ExecutiveSummary

“TheFutureofLearning:PreparingAlaska’sStudentswith21stCenturySkills”

OnNovember9,2016,nearly100peoplegatheredforaday-longdialogue,convenedbyEducationMatters,Inc.,exploringwaystoensurethatallofAlaska’sstudentsgraduatefromhighschoolwiththe21stcenturyknowledge,skills,andcharacteristicstheyneedtosucceedincollege,career,andlife.Thoseintheroomincludedsuperintendents,teachersandteachersintraining,collegefaculty,stateandlocalschoolboardmembers,businessleaders,communityleaders,policymakers,andmore.

Panel#1:Whatarethe21stcenturylearningobjectivestowardswhichallofAlaska’sschoolsshouldbeworking?

FredBramante,thePresidentoftheNationalCenterforCompetencyBasedLearning,discussedtheprocessbywhichNewHampshireisshiftingtowardsamastery-basedsystemratherthantimeinseats.Hetalkedabouttheroleofprofessionaleducatorsascoordinatorsandcuratorsandhefocusedontheinevitabilityofonlinelearningandtheneedforasignificantincreaseinthenumberandvarietyof“experiential”or“realworld”learningexperiences.MichaelJohnson,theCommissioneroftheAlaskaDepartmentofEducationandEarlyDevelopmentfocusedhisremarksontheneedfortransformativechangeinaneducationsystemthatlooksstrikinglylikewhatwasinplace100yearsago.Heurgedthesystemtochangetopreparestudentsforthejobsoftodayandtomorrow,utilizingtoolssuchastechnologyandexperientiallearningopportunitiestodevelopeffectiveinstruction,assessments,intervention,andenrichment.Discussionfollowingthepaneltouchedontheneedtocreatepolicy,inpartnershipwithcommunitiestosupportsustainablereform.Participantsfelttechnologywasacriticalpieceoftheequationbutthatinvestmentinbroadbandwascrucial.Theyconsideredreducingthenumberofschooldistrictsthroughconsolidationtoeaseimplementation.Theybelievedthateverycommunityhadthepotentialtoidentifyandharnesstheiruniqueassetsandallbelieveditwascriticaltoinvolvehighereducationandschoolsofeducationfromthestart.

Brainstorming:DevelopingagraduateprofileforAlaska’shighschoolgraduates

Followingtheinitialpanel,thegroupworkedtodevelopa21stcenturyprofileofanAlaskagraduate.Theskillstheydiscussedincludedcriticalthinking,groupteamworkandcollaboration,communication,culturalcompetency,andproblemsolving.Thecharacteristicsortraitstheyfeltwereessentialincludedcitizenship,

curiosity,character(integrity,respect,humility),resilience,workethic,confidence,andpersistence.

Panel#2:Identifypoliciesandpracticesneededatthestateanddistrictlevelstoachieve21stcenturylearningobjectives

AnneMarieStieritz,PresidentandCEOoftheSouthCarolinaCouncilonCompetitiveness.talkedaboutTransformSC,along-term,grassrootsapproachtoreformthatbuildsonastrongeconomicimperativeandsupportfrommultiplestakeholders,includingkeybusinessleaders,policymakers,andeducationalleaders.Thecoalition’sgoalistoincreasethenumberofcollege,careerandcitizenshipreadygraduates.Dr.DeenaParamo,SuperintendentoftheAnchorageSchoolDistrict,beganbyprovidingsomecontextforwhyschoolsneedtochangetoamorepersonalized,competency-basedapproach.Learningisnotpassiveandtoday’sstudentscannotcompeteonknowledge;technologyisakeypartofallofthis—techjobsareeverywhereandeveryjobisinpartatechjob.Weshouldlookatourgoalasgreatteachingandlearninginthepresenceofadevice,oraidedbyadevice.TheAnchorageschoolboardhaschallengedthedistricttorethinkthetraditional3R’s,andinsteadthinkaboutrigor,relevance,andrelationships.Dr.SteveAtwater,InterimDeanofEducationatUniversityofAlaskaFairbankspresentedasamplingofwhathehaslearnedintalkingwithruraleducatorsinrecentweeks.Onetrendisanincreasingdemandforkidstoleaveavillageandgotoboardingschoolforhighschool.Hestressedtheimportanceofsustainedleadershipinbuildingtrustanddrivingtransformativechange.Policiesinplacecanbe“driftprevention”andcreateinternalaccountabilitysystemsforwhenprincipalsarenotonboardwithchange.ThefutureforAlaska,particularlyruralAlaska,istoletgoofdistrictboundariesandworktogether.Communitybuy-inalsoisamustforthisandothertransformativechangetotakeplaceinruralAlaska.Thebiggestoutstandingquestionsaroundcompetency-andmastery-basedapproachesismeasurementandassessment.Discussionfollowingthepanelsuggestedthatthesystemmustbecomemorefluid,morecompetencyandexperiencebased,whichwillrequireovercomingrigidityandgridlockthroughoutthesystem.Participantsagreedthatsustainingchangeisdifficult,necessitatingthebuildingofbroadbuy-in,alignmentandcommitment(throughpolicy),regardlessofchangesinleadership.Committedleadershipovertimeisessentialtosustainedchange,buttheneedforchangeisurgentandkidscannotwait.Everyoneagreedthattheeconomicimperativeisasimportantasthemoralimperativetomakethisshift.

Panel#3:Realworldlearning:howeducationandthebusinesscommunitycanworktogethertoimprovestudentoutcomes

Thethirdandfinalpanelofthedayfocusedspecificallyontheroleofthebusinesscommunityandthe“realworldlearning”componentofa21stcenturyeducation.FredBramanteandAnneMarieStieritzreturnedforthispaneltotalkabouttheirexperiencesinNewHampshireandSouthCarolinarespectively,buildingrelationshipswithbusinessleadersandbusinessownerstobothsupporteducationreformandproviderealworldlearningopportunities.Mr.BramantespokeaboutNewHampshire’sprogramtoconnectbusinessmentorstohighschoolstudents,andthegoaltoexponentiallyincreasethenumberofstudentsinvolvedinrealworldlearning.Thiseffortistiedtothestate’sgoaltoincreasethecurrent50%ofadultswithsomesortofdegree,credentialorcertificate,to65%.Henotedthebenefitoftheseprogramsandrelationshipsbothtostudentsandpotentialemployers.Ms.StieritzreviewedthecharacteristicsofaSouthCarolinagraduate.Shestressedthatthisprofile,developedwiththebusinesscommunity,includedworldclassknowledge,worldclassskills(e.g.creativeproblemsolving,communication,etc.),andlifeandcareercharacteristics.ShereviewedtheprocessbywhichSouthCarolinaengagedandinvolvedthebusinesscommunity,turningthemintoadvocatesforeducationreform,anddirectbeneficiariesofreal-worldlearningprogramssuchasapprenticeshipandon-the-jobtrainingprograms.ShealsodescribedarangeofopportunitiesforexperientiallearningthatSouthCarolinahasformalized,fromon-linejobshadowingtofullregisteredapprenticeshipprograms,alldesignedintandemwithbusinessandindustryleaders.Discussionafterwardstouchedonhowtotranslaterealworldlearningintoacademiccredit,templatesforsafeguardingstudents(anddistricts)takingpartinon-siteexperientiallearning,thestructureoftheacademicportionoftheprograms,andwaystoprovideworkplaceexperiencesforteachers.

SmallGroupDiscussion:Identifyingstepstoprepareteachers,classrooms,parents,

andstudentsforthisnewenvironmentToconcludetheconference,participantsworkedtodevelophighimpactideasfortangibleactionthattheybelievedwouldmoveAlaskaalongthepathtowardsa21stcenturyapproachtoeducation.Theyputforthinitialplansforfiveinitiatives:

1)Createanonlineplatformforsharingbestpractices,ideas,research,andprofessionallearningcommunities

2)Professionallearningcommunitiesineverydistrict

3)Experientiallearningcollectiveimpactprogram

4)AformalStateSchoolBoardpositionandpublicstatement5)Developasystematicapproachtoprofessionaldevelopmentaroundcompetencybasedandexperientiallearning

FinalReport

“TheFutureofLearning:PreparingAlaska’sStudentswith21stCenturySkills”

ASymposiumConvened

byAlaska:EducationMatters,Inc.

OnNovember9,2016,nearly100peoplegatheredforaday-longdialogue,convenedbyEducationMatters,Inc.,exploringwaystoensurethatallofAlaska’sstudentsgraduatefromhighschoolwiththe21stcenturyknowledge,skills,andcharacteristicstheyneedtosucceedincollege,career,andlife.Thoseintheroomincludedsuperintendents,teachersandteachersintraining,collegefaculty,stateandlocalschoolboardmembers,businessleaders,communityleaders,policymakers,andmore.Thegoalsofthesession,introducedbyformerAnchorageMayorandEMIFounderDanSullivanwereto:

� Developasharedunderstandingofthe21stcenturyskillsthatAlaska’sgraduatesneedtoachievesuccessincareerorcollege;

� Learnhow“learning”itselfischangingandidentifytheinnovationsrequiredbyAlaska’sschools;

� Designwayseducationandbusinesscanworkcollaborativelytomeettheneedsofgraduatesandfutureemployers;and

� BegintodeveloppathwaysforimplementingchangesinAlaskaschoolsThedaywasstructuredaroundamixofpanelsandsmallgroupandplenarydiscussions,culminatinginasessioninwhichparticipantsdevelopedhighimpactideastheybelievedwouldmoveAlaskatowardsa21stcenturyeducationalsystem,inwhichstudentsarerewardedformasteryratherthantimein-seats;andinwhichexperiential/realworldlearningisanessentialelementofeverystudent’seducation.

Panel#1:Whatarethe21stcenturylearningobjectives

towardswhichallofAlaska’sschoolsshouldbeworking?

PanelMembers:• FredBramante,PresidentoftheNationalCenterforCompetencyBased

Learning• MichaelJohnson,CommissioneroftheAlaskaDepartmentofEducationand

EarlyDevelopment

Mr.Bramante:Mr.Bramante,aschairoftheStateBoard,wastaskedwithanoverhauloftheNewHampshireEducationCode.Hebegantheprocessbyaskingwhathethoughttobesimplequestionsofthemembersofstateboardandcommissioner’scabinet.

Hisfirstquestion:WegivecredittowardsgraduationforsuccessfullypassingP.E.butwedon’tgivecreditforbeingonthegymnasticsteam.Sportsteamsinvolvemorehoursanddemandahigherlevelofskillandstudentsonteamsaremostlikelytocontinuebeathletic;isn’tthatthegoal?Sowhydon’tweawardcredit?Hissecondquestion:Whatifaschoolhadnoteambutastudentwenttoagymnasticsacademy.Arewesayingthataskillorcontentcountswhenitislearnedinsideaschool,butifitislearnedoutsideofaschool,itdoesn’t?Dowecaremorethatourschoolisthefirst-handdelivererordowecaremorethatourkidslearnregardlessofthesource?Theanswer,acrosstheboard,wasthattheissuewaskids’learning.Mr.Bramantewentontoexplainthattoday,inlookingathowwedelivereducation,wehavealargecirclemadeupofclassroomtime,asmallcircleforonlineclasses,andatinycircleforexperientiallearning.Inthefuture,Mr.Bramanteanticipatesallthreecircleswillbethesamesize.Anincreaseinonlinelearningisunstoppable;morechallengingisdevelopingopportunitiesforreal-world,experientiallearning,whichisthefocusofhisorganization.Theywanttocreatewaysforstudentstotakeownershipoflearning,inwhichtheentirecommunityistheclassroom.Andinhisvision,professionaleducatorscoordinatealloftheseopportunities.Howbolddowewanttoget?Hebelieveswemustbetransformationalthinkers,envisioningeverystudentasthedriverofhisorherownlearning,withaprofessionaleducatorasfacilitator—anywhere,anyplace,anytime.NewHampshirehasformedacommitteecalled“Pathwaysto65by25”;meaning65%oftheworkforcewillhaveeitheranadvanceddegree,certificate,orcredential.Onecriticalstrategyincludesgivingeverystudenttheopportunitytoearnorbeonapathtoacareer-relatedcredentialwhiletheyareinhighschool.Allthetrainingalreadyexists,justnotinaregularschool.Inthefuture,anystudentcouldwalkoutofhighschoolwithanassociate’sdegree,amassagetherapist’slicense,softwarecredentials,oranengineeringcertificate.Inaddition,NewHampshireremovedtheuseoftheCarnegieunit—creditisonlygivenondemonstrationofmasteryandrequiredcompetencies.Hischallengetoeducators;youhavea20thcenturybudget;howmuchofyourbudgetwillyoucommittomovinginto21stcenturysystem?Themostexpensiveandleastefficientsystemwehaveisthe20thcenturymodel.And

thismodelimpactsstudents’self-perception.Howmanykidsbelievetheyarenotverybrightbecausethesystemtoldthemtheyweren’t?Weneedtomovefromatime-basedsystemtoacompetency-basedsystemthatmakestimeandplacethevariableandlearningtheconstant.

Dr.Johnson

Dr.Johnsonbeganbytalkingaboutthedifferencebetweenschoolinthe1920sandtoday,concludingthatyouwouldnotseeadifferencebetween1925and2016becausewearestillsotiedtolocationandtime.Asystemsotiedtoseattimesuffersfromteachershortagesmorethanonethatismoreflexibleinitsapproachtolearning.Wecannotstaythesame.Ourvaluesdonotneedtochangebuthowwegoaboutlivingoutourvaluesischanging,andalreadyhaschanged.Thejobsandcareersourkidsaregoingtohavearegoingtobedifferentthanours;ourclassroomsmustbedifferentaswell.Therearefivequestionsabouteducationthatwemustaskandbeabletoanswer,regardlessofanychangeswemakeinhowwedeliverthateducation:1. Whatdowewantourstudentstoknowanddo?Answeredthrough

effectivestandards;2. Howdowewantthemtolearnit?Answeredthrougheffectivecurriculum

andinstruction;3. Howwillweknowifthey’velearnedit?Answeredthrougheffective

assessments;4. Whatwillwedoiftheydon’t?Answeredthrougheffectiveintervention;

and5. Whatiftheyalreadyknowit?Answeredthrougheffectiveenrichment.

Q&AofPanel

Q.Howdowebreakthroughthestatusquotomakeadifferenceforallstudents?Mr.Bramante:

Mostschoolredesigneffortsgointoadocumentandgatherdust.ThereasonthathasnotbeenthecaseinNewHampshireisthattheyputthenewapproachintoregulationsthatdistrictscannotignore.Regulationshavetheforceoflaw.Theymandatedflexibilityandtoldschooldistrictstogetridoftheexcusesanddoit.Theygavedistrictslimitedtimetoremovecreditforseattimeandreplaceitwithcreditforcompetency.Everyonewasforcedintotheconversation.NewHampshireisnotperfect;theyaregettingthere.Itisaworkinprogress,andeveryyeartheymoveforward.

Dr.Johnson:Whyisitgoingtobedifferenthistime?We’vetalkedaboutitfor20years;myansweristhat’sokay.We’vebeentalkingaboutchangeandwealwayswillbe.Itdoesn’tmeanwehaven’tbeenchanging.Lotsofstudentshavegottenagreateducation.Alotofsmartpeoplehavebeenworkingonthis,butwehavenotarrivedandgottenasfaraswewouldlike.Wehavemanyexpertsinthisroomwhocanapplytheirexperienceandunderstandingandwisdomtothesequestions.Weneedtodrawonthisexpertiseandpullittogethertomovetherestofthestateforward.

Hecautionsthatwetendtotalkabouttechnologyalot.Hedoesnotseethisasbeingaboutdevicesortechnology;insteaditisaboutextendingthebenefitofgreatteachers.Technologyallowsustoextendgreatteachinginmoreareastomorestudents.

SmallGroupDiscussionAboutPanel#1

Insmallgroupsdirectlyfollowingthepresentations,participantsdiscussedthepanel’scommentsandidentifiedmanykeytakeawaystheythoughtwereimportantandrelevanttoAlaska,aswellasquestionsforthepanelists.Participantkeytakeawaysincluded:

• Competencylearningcanandshouldtakeplaceoutsidetraditionalclassroomsetting

o Itisessentialtohaveprofessionaleducators(althoughwemaybroadenthedefinition)asfacilitators

o Onlyapplicabletoolderkidso Concernsaboutcompetency-basedapproachesincludedhowtoapply

ittoyoungerstudents,andhowbesttoinvolveandbringalongparents.

• Needinvestmentinbroadband,particularlyinruralAlaska,amongotherinvestments,andmanydistrictsdon’thavecapacitytomakesignificantchange,leadingtoalackofequity

• 54districtsaresimplytoomany;fewerwouldmakethiseasiertoimplement

• Resistancetochangeispervasive;itrequiresprovendemonstrationprojects,incentivesandencouragementforteachers;maybeeasiesttoovercomeatfirstinsmallercommunities

• Changingtheplacewherethestudentlearns(tothecommunity),theroleoftheteacherandthestudent(asdriveroftheirowneducation),andthe

switchfromseattimetomasteryistransformational

• Businessinvestingi.e.GCI,willbecriticaltosuccess

• Solutionsmustoutweighfinancialtalk;rightnow,wehave20thcenturybudgets,21stcenturylearning

• Needmorecommunicationchannels/accesstobestpracticesandsupports,aswellasincreasedaccesstotechnology

• Repeal180days/schoolyearmaybenecessary(butwhatareimplications?)

• Progresscanbeinhibitedbywell-intentionedpoliciesandregulations

• Alaskamustexpandcreditforcareerexplorationtoallstudents(notjustgifted,CTE,etc.)

• Expandingandstrengtheningalternativeteachercertificationandcredentialingpathwaysisalsoanessentialpieceofthepuzzle

Thesmallgroupsthensharedtheirquestionsforaquestionandanswersessionwiththepanelmembersinplenarysession:

Panel#1Q&A

Q.Whatisonethingthatcouldbedonetoacceleratethisprocess?Mr.Bramante:

Thereisnoflipoftheswitch;thistakestimeandtheeducationcommunitydoesnotalwaysjumponthebandwagon.Changingregulationsneedtobeinpartnershipwithcommunities.NewHampshirestartedwithaboldvision,thenpulledtogethera“StandardsTaskForce”forafacilitatedtwo-dayretreat.Thetaskforcethenmeteverytwoweeksforayear.Theyfollowedupthisworkbyholdinginformationsessionsaroundthestate,andthisdialogueendedupchangingthingsintherecommendations.ThismayhavebeenthemostvettedprocesseverinNewHampshire.Everyonefelttheyhadtheirfingerprintsonit.Butitdidnotgodowneasilyallthetime,andtheywerechallengedalongtheway.Policyandengagementwereintertwined.Also,theregulationsarenotprescriptive;theyallowforcreativity/innovationonadistrictlevel.TheNewHampshireDept.ofEducationwebsitelistsrecommendedcompetenciesforeverysubjectanddistrictscanuseorrevisethem.Thestateofferstechnicalassistancetomakeiteasiertorefineandimplementthisapproach.

Dr.Johnson:Ataveryhigh/lowlevel,wemuststoptyingourvisionforpubliceducationtothepriceofoil.Ourstateneedstohaveavisionforpubliceducationthatdoesn’triseorfallwiththepriceofoil.

Q.Howcanthismodelbeexpandedintoruralcommunities?Mr.Bramante:

ClearlyNewHampshireruralisnotthesameasAlaskarural.WhattheysaidinNewHampshirewasthateveryregioncanidentifyitsuniqueassets;doctors,lawyers,streams,rivers,mountains,etc.,andtechnologyshouldbeavailableasanimportantleveler.Therewillnotbethesameassetsineverycommunity,buteverycommunitymustputseriouseffortintoidentifyingandharnessingtheirassets.PittsfieldMiddleHighSchool,asanexample,hasdoneanincrediblejobinasmall,low-incomecommunity.(HesuggestedreviewingtheirExtendedLearningOpportunitysite(http://www.pittsfieldnhschools.org/pmhs/college-career/extended-learning-opportunities/).

Dr.Johnson:

ForruralAlaska,itisessentialtoaddresstheissueofbandwidth,notsothatstudentshaveaccesstotechnology,butsotheyhaveaccesstogreatteaching.StudentsinruralAlaskaarelimitedtothenumberofteacherstheyinteractwithin-person,butbandwidthleadstoequityandaccesstoteachersthroughoutthestate.Bandwidthmustbeaprominentpartofthediscussion.

Mr.Bramante:

Myorganizationisworkingondeveloping10,000mentors.Thegoalistofindoutwhatyouhaveinregardstoeducatorswhomaynotbetraditionalteachers.InManchester,NewHampshire,thereare500highschoolteachers.Ifwefind1000businesspartners,wehave2co-educatorsforeveryhighschoolteacher,leadingtoskilledprofessionalsmentoringourkidsinacoordinatedfashion,whichexpandsaccesstogreatteaching.

Q.Whatdoes21stcenturyandrealwordlearninglooklikeinElementaryandMiddleschool?Mr.Bramante:

Initially,stateregulationswererevisedin2005andappliedtohighschoolstudentsonly.Thestateallowedmiddleschoolstudentstoparticipateincompetency-basedapproachesifdistrictswantedtoputeffortsinplace,butschoolswerenotrequiredtodoso.Butin2014,theregulationswereupdatedandthecommitteeagreedtobringcompetency-basedandexperientiallearningallthewaydowntotheelementarylevel.Studentswon’tparticipateinout-of-schoolprojectsinelementary,but“moveonwhenready”isthedriverinchangingelementaryeducation.

Dr.Johnson:Competency-basededucationopensopportunitytoallowtheeducationsystemtobemoreculturallyrelevantforAlaskastudents.Thestateboardhasidentifiedfiveprioritiesthattieintoallourdiscussionstodaythatwillbeapathwaytogettingthere:

• Amplifystudentlearning(bothincreaselearningandmakeitthecenterofalltheworktheydo);

• Inspirecommunityownershipofexcellenteducation;

• Modernizethesystem(notbyaddingdevices,butbychangingthewayweprovideanddeliverinthewaysdiscussedtoday);

• Ensureexcellenteducators(inconjunctionwithclassroommodernizationandworkingcloselywithUofA);and

• EnsuresafetyandwellnessofAlaska’sstudents.Q.Whatneedstochangeinregardstoteachertrainingandteachereducation?Mr.Bramante:

Changestoourteachertrainingeffortsareintheinfancystage.SouthernNewHampshireUniversityisdevelopingacredentialingprogramforExpandedLearningOpportunity(ELO)coordinators,whichwillbethefirstforayintocredentialsforcompetency-basededucators.TherearemistakesthatwemadeinNewHampshirebecausewedidnothaveatemplate.Onewasfailingtoengagehighereducationintheprocessfromthebeginning;thisneedstohappenmuchsoonerandwehadtoplaycatchup.NewHampshirestateregulationsdonotusethework“teacher”;theyuseeducator.Theydonotmention“classrooms”;insteadtheytalkaboutlearningenvironment.Andinsteadofinstruction,theyuse“learning”.

Dr.Johnson:

Wearepreparingteachersforaclassroomofyesterday.WealreadyhavemanyteachersinruralAlaskathatprovideculturallyrelevanteducationthatdonothavecertificate.Weneedtore-toolteachercertification.

BrainstormingSession:DevelopingagraduateprofileforAlaska’shighschoolgraduates

Participantsworkedinsmallgroupsworkedtodevelopa21stcenturyprofileofanAlaskagraduate.Thediscussionswerewideranging,andmanyofthequalitiestheyidentifiedfellintocategoriesotherthanknowledgeandcontent;skillsandcharactertraitswerecitedbyeverytableascriticallyimportantforcollege,careerandlifesuccess.

Onegroupsummedituplikethis:“everystudentgraduatingfromanAlaskaschoolwillhavethecapacitytosucceedintheirnextendeavorandwillleavewiththemindsetandthetoolsforcontinuousgrowth.”Everyoneagreedthatstudentsneedtohavemasteredbasiccompetencies(literacy,numeracy,financialliteracy,culturalandglobalawareness/acumenandsomealsomentionedtechnologyandsoftwareliteracy).Theyalsowantedtoseeeverygraduatefinishschoolwithavisionoraplanfortheirlivespost-graduation.Butmoreoftheirconversationscenteredaroundtheskillsandcharactertraitsthattheyfeltwouldmakegraduatessuccessful.Theskillstheydiscussedincluded(inorderoffrequencymentioned)

• Criticalthinking—discerninginformationanddata• Groupteamwork,collaboration,cooperation• Communication• Culturalcompetency,diversity• Problemsolversfornon-technicalsolutions,createideas• Abilitytoidentifyandutilizeresourcestomaximizepotential

Thecharacteristicsortraitstheyfeltwereessential,inorderoffrequency,included:

• Citizenship—engagedincommunity(mentionedbymoretablesthananyothersingletraitorskill)

• Curiosity—independent,lifelonglearners• Character—integrity,humility,respect• Resilience/grit—notafraidtofail• Professionalism—workethic• Versatilityandflexibility• Excellentworkethic—punctual,takesinitiative• Self-regulation• Confidence/perseverance

Theseconclusionswillserveasinputforanewstate-leveleffortbytheStateBoardtodevelopandimplementarevisedgraduateprofileforallAlaskastudentsaspartoftheirnewstrategicplan.

Panel#2:Identifypoliciesandpracticesneededatthestate

anddistrictlevelstoachieve21stcenturylearningobjectivesThesecondpanelfocusedonwhatsortsofpoliciesandpracticescouldbeimplementedtomoveAlaskaschoolstowardsthe21stcentury,competency-basedandexperientiallearningmodelparticipantsenvisioned?Thespeakersonthepanel

hadallhadexperienceoneitherastateordistrictlevelmakingthesortofchangesneeded.Thespeakerswere:

• AnnMarieStieritz,PresidentandCEOoftheSouthCarolinaCouncilonCompetitivenesswhoseTransformSCapproachtoeducationhasbecomeanationalmodel;

• Dr.DeenaParamo,SuperintendentoftheAnchorageSchoolDistrict;and• Dr.SteveAtwater,InterimDean,UniversityofAlaskaFairbanksSchoolof

EducationandformerSuperintendentofLakeandPeninsulaBoroughandKenaiPeninsulaBoroughschooldistricts.

Ms.Stieritz:

TransformSChastakenalong-term,grassrootsapproachtoreformthatbuildsonastrongeconomicimperativeandsupportfrommultiplestakeholders,includingkeybusinessleaders,policymakersandeducationleaders.

WhiletheworkTransformSCdoesiscrosssector,allthetaskforcesandworkinggroupsarechairedbybusinessleaders.Thecoalition’sgoalistoincreasethenumberofcollege,career,andcitizenshipreadygraduates.Overthecourseof18months,thegroupdevelopedaprofileofaSouthCarolinaGraduatethatemphasizedthreeareas:world-classknowledge,world-classskills,andlifeandcareercharacteristics.Theprofilewasendorsedbyawiderangeoforganizations—fromtheStateArtsAlliance,StateSchoolBoard,totheStateChamberofCommerce—andrecentlywascodifiedbythelegislature,providingacommonvisionfortheState.TransformSCisabouttransformationineveryclassroom,everyteacher,everystudent,everyday.Itisagrassrootsapproachtosystemschange,notasingleprogrammaticapproach.TransformSChasidentifiedfourkeyinnovativepracticeswithinacultureofinnovation:

• Evidence-basedblendedlearning;• Competencybasedprogression;• Projectbased;and• Continuousassessment.

TransformSCisprovidingsupportstructuresfortheseareas.Theeffortbeganwith30schoolsthatvolunteeredtoparticipate,andnowhas55schools,includingfourschooldistricts.SchoolswishingtobeapartofTransformSCmustapplyandidentifytheinnovativepracticetheywishtoimplementandhow;andcompleteaself-assessmentofthecultureofinnovationintheirschool.ATransformSCteammemberandapartnerfromtheStateDepartmentofEducationworktogethertodecidewhichschoolsareready.Acceptedschoolsthenarepartofaworkinggroupandmustcompleteathree-year

innovationplanwithgoalsandmetrics.Schoolsparticipateinactionteamsthathavedevelopedaroundeachinnovativepractice,alongwithaprofessionaldevelopmentinstitutes,andacultureofinnovationactionteam.Inaddition,TransformSChasrecentlycreatedahighereducationactionteamtoensureasmoothtransitiontohighereducationaswellastodevelopteacherpreparationprogramsthatsupporttheinnovativepractices.Ms.StieritzdiscussedseveralexamplesoftheworkTransformSCisdoing,includinganearlychildhoodcenterthatimplementedcompetency-basedlearning(byre-allocatingexistingresources)andsawparentparticipationincreaseby400%.Themodelisnowbeingpusheduptoelementaryandmiddleschoolsinthedistrict.Shealsodiscussedamorecautionarytaleofamiddleschoolthatimplementedhugechangesaroundpersonalizedlearning,turningaroundafailingschoolinahigh-povertyarea.However,whentheSuperintendentleftthedistrict,thenewleadershipchangedcourse,andtheprogrammaticchangesarenolongerinplace,becausetheywerenotwrittenintopolicy.Themoral:leadershipiscritical,andfindingwaystodeveloppolicyiscriticaltomakingthesedevelopmentssustainable.Tothisend,principalshaveaskedtocreateapeer-to-peerworkinggrouptofindwaystomaketheseimprovementssustainable,eveninlesssupportiveenvironments.Finally,Ms.Stieritzexplainedthatthebusinesscommunityhaspledgedtouseitspoliticalcapitaltobreakthroughidentifiedbarrierstodevelopfavorableregulationsortogetneededwaivers.

Dr.Paramo:

Dr.Paramobeganbyprovidingsomecontextforwhyschoolsneedtochange,andwhytheyneedtochangetoamorepersonalized,competency-basedapproach.Shebeganbyengagingthegroupinadiscussionofwhyweeducateatall,andconcludedthatitgoesbeyondcontentknowledge;thatinfact,weareeducatingyoungpeoplesothatonedaytheycanfindwell-beingandhappiness,canbeconnectedtofamilyandcommunity,andcanbefinanciallystable.

Shepointedoutthatwhilemanyotheraspectsofsocietylookverydifferentnowthantheydid150yearsago(transportation,communication,informationsources),educationlooksfarmoresimilar.Shepointedoutthatunlikemanydecadesago,whentheclassroomwasfocusedoncontentdeliveryasitwasthemainplacetoaccesscontent,contentandknowledgenowiseverywhere,freeandeasytoaccess.Intoday’sworld,itdoesn’tmatterwhatyouknow,itmatterswhatyoucandowithwhatyouknow.Businessownerstellherthatifstudentshavethenecessaryskills(criticalthinking,problemsolving,technologyuse)theycanteachtheknowledge.Learningisnotpassiveandtoday’sstudentscannotcompeteonknowledge.

Asacalltoaction,Dr.Paramosuggestedthatoursystemneedstostopthinkingaboutadultsfirst,bothink-12andhighereducation,andputinplacepoliciesthatputchildrenfirst.Ourcurrentsystemthinksabouttheadultsfirst.Asanexample,shecitedschoolpoliciesarounddualcreditthatwerehurtingstudentswhohaddemonstratedcompetencebutwerenotbeingawardedfullcredit.Inanotherexample,astudentparticipatinginaspecialUAprogramthatallowshighschoolstudentstotakeclassesforcreditwasnotallowedtodosobecauseitwasatadifferentUAcampus.Dr.Paramodevelopedacomplexwork-around(allowingallthestudentsintheprogramtobeenrolledinaspecificschooldistrictthatcouldtransfercredits)—butagain,thisisanotherexampleofhowthesystemwasnotsetupinfavorofthestudent.

Teachersandadministratorsareworkingveryhard,allthetime;thetrick,shesays,istoidentifythecorrectwork.Andtechnologyisakeypartofallthis;techjobsareeverywhereandeveryjobis,inpart,atechjob.Weshouldlookatourgoalasgreatteachingandlearning,inthepresenceofadeviceoraidedbyadevice.

TheAnchorageschoolboardhaschallengedthedistricttorethinkthetraditional3R’s,andinsteadthinkaboutrigor,relevance,andrelationships;andthelastoneisespeciallyimportantbecause“kidsdon’tthinkyouknowwhatyouknowuntiltheyknowyoucare.”

SteveAtwater:

Dr.Atwaterpresentedasamplingofwhathehaslearnedintalkingwithruraleducatorsinrecentweeks.Inareviewofmissionstatements,hefoundarangeofemphasisandadiversityofapproaches:

• Onetrendisanincreasingdemandforkidstoleavethevillageandgoto

boardingschoolforhighschoolandhesuggestedthiswasanissuedeservingofhigh-levelattention;

• SociallearningisoftenmoreeffectivethanindividuallearningandthisseemstobeevenmorepronouncedinthecaseofAlaskaNativestudents.

Echoingthecommentsofotherpresenters,Dr.Atwaterfocusedontheimportanceofleadership,andinparticularsustainedleadership,inbuildingtrustanddrivingtransformativechange.Whendynamicleadersleaveandpolicyisnotinplace,drifthappensquickly.Policyis“driftprevention”anditcreatesinternalaccountabilitysystemsforwhenprincipalsarenotonboardwithchange.HecitedSt.Mary’sasanexamplewheretheSuperintendenthasbuiltdeeptrustwithinthecommunityafter12yearsandnowcaninnovatewithfullsupport.

GraduationratesinruralAlaskaareinchingupanddropoutsinchingdown.Educationisgettingbetter.Culturaleducationandcompetenceisgrowing,andmoretechnologyisavailabletodelivercontent.Amajorandpositivechangeisthebreakingdownofbordersbetweenruraldistricts,forexampleinBristolBaywherefourdistrictshavecometogethertoprovidevocationaleducation.ThefutureforAlaska,andinparticularruralAlaska,istoletgoofdistrictwallsandplaytogether.Andcommunitybuy-inisamustforthisandothertransformativechangesinruralAlaska.Someothertakeaways:privatedollarsarecomingintotheschoolsmoreoften,particularlyfromEDCs.Andwhenitcomestotechnology,wecannotexpectseamlesslearningenvironmentsforstudentswithoutincreasingInternetconnectivitywithsomeurgency.Rightnow,atUAF,teacherpreparationfocusesonplacebasedandcontextuallearning.Theprogramworkswithaspiringteachersonhowtousetechnology,butitisnotpreparingthemforhightechclassrooms,becauseforthemostparttheydonotexist.Heseestheirprogressasmorereactive.Whensuchclassroomsexist,theywillshifthowtheyprepareteachers.Theyofferyearlonginternshipsforteachers,aswellasruralpracticumsinwhichtheyplacestudentteachersinruralvillages.AndtheyareworkingwithparaprofessionalsinruraldistrictstogetTypeAcredentialstoincreasethenumberofeducators.Asforwhatheseescomingnext,Dr.Atwaterstressedtheneedtofillteachingvacancies,eveninplaceslikeFairbanksthathavenotseenvacanciespreviously.Hebelievesthatinterns(throughTitle1AandTitle2Afunds)maybethebestwaytogrowteachingstaff.Herecommendsmoreformalizedsharingofsuccesses,andinstitutionalandfinancialsupportfordistrictstotakechances.Alsointhefuture,anincreaseindigitalcontentandfurtherblurringofbordersbetweendistricts.Atthesametime,theAlaskaNativecommunitywantstoengageinaprocesstoredefinethesystemofeducation,includingaconsiderationofanincreaseinboardinghighschools.ANCEPforexample,wantstocreateahighschoolfor400Nativestudents.TherelationshipbetweentheAlaskaNativecommunitiesandruralAlaskaisgrowingandtight.Finally,heexplainedatestoutoptioninKetchikanthatallowsstudentstotaketheGEDattheendoftenthgradeandskip11th.HowthatworkswhenthosestudentsgettoUAisaworkinprogress.ThebiggestoutstandingquestionssurroundmeasurementandassessmentHowdoyouknowtheseapproachesareworking?Whatarethemetricstodeterminetheyaremakingadifference?Thesequestionswillcontinuetodrivediscussionintheyearstocome.

SmallGroupDiscussionAboutPanel#2

Followingthepanel,participantsworkedinsmallgroupstoreflectonthepanel’scommentsandidentifiedquestionsforthespeakers:

• Manydiscussedthechallengeswiththecurrentsystem,whichisviewedas

tooreliantoncompliance,memorization,siloedinstructionandtoofocusedonteachingtothemiddle;

• Theconsensuswasthatapproacheswereneededtomakethesystemmorefluid,morecompetencyandexperience(andlessseat-timebased)andmorefluid.Todoso,however,manyfelttherewasaneedtoovercomealotofbuilt-inrigidity,particularlyaroundfiscalregulations,assigningofcredit,assessmentsthatmeasureknowledge,andcontent.

• Thestatecannotmoveforwardwhilekeepingthe“oldways,”butallagreedthatcouragetosimplystartmakingchangesandabitofrisk-takingwouldbenecessarytojump-startlargerreforms;

• Concernsaboutgridlockandhowbesttobreakthroughtalkandmovetoaction.Involvingparents,businessleadersandthecommunitywaskeytosuccess,alongwithworkingacrossdistrictboundaries.Andoncechangewasinplace,manywereworriedaboutsustainingit;buildingbroadbuy-in,alignmentandcommitment,regardlessofchangesinleadership.Thismeantchangesinpolicyandregulationswereessential.Andcollaborationandcooperationwaskey,acrossdistricts,withstakeholders,thebusinesscommunity,andwiththeUniversityofAlaskainparticular;

• Acleararticulationofwhatamaster-basedapproachwouldlooklikethroughouttheK-12journey,ratherthanfocusingonhighschool.Theyalsowantedtounderstandbetterhowtoaddressissuesaroundminorsinworkplaceandotherout-of-schoolsettings.Andparticipantsstressedthattechnologyneedstoplayamajorroleandallstudentsneedtobecomfortablewithrapidlyevolvingtechnology;

• Ruralschoolswereasubjectofmuchdiscussion.Teacherandtechshortageswerenotesasconcerns.Boardingschoolswereseenasanimportantelementinofferingupgreatteachingandlearningopportunitiesforallstudents.Andthegroupnotedthatmanyruralschoolswerealreadyimplementinginnovativeandexcitingprograms,andthatinsomecases,lessflexiblelargerdistrictsarehardershipstoturn,eventhoughtheymighthavemoreresources.

Q&AofPanelQ.Whatdoweneedtodotogetbuy-inandcreateandsupportforsustainedchange?Dr.Paramo:

Weneedbuy-infromthecommunityandtoconvincepeopleofthe“why.”Districtsneedtobespeakingtocommunitygroupsanddemonstratingtheneed—andtheeconomicanddemocraticimperative.Wewantourkidstostayclosetohomeandtobeabletofindwork,butweneedathrivingcommunitytomakethathappen.

Ms.Stieritz:

Theeconomicimperativeisasimportantasthemoralimperative.TransformSCisframedinSCasaneconomicimperative,whichhelpsframeitpolitically,andtheotherobjectivesgetslippedin.InanareaofthestatewheretherewerefourTransformSCschoolsincloseproximity,wehostedabustourwithpolicymakersandbusinessleaders.SchoolsalsoinvitedtheirlocalleadersandTransformSCgotpeopletoreallyunderstandthepositivestoriesandthe“why.”

Dr.Atwater:RuralAlaskahasmanystudentswhoareonlythesecondgenerationtobeinschool,sothecultureofschoolisshallowandjadedbecausemanypeoplehadbadexperiencesWehavetobuildrelationshipsandengagelocalculturetobuildbuy-in.Asanexample,St,Mary’sintertwineslocalcultureintotheschoolday,andtheSuperintendenthasbuilttrustsohecaninnovatewithcommunitysupport.Thiskindofworktakeslongerthantwoorthreeyears;itrequiresalong-termcommitment.

Ms.Stieritz:TransformSC’sco-chairshavestatedthattheyareinthisfortenyears,nota2-3-yearprogrammaticimplementation.

Q.Whatstepsdoyousuggesttoexpandthecultureofinnovationandsupportforlong-termcommitmentandchange?Dr.Paramo:

Long-termcommitmentisessentialbutshehasasenseofurgency,andkidscannotwait.Wecannotcontinuetoadmireproblems.Shefindswaystoworkaroundtheadultissuesofpolicymakersandeducatorstofigurethingsouttobenefitkids.Systemsareholdingpeopleback;wedowhatwealwayshavedone.Ifweknowitisgoodforkids,let’sgetthesupporttodowhatweneedtodo.

Q.Howcanweencourageschooldistrictstoworktogetherforthebenefitofallstudents?Dr.Atwater:

Firstandforemost,schoolboardsneedtohaveawillingnesstoworktogether.Theyneedtobewillingtoshareservices,ideas,innovations,courses,andcontentdelivery.BristolBayareadistrictsareagoodexamplearoundvocationaleducation.Theybelievetheycanonlyprovidequalityvocationaleducationiftheyshareservices.Limitationisonlyalimitationifyoukeeptheparadigm.Itmakesnosensetohave54schooldistrictsinAlaska.SEAlaskaisalreadystartingtocollaborate;othersneedtofollowsuit.

Panel#3:Realworldlearning:howeducationandthebusinesscommunity

canworktogethertoimprovestudentoutcomesPanelmembers:

• AnnMarieStieritz• FredBramante

Theday’sfinalpanelfocusedspecificallyontheroleofthebusinesscommunityandthe“realworldlearning”componentofa21stcenturyeducation.FredBramanteandAnnMarieStieritzreturnedforthispaneltotalkabouttheirexperiencesinNewHampshireandSouthCarolinarespectively,buildingrelationshipswithbusinessleadersandbusinessownerstobothsupporteducationreformandproviderealworldlearningopportunities.ThispanelwasfollowedimmediatelybyaudienceQ&A.Mr.Bramante:

Arecentstudydemonstratedthat50%ofworkingageadultsinNewHampshirehavesomeformofcredential,advanceddegree,license,etc.However,thechangingworkforceneedsofthestatemeanthattheirneedstoatleast65%withsomeformofcredentialby2025.TheNewHampshireCoalitionforBusinessinEducationhasadoptedthisastheiroverarchinggoal.

Collegepeoplethoughttheyshouldfocusoncollegestudentsbutotherssaidthishadtobeabroadereffort.Sincethe25-yearoldsof2025areinhighschoolnow,toaccomplishthisgoal,itwasagreedthatthishadtostartwithtoday’shighschoolstudents.Theystartedaneworganizationtobringinmentorsandopportunitiesforenrichmentoutsideoftheclassroom.Rightnow,NewHampshirehas16,000hightech/advancedmanufacturingjobsunfilled,anditisthesamewithhealthcare,andbuildingtrades.YetNewHampshirehaslessthan3%unemployment.Itsworkforceislimited,and

providingexposureandlearningopportunitiesinthesefieldsforhighschool(andyounger)studentswillbuildtheworkforceoftomorrow.Myorganizationsaystobusinesses:wecanconnectyoutohighschoolstudentsthatyoucangroom,mentor,andtrain,andifyoulikethem,youcantapthemandofferthemjobs.Withyourengagement,wecancreateaworkforceonwhichyoupreviouslyhadnotcounted.Asanexample,TheNewHampshireManufacturingAssociationnowlooksatthisashowtheywillgettheirworkforceofthefuture.Moststudentshaveneverconsideredajobinmanufacturingandhaveacompletelyoutdatedunderstandingofthefield.Theyhaveestablisheda“manufacturingweek”andafterstudentsgothroughit,thereisahugejumpinstudentsconsideringa(well-paying)careerinadvancedmanufacturing.Kidsdon’tknowwhatexistssotheydon’thaveinterest.Ienvisionacommunitywhereeverybodyparticipatesineducatingourstudents.

Ms.Stieritz:

HerremarksbeganwithabriefvideopresentationfromtheTransformSCexplainingthecharacteristicsofaSouthCarolinagraduate,whichwasdevelopedandsupportedbyawiderangeofstakeholders:

• Worldclassknowledge(masteryofreading,fundamentalsofmath,masteryofscienceandarts);

• Worldclassskills(creativeproblemsolving,communication,technologyskills,teamwork,knowinghowtolearn);and

• Lifeandcareercharacteristics(responsibility,integrity,self-reliance,perseverance,etc.;thecharacteristicsthatallowyoutobesuccessfulinacareer).

Havingsuperintendentsagreethatthesethreeelementswerefundamentalbroughtthebusinesscommunityintothefoldbecausetheyreflectedwhattheywerelookingforintheiremployees.Canwecreateasystemthatfocusesonthesethings?Developingthisprofileandsecuringwidesupportandbuy-inhasgivenusthefreedomandbackingtogooutandinnovate.In2006SouthCarolinapassedtheEducationDevelopmentAct,whichrequiredeverystudenttohaveopportunitiesforexperientiallearning,work-basedlearning,andtohaveagraduationplan.DuetobudgetcutsimplementationoftheActslowed,butitincludedcareerawarenessstartinginprimaryschoolandgoingthroughhighschool,andthetransitiontohigher

education.Itcalledforcareercounseling,careerspecialists,andreducingtheratioofcounselorstostudents.SouthCarolinahasarobustpolicyframeworkthatneedsstrengthenedimplementation.SouthCarolinaalsohasexperimentedwithprogramsthatwentbeyondtraditionalinternships,forexample“MicroburstLearning,”offering90onlinejob-shadowingopportunities.Thesekindsofprogramshavebeenparticularlygoodforruralstudents.Theothermajorfocusoftheireffortandinvestmenthasbeeninregisteredapprenticeshipandyouthapprenticeships,andthishasbeenstronglysupportedbythebusinesscommunity.Previously,apprenticeshipshadbeenunderutilizedastheultimateworkplacelearningmodel,butsince2008,SouthCarolinahashadmorethanan800%+increaseoverallinapprenticeships.Theircurrentfocusisonincreasingapprenticeshipprogramsforhighschooljuniorsandseniors,inwhichseniorswouldgraduatewithahighschooldiploma,anationallyrecognizedindustrycredential,andtwoyearstowardsanassociate’sdegree.Anewnationalmodelforapprenticeshipallowsforcompetency-baseddemonstrationofmasteryofskillsratherthantimein-seat,bothintermsofon-thejobtrainingandeducationaltraining.BecauseSouthCarolinaisanon-unionstate,theycouldnotattachtheefforttoaunion,asitwouldhavebeenanon-starter.Andtoavoidhavingthispeggedtoaparticularindustry,TransformSCintentionallyreachedoutandshowedthisapproachworkedforIT,healthcare,smallbusiness,aswellasthelargestmanufacturerinthestate(BlueCrossBlueShield.)TheyalsowereabletosellthistosmallerbusinessesbypromisingstudentswouldcometothemwiththeacademicknowledgenecessaryandthebusinessescouldcustomizetheirOJT.Companiesparticipatingmustofferawageprogressionovertime.SmallcompaniesworriedthatthismightdemandalotofHR,sotheyaskedforapprovalofataxcredit,whichthelegislatureapproved;$1000/yearperapprenticeforuptofouryears.Throughaconsensusbuildingprocess,theyagreedtohousetheprogramwiththecommunitycollegesystem,becauseinlookingattheconcernsofparentsandstudents,theyrealizedthisneededtobeseenaspartoftheeducationalsystem,notanalternateroute.Instead,thisapproachispresentedasacontinuumthatisnotterminal(manystudentsstillgoonto4-yeardegree).Theystartedtheapprenticeshipandinternshipprogramswiththeexistingworkforceandadults,andareexpandingintohighschools,dealingwithliabilityissuesandworkerscomp.Theyjustreceiveda$900,000granttoexpandyouthapprenticeship,inwhichtheapprenticeshipsgetpaidandreceivecredit.

Q&AofPanelQ.Isthereasetnumberofhoursorlistofskillsthatstudentsmustdemonstrate,andhowdoesthattranslatetoacademiccredit?Ms.Stieritz:

Registeredapprenticeshipsarepaid,unlikeinternships,whichmeanstheyaregreatforeconomicallydisadvantagedstudents.Typically,theyrequire144hoursofacademicorinstructionaltimeandtheOJTvaries,buttheallowanceforcompetencyincreasesflexibility.Moreinformationisavailableathttp://www.apprenticeshipcarolina.com.

Q.Howdowesafeguardstudentsoutintheworkplace?Howcanwesafeguardfamilyvalues,ethics?Mr.Bramante:

NewHampshire’sextendedlearningopportunitycoordinatorsputtogethera300-pagedocumentthatdescribesaspectsofwhatitmeanstobeacoordinator.Schoolattorneyscreatedawhitepaperonmitigatingriskforschooldistricts,students,andcommunitypartners.Theheadoftheschoolattorneyssaiditisinevitablethatsomethingbadisgoingtohappen;thequestionisifyouputtingyourselfinapositiontoreducethenumberofbadthingsandtoprotectthedistrictandeveryoneinvolved?Thiswhitepaperis15-16pagesandlaysoutguidelinesfordistrictsthatarenervouswhenkidsarenolongerwithinthewallsoftheschool.

Q.Howaboutgettingprogramsforteachersintotheoutsideworkforce?Mr.Bramante:

Rightnow,NewHampshirehasnocurriculumavailableforteacherstolearnwhatitmeanstobeacompetency-basededucator,andnoformalworkplaceexperienceprogramsforteachers.However,heenvisionsasysteminwhichyoucouldhavesometeachersworkingpart-timeandtherestoftheweektheycouldbeintheworkplace,developingrelationshipswithcommunitypartnersandbuildingprogramsthatsupportkidsandtheirinterests.

Q.Whodesignsanddeliverstheacademicpiece?Ms.Stieritz:

Rightnow,thecontentoftheacademicpieceisdeliveredbyteacheroracommunitycollegeinstructorandOJTisdesignedanddeliveredattheworkplace.

Mr.Bramante:

Employerscouldbedeliveringacademiccontentforcredit,althoughthatisnotcurrentlyhappeningineitherNewHampshireorSouthCarolina.Theoretically,ifaschoolsaysyesandwantstomakeithappen,theycanworkcooperativelywithacommunitypartnertodoso.Butdoingthiswellandbeingconsistentandsustained,willrequirebringingalong(orlettinggo

of)facultymembers.TheSuperintendentinPittsfieldcoachedpeopleoutwhowerenotinvestedintheapproach.

SmallGroupDiscussion:Identifyingstepstoprepareteachers,classrooms,parents,

andstudentsforthisnewenvironmentFollowingthefinalpanel,participantsworkedtodevelophighimpactideasfortangibleactionthattheybelievedwouldmoveAlaskaalongthepathtowardsa21stcenturyapproachtoeducation:#1.Createanonlineplatformforsharingbestpractices,ideas,research,andprofessionallearningcommunitiesThegroupthatdevelopedthisideabelieveditwouldbepossibletoworkthroughalreadyexistinggroupsororganizationstocreateanonlineplatformthatservedasavaluabletool,soundingboard,repository,andvirtualcommunityforeducatorsandotherstakeholders:

• TheAssociationofSchoolBoardscouldbeapossibleconvenerandsuggestedapartnershipwiththeUniversityofAlaska.Thiswouldallowforthecreationofelectronicresources;

• Resourceswouldberequiredtodeveloptheplatformandtokeepitupdated,andsomeonline-creationandfacilitationwouldbeneededforprofessionallearningcommunities(superintendents,principals,schoolboardmembers,teachers,etc.);and

• Thegroupthoughtitwasimportanttohaveastudentvoiceincluded.

Inthediscussionfollowingthisgroup’spresentation,aparticipantsuggestedthatinadditiontoanonlineplatform,itmightmakesensetotakearadicallydifferentapproachtoalltheeducationconferencesthathappenthroughouttheyearandinsteadtakeaweekofffromschoolandhaveaweeklongall-handsondeckeducationconference.

#2.ProfessionallearningcommunitiesineverydistrictThisgroupenvisionedadistrict-by-districtapproachthatprovidedtimeandresourcesforeducatorstocollaborate,observe,andsharebestpractices.Theyenvisionedthesecommunitieswouldexpandbeyondthewallsoftheschool,leadingto:

• ExpandedopportunitiesforpaidexternshipsforeducatorsinsummerbeyondSTEM,includingopportunitiesinarts,humanities,andsocialsciences;

• Partnershipswithunions,etc.forinternship/apprenticeshipexperience;• “Parentuniversities”withparentleadership,beginningattheearly

childhoodlevel,creatingabroadknowledgeofandacceptanceof“soft”ornon-technicalskillsandtheirimportanceineducation;and

• Welcomingenvironmentswithinaschool

#3.ExperientiallearningcollectiveimpactprogramThisgroupenvisionedacollaborativeapproachtoexperientiallearning,inwhichaconvenerbroughttogetherall,ormany,ofthosecurrentlyproviding“real-world”educationexperiencestoAlaskastudents.Thisgroupwouldworktoformalizethegoalsandobjectivesofthestate’sexperientiallearningprograms,toestablishsharedcriteriaandevaluationstandards,andtoexpandopportunitiesforstudents.

• Year1:developgoals,profileofgraduate• Year2:mid-coursecorrections

o Addopportunitiesincrafts,aviation,hospitality(includingapprenticeshipprograms)

o Developstandardso Establishqualitycriteriaforextended/experientiallearningforcredito Addressliabilityissues

Thegroupwouldinclude,andperhapsbechairedby,theStatechamberofcommerce,alongwiththeStateBoardofEducation.Businesspartnersofferinginternships,apprenticeships,andotherrealworldlearningexperienceswouldparticipateinthecollaborativealongwithlegislators,educators,Universityfacultyandotherstakeholders.ThegroupwoulddeveloptheseopportunitiesforrealworldlearningacrosstheK-12continuum.#4.AformalStateSchoolBoardpositionandpublicstatementThisgroupbelievedthatitwasimportantfortheStateSchoolBoardtoformallydevelopandcodifyaclearrationaleandmissionstatementforAlaska’stransitiontoandapproachto21stcenturylearning.Theybelievedpartofthisshouldinvolvepilotprogramsatasmallnumberoftestschools,leadingtoamoreformalizednetworkofidentifiedandinterestedschools.Thismodelwasbased,inpart,ontheworkofTransformSC,inwhichschoolsvolunteeredtobe“changeagents,”implementingacompetencybasedlearningprograminpre-schoolthrough3rdgradeandimplementationof21stcenturyapproachesaswellinuppergrades.TheybelieveditshouldbetheroleoftheStateSchoolBoardtoconveneaneffortthatincludedlocalschoolboardmemberstoorganizeanddevelopcriteria,anddevelop(flexible)protocolsfordistrictstoengagetheircommunities,provide(andreceive)coaching,andimplementportfolio-basedassessments.Theywantedtoseeanapproachthatempoweredlocalschoolstomaketransformativechange,andbelievethatthiswouldrequireflexibilityforteacherreflectionandflexibilityinscheduling.Theyenvisionedafacilitated“cross-pollination”ofschools.#5.DevelopasystematicapproachtoprofessionaldevelopmentThisideacouldeasilyoverlapwithseveraloftheothersabove.Itfocuses,however,moreontheexperienceofeducatorsinschools,withthecreationofcommunitiesof

educatorsimplementingexperientialandcompetency-basedlearningapproaches.Tohelpeducatorsdeveloptheirprogramsandtolearnfromoneanother,thegroupcalledfortimetobebuiltintotheschooldayandweek;e.g.earlyreleaseMondays,earlyreleasedays.Theywantedtoseeanexpansionofexternshipsthatalloweducatorstoexperiencetheworkplaceinarangeofindustriesacrossthestate,supportedbystipends,andre-certificationcreditsduringbreaksfromtheschoolyear.Allofthiswillrequireinvestmentandcommitmentonthepartoflocalschooldistricts,chambersofcommerce,communitygroupsandothercommunitystakeholders.Theseincludetradeunionsandotherpotentialbusinesspartnerswhomightworktogethertodevelopcriteriaforanexpandedapprenticeshipprogram.Andthegroupfeltitwasimportanttoexpandtheefforttoengageandinvolvetheparentcommunityaswell,throughparentingclasses,increasedearlychildhoodsupportandthedevelopmentofamorewelcoming,transparentenvironmentinschools.