create a project or unit of study based on content standards in one or more content areas, a unit that will be team-designed, team-taught, and team-evaluated.”

Collaboration has the highest impact on student achievement.

Collaboration is “2 (or more) equal partners who create a project or unit of study based on content standards in one or more content areas, a unit that will be team-designed, team-taught, and team-evaluated.”

Research from Todd, Ross: http://www.scils.rutgers.edu/~cissl/research/ohio.html

Frequent & consistent collaborative planning, learning and assessment:Classroom teacher and technology facilitator work as full partners in the planning, learning (teaming in the classroom) and assessment process.

Frequent & consistent collaborative planning, learning and assessment:Classroom teacher and technology facilitator work as full partners in the planning, learning (teaming in the classroom) and assessment process.

Regular collaborative planning, learning and assessment:Classroom teacher asks technology facilitator for assistance in planning, learning (teaming in the classroom) and assessment as needed.

Regular collaborative planning, learning and assessment:Classroom teacher asks technology facilitator for assistance in planning, learning (teaming in the classroom) and assessment as needed.

Occasional collaborative planning, learning and assessment:Classroom teacher works with technology facilitator outside of class time to plan and implement projects. Occasional teaming in the classroom, as needed.

Occasional collaborative planning, learning and assessment:Classroom teacher works with technology facilitator outside of class time to plan and implement projects. Occasional teaming in the classroom, as needed.

Occasional conversations:Technology facilitator offers helpful advice and tips to classroom teacher as s/he tackles new projects at their own pace. Classroom teacher actively assists other team members in use of technology.

Occasional conversations:Technology facilitator offers helpful advice and tips to classroom teacher as s/he tackles new projects at their own pace. Classroom teacher actively assists other team members in use of technology.

The Collaboration Cycle:Building Independence Through Partnership

Pre-assessment of skills, readiness & interestPre-assessment of skills, readiness & interest Post-assessment, graduated expert, teacher mentorPost-assessment, graduated expert, teacher mentor

Consistent Professional Development Opportunities: after school walk-in sessions 3 days per week, curriculum planning at the

team level, individual assistance as needed, advice and tips offered to teachers and teams as appropriate

to curricular needs.

Kim Cofino: http://mscofino.edublogs.org/2008/08/28/going-full-circle/

built-insupport

an integratedsupport team

at the readyresources

the right tools for the job

Change is the law of life. And those who look to the past or present are certain to miss the future.

John F. Kennedy