Managing for Today, Leading For Tomorrow

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

“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 organization’s 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 beginner’s mind there are many possibilities;

in the expert’s 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

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 everyone’s

job?

• Is disruption part of your system’s

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

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 lesson’s 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 author’s 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

Bloom’s

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