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Where Best Practices Meet Next Practices Willard R. Daggett, Founder and Chairman June 20, 2012.

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Presentation on theme: "Where Best Practices Meet Next Practices Willard R. Daggett, Founder and Chairman June 20, 2012."— Presentation transcript:

1 Where Best Practices Meet Next Practices Willard R. Daggett, Founder and Chairman June 20, 2012

2 A Look to the Future

3 School Improvement Schools are Improving

4 School Improvement Changing World Schools are Improving – BUT

5 Common Core State Standards, Next Generation Assessments and Teacher Evaluation Three Central Challenges

6 Grade Level Expectations Growing Readiness Gap Student Readiness

7 Common Core State Standards, Next Generation Assessments and Teacher Evaluation Financial Stress Three Central Challenges

8 Schools must find new and innovative ways to improve student performance with increasingly fewer resources.

9 Common Core State Standards, Next Generation Assessments and Teacher Evaluation Financial Stress Change Three Central Challenges

10 Common Core State Standards, Next Generation Assessments and Teacher Evaluation Financial Stress Change Needs to be Evolutionary Not Revolutionary Three Central Challenges

11 School Improvement Changing World Schools are Improving – BUT

12 School Improvement Changing World Schools are Improving – BUT Some More Than Others

13 School Improvement Schools are Improving – BUT Some More Than Others Changing World

14 It will require: Proactive Leadership Focused and Sustained Professional Development A Look to the Future

15 More with Less

16 Effectiveness and Efficiency Framework High Cost Low Cost

17 High Cost Low Cost High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst Effectiveness and Efficiency Framework

18 High Cost Low Cost High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst Effectiveness and Efficiency Framework CDCDABABCDCDABAB

19 A Look to the Future CCSS / NGA

20 1.Knowledge in one discipline 2.Application within discipline 3.Application across disciplines 4.Application to real-world predictable situations 5.Application to real-world unpredictable situations Application Model

21 Performance Task drawn from the Ohio Performance Assessment Project. Available at, www.ModelSchoolsConference.com/handouts12.html

22 Common Core State Standards Content VS. Instruction

23 A Look to the Future Will Require Proactive Leadership

24 Focused on CCSS, NGAs, and Teacher Evaluation Reactive Leader Proactive Leader Equally focused on Science, the Arts, CTE, Physical Education

25 A Look to the Future Will Require a Comprehensive Solution

26 Organizational Leadership Student Achievement

27 Organizational Leadership Student Achievement

28 Teaching Organizational Leadership Instructional Leadership Student Achievement

29 Teaching Organizational Leadership Instructional Leadership Student Achievement

30 Teaching Organizational Leadership Instructional Leadership Student Achievement

31 Common Core State Standards, Next Generation Assessments and Teacher Evaluation Financial Stress Change Needs to be Evolutionary Not Revolutionary Three Central Challenges

32 3 2 1 1 – Incremental Change (Improving Core Practices) 2 – Innovative Change ( Fundamental Change of Core Practice) 3 – Transformational Change ( Affect Entire System) Evolution of Change Model

33 3 2 1 1 – Saddle 2 – Horse and Wagon 3 – Car Transportation

34 A Look to the Future Information is Everywhere…

35 A Look to the Future Smart Technology

36 1 1 – Google Search Smart Technology

37 Semantic Web Analyze Documents Keywords and headers (Google) Meaning / Concepts Wolfram Alpha Siri Complete Task

38 2 1 1 – Google Search 2 – Google Glasses Smart Technology

39 Project Glass

40 Download any movie, website, or piece of information into your glasses or contact lenses

41 Students will be able to scan the Internet via their contact lenses. How will you deal with this in your schools? In the Near Future…

42 Todays students live in a hyper-connected world, except in school OR are they also connected in school but we just dont know it?

43 Information is everywhere. In this changing world, sense-making and the ability to evaluate the credibility of information are paramount.

44 3 2 1 1 – Google Search 2 – Google Glasses 3 – Google Car Smart Technology

45 3 2 1 K-12 Education – High Impact Factors

46 Gaming Online Instruction Blended Learning K-12 Education – High Impact Factors

47 Gaming is increasingly being built based upon brain research.

48 Gaming is increasingly being built based upon brain research. What is the implication to education?

49 Downloaded 1 billion times Average of 800 bird launches per download Collectively 800 billion birds launched Over 600 million minutes played per day 400,000 years of time played Angry Birds

50 1 1 – Sushi Monster Game Theory in Education

51 Continuous improvement Immediate feedback Game-based Programs

52 Addictive Status of Gaming

53 How do you feel about students being addicted to learning?

54 Addictive Todays education games are often a technologically enhanced version of drill and practice Status of Gaming

55 Addictive Todays education games are often a technologically enhanced version of drill and practice Moving to real-world applications Status of Gaming

56 Addictive Todays education games are often a technologically enhanced version of drill and practice Moving to real-world applications Enabling more personalized learning Status of Gaming

57 Self-motivated Self-directed Intensely engaged Genuinely enthusiastic Gamification is Turning Towards Education

58 650,000 Apps in the App Store

59 Personalization Technology Provides

60 Personalization Repetition Volume Technology Provides

61 Personalization Repetition Volume Technology Provides Critical to Move from Working to Stored Memory – Needed for Fluency

62 FASTT Math Next Generation 18 Games A Look to the Future

63 1 1 – Sushi Monster (FASTT Math Next Generation) Game Theory in Education

64 Grade Level Expectations Growing Readiness Gap Student Readiness

65 2 1 1 – Sushi Monster (FASTT Math Next Generation) 2 - iRead Game Theory in Education

66 A Look to the Future iRead

67 Your Avatar…

68 Your Reading Buddy…

69 Phonics iRead

70

71 Phonics Embedded Assessments iRead

72 Phonics Embedded Assessments Beastie Hall – A School for Monsters iRead

73 2 1 1 – Sushi Monster (FASTT Math Next Generation) 2 – iRead Game Theory in Education

74 2 1 1 – Sushi Monster (FASTT Math Next Generation) 2 – iRead - Math 180 Game Theory in Education

75 Math 180 Scope and Sequence tied to CCSS Embedded Assessments like NGAs A Look to the Future

76 MCAT

77 Blended Model

78 Relationship Build Conceptual Understanding Teachers

79 Guiding Principles Responsibility Responsibility Contemplation Contemplation Initiative Initiative Perseverance Perseverance Optimism Optimism Courage Courage Respect Respect Compassion Compassion Adaptability Adaptability Honesty Honesty Trustworthiness Trustworthiness Loyalty Loyalty

80 Online Instruction

81 30 states have full-time online schools 96% of LEAs have students enrolled in distance education courses at the HS level Online Learning Facts

82 Fully online model - $6,400 Blended-learning model - $8,900 Traditional school model - $10,000 US Average per Pupil Expenditures

83 3 2 1 1 – Sushi Monster (FASTT MATH) 2 – Math 180 3 – Online Game-based Learning Game Theory in Education

84 Blended Model

85 Common Core State Standards Content VS. Instruction

86 Application Model 1.Knowledge in one discipline 2.Application within discipline 3.Application across disciplines 4.Application to real-world predictable situations 5.Application to real-world unpredictable situations

87 Knowledge Taxonomy 1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation

88 1 2 3 4 5 Blooms CDCDABABCDCDABAB 4 5 6 3 2 1 Application Levels

89 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs.

90 1 2 3 4 5 6 12345 A B D C Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Rigor/Relevance Framework

91 1 2 3 4 5 6 12345 A B D C Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram. Organize and display collected data, using appropriate tables, charts, or graphs. Rigor/Relevance Framework

92 1 2 3 4 5 Blooms CDCDABABCDCDABAB 4 5 6 3 2 1 Application Levels

93 1 2 3 12345 A B D C Calculate with numbers, including decimals, ratios, percents, and fractions. Understand two- dimensional motion and trajectories by separating the motion of an object into x and y components. Rigor/Relevance Framework

94 1 2 3 12345 A B D C Know the characteristics and phenomena of sound waves and light waves. Understand the effect of sounds, words, and imagery on a listening audience. Rigor/Relevance Framework

95 A Look to the Future It Can be Done…

96 3 2 1 1 – Computer Labs 2 – One-to-One Computing 3 – Bring Your Own Technology (BYOT) Technology in Schools

97 Pencil Budget

98 Instruction Professional Development Leadership Development Data Systems Technology is a Tool NOT a Function

99 Technology needs to do to education what it has done to countless other industries: Disrupt It

100 3 2 1 1 – Project-based Learning 2 – Flipped Classroom 3 – Online Gaming-based System Instruction

101 3 2 1 1 – Training all teachers to grade essays 2 – Computer grading of essays 3 – Computer-based grading and immediate instruction based on performance Grading of Papers

102 1 1 – Learning Together Learning

103 3 2 1 1 – Student run technology P.D. (survey/3 levels) 2 – Teachers are given technology IEP with students as their mentors 3 – Top 1/3 rd students and teachers create alternative instructional delivery system Professional Development

104 3 2 1 1 – Paper and Pencil Formative Assessments 2 – Gas Bill -Application bases -Multi disciplined -Quad D 3 – Tablets with instant computer based scoring and instruction Assessments

105 1 1 – Status Report – gather and reflect on performance and value added data Use of Data

106 2 1 1 – Status Report 2 – Predictive Data – i.e. drop out, performance, etc. to assist in decision making of staffing, facilities, course offerings, etc. Use of Data

107 3 2 1 1 – Status Report 2 – Predictive Data 3 – Reward teachers who out-preform what predictive data projects Use of Data

108 3 2 1 1 – IEP for ALL Students 2 – Match students learning style with teachers instructional style 3 – Blended comprehensive instructional plan including teacher, gaming and online Personalized Instruction

109 3 2 1 1 – Integration of Art/Music/CTE into academics and visa-versa - Interdisciplinary Departments Integration

110 3 2 1 1 – Integration 2 – Career pathway for ALL students Integration

111 3 2 1 1 – Integration 2 – Career pathway for ALL students 3 – Combining blended learning and multiple institutions Integration

112 Take off the plate

113 1 1 – Curriculum Matrix CCSS NGA

114 State Standards to State Tests Road Map

115 Wisconsin English LA Achievement Frameworks Subskills/Descriptors Knowledge and Concepts Exam - CRT (WKCE)

116 National Essential Skills Study (NESS)

117 ELA Skill: Write clear and concise directions or procedures. GroupRank Overall9 Business/Industry2 Other Non-educators10 English Language Arts Teachers25 Other Educators8 NESS Study – Subgroup Rankings

118 ELA Skill: Give clear and concise oral directions. GroupRank Overall7 Business/Industry3 Other Non-educators9 English Language Arts Teachers28 Other Educators7 NESS Study – Subgroup Rankings

119 Math Skill: Apply the Pythagorean Theorem to right triangles. GroupRank Overall20 Business/Industry29 Other Non-educators31 Mathematics Teachers4 Other Educators24 NESS Study – Subgroup Rankings

120 Math Skill: Understand accuracy and precision of measurement, round off numbers according to the correct number of significant figures, and determine percent error. GroupRank Overall12 Business/Industry3 Other Non-educators10 Mathematics Teachers30 Other Educators8 NESS Study – Subgroup Rankings

121 Proficiency

122 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Reading Study Summary Interquartile Ranges Shown (25% - 75%)

123 Proficient Required NAEP Score Mississippi 88 % Tennessee 88 % Wisconsin 83 % Texas 81 % Ohio 77 % Florida 71 % Oklahoma 52 % Massachusetts 48 % 2005 Proficiency – Grade 4 Reading

124 Proficient Required NAEP Score Tennessee 90 % Georgia 87 % Texas 84 % Wisconsin 82 % Florida 74 % Oklahoma 62 % Massachusetts 60 % Mississippi 52 % 2009 Proficiency – Grade 4 Reading

125 Proficient Required NAEP Score Mississippi 88 %161 Tennessee 88 %170 Wisconsin 83 %189 Texas 81 %190 Ohio 77 %199 Florida 71 %202 Oklahoma 52 %182 Massachusetts 48 %234 2005 Proficiency – Grade 4 Reading

126 Proficient Required NAEP Score Tennessee 90 %178 Georgia 87 %188 Texas 84 %192 Wisconsin 82 %189 Florida 74 %206 Oklahoma 62 %211 Massachusetts 54 %234 Mississippi 52 %210 2009 Proficiency – Grade 4 Reading

127 2009 Proficiency - Grade 4 Reading Proficient Required NAEP Score Georgia 87 % (0)178 (+3) Texas 84 % (+3)188 (-2) Ohio 82 % (+5)192 (-7) Wisconsin 82 % (-1)189 (0) Florida 74% (+3)206 (+4) Arkansas 70 % (+17)200 (-17) Massachusetts 54 % (+6)234 (0) Mississippi 52 % (-36)210 (+49)

128 2009 Proficiency - Grade 8 Reading Proficient Required NAEP Score Texas 94 % (+11)201 (-24) Wisconsin 85 % (-1)232 (+3) Georgia 77 % (-6)209 (-15) Ohio 72 % (-8)251 (+10) Arkansas 71 % (+14)241 (-13) Florida 54 % (+10)262 (-3) Mississippi 48 % (-10)254 (+7) California 48 % (+9)259 (-3)

129 2009 Proficiency - Grade 4 Mathematics Proficient Required NAEP Score Texas 85 % (+3)214 (-5) Wisconsin 81 % (+7)219 (-6) Mississippi 58 % (-21)223 (+17) Georgia 75 % (0)218 (+3) Ohio 78 % (+13)219 (-14) Florida 75 % (+12)225 (-5) Arkansas 78 % (+25)216 (-20) Massachusetts 48 % (+9)255 (0)

130 2009 Proficiency - Grade 8 Mathematics Proficient Required NAEP Score Texas 83 % (+22)254 (-19) Georgia 81 % (+12)247 (-8) Wisconsin 79 % (+4)262 (-1) Florida 66 % (+8)266 (-3) Ohio 59 % (+8)269 (-9) Arkansas 61 % (+27)267 (-21) Mississippi 54 % (+1)264 (+2) Massachusetts 49 % (+7)300 (-1)

131 NESS & Lexile State Tests State Standards

132 2 1 1 – Curriculum Matrix 2 – Next Network CCSS NGA

133 Next Network

134 12345

135 Common Core Standards NESS & Lexile State Tests State Standards

136 Common Core Standards NESS & Lexile State Tests State Standards

137 WIS. Standards CCSS

138 CCSS GA. Standards CCSS WIS. Standards

139 State Standards to State Tests State Standards to Research State Standards to CCSS CCSS to State Standards Road Map

140 State Standards to State Tests State Standards to Research State Standards to CCSS CCSS to State Standards State Tests to CCSS Sample NGAs Road Map

141 Performance Task drawn from the Ohio Performance Assessment Project. Available at, www.ModelSchoolsConference.com/handouts12.html

142 State Standards to State Tests State Standards to Research State Standards to CCSS CCSS to State Standards State Tests to CCSS Sample NGAs Road Map

143 State Test Create a large spinner for a game that has at least eight sectors. Each sector should be assigned a different prize. Prizes should range in value from most appealing to least appealing. Vary the sectors so that the probability to win a desired prize is much less that the probability to win a lesser desired prize. Calculate the theoretical probability of landing on each prize. Conduct multiple trials with the spinner and determine the experimental probability of landing on each prize. Which price has the greatest probability and which prize has the least probability? NGA Source: Next Navigator

144 Common Core Standards NESS & Lexile State Tests State Standards Consortium Assessment

145 Gold Seal Lessons

146

147

148

149 A Look to the Future Focused and Sustained Professional Development

150 3 2 1 1 – Curriculum Matrix 2 – Next Network 3 – Online Game-based System CCSS NGA

151 3 2 1 1 – Teaching 2 – Learning 3 – Personalization of Learning Our Mission

152 Organizational Leadership Student Achievement

153 Organizational Leadership Student Achievement

154 Teaching Organizational Leadership Instructional Leadership Student Achievement

155 Teaching Organizational Leadership Instructional Leadership Student Achievement

156 Teaching Organizational Leadership Instructional Leadership Student Achievement

157 A Look to the Future The Role of the Teacher…

158 Teaching Organizational Leadership Instructional Leadership Student Achievement

159 Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science, and others identified by the school)

160 Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science, and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

161 Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science, and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

162 Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science, and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

163 Guiding Principles Responsibility Responsibility Contemplation Contemplation Initiative Initiative Perseverance Perseverance Optimism Optimism Courage Courage Respect Respect Compassion Compassion Adaptability Adaptability Honesty Honesty Trustworthiness Trustworthiness Loyalty Loyalty

164 Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science, and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

165 Those things that are easy to measure are least important. Those things that are most important are hardest to measure.

166 Doctor Pilot

167 Organizational Leadership Student Achievement

168 High Cost Low Cost High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst Effectiveness and Efficiency Framework CDCDABABCDCDABAB

169 Student-Teacher Relationship Effective Efficient

170 Application of Knowledge EffectiveEfficient

171 Professional Development Effective Efficient

172 Teacher Expectations and Clarity EffectiveEfficient

173 Assessment to Inform and Differentiate Instruction Effective Efficient

174 Literacy Strategies Effective Efficient

175 0.72 0.90 0.62 0.75 0.40 0.67 0.90 0.60 0.75 0.90 0.69 0.80 0.60 0.65 0.55 0.75 0.21 0.20 0.30 0.55 0.22 0.90 0.23 0.20 Student Teacher PD Prior Achieve Form. Eval. Teacher Clarity Meta Strats. Literacy Strats. Peer Tutor Class Size Ability Group Teach Test Summer School

176 Class Size EffectiveEfficient

177 Summer School EffectiveEfficient

178 Culture of High Expectations Relevance of Instruction Strong Relationships Greatest Impact

179 Teaching Organizational Leadership Instructional Leadership Student Achievement

180 Culture Organizational Leadership

181 What do you need to do to create a culture to support change?

182 Technology Financial Globalization Demographics Workplace The Changing Landscape

183 Non-Routine Routine Rules Driven Problem Solving Less Innovation/Creativity Results Driven Decision Making More Innovation / Creativity 19802011 Where are the Jobs?

184 Write an Algorithm Can be Digitized Can be Outsourced Cannot Write an Algorithm Cannot be Digitized Cannot be Outsourced 19802011 Non-Routine Routine Where are the Jobs?

185 Culture Vision Organizational Leadership

186 Foundation Learning (Achievement in the core subjects of English language arts, math and science, and others identified by the school) Learning Criteria

187 Foundation Learning (Achievement in the core subjects of English language arts, math and science, and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Learning Criteria

188 Foundation Learning (Achievement in the core subjects of English language arts, math and science, and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Learning Criteria

189 Foundation Learning (Achievement in the core subjects of English language arts, math and science, and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes) Learning Criteria

190 Culture Vision Structure and systems Organizational Leadership

191 Looping Organizational Changes

192 Looping Interdisciplinary Chairs Organizational Changes

193 Repeating Grades 2010-11 SOURCE: US Department of Education

194 Looping Interdisciplinary Chairs 9 th Grade Electives Organizational Changes

195 Culture Vision Structure and systems Organizational Leadership Build leadership

196 Top-down support for bottom-up success

197 Empower Leadership Teams

198 Coherent Vision Empowerment Leadership Teams

199 Must visualize, understand, decide and direct. Trained to only decide and direct. Todays Leaders

200 ControlControl Vision Driven Quadrant D Leadership Framework Low HighLow High

201 ControlControl Vision Driven A Low HighLow High Quadrant D Leadership Framework

202 ControlControl Vision Driven A B Low HighLow High Quadrant D Leadership Framework

203 ControlControl Vision Driven A B C Low HighLow High Quadrant D Leadership Framework

204 ControlControl Vision Driven A B D C Low HighLow High Quadrant D Leadership Framework

205 Leadership A CD B Rules Results

206 Leadership A CD B Control Empower Rules Results

207 Leadership A CD B Teaching / Teachers Learning / Students Rules Control Results Empower

208 Leadership A CD B Compliance Engaged Rules Control Teaching/Teachers Results Empower Learning / Students

209 Leadership A CD B Inputs Outputs Compliance Rules Control Teaching/Teachers Engage Results Empower Learning / Students

210 Innovation that happens from the top down tends to be orderly, but dumb. Innovation that happens from the bottom up tends to be chaotic and smart.

211 Practical strategies to support school and district leaders: Supporting teachers in changing instruction to meet the requirements of the Common Core State Standards and Next Generation Assessments Approaching evaluation from the broader perspective of selection, support, and evaluation of all educators Providing meaningful Teacher Evaluations even with limited time and resources

212 Culture Vision Structure and systems Selection, support, evaluation Organizational Leadership Build leadership

213 Culture Vision Structure and systems Selection, support, evaluation Organizational Leadership Build leadership

214 Foundation Learning (Achievement in the core subjects of English language arts, math and science, and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes) Learning Criteria

215 Culture Vision Structure and systems Selection, support, evaluation Data systems Build leadership Organizational Leadership

216 Data systems have changed how medicine is being practiced; it has become more personalized.

217 Data systems should enable us to personalize learning but it has caused us to standardized it.

218 Teaching Instructional Leadership Student Achievement

219 High expectations Instructional Leadership

220 High expectations Curriculum Instructional Leadership

221 High expectations Curriculum Literacy and math Instructional Leadership

222 High expectations Curriculum Literacy and math Data-driven Instructional Leadership

223 Wisconsin Career and Technical Education Wisconsin English Language Arts Objectives/Subskills/Descriptors WKCE/WMAS Alignment Grade 10 NESS Rank WKCE-CT Agriculture, Food & Natural Resources Architecture & Construction Arts, A/V Technology & Communications Food Products &Processing Systems Agribusiness Systems Power, Structural &Technical Systems EnvironmentalService Systems Plant Systems Natural ResourceSystems Animal Systems Design/Pre-Construction Construction Maintenance/Operations Performing Arts Visual Arts Printing Technology Journalism &Broadcasting A/V Technology& Film Telecommunications 10.1.2. Use knowledge of word structure to determine the meaning of words and phrases. Content Standard A.1 Use effective reading strategies to achieve their purposes in reading. E5L 10.1.3. Use word reference materials to determine the meaning of words and phrases. Content Standard A.1 Use effective reading strategies to achieve their purposes in reading. E4M 10.2.1. Demonstrate understanding of literal meaning by identifying stated information in literary text. Content Standards A.1 Use effective reading strategies to achieve their purposes in reading A.2 Read, interpret, and critically analyze literature. A.3 Read and discuss literary and nonliterary texts in order to understand human experience. E2L

224 Wisconsin Curriculum Matrix for Social Studies Wisconsin History and Social Science Learning Standards Grade 9-12 Excerpt National Essential Skills Study (NESS) Rankings Rank CRTNESSPriority Standard A: Geography A.12.1 Use various types of atlases and appropriate vocabulary to describe the physical attributes of a place or region, employing such concepts as climate, plate tectonics, volcanism, and landforms, and to describe the human attributes, employing such concepts as demographics, birth and death rates, doubling time, emigration, and immigration SS1 Employ geographic tools (maps, globes, photographs, models, satellite images, charts, databases, GPS, etc.) and other visual images (physical, mental, and electronic representations) to acquire, process, and report information about people, places, and environments from a spatial perspective. HHH SS22 Analyze the causes and effects of population change on the characteristics, distribution, and complexity of Earths diverse populations and cultures, including the impact of demographics and the fact that they are constantly shifting. A.12.2 Analyze information generated from a computer about a place, including statistical sources, aerial and satellite images, and three- dimensional models SS1 Employ geographic tools (maps, globes, photographs, models, satellite images, charts, databases, GPS, etc.) and other visual images (physical, mental, and electronic representations) to acquire, process, and report information about people, places, and environments from a spatial perspective. HHH Standard D: Economics D.12.1 Explain how decisions about spending and production made by households, businesses, and governments determine the nation's levels of income, employment, and prices SS10 Explain how changes in supply or demand cause relative prices to change and, in turn, affect the purchasing and sales incentives of buyers and sellers. MHH SS24 Describe how buyers and sellers interact to create market forces whereby market prices are determined and scarce goods and services are allocated. SS39 Analyze how a nations overall levels of income, employment, and price for goods are determined by the interaction of spending and production decisions made by all households, firms, government agencies, and others in the economy.

225 Arts Education Wisconsin English Language Arts Reading Frameworks Objectives/Subskills/Descriptors Aligned to WMAS Content Standard A Grade 7 National Essential Skills Study (NESS) Rankings WKCE- CRT Visual Arts DanceMusicTheatre 7.1. Determine the meaning of words and phrases in context. 7.1.1. Use context clues to determine the meaning of words and phrases. Use context clues to determine the meaning of unfamiliar words. Understand the meaning of words and phrases used figuratively. Use context clues to determine the meaning of multiple- meaning words. Use knowledge of synonyms and antonyms to determine the meaning of words. Identify analogies to demonstrate understanding of word meaning. Understand connotative and denotative meaning of words. Content Standard A.1 Use effective reading strategies to achieve their purposes in reading. E5H 7.1.2. Use knowledge of word structure to determine the meaning of words and phrases. Identify the meaning of a word with an affix. Use knowledge of root words to determine the meaning of a word. Content Standard A.1 Use effective reading strategies to achieve their purposes in reading. E5M

226 High expectations Curriculum Literacy and math Data-driven Provide professional growth Instructional Leadership

227 Rigor and Relevance Teaching

228 Rigor and Relevance Relationships Teaching

229 Rigor and Relevance Relationships Content Teaching

230 Rigor and Relevance Relationships Content Teaching How students learn

231 How Students Learn

232 Rigor and Relevance Relationships Content Teaching How students learn Instructional strategies

233 Rigor and relevance Relationships Content How students learn Instructional strategies Assessment to guide instruction Teaching

234 Organizational Leadership Instructional Leadership Student Achievement

235

236

237 Needs Assessment

238 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 E-mail - info@LeaderEd.com www.LeaderEd.com


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