Presentation on theme: "Up to Date: Designing High Schools for the Age of Instant"— Presentation transcript:
1 Up to Date: Designing High Schools for the Age of Instant Keynote:Up to Date: Designing High Schools for the Age of InstantSr. Carol Cimino, SSJ, Ed.D. National Consultant, William H. Sadlier, Inc.; New York, NY & Professor, Manhattan College; Riverdale, NY Sponsored by William H. Sadlier, Inc.
2 De La Salle Secondary Schools: Being Faithful to Tradition in the Age of Instants
3 What We Will Cover: The vision of De La Salle Whom are we teaching today?A look at high school education todayWhat are the signs of the times saying?How do we maintain tradition while steering change?Re-examining the De La Salle high school
4 The Mission:Provide a human and Christian education to the young, especially the poor, according to the ministry entrusted to them by the church.Touch hearts; teach mindsPrepare students as mature members of society and the church.
5 The Vision of the Founder A spirituality that:Has the school as its settingThe teacher and student as its focusThe salvific potential of education as its inspiration
14 New Standards for Students Creativity and InnovationCommunication and collaborationResearch and information fluencyCritical thinking, problem-solving, decision-makingDigital citizenshipTechnology operations and conceptsInternational Society for Technology in Education 2010
15 Creativity and Innovation Apply existing knowledge to generate new ideas, products, processesCreate original works as a means of personal or group expressionUse models and simulations to explore complex systems and issuesIdentify trends and forecast possibilities
16 Communication & Collaboration Interact, collaborate with peersCommunicate to multiple audiences using multiple mediaDevelop global awarenessUse originality to solve problems
17 Research & Information Fluency Plan strategies to guide inquiryLocate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sourcesEvaluate and select information sources and digital tools based on appropriateness to specific tasksProcess data and report results
18 Critical thinking, problem-solving, decision-making Identify and define authentic problems and significant questions for investigationPlan and manage activities to develop a solution or complete a projectCollect and analyze data to identify solutions and/or make informed decisionsUse multiple processes and diverse perspectives to explore alternative solutions
19 Digital citizenshipAdvocate and practice safe, legal, and responsible use of information and technologyExhibit and positive attitude toward using technology that supports collaboration, learning and productivityDemonstrate personal responsibility for lifelong learningExhibit leadership for digital citizenship
20 Technology Operations and Concepts Understand and use technology systemsSelect and use applications effectively and productivelyTrouble shoot systems and applicationsTransfer current knowledge to learning of new technologies
21 What other skills? Knowledge of the world Knowledge of the economy, politics, culturesAbility to speak a foreign languageAbility to work with other peopleMedia literacyEntrepreneurship
22 So, how to build a 21st century student? Students should be able to think across disciplinesStudents should know how to think critically about informationStudents should be able to apply facts to opinionStudents should understand how the rest of the world thinksStudents should have “portable skills”Critical thinkingMaking connections between ideasKnowing how to learnDepth over width
23 What else? For graduates of Catholic schools: A set of ethics consistent with Gospel valuesA moral lifestyleThe ability to make good choicesThe ability to take personal responsibilityA sense of stewardshipA responsibility to other peopleA desire for community
24 Back to the vision of De La Salle: The school is the setting (infrastructure)The teacher and the student are its focus (infrastructure)The salvific potential of education is its inspiration (ectostructure)
25 What should be the setting of the school? One that has:HospitalitySafetyCulture that is:FrugalSimpleGentleSmall
26 How about the focus?Teachers who understand concepts of mission and ministryStudents who “opt in” for the mission, the values, the cultureStudents who are known and cared for as individuals
27 What about inspiration? Education as having a salvific potential (whatever that means)Understanding of the role of the Holy SpiritCurriculum that is:DevelopmentalIntegratedReligiousGlobal
28 How to Start: Pray for discernment Discuss the need for taking the school to the next levelClarify “points of pride”Agree on “portrait of the graduate”
29 Look at Infrastructure: Use of spaceCorporate structure: lines of accountabilityCurriculum: integration of valuesDelivery of religious servicesStaff who are committedParents/studentsCulture: honorees, target of funds, acceptance of differencesSchedule, calendar
30 Look at Ectostructure Relationships of the school: Christian Brothers AlumniBenefactorsBoardParishes, Diocese, Church
31 Some other Considerations: Don’t decree itLook back; don’t stareDon’t get stuck on a few individualsMake sure the board takes the lead in the processHave a strategic plan in placeCheck for mission, core values, non-negotiablesKeep lines of communication open
32 Finally…. “God who guides all things With wisdom and serenity And whose way it is not toForce the inclinations of persons,Willed to commit me to the development of theSchools. He did this in an imperceptible manner andOver a long period of time, so that one commitmentLed to another in a way that I did not foresee inThe beginning.”Memoir of De La Salle
33 Think: What happens to “we’ve always done it this way”? What aspects do we need to examine?What do we need to keep?What do we need to jettison?How will we answer these questions in light of fidelity to mission?
35 1. Education for formation in Faith Integration of the school’s core values and the teachings of the Catholic ChurchKnowledge of the tenets of the Catholic churchUnderstanding of personal responsibilityExample of faculty/staff of adult Christianity
36 2. Provide an integral, quality education Connect the dotsMaintain non-negotiablesProvide education for this generation of students, not the lastGive direction on the need for lifelong learningMake sure it’s applicable
37 3. Educate in a family spirit This is a generation in search of communityLook at a Newman model of ChurchKnow as we are knownInvolve family; understand the wants and needs of parentsMake all welcome
38 4. Education for Service, Justice, Peace, and the Integrity of Creation Communication of the purpose of educationWhat is just vs. What is fairWe are born to serveUnderstanding of stewardship
39 5. Education for adaptation and change Understanding the power and inevitability of changeLook back, but don’t stareTake bold stepsHonor vision, but respect plans
40 Consider: Do we acknowledge: Social constructsCommunication platformsThe need to connect learning?Employers and colleges do not look for proficiency in a traditional curriculum (e.g. The Apprentice)
41 Consider: How should we study post-graduation success? How will we inform their opinions?How much do our students know about the economy, globalism, the impact of emerging economies, tribalism, etc.?How has the content of our curriculum changed?How will we engage our students in the Church? In social justice?
42 Consider Further…. What kinds of leadership will we need? Do our students understand:The global economy?Personal finances?Politics?The way the government works?Social issues
43 Consider even further… What is the first thing we need to do?What is the second thing we need to do?What is the third thing we need to do?How will we do these things?How will we bring others along?
44 Use the Gifts of the Magi: We don’t know who, how manyRead the signs of the timesActually began the journeyAssumed Jesus wanted to be foundShowed upWent back a different way.