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  • Managing for Today, Leading For Tomorrow

    Ray McNulty, President Ray@Leadered.com International Center for Leadership in Education Rexford, NY 12148 November 17, 2011

    mailto:Ray@Leadered.com

  • The future is not some place we are going to,

    but one we are creating.

    The paths are not found, but made, and the activity of making

    them changes both the maker and the destination.

    --John Schaar

  • Schools are Improving

  • Schools are Improving

  • The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.

  • Making a better 20th Century School

    is not the answer.

  • Unless we unlearn some of our

    traditional practices, we will never get

    beyond an improvement mindset.

  • Many of our efforts to

    transform education look

    like the same old system!

  • We are getting better at things that do not matter

    as much anymore.

  • WE need to become the AGENTS of change.

  • First Different - Then Better

  • Key Balance

    Leadership today requires a balance of

    traditional skills mixed with innovation

    skills

    Stability, control and standardization

    mixed with uncertainty, ambiguity and

    disruptive thinking

  • Key Trend in Education Our roles as educators is challenged by

    easy access to an abundance of resources

    Sense Making

    Coaching

    Credentialing

  • Key Trend in Education

    People expect to be able to learn, study and work whenever and wherever they want.

  • Themes

    Best and Next Practices

    Innovation Skills

    Divergent Skills

    Four Leadership Lessons

    Systems Approach

    Closing Point

  • Theme

    Best and Next Practices

  • Best practices allow you to do what you are currently doing

    a little better.

  • Best practices allow you to do what you are currently doing

    a little better.

    Next practices increase your organizations capability

    to do things it has never done before.

  • System Innovation

  • Sustaining Innovation

    Next Practice

  • Disruptive Innovation

  • We have a flawed perspective of always listening to our best

    customers They tell us how good the system is working

    for them!

  • BANKING

    Sears

    IBM

    Xerox

  • A Story. Not a bad idea, but to

    earn a grade more

    than a C+, the idea

    has to be viable!

    (Yale Professor)

    Fredrick Smith

    The idea FedEx

  • -Shurnyu Suzuki

    In the beginners mind there are many possibilities;

    in the experts mind there are few.

  • First practice must change, then results,

    then policy.

  • Current System

    Something Different

  • The Horse

    The Automobile

  • Henry Ford quote

    If I had asked the public what they wanted,

    they would have said

    a faster horse.

  • 21st Century Skills Learning &

    Innovation Skills Creativity & Innovation

    Critical Thinking & Problem-solving

    Communication & Collaboration

    Information, Media & Technology Skills Information Literacy

    Media Literacy

    ICT Literacy

    Life & Career Skills Flexibility & Adaptability

    Initiative & Self-direction

    Social & Cross-cultural Skills

    Productivity & Accountability

    Leadership & Responsibility

    www.21stcenturyskills.org

    http://www.21stcenturyskills.org/index.php

  • Theme

    Innovation Skills

  • All leaders have problems or

    situations in front of them

    for which there are no

    answers.

  • The skill set to do this is:

    Current Leadership works hard to efficiently

    deliver the next thing that should be done

    given the existing system. Current

    leadership shines at converting a vision or

    goal into actions to achieve that vision or

    goal.

  • Delivery Skills

    Analyzing

    Planning

    Detailed Oriented Implementing

    Disciplined Executing

  • Innovators seek to fundamentally change

    the current model.

    Why accept the status quo?

    Look for new and better ways!

    Steve Jobs, I want to put a ding in the

    universe!

  • Discovery Skills

    Questioning

    Observing

    Networking

    Experimenting

    Associational Thinking

  • Are you good at generating innovative

    ideas?

    Do you know how and where to find

    innovative people in your system?

    Do you know how to train your people to

    be creative and innovative?

  • Delivery Skills

    Analyzing

    Planning

    Detailed Oriented

    Implementing

    Disciplined Executing

    Discovery Skills

    Questioning

    Observing

    Networking

    Experimenting

    Associational

    Thinking

  • Question Storming

    What is

    What caused.

    Why Why not.

    What if

  • Highly Innovative Systems

    In your system is innovation everyones

    job?

    Is disruption part of your systems

    innovation portfolio?

    Are small project teams central to taking

    innovative ideas to scale?

    Does your system take smart risks in the

    pursuit of innovation?

  • Theme

    Closing Point

  • The fundamental task of a leader is to develop confidence in advance of victory, in order to attract the investments that make victory possible. - Rosabeth Moss Kanter

  • Managing for Today, Leading For Tomorrow

    Ray McNulty, President Ray@Leadered.com International Center for Leadership in Education Rexford, NY 12148 November 17, 2011

    mailto:Ray@Leadered.com

  • Common Core State Standards and

    Next Generation Assessments.

    Third Key Trend Theme

  • Overview of Text Complexity

    Reading Standards include exemplar texts (stories and

    literature, poetry, and informational texts) that illustrate

    appropriate level of complexity by grade

    Text complexity is defined by: 1. Qualitative measures levels of meaning,

    structure, language conventionality and

    clarity, and knowledge demands

    2. Quantitative measures readability and

    other scores of text complexity

    Reader and Task

    3. Reader and Task background knowledge

    of reader, motivation, interests, and

    complexity generated by tasks assigned

  • Text Complexity Grade Bands and Associated Lexile Ranges

    Text Complexity Grade Band in the Standards

    Old Lexile Ranges Lexile Ranges Aligned to CCR expectations

    K-1 N/A N/A

    2-3 450-725 450-790

    4-5 645-845 770-980

    6-8 860-1010 955-1155

    9-10 960-1115 1080-1305

    11-CCR 1070-1220 1215-1355

  • Reading Framework for NAEP

    Grade Literary Informational

    4 50% 50%

    8 45% 55%

    12 30% 70%

  • NAEP Writing Framework

    Grade To Persuade To Explain To Convey Experience

    4 30% 35% 35%

    8 35% 35% 30%

    12 40% 40% 20%

  • Rigor and Relevance What is it?

    And what does it mean?

  • 3 Mis-Conceptions on Rigor

    That rigor means more

    Raising a grade is not rigor

    Being stricter and enforcing tighter

    policies

  • Rigor!

    Rigor means increasing the level

    of thinking in a more sophisticated

    and complex manner.

  • Knowledge Taxonomy

    1. Recall Knowledge

    2. Comprehension

    3. Application

    4. Analysis

    5. Synthesis

    6. Evaluation

  • Thinking Continuum

    Assimilation of knowledge

    Acquisition of knowledge

  • Relevance

    To determine a lessons level of Relevance

    you must ask the following questions

    1. Is it application?

    2. Is it real world?

    3. Is it unpredictable?

  • Application Model

    1 Knowledge of one discipline

    2 Application within discipline

    3 Application across disciplines

    4 Application to real-world predictable situations

    5 Application to real-world unpredictable situations

  • Acquisition

    of knowledge

    Application

    of knowledge

    Action

    Continuum

    Relevance of learning to life and work

  • Example:

    Analyze how Abraham Lincoln in his Second

    Inaugural Address examines the ideas that led

    to the Civil War, paying particular attention to the

    order in which the points are made, how Lincoln

    introduces and develops his points, and the

    connections that are drawn among them.

    CCSS Match: 9-10.RI.3 and 9-10.RI.9

    Source: CCSS Appendix B: Text Exemplars

    and Sample Performance Tasks

  • Awareness 1

    Comprehension 2

    Application 3

    1

    Knowledge

    in one

    discipline

    2

    Apply

    knowledge

    in one

    discipline

    A

    Acquisition

    Students gather and store bits of knowledge/information and are

    expected to remember or understan