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Leadership for Rigor, Relevance, and Relationships Susan Gunderman International Center for Leadership in Education

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Presentation on theme: "Leadership for Rigor, Relevance, and Relationships Susan Gunderman International Center for Leadership in Education"— Presentation transcript:

1 Leadership for Rigor, Relevance, and Relationships Susan Gunderman International Center for Leadership in Education

2 Leadership for Rigor, Relevance and Relationships Instructional Strategic Long range plan Tactical Deliberate Action “Leadership is action, not position.” - Donald H. McGannon

3 Change can be scary. “ Some people change when they see the light, others when they feel the heat.” - Caroline Schroeder

4 Leadership for Change Why What How is change needed? needs to be done ? do you implement and sustain meaningful change?

5 Why Change? “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 the school.”

6 Mission Prepare students for the world they will inhabit outside the schoolhouse walls. Engage them in learning that will develop skills that are transferable to the 21 st Century world.

7 Teaching is only as good as the learning that takes place. What do we change?

8 Rigor

9 Rigorous instruction prepares students to think critically so they can solve problems in unpredictable, real world situations. Thinking outside the car.

10 Relevance My only skill is taking tests.

11 BBC Survey  21% could not locate US  60% could not locate England on a map  Bill of Rights: 1 in 4 could name one  20% believe sun revolves around the Earth 1 in 5 named “right to own a pet“  55% could not name a country that begins with “U”

12 BBC Survey  80% knew Fiji is located in the South Pacific  50% could name at least two members of the Simpsons Family

13 Students will remember learning that is connected to their own lives. Intelligence v Relevance

14 Vision and Implementation “There are no teachers with correct answers, only guides with different areas of expertise and experience that may help along the way.” ~ Peter Senge and Fred Kofman, 1995 Flip the funnel

15 Rigor and Relevance Framework Shifts the Focus from Teaching to Learning

16 Rigor/Relevance Framework Knowledge Application High Low High

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

18 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 Application Model

19 Rigor/Relevance Framework 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation 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 KnowledgeApplication

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21 Rigor/Relevance Framework Knowledge Application High Low High A B C D

22 From Theory to Practice Moving Rigor and Relevance Into the Classroom

23 Theory to Practice  Develop a school-wide focus on instruction through RR Instructional Strategies Handbook Common vocabulary Common vision of effective instruction

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25 Collaboration for Best Practices Give teachers time to talk about their craft. Use meeting time to talk about instruction. Share best practices.

26 Collaboration Instructional Strategies by Quadrant Graphic Organizers Developing a Rubric Aligning Instruction and Assessments Designing Writing Prompts in Content Areas Snack and Shares

27 Collaboration Principal’s Roundtable Discussions Current literature Brain Research Learning Styles Grading Practices 9 th Grade Success Stupid in America Out of India The World Is Flat

28 Collaboration Staff Meetings Faculty Meetings  Show and Tell Collaborative Groups  Planning Quadrant D Lessons

29 Reflective Questions to Provoke Crucial Conversations What do you intend students to learn? What is the level(s) of Rigor and Relevance? How do you know students understood the lesson? What data are you using to determine you are meeting the standards? What can I do as instructional leader to support your efforts?

30 Reflective Questions What strategies do you use to address individual learning styles? What was the most successful part of the learning experience and why? If you teach this lesson again, how would you change it? What evidence can you share regarding achievement of standards? How do you know learning has occurred?

31 Benchmarks for Progress

32 Instruction with High Expectations

33 D Quadrant Lesson Creation 1.Select outcome: Be able to synthesize concepts learned in a nonfiction unit. 2.Select product: Publish a newspaper article based on children’s literature Standard: Prose and Document Literacy

34 Required Components Headline By-line Staged photograph Cutline and pull quote Map Continuation headline, if needed Body ( words) –Interview –Site visit –Archival research

35 Match to verb and strategy evaluate validate justify rate referee infer rank dramatize argue conclude evaluation opinion estimation trial article adaptation debate new game invention VerbsProducts Strategies inquiry research cooperative learning presentation project design

36 Provide rubric

37 All articles presented orally, then published in spiral-bound book and given to each student.

38 Student Reflection “First of all, I never thought we could get it all together to actually produce a newspaper with all the parts that you wanted. But we did it, and I actually learned a lot. Mostly I learned that I had to pull my load so that we didn’t look like a bunch of slackers compared to the other groups. And I think I know what it might feel like to be a publisher in charge of getting a newspaper to press on time. Definitely not for me!”

39 Biology II Human Anatomy Project Dr. Joanne Jezequel

40 Children’s Book Project Anatomy & Physiology

41 “I once had a teacher who said, ‘If you truly understand a concept, you can find at least 5 different ways to retell the information.’ The children’s book helped me think past the memorization of dry textbook material.” Student Reflection

42 Renewal Dr. Daggett meets with students and teachers Responses surprising “I feel a little sorry for my teacher trying to get to D” Teachers 4; students 2.5 Clearly not there yet The challenge

43 Each teacher will create a D quadrant lesson Work in collaborative groups Present lessons at faculty meeting Answering the Challenge

44 Expectations and Resources Work in collaborative groups 1.5 hours per month Workdays Peer visits Snack and Shares Rigor and Relevance 101 Movie Maker, Podcasts, Garage Band Designing Rubrics

45 Kennesaw Mountain Model Lessons Presentation

46 Turning Point: Training Students Make them part of expectations and celebrations

47 Sustaining High Expectations for Rigor and Relevance

48 Sustaining the Work “Single mindedness” KFC not Baskin Robbins

49 Sustaining the Work Collaborative planning Sharing resources, insights, challenges, success

50 Sustaining the Work Collect and analyze data to help guide work “Measure what matters.” See it through to the end.

51 Involve Students in the Conversations about Instruction Talk to the students Monthly principal’s lunch Enrollment in AP/Honors classes What motivates you in a class? Interpret test data and climate surveys Delta

52 Sustaining the Work  Confront Active Negativity Eye-rollers, “BMGs” and Toxic Dumpers  Be creative  Have fun !

53 Quadrant D Lessons Not one more thing…. A more effective way of doing the only thing that matters…. Engaging students in rigorous and relevant learning!

54 Rigor, Relevance and Relationships “This is not what we do, it’s who we are.” Kevin Maholchek Class of 2008

55 International Center for Leadership in Education, Inc Route 146 Rexford, NY Phone (518) Fax (518)

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