1. Our road to 21 st century learning: A brief reflection on where we’ve been and where we’re going West Virginia Leadership Institute April, 2008 Jerry Valentine

2. Our Professional Challenge "Our challenge is to provide instruction that is not only relevant, engaging and meaningful, but that also includes the world-class rigor necessary to prepare our students to be competitive in the 21st century workplace. Students must be able to comprehend, problem solve and communicate solutions if they are expected to compete on a global level." Dr. Steven Paine Superintendent of Schools

3. Let’s reflect about our Institute and school leadership: Past and Future. As time permits, here are four topics for our discussion: LEADERSHIP for LEARNING LEADERSHIP for COLLABORATIVE CULTURES LEADERSHIP for CONTINUOUS CHANGE VISION-DRIVEN LEADERSHIP

4. Leadership for Learning 20 th Century Leadership Observed Teaching looking at Teacher Behaviors Studied Best Teaching Practices in Graduate School Assumed learner needs were known work skills for business and industry 21 st Century Leadership Observe Learning by looking at Learner Engagement Study Learning via Curr. & Assess. that guide Teaching and Re-teaching Intellectually stimulate and challenge staff to teach for unknown work and life skills (critical-thinking; problem-solving; creativity)

5. Leadership for Collaborative Cultures 20 th Century Leadership Focused on school climate and collegiality Created opportunities to build social ties among staff Encouraged peer observations 21 st Century Leadership Focus on learner-centered school culture Create opportunities in the school day for collaboration about students & learning Support peer planning and co-teaching

6. Leadership for Continuous Change 20 th Century Leadership Urgency to change or improve was not evident Change was made and we expected it to be long term or even permanent Change was first-order; second-order was unknown Change was mandated from district or state; seldom lasted or valued by those who implemented it 21 st Century Leadership Urgency to change is ever- present and always will be Change is a continuous progression of reflection and improvement Change must be both first- and second-order Need for change is understood; superiors are beginning to understand the importance of school- specific change

7. Vision-Driven Leadership 20 th Century Leadership Districts seldom expected and infrequently used a strategic plan If a vision was developed, the principal wrote it and, then, usually filed it The principal had the vision and persuaded the faculty to implement it 21 st Century Leadership Strategic plans are the written basis for school improvement We understand improvement does not happen solely because of a written plan We understand improvement happens because we collectively develop, implement, and are committed to it

8. Yogi-isms for school leaders… and all of life. The future ain’t what it used to be. If you don’t set goals, you can’t regret not reaching them. If you come to a fork in the road, take it. You’ve got to be very careful if you don’t know where you’re going, because you might not get there. We’re lost, but we’re making great time! If you don’t know where you’re going, chances are you will end up somewhere else.

9. Additional Files I did not plan to use the following slides in my presentation. I included them in this PowerPoint so you would have them at your fingertips if you wanted to reflect about the four concepts in my presentation. Jerry

10. Leadership for Learning 20 th Century Leadership Observed Teaching looking at Teacher Behaviors Studied Best Teaching Practices in Graduate School Assumed learner needs were known work skills for business and industry 21 st Century Leadership Observe Learning by looking at Learner Engagement Study Learning via Curr. & Assess. that guide Teaching and Re-teaching Intellectually stimulate and challenge staff to teach for unknown work and life skills (critical-thinking; problem-solving; creativity)

11. Leadership for Learning How is our leadership for learning different now than it was 5 or 10 years ago? What do we know about learner needs now and in the future that makes our job different? What have we studied about learners’ needs that compels us to think and act differently as leaders?

12. LEADERSHIP for LEARNING THEN: GENERAL AWARENESS OF BEST PRACTICES. Principals studied best practices in graduate school and informed teachers about the practices they expected to see during classroom observations. Students were being prepared for a future work life that was known and valued. NOW: INTELLECTUALLY STIMULATE AND CHALLENGE. Principals know and understand existing research about best teaching and learning. They engage teachers in collaborative study sessions and support application of the practices in the classroom. They understand the linkage between curriculum, instruction, and assessment and support faculty as they design learning from assessment, not for assessment. They constantly remind staff that we are preparing students to think analytically and creatively for a life of unknown jobs and challenges. WHAT’S SHOULD BE DIFFERENT ABOUT LEARNING TODAY AND IN THE FUTURE?

13. Today’s Learners Are Different The first generation to grow up with computers, videogames, digital music players, video cams, cell phones. Marc Prensky, Digital Natives, Digital Immigrants 2001 They think and process information fundamentally differently from their predecessors.

15. Preparing Students for…

16. Leadership for Collaborative Cultures 20 th Century Leadership Focused on school climate and collegiality Created opportunities to build social ties among staff Encouraged peer observations 21 st Century Leadership Focus on learner-centered school culture Create opportunities in the school day for collaboration about students & learning Support peer planning and co-teaching

17. Leadership for Collaborative Culture How long have we as principals been placing more emphasis on culture than on climate? What’s the difference between climate and culture? Why is a caring, collaborative culture essential in a 21 st Century School?

18. LEADERSHIP and CULTURE THEN: CLIMATE WAS KING. Principals knew that if they maintained a positive climate, faculty would enjoy coming to work and they would feel good about their job and school. A happy faculty was a good faculty. NOW: CULTURE MAKES THE DIFFERENCE. Principals understand the factors that make up a school’s culture, they assess their school’s culture and they implement strategies to create a caring, collaborative culture where everyone’s primary focus is on the intellectual, social, and emotional success of every student. WHAT HAVE WE LEARNED ABOUT AN EFFECTIVE CULTURE?

19. The outward look of a school has not changed much in recent years, but…

20. But the culture of the school is very different. Learning is analytical, creative, engaging; faculty are collaborative and facilitative…

21. Leadership for Continuous Change 20 th Century Leadership Urgency to change or improve was not evident Change was made and we expected it to be long term or even permanent Change was first-order; second-order was unknown Change was mandated from district or state; seldom lasted or valued by those who implemented it 21 st Century Leadership Urgency to change is ever- present and always will be Change is a continuous progression of reflection and improvement Change must be both first- and second-order Need for change is understood; superiors are beginning to understand the importance of school- specific change

22. Leadership for Continuous Change What do we do differently to lead change now compared to how we would have led change 5 or 10 years ago? Why does second-order change make a difference but first-order may not? Why must we think of vision-driven change, not merely data-driven change?

23. LEADERSHIP for CONTINUOUS CHANGE THEN: CHANGE WAS TOP-DOWN. Principals were paternalistic, deciding what needed to change in a school, explaining their decisions to teachers and others, and making sure the change was implemented. Their supervisors evaluated their ability to “make” the changes necessary to have a good school. NOW: COLLABORATIVELY DETERMINED, DEVELOPED, and IMPLEMENTED. Principals understand first and second order change as well as the ups and downs and struggles of the change process. The change is driven by a vision and knowledge of best practices. In time, a culture that not only accepts change, but that embraces change evolves. Collaboration is a key process to implement and sustain the important changes. WHAT HAVE WE LEARNED ABOUT HOW TO LEAD CHANGE?

24. If it’s not second order, it’s not going to make a difference for students… First Order Incremental “Next most obvious step” Relatively quick-fix solutions Address simple problems where traditional solutions suffice Single-loop learning where previous strategies will work Second Order Significant departure from the norm Deep change affecting values, beliefs and assumptions Slow, evolving process over time Addresses complex problems requiring new, thoughtful, and often creative comprehensive solutions Double-loop learning where new strategies are needed to solve the problem Becomes institutionalized in the culture of the organization

25. Faculty Emotions during Change Comfort with current conditions Realization of needed change Realization of urgency for change Engagement & Problem Solving Temporary Optimism Frustrations of implementing the change Persistence Comfort w/ on- going change TIME Staff AnxietyHigh Low

26. The importance of collaborative conversations… Build the Sense of Need and Urgency Establish knowledge, understanding, and realization of need for change (collaborative conversations) Empower Personnel Establish participative, problem-solving conversations across teams, task groups, and whole faculty (collaborative conversations) Build Direction and Unity of Purpose via Comprehensive Visions Establish goals and strategies involving all faculty throughout the process (collaborative conversations) Monitor, Measure, and Assess Progress toward Visions Engage all staff in the collection and analysis of various forms of data to monitor and change as needed (collaborative conversations)

27. Vision-Driven Leadership 20 th Century Leadership Districts seldom expected and infrequently used a strategic plan If a vision was developed, the principal wrote it and, then, usually filed it The principal had the vision and persuaded the faculty to implement it 21 st Century Leadership Strategic plans are the written basis for school improvement We understand improvement does not happen solely because of a written plan We understand improvement happens because we collectively develop, implement, and are committed to it

28. Vision-driven Leadership Five or ten years ago, who typically developed a school’s vision and goals? In the future, how must we develop our school’s goals? How do we keep ill-informed and misguided faculty values and beliefs from affecting our school vision?

29. VISION-DRIVEN LEADERSHIP THEN: PRINCIPAL ESTABLISHED VISION: Principals defined the school’s goals and were accountable to the superintendent’s expectations. NOW: VISION-DRIVEN LEADERSHIP: Principals engage teachers in collaborative conversations about what students need to know and be able to do as well as what faculty truly value, believe, and are committed to. Principals and teachers then collaboratively develop a vision and the goals and strategies to achieve that vision. They are accountable to their ethical/moral commitment to effectively prepare students for the 21 st century. WHAT HAVE WE LEARNED ABOUT ESTABLISHING A MEANINGFUL VISION?

30. How some people envision a good learning setting…

31. The vision we must realize in our schools for our students…

32. A new vision of curriculum and learning…

33. He has a vision…will our school’s vision prepare him for his vision?