The Future School- Rome

Presentation by:Jeff Myers Brian Trapani

Tim McCarthy

Humanistic School Custodial SchoolStudents learn through cooperation Rigid atmosphere concerned about orderLearning is a worthwhile activity Learning is the passive absorption of factsSelf-discipline replaces teacher control Students stereotyped by socioeconomic statusDemocratic atmosphere, open communication Classroom power/communication is downward

Students accept responsibility for actions Students are irresponsible/undisciplined and controlled through punishment

Continuum of School Climate- Glasser’s Pupil Control X ---------------------------------------------------------------------------X

Healthy School“to go bat for their teachers”

Teaches like their colleagues, job, students

Teaches don’t like colleagues, job, students

Teaches strive for academic excellence

School staff bombarded by parental demands

Teachers set high achievable goals Lacks an effective principal, little direction

Principal is friendly, supportive Teaching resources scarceTeaches are protected from hostile forces Academic goals and values are low

Healthy and sick schools- Wayne Hoy and John Tarter created it (its for the school as a whole- all the shareholders)

OHI- Organizational Health Inventory- used to measure the health of interpersonal relations among students, teachers, administrators, and community members (OCDQ- measures the openness/closedness of teacher-teacher and principal-teacher interactions

Three versions of OHI, elementary, middle school and high schoolHealth occurs on three levels, healthy school has level harmony (p.84)Institutional Level- connects school to community

- institutional integrity- teacher are protected from unreasonable community and parental demands

Administrative Level- internal management of the school- collegial leadership- principal influence- resource support

Teacher Level- concerned with the learning process- teacher affiliation- academic emphasis

1,1 Impoverished Management- leader effort in minimal, enough to maintain employment9,1 Authority–Obedience- power, authority and control high, human interference low5,5 Organization Man Management-maintain status quo or middle of the road in productivity and people satisfaction1,9 Country Club Management- emphasis on needs of people and their satisfaction even if production suffers9,9 Team Management- goal centered approach through broad involvement, commitment, and conflict resolution

Managerial Grid, Mouton and Blake, 1981- now called leadership grid- two dimensional theory, concern for people concern for productivity

Concern for P

eople

Productivity

Learning Grid

Goal 1To create a Governance Structure using a participatory model.

Strategies PersonResponsible

Timetable Obstacles Resources Criteria ForSuccess

Decentralized Decision making

All stakeholders

September 1, 2020 to June 30, 2021

Support School and Community Partnerships

Paradigm shift in structural concept

IBO Mission Statement Citation

http://www.ibo.org/mission/

Governance SystemOur current system:

- Vertical coordination of the organization- lack of collaboration- one-way transparency- Metaphor: steep pyramid/champagne glass

Superintendent

Board of Education

Assistant Superintendent of Instruction

Principal of K-2 School

Assistant Superintendent of Business

Principal of 3-6 SchoolPrincipal of High School

Supervisor of Science

Supervisor of Math

Supervisor of Social Studies

Supervisor of LOTE/ESL

Supervisor of English

Teachers

Current Structural Map

Structural Concepts

A

C

E

D

D

C

A

E

BB

A B C D E

A

B

C D E

C

ED

B

A

CircleStar

Chain

Y

Wheel

Characteristics Circle Chain Wheel Star

Speed Slow Fast Very fast Slow/fast

Accuracy Poor Good Good Poor/Excellent

Morale High Low Very Low Very High

Leadership Stability

None Marked Pronounced None

Organization Unstable Emerging Stable None

Flexibility High Low Low High

Envisioned Structural Concept

Start Time of School

http://www.sciencedaily.com/releases/2007/05/070520130046.htm

http://www.npr.org/templates/story/story.php?storyId=6896471

http://www.medicalnewstoday.com/releases/133246.php

Governance SystemWhere we are heading:

- Horizontal coordination and decentralization of the organization -bottom up- flattened pyramid where decisions are made at lower

levels.- Why?

1.) better use of human resources2.) unburdens top administrators3.) ensures that decisions are made close to the situation by the personnel with the proper knowledge4.) permits more rapid response to external changes

- Professional development for team building and shared decision making for our participatory management model.

Participatory Management Model

• Greater emphasis on employee morale and job satisfaction where the idea is to satisfy employee needs, which will result in high worker productivity.

• Our model focuses on the following:• Likert’s System 4• Deming- Total Quality Management (TQM)• School-Based Management (SBM)• Shared Decision Making (Vroom-Yetton)

– - SWOT

Participatory Management ModelLikert’s System 4

Likert’s System 4 organization- The organizational types or systems are divided into four categories:

System 1- Exploitive-AuthoritativeSystem 2- Benevolent-AuthoritativeSystem 3- ConsultativeSystem 4- Participatory

-This is the ideal system as it is more team oriented where communication flows freely in all directions.

System 4 has 3 Key elements- - supportive relationships- group decisions- high performance goals.

The organization works best when its personnel function not as individuals but as members of highly effective work groups with high performance goals. Decisions are not ordered, and the leader is a “linking-pin.”

Organ Agents Octogenarian Service Providers Robot PolishersAmnesia Surgeons Executioners for Virus-Builders Lip DesignersNano-Weapons Specialists Body Part & Limb Makers Clone RanchersGravity Pullers Extinction Revivalists Tree-JackersDrone Dispatchers Organ Agents Personality ServicesWind Turbine Repair Techs Book-to-App Converters Avatar DesignersWaste Data Managers Avatar Relationship Managers

Total Quality Management (TQM)- Deming– • This model focuses on the process. If everything works well

along the way, then the product will be, by default, an excellent product.

• Everyone is important, and they can make the production stop if something isn’t working well because this would affect the end result.

• More authority and responsibility is assigned to frontline workers.

• TQM is the requirement of teamwork, training, and extensive collection and analysis of data.

Participatory Management ModelDeming- Total Quality Management (TQM)

School-Based Management (SBM)- • Authority and responsibility are shared between the district and its

schools. Professional responsibility replaces bureaucratic regulation in 2 ways:

1.) Increasing autonomy through some type of relief from constraining rules and regulations.

2.) Share authority with major shareholders (students, teachers, parents, community members, etc.)

Participatory Management ModelSchool-Based Management (SBM)

Decision making infrastructure:Vroom-Yetton Normative Model-

Decision quality- extent to which the decision is effective Decision acceptance- extent to which decisions are accepted by subordinates who need to implement themTimeliness- Amount of time available to make a decision. Participatory is costly in terms of time.

What the model does:

- It identifies five decision making models- Gives criteria for choosing among the criteria-making styles- Gives decision problems that would determine levels of appropriate subordinate participation- Gives rules for selecting the correct decision making models

Participatory Management ModelShared Decision Making (Vroom-Yetton)

Five Decision making styles:* One leader can use all of the styles listed below depending upon the situation*

Decision quality- (level of importance of a decision)Decision acceptance- (extent to which the decisions need to be accepted) AI- Administrator makes decision and may or may not ask group for feedback.AII- Asks group for information may share what the problem is. Administrator generates the

alternatives. The administrator picks.CI- Asks a select group of individuals separately about the problem. Administrator generates the

alternatives. The administrator picks.CII- Share your problem with a group and obtain their ideas and alternatives. The administrator picks.GI- Same as CII but agrees to accept the recommendation.

(the only one which is truly the participatory idea, and the direction in which we are heading)

Participatory Management ModelShared Decision Making (Vroom-Yetton)

Goal 2Create a learning environment that is conducive to engaging

students in authentic learning experiences.

Strategies PersonResponsible

Timetable Obstacles Resources Criteria ForSuccess

Remodel Physical Structures

Facilitator of school structure subcommittee

September 2020- June 2021

Funding Grant Writing

Physical plant is not an obstacle to progressive learning

Incorporation of Technology

Facilitator of school structure subcommittee

September 2020- June 2021

Funding

Time for Professional Development

Grant Writing

Technology included in instructional scope and sequence

grant money

Professional Development

Facilitator of school structure subcommittee

September 2020- June 2021

Time Grant Writing

Lesson, unit, and curriculum exemplars

A list of energy-saving features independent climate controls, a living roof windows that let in abundant natural light. conserves energy by conserving space—flexible classrooms used for lectures, seminars, or lab instruction.

Ability to deliver fresh-air, designed with easy to clean materials manage solar overheating with awnings and shades managing traffic noise and noise transmission between rooms.

Despite the recent changes in pedagogy and the widespread use of information technology inside classrooms and school spaces, the physical learning environment has not evolved much over the past century.

A dynamic teaching space conceptTeaching space• Dynamic space• Flexible furniture solutions• Technology is integrated into the space• Emphasis on individual and group work

The Classroom• glass writing wall• Chairs with castors• Innovative tables• Five large monitor

workstations• technology such as video,

audio and web based resources

• Personal storage space

SWOT SummaryStrengths

Technology Supports teachersstudent learningGreenerCost efficientDiverse teaching – relevant learning Caters to the needs of a new Generation

Weaknesses

Rooms must accommodate technologyMust be able to handle the technologyDoesn’t address current achievement gaps

Opportunities

Improve student achievementTraining for teachersCommunication with parentsElectronically monitor performanceReduce class size

Threats

Becoming obsoleteNo funding availableTraining for staffSchools may disappearLose Human interaction Lose rapport & nurturingSports & the Arts lose out Unions

Combined Wealth Ratio (CWR)

Type of Ratio Ratio Explanation 50% of the Type of RatioPupil Wealth Ratio (Property Wealth)

1.762 This indicates that the district is 1.762 times higher than the state average.

.881

Alternate Pupil Wealth Ratio(Income Wealth) .740 This indicates that the district is .740

times lower than the state average. .370

Combined Wealth Ratio 1.251This indicates that the district is 1.251 times higher than the state average.

Combined Wealth Ratio (CWR)In order to distribute state aid fairly, a formula was developed to measure a district's wealth and ability to pay. The formula is called the Combined Wealth Ratio (CWR), and the average ratio statewide is 1.0. Districts whose CWR is above 1.0 are seen as "more wealthy" and may see state aid decrease versus districts whose CWR is less than 1.0 are seen as less wealthy and may see additional state aid.  The formula has two parts:

Pupil Wealth Ratio (Property Wealth) - A measure of a district’s property wealth per pupil compared to the statewide average property wealth of districts.

(Determined by the assessed value of each parcel of the community.)

Alternate Pupil Wealth Ratio (Income Wealth) - A measure of a district’s gross income per pupil compared to the statewide average gross income of districts.

(Determined by income figures from the New York State income tax.)

CWR Determination – It is the number, computed to three decimal places without rounding, obtained when 50 percent of the Pupil Wealth Ratio is added to 50 percent of the Alternate Pupil Wealth Ratio.

Sample Combined Wealth RatioBAY SHORE 2010 CWR-0.9840

2009-2010 2010-2011 Change

Budgeted Spending

$139,604,165 $142,419,999 2.02%

Enrollment 5,785 6,000 4%

Reserve Fund $20,677,802 $14,677,802 -29.02%

Bay Shore School District

"After attending the workshop, I applied for a "Smaller Learning Communities" grant for the school where I work, and we received word last week that the grant has been funded at $500,000 over a three year period. In addition, we received a second grant that was funded for $250,000 per year for 5 years (over 1.2 million), which will support the development and implementation of the 21st Century Community Learning Center for the students and parents who reside in the Roosevelt community. We are on a roll here thanks to Grant Writing USA."- Elizabeth Dias, Program Manager, Roosevelt High School, Fresno, California

"I attended your workshop last year. I just want to let you know that in the last year, I have gotten approximately $50,000 in grants. Thanks again. Nicole" And on 6/7/02 Nicole again wrote: "I have some good news to share. Last week we were awarded a three-year grant of $60,000 a year. Over 50 organizations applied and four received the award. They told me that the grant I wrote scored the highest amount of points!"- Nicole Johnston Zipsie

http://www.collegeknowledgechallenge.org/about/

We are seeking solutions that show strong potential for being addressed by personalized, web-based technology solutions that support the goal of all students graduating from high school ready for college or career, and being prepared to complete a postsecondary degree or certificate with value in the workplace.

Grant Writing Opportunities

Goal 3To provide our students with the necessary skills and conceptual

understandings needed for college and career readiness.

Strategies PersonResponsible

Timetable Obstacles Resources Criteria ForSuccess

Differentiate to meet the needs of all learners

21st Century Diploma Guidelines

Instructional Technology

-Video Conferencing- Online learning

Success through literacy and writing skills

- ELA Scores - Common Core Curriculum

Here are three basic approaches: 1. RETROFITTING- Adding new skills to existing jobs.2. BLENDING- Combining skills and functions from different jobs or

industries to create new specialties. 3. PROBLEM SOLVING- Necessity is still the mother of invention, and the

supply of future problems for people to solve seems limitless

Cynthia G. Wagner 70 Jobs for 2030: Emerging Careers and How to Create Them, The Futurist (January-February 2011)

Future School Curriculum

http://www.thefutureofwork.net/assets/70_Jobs_for_2030.pdf

What are we preparing our students for?Careers in: Global Sourcing Management, Global System Architecture; Amnesia surgery; Alternative currency banking; Universal Ethics Proclamation

International Baccalaureate Mission Statement- “At our heart we are motivated by a mission to create a better world through education. The aim is to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. The IB program encourages students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose.”

Future School Curriculum

According to Peter Senge (The Fifth Discipline, 1990) learning organizations are….organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together….The basic rationale for such organizations is that in situations of rapid change only those that are flexible, adaptive, and productive will excel.

Future School Curriculum

Instructional design will: - Differentiate to meet the needs of all learners- Apply 21st century instructional technology- Enable students to succeed through Common Core and interpersonal skill

development- Emphasize rigor and relevance for all

Future School Curriculum

Future School Curriculum “When you ask people about what it is like being part of a great team, what is most striking is the meaningfulness of the experience. People talk about being part of something larger than themselves, of being connected, of being generative. It becomes quite clear that, for many, their experiences as part of truly great teams stand out as singular periods od life lived to the fullest. Some spend the rest of their lives looking for ways to recapture that spirit.” (Senge, The Fifth Discipline, 1990:13)

Goal 4Develop an assessment system that encourages students to take

intellectual risks.Strategies Person

ResponsibleTimetable Obstacles Resources Criteria

ForSuccess

Performance Based Assessments

Facilitator ofAssessmentSubcomm.

September 2020- June 2024

PD, Alignment

21st Century Diploma

IB

- How well students perform on IB- College Readiness

Student Reflection Facilitator ofAssessmentSubcomm.

September 2020- June 2024

PD for rubric creation

Paradigm Shift

- Development of aligned and meaningful rubric- Protocols for student revision

Monitor Success through Data Analysis

Facilitator ofAssessmentSubcomm.

September 2020- June 2024

Time -Surveys Ongoing communication with grads.

Organ Agents Octogenarian Service Providers Robot PolishersAmnesia Surgeons Executioners for Virus-Builders Lip DesignersNano-Weapons Specialists Body Part & Limb Makers Clone RanchersGravity Pullers Extinction Revivalists Tree-JackersDrone Dispatchers Organ Agents Personality ServicesWind Turbine Repair Techs Book-to-App Converters Avatar DesignersWaste Data Managers Avatar Relationship Managers

• In formative assessment tasks, do we provide students with enough opportunities to take intellectual risks, and then support them in taking such risks?

• To what extent does the range of assessment strategies we use meet the diverse needs of students and encourage creative and critical thinking?

• Can we provide time for students to reflect on an assessment task and what they have learned from it?

• What aspects of student development do we report on?

Future School AssessmentA shared vision will exist where the following must be considered:

• Global Economy

• Global Job Market

• Outsourcing of Jobs / Not Creativity

• Constantly Changing Technology – More Information

• Preparing Students for Their World – Not Ours

• New Jobs have not yet been Created.

21st Century DiplomaWhy do our students need these skills? They face new challenges:

• Communication

• Work Ethics – Leadership, Economic, Business, Literacy

• Information Technology – Media Literacy

• Life Long Learner – Problem Solving, Self Expression, Creativity

• Global Awareness – Multicultural, Multilingual, Community Service

• Health and Fitness

21st Century DiplomaWhat skills do our students need to success in the 21st Century?

• Voluntary

• Acquire Ten Points in each skill – 40 points in any skill(s) – Total of 100 points

• Select Activity – Different Point Values

• After Activity – Submit an Artifact for Portfolio

21st Century DiplomaHow can we help our students acquire these skills?

• Rubrics

• 21st Century Tracker / Portfolio For Students

• FAQs

21st Century DiplomaAssessment – Tools For Management

• We Need Help With:

• Businesses to Endorse Our Diploma

• Businesses to offer Money for Scholarships as an Incentive

• Opportunities for our Students to Achieve these Skills and earn Points

• Support and Encouragement for our Students to Volunteer to meet these Requirments

21st Century DiplomaQuestions / Comments / Suggestions

Works Cited

Cynthia G. Wagner 70 Jobs for 2030: Emerging Careers and How to Create Them, The Futurist (January-February 2011)

Lunenburg, F. C., & Ornstein, A. C. (2008). Educational Administration, Fifth Edition. Belmont, CA: Wadsworth.

"After attending the workshop, I applied for a "Smaller Learning Communities" grant for the school where I work, and we received word last week that the grant has been funded at $500,000 over a three year period. In addition, we received a second grant that was funded for $250,000 per year for 5 years (over 1.2 million), which will support the development and implementation of the 21st Century Community Learning Center for the students and parents who reside in the Roosevelt community. We are on a roll here thanks to Grant Writing USA."- Elizabeth Dias, Program Manager, Roosevelt High School, Fresno, California

"I attended your workshop last year. I just want to let you know that in the last year, I have gotten approximately $50,000 in grants. Thanks again. Nicole" And on 6/7/02 Nicole again wrote: "I have some good news to share. Last week we were awarded a three-year grant of $60,000 a year. Over 50 organizations applied and four received the award. They told me that the grant I wrote scored the highest amount of points!"- Nicole Johnston Zipsie

http://www.collegeknowledgechallenge.org/about/

We are seeking solutions that show strong potential for being addressed by personalized, web-based technology solutions that support the goal of all students graduating from high school ready for college or career, and being prepared to complete a postsecondary degree or certificate with value in the workplace.

Works Cited

It is clear that significant changes must be implemented to the physical learning environment to better support the needs of our learners. Physical structures need to be remodeled to respond to the challenges posed by changes in schools that are predicted to come.

Strengths Weaknesses

Opportunities Threats