focus on purpose
DESCRIPTION
A COMMUNITY OF LEARNERS. FOCUS on PURPOSE. AAESQ / IDC Conditions for Reform May 16, 2007. 1. 2. 3. 4. OUTLINE. VlSIONS OF CHANGE. CURRICULAR COMPONENTS. MANAGING SCHOOL REFORM. TAKING THE CHANGE DIP. A B C D E F G H I. 1 5 7 10 20. V I S I O N M A K I - PowerPoint PPT PresentationTRANSCRIPT
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AAESQ / IDC AAESQ / IDC Conditions for ReformConditions for Reform
May 16, 2007May 16, 2007
A COMMUNITY A COMMUNITY OF LEARNERSOF LEARNERS
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VlSIONS OF CHANGE
OUTLINEOUTLINE
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33
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CURRICULAR COMPONENTS
MANAGING SCHOOL REFORM
TAKING THE CHANGE DIP
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VI S
I O NM A K IN G I S T
H E P R O CE S S O F C ON N E C T I N G AC T I O N S T O V A L U E S
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5
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10
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A
B
C
D
E
F
G
H
I
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There is no more powerful engine There is no more powerful engine driving an organization toward driving an organization toward excellence and long-range success excellence and long-range success than an attractive, worthwhile, than an attractive, worthwhile, and achievable vision of the and achievable vision of the future, widely shared.future, widely shared.
from “Visionary Leadership”, Burt Nanus, Jossey-Bass, 1992
Visions of ChangeVisions of Change11
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Vision for SchoolingVision for Schooling
“To educate successfully To educate successfully as many students as possible as many students as possible with the understanding that with the understanding that
success is not defined in success is not defined in the same way for everyone.”the same way for everyone.”
“Reaffirming the Mission of Our Schools”
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Mission of the SchoolMission of the School
to Instructtransmission of knowledge
to Socialize development of responsible citizens in society
to Qualifyproviding skills for future schooling and careers
“Québec Schools on Course” / Education Act - Art. 36
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Agents of ChangeAgents of Change
Law 107 Establishment of Linguistic School Boards
Law 180 Establishment of Community Schools
“Reaffirming the Mission of Our Schools” Initiation of Curriculum Reform
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ANCIENT ROMEANCIENT ROMEANCIENT ROMEANCIENT ROME RENAISSANCERENAISSANCERENAISSANCERENAISSANCE 1700-1800’s1700-1800’s1700-1800’s1700-1800’s 20th Century20th Century20th Century20th Century
Cultural ChangeCultural ChangeCultural ChangeCultural Change
the Knowledge Inversionthe Knowledge Inversionthe Knowledge Inversionthe Knowledge Inversion
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ANCIENT ROMEANCIENT ROMEANCIENT ROMEANCIENT ROME RENAISSANCERENAISSANCERENAISSANCERENAISSANCE 1700-1800’s1700-1800’s1700-1800’s1700-1800’s 20th Century20th Century20th Century20th Century
Cultural ChangeCultural ChangeCultural ChangeCultural Change
2530
4050
70’sLife ExpectancyLife ExpectancyLife ExpectancyLife Expectancy
the Knowledge Inversionthe Knowledge Inversionthe Knowledge Inversionthe Knowledge Inversion
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CONSTRUCTIVISMCONSTRUCTIVISM
A Constructivist ReformA Constructivist Reform
CURRICULUMCURRICULUMContent KnowledgeContent Knowledge
INSTRUCTIONINSTRUCTIONTeaching RepertoireTeaching Repertoire
LEARNING OUTCOMESLEARNING OUTCOMES
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The critical question:The critical question:What’s it all about?What’s it all about?
What is the one most important
skill, competency or ability that
you would want adolescents to
take with them when they leave
high school?
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Skills Children Will NeedSkills Children Will Need1.1. The ability to learn.The ability to learn.2.2. The ability to communicate clearly, concisely and The ability to communicate clearly, concisely and
persuasively.persuasively.4.4. The ability to think and reason.The ability to think and reason.5.5. The ability to be creative.The ability to be creative.6.6. The ability to get along with people.The ability to get along with people.7.7. The ability to lead, but also take directions.The ability to lead, but also take directions.8.8. The ability to speak in public.The ability to speak in public.9.9. An understanding of how business works.An understanding of how business works.10.10. The ability to use technology.The ability to use technology.11.11. The ability to work for and by themselves.The ability to work for and by themselves.12.12. The ability to harness their own talents.The ability to harness their own talents.
adapted from “The Future of Work…Getting Kids Ready”, Richard Worzel, Trimark Investment, 1999
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Curricular ComponentsCurricular Components
Compentecy Defined
Generic Skills
Cross-Curricular Themes
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Competency DefinedCompetency Defined
“A competency is the capacity to carry out activities or tasks by
drawing on a variety of resources, including knowledge, skills,
strategies, techniques, attitudes and perceptions..”.”
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Gen
eric
Ski
llsG
ener
ic S
kills
(Cro
ss-C
urr
icu
lar
Co
mp
ete
nci
es)
(Cro
ss-C
urr
icu
lar
Co
mp
ete
nci
es)
STUDENT’SSTUDENT’S
World ViewWorld View
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Intellectual & Methodological SkillsIntellectual & Methodological Skills
Solve problems and make informed decisions based on critical and creative thinking.
Research and process information from a variety of sources.
Plan, carry out and evaluate an individual or group project.
Work alone or with several other persons in order to arrive at a definite result with set conditions.
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Personal & Social SkillsPersonal & Social Skills
Increase their knowledge of themselves, others and their environment to develop identity.
Adopt preventative, safe behaviours that promote growth and living harmoniously with others.
Use resources at their disposal to promote personal well-being and that of the group.
Show sensitivity to aesthetics in their dealings with others and their environment.
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Language SkillsLanguage Skills
Establish relationships with others by using means appropriate to situations and contexts.
Use the language of instruction correctly in everyday situations.
Communicate and express themselves clearly, verbally and in writing.
Understand and interpret various documents. Use different technologies to transmit and receive
messages.
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Intercultural Education
Environmental Education
Health, Safety & Sex Education
Media & InformationTechnology Education
Career Information & Education
Consumer Education
Lif
e–lo
ng
Lea
rnin
gs
Lif
e–lo
ng
Lea
rnin
gs
Social Sciences Tech.
Science& Maths.
Languages
The Arts
Personal Development
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Media Education & TechnologiesMedia Education & Technologies
“At school, information and communications technologies must be considered a learning focus, a tool to facilitate learning and a means of accessing knowledge that is within the reach of all students.”
“Agir autrement “- Politique de l’autoroute de l’information
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Health, Safety & Sex EducationHealth, Safety & Sex Education
“Schools will encourage students to adopt safe and preventive behaviours that are conducive to maintaining or improving their health and that of others ... in the broader sense of physical, psychological, cultural, ethical and social well-being.”
“General Guidelines for the Development of the Québec Education Program”
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Educational & Vocational Info.Educational & Vocational Info.
“The goal of schools is to help students gradually anticipate the future and select the occupational path that best corresponds to their capacities and interests in a world that is undergoing far-reaching change.”
“Reaffirming the Mission of Our Schools”
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Intercultural EducationIntercultural Education
“Along with citizenship education and international understanding; this field is related to exercising one’s responsibility as citizens in a society marked by cultural diversity and globalization.”
“General Guidelines for the Development of the Québec Education Program”
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Consumer EducationConsumer Education
“...Is related to the satisfaction of needs and the relationships of individuals with the environment and being aware of practices likely to ... prevent them from discharging their responsibilities as members of society.”
“Reaffirming the Mission of Our Schools”
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Environmental EducationEnvironmental Education
“...Aims at conserving resources and promoting sustainable development by inviting students to take concrete action to help protect the environment.”
“Reaffirming the Mission of Our Schools”
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Managing School Reform Managing School Reform
Change of Attitudes Re-Organisation of School Program Development Coherence of Components Professional Development Collaborative environment
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““Program establishment is one Program establishment is one of the most sensitive elements ... of the most sensitive elements ... it has a it has a significantsignificant structural structural
iimpactmpact on the curriculum on the curriculum as applied as applied in the classroomin the classroom””
Québec Schools on Course - Policy Statement
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““In order to allow the planned In order to allow the planned changes to improve the quality of changes to improve the quality of
students’ education, students’ education, we must we must first alter the educational first alter the educational
environment environment within which they within which they are to take place.”are to take place.”
“Québec Schools on Course “- Policy Statement
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““...schools must ...schools must break with break with traditional views of schoolingtraditional views of schooling, , existing educational structures, existing educational structures,
the current division of the current division of responsibilities and certain responsibilities and certain
acquired privileges.”acquired privileges.”
Final Report of the Estates General
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A 4-Dimensional ViewA 4-Dimensional View
We must create the We must create the conditions which conditions which
empower principals to empower principals to take the risks required for take the risks required for successful school reform.successful school reform.
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CURRICULARCURRICULAR• GOALS• FRAMEWORK• CONTENT• CONTEXT• INTEGRATION• GENERIC SKILLS• CONTINUITY• TRANSPARENCY• FLEXIBILITY
SCHOOLBASED
REFORM
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Curricular DimensionCurricular Dimension
This is the perspective that This is the perspective that outlines the expectations and outlines the expectations and sequence of learning withinsequence of learning withinthe settings of formal schooling.the settings of formal schooling.
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GOALS instruction – socialisation – qualification
FRAMEWORK policy / programs / timeframes / workloads / climate / settings
CONTENT teacher & students as collaborative sources of knowledge & information
CONTEXT situation of learning between learner’s perception & global realities
INTEGRATION use of projects, themes & issues to propel cross-curricular learning
GENERIC SKILLS social , life & work competencies essential to productive citizenship
CONTINUITY patterns of learning which are woven together with specific competencies
TRANSPARENCY learning as a natural voluntary activity akin to pre-school development
FLEXIBILITY instructional strategies attuned to individual interests, abilities & styles
Cur
ricul
arC
urric
ular
D
imen
sion
D
imen
sion
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CURRICULARCURRICULAR• GOALS• FRAMEWORK• CONTENT• CONTEXT• INTEGRATION• GENERIC SKILLS• CONTINUITY• TRANSPARENCY• FLEXIBILITY
STRUCTURALSTRUCTURAL• CULTURE• GOVERNANCE• POLICY• ENVIRONMENTS• TEACHING TEAMS• TIME FRAMES• WORKLOADS• REPORTING• SUPPORT
SCHOOLBASED
REFORM
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Structural DimensionStructural Dimension
This perspective defines the This perspective defines the settings and conditions within settings and conditions within which learning takes place.which learning takes place.
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CULTURE local & global contexts within which learning activities take place
GOVERNANCE school community develops & implements the mission of the school
POLICY framework is constructed which insures the vision of the collective
ENVIRONMENTS settings for learning which are responsive to diverse learning needs
TEACHING TEAMS collaboration must be reinforced by the provision of time & resources
TIME FRAMES provision of appropriate & sufficient opportunities for successful learning
WORKLOADS fluid application of global timeframes to provide for innovative groupings
REPORTING reporting must reflect the dynamics of learning & presentation styles
SUPPORT expression & provision of support become the indicators of leadership
Str
uctu
ral
Str
uctu
ral
Dim
ensi
on
Dim
ensi
on
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CURRICULARCURRICULAR• GOALS• FRAMEWORK• CONTENT• CONTEXT• INTEGRATION• GENERIC SKILLS• CONTINUITY• TRANSPARENCY• FLEXIBILITY
STRUCTURALSTRUCTURAL• CULTURE• GOVERNANCE• POLICY• ENVIRONMENTS• TEACHING TEAMS• TIME FRAMES• WORKLOADS• REPORTING• SUPPORT
PERSONALPERSONAL• LEARNER• TEACHER• PARENT• PRINCIPAL• PARTNERSHIPS• PROFESSIONALS• SCHOOL BOARD• COMMUNITY• SOCIETY
SCHOOLBASED
REFORM
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Personal DimensionPersonal Dimension
This perspective portrays the This perspective portrays the stakeholders and their roles in stakeholders and their roles in the implementation of the the implementation of the school’s mission.school’s mission.
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Per
sona
lP
erso
nal
Dim
ensi
on
Dim
ensi
on LEARNER
responsible for learning within the range of personal maturity & potential TEACHER
acts as the co-ordinator of learning activities & a facilitator of learning PARENT
reinforces learning & exploration by supplementing in-school activities PRINCIPAL
sets the educational climate & perpetuates the “learning organisation” PARTNERSHIPS
groupings of critical & interested stakeholders which facilitate learning PROFESSIONALS
provide expertise & resources to partnerships in classrooms & schools SCHOOL BOARD
sets the framework for the governance, mandate & operation of schools COMMUNITY
the environment & support system within which the school evolves SOCIETY
establishes collective values & sets the expectations of citizenship
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CURRICULARCURRICULAR• GOALS• FRAMEWORK• CONTENT• CONTEXT• INTEGRATION• GENERIC SKILLS• CONTINUITY• TRANSPARENCY• FLEXIBILITY
STRUCTURALSTRUCTURAL• CULTURE• GOVERNANCE• POLICY• ENVIRONMENTS• TEACHING TEAMS• TIME FRAMES• WORKLOADS• REPORTING• SUPPORT
PERSONALPERSONAL• LEARNER• TEACHER• PARENT• PRINCIPAL• PARTNERSHIPS• PROFESSIONALS• SCHOOL BOARD• COMMUNITY• SOCIETY
INTERACTIVEINTERACTIVE• VALUES• VISION• EXPLORATION• DIALOGUE• NETWORKS• CONSENSUS• ED. PROJECT• FEEDBACK• RE-LEARNING
SCHOOLBASED
REFORM
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Interactive DimensionInteractive Dimension
This perspective illustrates the This perspective illustrates the contexts within which partners contexts within which partners in the school community in the school community communicate and co-operate.communicate and co-operate.
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Inte
ract
ive
Inte
ract
ive
Dim
ensi
on
Dim
ensi
on VALUES
societal expectations for appropriate conduct & behaviour of constituents VISION
expression of the collective sense of determination, direction & destiny EXPLORATION
freedom to learn & discover in natural, un-prescribed ‘relational’ patterns DIALOGUE
the capacity to interact, share & compromise on issues of importance NETWORKS
establishment of groups which share common views, needs & resources CONSENSUS
the art of generating a collective viewpoint without polarising partners EDUCATIONAL PROJECT
the expression of the character, culture & vision of the school community FEEDBACK
reacting to & inviting reaction to a variety of perspectives & viewpoints RE-LEARNING
the ability to explore established assumptions with a critical perspective
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PERSONALPERSONAL• LEARNER• TEACHER• PARENT• PRINCIPAL• PARTNERSHIPS• PROFESSIONALS• SCHOOL BOARD• COMMUNITY• SOCIETY
CURRICULARCURRICULAR• GOALS• FRAMEWORK• CONTENT• CONTEXT• INTEGRATION• GENERIC SKILLS• CONTINUITY• TRANSPARENCY• FLEXIBILITY
STRUCTURALSTRUCTURAL• CULTURE• GOVERNANCE• POLICY• ENVIRONMENTS• TEACHING TEAMS• TIME FRAMES• WORKLOADS• REPORTING• SUPPORT
INTERACTIVEINTERACTIVE• VALUES• VISION• EXPLORATION• DIALOGUE• NETWORKS• CONSENSUS• ED. PROJECT• FEEDBACK• RE-LEARNING
SCHOOLBASED
REFORM
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Coping with ChangeCoping with Change44
Transformational LeadershipTaking the Change Dip Windows of ChangeVehicles for Change
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Transformational LeadershipTransformational LeadershipTHE HALLMARK OF PUBLIC CONFIDENCETHE HALLMARK OF PUBLIC CONFIDENCE
Collaboratively identify new vision for the school. Promote a consensus on group goals. Set high expectations for teachers (pupils). Set examples to follow by their behaviour. Respect the teacher (pupil) as an individual. Cause teachers to adapt teaching for improvement. Promote a school culture focusing on continuous
improvement of services for students. Structure school to enhance group decision making.
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emem••powpow••erer••mentment
1. to give or delegate power or 1. to give or delegate power or authority to; authorize. authority to; authorize.
2. to give ability to; 2. to give ability to; enableenable or or permit.permit.
Collins New English Dictionary
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the Change Dipthe Change Dip
EXPLORATIONEXPLORATION
ENDINGENDING NEW STARTNEW START
DENIALDENIAL
ANGERANGER
SHOCKSHOCK
FEARFEAR
FRUSTRATIONFRUSTRATION
CONFUSIONCONFUSION
STRESSSTRESS
AVOIDANCEAVOIDANCE
ANXIETYANXIETY
ENERGYENERGY
HOPEHOPE
IMPATIENCEIMPATIENCE
ACCEPTANCEACCEPTANCE
CRITICISMCRITICISM
CREATIVITYCREATIVITY
Adapted from DBM Consultants
CHANGCHANGEE
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FORMINGFORMING STORMINGSTORMING
NORMINGNORMINGPERFORMINGPERFORMING
TEAM DEVELOPMENT
adapted from “Developmental Sequence in Small Group” B. W. Tuckman, Psych. Bulletin, 1965
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GET IT DONEGET IT DONEGET GET
APPRECIATEDAPPRECIATED
GET ALONGGET ALONGGET IT RIGHTGET IT RIGHT
PERSONALPERSONAL DRIVEDRIVEPERSONALPERSONAL DRIVEDRIVE
solo CONTEXT group
slow
P
AC
E
fas
t
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DirectingDirecting CoachingCoaching
FacilitFacilitatingating
FORMINGFORMING STORMINGSTORMING
NORMINGNORMINGPERFORMINGPERFORMING
DelegatingDelegating
LEADERSHIP STYLES
adapted from “Developmental Sequence in Small Group” B. W. Tuckman, Psych. Bulletin, 1965
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FORMINGFORMING
GET IT DONEGET IT DONE
DirectingDirecting
STORMINGSTORMING
GET APPRECIATEDGET APPRECIATED
CoachingCoaching
NORMINGNORMING
GET ALONGGET ALONG
FacilitatingFacilitating
PERFORMINGPERFORMING
GET IT RIGHTGET IT RIGHT
DelegatingDelegating
INTERRELATED GOALS
solo CONTEXT group
slow
P
AC
E
fas
t
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Vehicles for ChangeVehicles for Change Reform “Plan of Action” School Self-Assessment School’s Educational Project Staff Professional Development School Improvement Partnerships Classroom Technology Projects Innovation Projects & Grants