Designing Our Future Technology Planning North Platte High School December 5 th, 2008

The rest of the quote… “We must be the change we wish to see in the world. We must risk more than others see as safe, care more than others think is wise, dream more than others think is practical, and expect more than others think is possible.” Mahatma Gandhi

Designing Our Future I believe in you. I believe in us. I believe in this community. I believe we can become a world class school district. We will have to work together differently. We will make mistakes, hopefully some interesting ones that will teach us a great deal! We must take the long view, the standard being improvement and not perfection! We will need each other in this work.

Bugs from Nebraska

Where Did the Bugs Go?

Designing Our Future The waves of change we are encountering are enormous!

Designing Our Future The Seven Da Vincian Principles Curiosità Dimostrazione Sensazione Sfumato Arte/Scienza Corporalita Connessione – Leonardo da Vinci ( )

Curiosità An insatiably curious approach to life and an unrelenting quest for continuous learning.

Dimostrazione A commitment to test knowledge through experience, persistence, and a willingness to learn from mistakes.

Sensazione The continual refinement of the senses, especially sight, as the means to enliven experience.

Sfumato Literal meaning = “Going up in smoke.” A willingness to embrace ambiguity, paradox, and uncertainty.

Arte/Scienza The development of the balance between science and art, logic and imagination. Thinking with your whole brain.

Corporalita The cultivation of grace, ambidexterity, fitness, and poise.

Connessione A recognition of and appreciation for the interconnectedness of all things and phenomena. Thinking in terms of systems.

Designing Our Future Constructivist learning Inquiry-based learning, ongoing performance assessment, depth of learning

Designing Our Future Things that we must do: – Create the professional culture that permits us to improve and transform classroom practice in safety – Agree that growing as professionals is our job!

Designing Our Future Ongoing Expectations Systematically improve instruction for all students K-12 by implementing the components of powerful teaching and learning, which include active inquiry, in- depth learning, and performance assessment. Integrate the use of digital resources into the daily learning experience of all learners. Create small personalized learning environments for all students, especially secondary students, where every student is known well by other students and adults. Create the necessary supports within the district and community that will result in a system of schools where each school successfully meets these expectations.

Technology Integration Efforts Instructional Improvement Efforts 21 st Century Classrooms for Every Learner

Designing Our Future What do we know about improving teaching and learning? [Improving student motivation: Personalization] Students are growing up more alone and coming to school more “emotionally needy.” When asked, they say that most of their teachers don’t respect them and “having teachers who know and respect me” is what makes the greatest difference in their learning. Many are also less motivated by traditional incentives (fear and respect for authority) to learn than in the past. Schools where all students achieve at high levels have addressed this problem in a number of ways. The common thread, however, is that they have ensured that all students have powerful relationships with caring adults who are concerned and knowledgeable about their learning.

Designing Our Future Student Engagement “If you show me how to cling to that which is real to me, while teaching me a way into the larger society; then and only then will I drop my defenses and my hostilities, and sing your praises and help you to make the desert bear fruit.” Ralph Ellison

Designing Our Future You do, I watchI do, you watch Active teaching/learning continuum

Designing Our Future Why do we need to do this work? Honest Assessment of Our Reality Vision for the Future of Schools Setting the Course (for 4 years) Providing the Resources Sustaining the Effort Accounting for Results

Designing Our Future The purpose of the day is to work together to create a technology plan that anticipates the future. – The innovation dance in our context. Do not filter your thinking initially We will aggregate multiple visions We will then make sense of the patterns we see in those visions Finally, we will develop the fiscal dimension and its ramifications for practical planning and design steps

Designing Our Future Integrating digital technology tools into the everyday learning program of our schools is simultaneously a primary component and then an indicator of a ‘disruptive strategy’ to support instructional improvement efforts.

Designing Our Future Shared Commitments We believe in treating all members of the North Platte community with dignity and respect. We will demonstrate this belief by: Valuing all individuals and celebrating diversity. Taking a stand in favor of respectful conduct. Being positive and appropriate in what we say and do. Helping people see how individual actions impact the entire community. Creating supportive relationships that foster a sense of belonging. We believe in taking care of our great school. We will demonstrate this belief by: Taking care of the buildings and grounds. Promoting a safe atmosphere that is conducive to thinking, sharing, and learning. Celebrating the accomplishments of students and staff. We believe in producing quality work. We will demonstrate this belief by: Thoughtfully participating by showing up physically and mentally and engaging in the work at hand. Coming prepared, working hard, and using class time well. Challenging ourselves by stretching beyond where we are. Improving by being reflective, seeking feedback and revising our work. Collaborating with others to improve our work and understanding, while maintaining personal integrity.

Designing Our Future Respect and Responsibility In high achieving schools, the environment is authoritative, safe, ethical, and studious. The staff teaches, models, and expects responsible behavior and relationships are based on mutual respect.

Designing Our Future Personalized In high achieving schools, the school is designed to promote powerful, sustained student relationships with adults where every student has an adult advocate and a personal plan for progress. It is vital that schools are small, intimate units of no more than 600 students (less than 400 strongly recommended) so that staff and students can work closely together.

Designing Our Future High Expectations In high achieving schools, all staff members are dedicated to helping every student achieve state and local standards; all students are engaged in an ambitious and rigorous course of study; and all students leave school prepared for success in work, further education and responsible citizenship.

Designing Our Future Common Focus In high achieving schools, the staff and students are focused on a few important goals. The school has adopted a consistent research-based instructional approach based on shared beliefs about teaching and learning. The use of time, tools, materials, and professional development activities are aligned with instruction.

Designing Our Future High Expectations In high achieving schools, all staff members are dedicated to helping every student achieve state and local standards; all students are engaged in an ambitious and rigorous course of study; and all students leave school prepared for success in work, further education and responsible citizenship.

Designing Our Future Personalized In high achieving schools, the school is designed to promote powerful, sustained student relationships with adults where every student has an adult advocate and a personal plan for progress. It is vital that schools are small, intimate units of no more than 600 students (less than 400 strongly recommended) so that staff and students can work closely together.

Designing Our Future Performance Based In high achieving schools, students are promoted to the next instructional level only when they have achieved competency. Students receive additional time and assistance when needed to achieve this competency. Data-driven decisions shape a dynamic structure and schedule.

Designing Our Future Technology as a Tool In high achieving schools, teachers, students, families and administrators have access to well supported technology resources. These tools are ubiquitous throughout the school and are essential to the learning opportunities delivered in the school and beyond.

Designing Our Future Time to Collaborate In high achieving schools, staff has time to collaborate and develop skills and plans to meet the needs of all students. Parents are recognized as partners in education. Partnerships are developed with businesses in order to create relevance and work-based opportunities and with institutions of higher education to improve teacher preparation and induction.

Designing Our Future Respect and Responsibility In high achieving schools, the environment is authoritative, safe, ethical, and studious. The staff teaches, models, and expects responsible behavior and relationships are based on mutual respect.

Designing Our Future Active Inquiry: Students are engaged in active participation, exploration, and research; activities draw out perceptions and develop understanding; students are encouraged to make decision about their learning; and teachers utilize the diverse experiences of students to build effective learning experiences.

Designing Our Future In-depth Learning: The focus is competence, not coverage. Students struggle with complex problems, explore core concepts to develop deep understanding, and apply knowledge in real world contexts.

Designing Our Future Performance Assessment: Clear expectations define what students should know and be able to do; students produce quality work products and present to real audiences; student work shows evidence of understanding, not just recall; assessment tasks allow students to exhibit higher-order thinking; and teachers and students set learning goals and monitor progress.

Essential Principles 1.The individual learner is at the center of the learning environment 2.Learning tasks define the use of technology. 3.Learners have immediate access to relevant digital resources 4.Individual and group learning plans are supported by formative and summary data 5.Inquiry, simulation, modeling and experimentation are supported by appropriate technologies 6.Learners are supported in their development as media literate critical thinkers 7.Organizational structures are aligned to support the first six principles.

Success Criteria 1.Challenging and relevant learning projects are universally evident in classrooms. 2.A spectrum of learning strategies, materials and practices are visible determinants of technology use. 3.Learning is multi-level (learner to learner, across all communities) and global in reach as demonstrated by the nature of the learning projects in process. 4.Learners will have dedicated mobile computing devices and the resources to support their learning. 5.Powerful uses of digital technologies will be evidenced through improved academic outcomes, expressive and productive student and school projects; including community development activities.

Designing Our Future What are the challenges of this work? Context of Current Reality Personal Limitations Professional Limitations School Design Limitations Uncertainties: Community Knowledge and Support Economic Reality/School Funding Our Ability to Imagine, Change and Grow

Designing Our Future

What is the problem we are hoping to solve? – How do we actually integrate digital tools into our current school design in a way that transforms learning opportunities for our students and supports us in the redesign of our schools for the future? – What do we need to know and be able to do in order to solve this problem? Designing Our Future

“A prerequisite for getting agreement is having a common language and a shared framing of the problem.” -from Disrupting Class by Clayton Christensen

Designing Our Future How will we problem solve???

Designing Our future What we choose to do or not to do with our students is consequential! (This is a good news/bad news thing) How we organize learning in our schools matters. This is where technology integration becomes essential to our design work.

Designing Our Future We will build on our existing assets as we work our way forward. Developmental, sustainable change Some what ifs….???!! WiMax and 1-1 learning appliances (computers)

Designing Our Future

Acknowledgement Da Vincian Principles were from Michael J. Gelb’s book: How to Think Like Leonardo da Vinci (Dell Trade Paperbacks, 1998)

Essential Text The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need and What We Can Do About It -by Tony Wagner

Essential Text Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns -by Clayton M. Christensen

My Impressions All schools and programs visited – This presentation is based on observations from our classrooms, conversations with classroom teachers, support staff, central administrators, principals, community members, Board members, students and parents over the past 4 months.

Now, Go Invent the Future!

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