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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.comThe 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.phpTheme 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 understand this acquired knowledge. Low-level Knowledge A Quadrant name label define select identify list memorize recite locate record definition worksheet list quiz test workbook true-false reproduction recitation Verbs Products Awareness 1 Comprehension 2 Application 3 B Application 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Students use acquired knowledge to solve problems, design solutions, and complete work. Low-level Application B Quadrant apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate scrapbook summary interpretation collection annotation explanation solution demonstration outline Verbs Products Application 3 Analysis 4 Synthesis 5 Evaluation 6 1 Knowledge in one discipline 2 Apply knowledge in one discipline C Assimilation Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. High-level Knowledge C Quadrant sequence annotate examine report criticize paraphrase calculate expand summarize classify diagram Verbs Products essay abstract blueprint inventory report plan chart questionnaire classification diagram discussion collection annotation 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Application 3 Analysis 4 Synthesis 5 Evaluation 6 D Adaptation Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. High-level Application D Quadrant evaluate validate justify rate referee infer rank dramatize argue conclude evaluation newspaper estimation trial editorial radio program play collage machine adaptation poem debate new game invention Verbs Products Quadrant A Ask questions to recall facts, make observations or demonstrate understanding. What is/are__? How many__? How do/does__? What did you observe__ ? What else can you tell me__? What does it mean__? What can you recall__? Where did you find that__? Who is/was__? In what ways_? How would you define that in your own terms? What did/do you notice about this __? What did/do you feel/see/hear/smell __? What do you remember about _? What did you find out about __? Quadrant B Ask questions to apply or relate. How would you do that? Where will you use that knowledge? How does that relate to your experience? How can you demonstrate that? What observations relate__? Where would you locate that information? Calculate that for __? How would you illustrate that? How would you interpret? Who could you interview? How would you collect that data? How do you know it works? Can you show me? Can you apply what you know to this real world problem? How do you make sure it is done correctly? Quadrant C Ask questions to summarize, analyze, organize, or evaluate. How are these similar/different? How is this like___? What's another way we could say/explain/express that? What do you think are some reasons/causes that _____ ? Why did __ changes occur? How can you distinguish between__? What is a better solution to__? How would you defend your position about__? What changes to __ would you recommend? What evidence can you offer? How do you know? Which ones do you think belong together? What things/events lead up to __ ? What is the authors purpose? Quadrant D Ask questions to predict, design, or create. How would you design a __ to __? How would you compose a song about__? How would you rewrite the ending of the story? What would be different today, if that event occurred differently? Can you see a possible solution to__? How could you teach that to others? If you had access to all resources how would you deal with__? How would you devise your own way to deal with__? What new and unusual uses would you create for__? Can you develop a proposal which would_? How would you have handled__? How would you do it differently? A B D C Today's Students Do To Learn A B D C Instead of Learning to Do 1 2 3 4 5 4 5 6 3 2 1 Blooms Application C D A B Current Assessments Next Generation Assessments 1 2 3 4 5 Collaboration Creativity 1 2 3 4 5 6 Quadrant D Leadership Framework Transition Plan Untitled