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Sustaining Innovation And Disruptive Innovation. SystemInnovation.

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Presentation on theme: "Sustaining Innovation And Disruptive Innovation. SystemInnovation."— Presentation transcript:

1 Sustaining Innovation And Disruptive Innovation

2 SystemInnovation

3 Sustaining InnovationDisruptive Innovation

4 Coherence Fidelity Adaptable Scalable

5 Coherence Fidelity Adaptable Scalable

6 Coherence FidelityAdaptable Scalable

7 How to be a Creator…. Outcome: Decide what you want to accomplish. Obvious: Determine the strongest beliefs you have about the outcome. Opposite: Create a statement (s) contradicting these beliefs. Opportunity: Stretch your mind to come up with an idea youve never thought before.

8 THE IMPLEMENTATION DIP…. THE POSSIBILITY CURVE.. Fullan

9 VERSIONS

10 AGENDA 1.Opening Thoughts 2.Four Major Challenges 3.Generation Gap and Learning 4.Traits of Top Performers 5.Key Strategies 6.Rigor, Relevance, Relationships ???? 7.The Learning Criteria 8.Closing Advice

11 Rigor Relevance Relationships

12 International Center for Leadership in Education, Inc. Rigor/Relevance Framework

13 Knowledge Taxonomy 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

14 Assimilation of knowledge Acquisition Thinking Continuum

15 Application Model

16 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

17 Acquisition of knowledge Application Action Continuum

18 12345 Application Knowledge Rigor/Relevance Framework

19 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherWork Teacher/Student Roles StudentThinkStudent Think & Work StudentWork High Low

20 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Describe function of gas spectrophotometer Difficult Solve quadratic equations Determine cost efficent heating for new home design Troubleshoot lawnmower that doesnt start High Low

21 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Count by 5s to 100 Easy Compare captialism and socialism Write a letter to the editor Make change as cashier without working register High Low

22 KNOWLEDGEKNOWLEDGE A P P L I C A T I O N 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.

23 KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework 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.

24 KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework 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.

25 KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework 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.

26 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework RightAnswer Did Students Get it Right? RationalAnswerRightQuestions RightProcedure High Low

27 KNOWLEDGEKNOWLEDGE A P P L I C A T I O N Extended Response Extended Response Product Performance Product Performance Primary Assessments Rigor/Relevance Framework Portfolio Portfolio Product Performance Product Performance Interview Interview Self Reflection Self Reflection Process Process Performance Performance Product Performance Product Performance Multiple Choice Multiple Choice Constructed Response Constructed Response

28 Suggestion for Sequencing Learning Dont always start in Quadrant A Dont always start in Quadrant A Consider starting with real world problems Consider starting with real world problems Use inquiry for launching activities Use inquiry for launching activities Use variety of individual and group student work Use variety of individual and group student work

29 Rigor Relevance Relationships

30 Relevance Relationships Rigor

31 Relationships Relevance Rigor

32 R x R x R = LCWRS Relationships X Relevance X Rigor = Life, College, Work Ready Students

33 It is virtually impossible to make things relevant for or expect personal excellence from a student you dont know. Carol Ann Tomlinson

34 You cant teach kids you dont know….

35 Participation Gap Self-Worth: Self-Worth occurs when students know they are valued members of the community; have a person they can trust; believe they can achieve. Active Engagement: Active Engagement happens when students are deeply involved in the learning process. Purpose: Purpose exits when students take responsibility for who and what they want to become.

36 STUDENT ASPIRATIONS / PARTICIPATION GAP SELF WORTH ACTIVE ENGAGEMENT PURPOSE Belonging Heroes Sense of Accomplishment Fun & Excitement Curiosity & Creativity Spirit of Adventure Leadership & Responsibility Confidence to Take Action Relationships Relevance Rigor

37 I am proud of my school.T = 85 S = 50 I am excited to be working with students.T = 96 Teachers enjoy working with students.S = 56 Students have fun at school.T = 78 School is boring.S = 47 Students make school an exciting place to work.T = 87 Teachers make school an exciting place to learn.S = 31 I have fun at school.T = 85 Teachers have fun at school.S = 39 Students care if I am absent from school.T = 78 Teachers care if I am absent from school.S = 46 I enjoy working here.T = 88 I enjoy being at school.S = 50 NATIONAL DATA Delusional Discrepancies Copyright 2008 Quaglia Institute

38 I am excited to tell my colleagues when I do something well.T = 59 I am excited to tell my friends when I get good grades.S = 57 I see myself as a leader.T = 75 S = 58 My colleagues see me as a leader.T = 50 Other students see me as a leader.S = 34 I feel comfortable asking questions in staff meetings.T = 66 I feel comfortable asking questions in class. S = 66 NATIONAL DATA Sad Similarities Copyright 2008 Quaglia Institute

39 Aspirations: the ability to dream and set goals for the future, while being inspired in the present to reach those dreams.

40 AGENDA 1.Opening Thoughts 2.Four Major Challenges 3.Generation Gap and Learning 4.Traits of Top Performers 5.Key Strategies 6.Rigor, Relevance, Relationships ???? 7.The Learning Criteria 8.Closing Advice

41 Commanders Intent Develop and implement plans to support and enhance 21 st Century Teaching & Learning

42 Three Question Exercise 1.What will the world be like 20 years from now? 2.What skills will your child need to be successful in that world? 3.What would learning look like if it was designed around your answers?

43 20 th Century Learning Teacher-directed Direct Instruction Knowledge Content Basic Skills Theory Curriculum Individual Classroom Summative Assessed Learning for School

44 21 st Century Learning Teacher-directed Direct Instruction Knowledge Content Basic Skills Theory Curriculum Individual Classroom Summative Assessments Learning for School Learner-centered Collaborative Construction Skills Process Higher-order Thinking Practice Life Skills Group Community Formative Evaluations Learning for Life A Better Balance

45 Learning Criteria to Support 21st Century Learners Core Academic Learning Stretch Learning Learner Engagement Personal Skill Development Components of School Excellence Embrace a Common Vision and Goals Inform Decisions Through Data Systems Empower Leadership Teams to Take Action and Innovate Clarify Student Learning Expectations Adopt Effective Instructional Practices Address Organizational Structures Monitor Progress/Improve Support Systems Refine Process on an Ongoing Basis Rigor/Relevance Framework

46 How do you want learning evaluated?

47 Evaluation Systems Many of our systems are incomplete because we… - over- measure some things and - dont measure others enough.

48 What is it that you will stand for as Learning in Your School? What makes your school different from others? How do you communicate learning to the public? What do you tell parents their children will achieve? What will your graduates be like?

49 The Learning Criteria helps you put into action what you believe about learning.

50 Success Beyond the Test Core Academics Stretch Learning Learner Engagement Personal Skill Development

51 Learning Criteria to Support 21 st Century Learners Every school has its own DNA. School success is measurable beyond the tests. Data must drive school improvement initiatives. School growth and continuous improvement must be an ongoing, collaborative process. International Center for Leadership in Education, Inc.

52 Dimensions Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)

53 K8 Core Academic Learning Sample Data Indicators Percentage of students meeting proficiency level of state testing requirements (required) Achievement levels on standardized tests/assessments other than state exams [e.g., Lexile, Developmental Reading Assessments, STAR, Scholastic Reading Inventory, etc.] Percentage of performance-based assessments aligned with state and district standards used in reading, math, writing, and science (portfolio development, student-led conferencing, etc.) Percentage of students requiring remediation (summer school or tutorial) in reading, mathematics Follow-up surveys of academic achievements of students as they move to middle school/high school

54 9-12 Core Academic Learning Sample Data Indicators Percentage of students meeting proficiency level on state tests (required) Average scores on ACT/SAT/PSAT Achievement levels on standardized tests other than state assessments Percentage of students requiring English/math remediation in college Percentage of students graduating high school in four years

55 Core Learning Student Outcomes School Performance SustainedDisaggregated Benchmarked (Target)

56 Core Academic 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) Dimensions

57 K- 8 Stretch Learning Sample Data Indicators More than one years growth in literacy per grade Interdisciplinary work and projects (problem based learning) Students reading at least 60% non-fiction each day and using research-based comprehension Students participate in daily enrichment courses (music, art, physical education, foreign language, etc.) Completion of three or more years of world language before grade 6 Number of students enrolled in choice-based academic explorations e.g. electives, clubs, independent studies, expert groupings, etc. Number of students involved in self-regulated learning opportunities such as peer coaching, student-led conferencing, student & teacher data notebooks, peer data conferencing, etc.

58 9-12 Stretch Learning Sample Data Indicators Interdisciplinary work and projects (e.g., senior exhibition) Participation/test scores in International Baccalaureate courses Average number of college credits earned by graduation (dual enrollment) Enrollment in AP courses/scores on AP exams/percentage achieving >2 (online) Percent of students completing career majors or career/technical education programs Four or more credits in a career area (online) Four or more credits in arts (online) Earning of specialized certificates (e.g., Microsoft, Cisco Academy) (online)

59 Stretch Learning Student Outcomes School Performance SustainedDisaggregated Benchmarked (Target)

60 Criteria Core Academic 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)

61 K8 Learner Engagement Sample Data Indicators Student satisfaction surveys Student risk behaviors (Asset Survey) Attendance rate Discipline referrals Tardiness Student participation in classroom and school leadership (Junior Leadership Team, etc.)

62 9-12 Learner Engagement Sample Data Indicators Student satisfaction surveys Student risk behaviors (asset survey) Attendance rate Participation rate in extracurricular activities % of students taking ACT/SAT Tardiness rate % of students going to two and four year colleges

63 Learner Engagement Student Outcomes School Performance SustainedDisaggregated Benchmarked (Target)

64 Criteria Core Academic 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)

65 K-8 Personal Skill Development Sample Data Indicators Participation or hours in service learning Students holding leadership position in clubs, classrooms, or sports Time management Ability to plan and organize work Respect for diversity Reduction in number of student incidences of conflict Follow-up survey of middle school students on development of personal skills

66 9-12 Personal Skill Development Sample Data Indicators Participation or hours in service learning Students holding leadership positions in clubs or sports Assessment of personal skills: time management, ability to plan and organize work, Leadership/followership, etc. Respect for diversity Work as a member of a team Trustworthiness, perseverance, other character traits Follow-up survey of graduates on development of personal skills

67 Personal Skill Development Student Outcomes School Performance SustainedDisaggregated Benchmarked (Target)

68 Criteria Core Academic 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)

69 Learning Criteria Student Evaluations Student-centered … not School-centered

70 Core Academics State Achievement Test Results SAT/ACT Results Grade Point Average Full Schedule in Four Core Subjects

71 Stretch Learning Advanced Placement (AP) Results IB Participation CTE Program Participation 3 or More Years in a 2 nd Language Course Specialized Certification National Student Organization Membership College-Sponsored HS Course Credits 3 or More Science Lab Courses Special Education Declassification Specialized Art and Music Advanced Diploma Sequence Options Growth in Lexile Reading Measure

72 Learner Engagement On Schedule to Graduate with Cohort Group Attendance Rate Tardiness Rate Submits Homework Assignments on Time Community Service No Discipline Referrals Participation in Clubs/Extracurricular Activities Participation in Athletics

73 Personal Skill Development Internships/Shadowing Opportunities Service Learning Opportunities Career Planning Activities Soft Skills Curriculum JROTC Portfolio Research Project Quadrant D Activities

74 Learning Criteria Student Evaluations Core Academics Stretch Learning Learner Engagement Personal Skill Development

75 Learner Engagement (15 pts. Max for Each) On Schedule to Graduate with Cohort Group Attendance Rate Tardiness Rate Submits Homework Assignments on Time Community Service No Discipline Referrals Participation in Extracurricular Activities Participation in Interscholastic Sports

76 Measure what matters Achieve what you believe. Learning Criteria to Support 21st Century Learners

77 AGENDA 1.Opening Thoughts 2.Four Major Challenges 3.Generation Gap and Learning 4.Traits of Top Performers 5.Key Strategies 6.Rigor, Relevance, Relationships ???? 7.The Learning Criteria 8.Closing Advice

78 Is my desire for success to improve my system or classroom strong enough to prompt me to change my thinking?

79 Am I unleashing the enthusiasm of possibility thinking to find solutions for even seemingly impossible situations?

80 The things we fear most in organizations, fluctuations, disturbances, imbalances, are the primary sources of innovation. Meg Wheatley

81 The Invisible Difference PassionCommitment

82 We can complain about the troubling inadequacies of the present ----

83 or we can face them.

84 We can talk and dream about the glorious schools of the future ---

85 OR WE CAN CREATE THEM!

86 AGENDA 1.Opening Thoughts 2.Four Major Challenges 3.Generation Gap and Learning 4.Traits of Top Performers 5.Key Strategies 6.Rigor, Relevance, Relationships ???? 7.The Learning Criteria 8.Closing Advice

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