Paul Miller Schools of the Future Ameson Foundation Conference October 2010

One Thing Americans Agree On Our schools need improvement

One Thing (among many) Americans Don’t agree On How to do it

It’s Complicated We have three kinds of schools  PUBLIC  PAROCHIAL  OTHER PRIVATE There are different kinds of public schools TRADITIONAL MAGNET CHARTER

It’s Complicated  Traditionally, States and local governments control education  The federal government appears to be moving toward national standards  Not all school districts have equal resources!

The New Federal Program: “Race to the Top”  $4.3 Billion to be given to “winning” states  States are rewriting their education laws to be eligible  States are expected to –close achievement gaps by turning around low performing schools –improve standards and tests that prepare students for college and the work place –improve teacher quality and tie salaries to student performance –improve data systems –allow charter schools

Prepare Students for College and Careers Coalitions of business and educators with the same goal

A Framework for 21 st Century Outcomes

More simply put…. The 5 C’s  Critical thinking  Character (self-discipline, empathy, integrity, resilience and courage)  Creativity and entrepreneurial spirit  Collaboration, Teamwork and Leadership  Communication

A detailed list of Skills, values and attitudes needed for the 21 st Century…..

Creative and Analytical Thinking and Problem-Solving  Identify, manage, and address complex problems  Detect bias, and distinguish between reliable and unsound information  Control information overload  Formulate meaningful questions  Analyze and create and ideas and knowledge  Use trial and error; devise and test solutions to problems  Imagine alternatives  Develop cross-disciplinary knowledge and perspectives  Engage in sustained reasoning  Synthesize and adapt  Solve new problems that don’t have rule-based solutions  Use knowledge and creativity to solve complex “real-world” problems

Communication—Oral and Written  Understand and express ideas in two or more languages  Communicate clearly to diverse audiences  Listen attentively  Speak effectively  Write clearly and concisely—for a variety of audiences  Explain information and compellingly persuade others of its implications

Leadership  Initiate new ideas  Lead through influence  Build trust, resolve conflicts, and provide support for others  Facilitate group discussions, forge consensus, and negotiate outcomes  Teach, coach and counsel others  Enlist help  Collaborate sensitively and productively with people of varied backgrounds  Coordinate tasks, manage groups, and delegate responsibilities  Implement decisions and meet goals  Share the credit

Digital and Quantitative Literacy  Understand, use, and apply digital technologies  Create digital knowledge and media  Use multimedia resources to communicate ideas effectively in a variety of formats  Master and use higher-level mathematics  Understand traditional and emerging topics in math, science, and technology—environmental sciences, robotics, fractals, cellular automata, nanotechnology, and biotechnology

Global Perspective  Develop open-mindedness, particularly regarding the values, traditions of others  Study and understand non-western history, politics, religion, and culture  Develop facility with one or more international languages  Use technology to connect with people and events globally  Develop social and intellectual skills to navigate effectively across cultures  Use 21st century skills to understand and address global issues  Learn from, and work collaboratively with, individuals from diverse cultures, religions, and lifestyles in a spirit of mutual respect and open dialogue  Leverage social and cultural differences to create new ideas and achieve success

Adaptability, Initiative, and Risk-Taking  Develop flexibility, agility, and adaptability  Bring a sense of courage to unfamiliar situations  Explore and experiment  Work effectively in a climate of ambiguity and changing priorities  View failure as an opportunity to learn, and acknowledge that innovation involves small successes and frequent mistakes  Cultivate an independence of spirit to explore new roles, ideas, and strategies  Develop entrepreneurial literacy  Use creativity and innovation to produce things that are unique and that have value and meaning

Integrity and Ethical Decision-Making  Sustain an empathetic and compassionate outlook  Foster integrity, honesty, fairness, and respect  Exhibit moral courage in confronting unjust situations  Act responsibly, with the interests and well-being of the larger community in mind  Develop a fundamental understanding of emerging ethical issues and dilemmas regarding new media and technologies  Make reasoned and ethical decisions in response to complex problems

How do you measure these?  What is the quality of the learning?

In other words, How do we Assess (the performance/outcome question) Traditional Approaches Student assessment via teacher testing (informal testing) Standardized normative testing (SATs, Advanced Placement Exams, the IB exam & A-Levels)

Student assessment via formative testing  ERB’s Childrens’ Progress Academic Assessment: (preK-2) evaluates language arts literacy and mathematics learning  Measures of Academic Progress (MAP): MAP assessments provide detailed, actionable data about where each child is on their unique learning path.  College and Work Readiness Assessment (CWRA): measures how students perform on constructed response tasks that require an integrated set of critical thinking, analytic reasoning, problem solving, and written communication skills

Student assessment via e-portfolios and “demonstrations of learning” “What we believe is that demonstrations of learning marry skills with content, develop multiple intelligences, connect thought with action and exemplify 21 st century skills and values.” -- NAIS President Pat Bassett

By these demonstrations, schools…  Reunite content and action.  Backward-design curriculum from desired outcomes.  Demonstrate student outcomes recorded in electronic portfolios.  Facilitate student-led teacher/parent conferences.  Conduct action research and lesson study to grow professionally.

Examples of demonstrations of learning Conduct a fluent conversation in a foreign language about of piece of writing in that language. Write a cogent and persuasive opinion piece on a matter of public importance. Declaim with passion and from memory a passage that is meaningful, of one’s own or from the culture’s literature or history. Construct and program a robot capable of performing a difficult physical task. Produce or perform a work of art Using statistics, assess whether a statement by a public figure is demonstrably true.

Colleges shifting Admission criteria away from normative testing  Tufts: trying to measure aspects of intelligence that cannot be demonstrated by SAT scores. Asking applicants to show original thinking in essays. Essay questions will be designed and evaluated based on psychological research. Tufts officials hope to better identify future leaders and predict college grades.  Tufts, George Mason, St Mary’s College of Maryland accept videos as part of the application

Assessment is one of Four Fundamental questions being re- asked in search of great learning  “What should we teach?” (The content/canon/curriculum/standards question)  “How should we teach?” (The pedagogy question)  “How should we assess?”  How do schools embed the vision? (The leadership question.)

What Should We Teach? (The content /canon/curriculum/ standards question) The “core curriculum”: The question about “the canon”: What’s the balance between the core knowledge/identity base vs. the inclusive menu? The Silo question

How should we teach? (The pedagogy question)  Traditional instruction: lecture and seminar approaches  Differentiated instruction: customized IEP for each student; the strengths approach; expertise in one area; “just in time remediation” (the Finland model); use of adaptive technologies and web-based instruction (  Innovative instruction: experiential/expeditionary education project-based learning ( learning-introduction-video) learning-introduction-video immersion experiences.  Distance learning: Disrupting Class. The blended environment of place-based learning (teacher as role model and source of inspiration) with true 1:1 learning (digital delivery of content via laptops, tablets, notebooks, iPads, smart phones).

How should we embed the vision? (The leadership question)  For independent schools this is critical: no one HAS to attend our schools. We must be the best to survive.  Charter schools must be the best, to justify their charter.  Magnet schools must be the best, to attract the best students  Traditional schools must be better, at least- or face closure

There is an incentive for every school Face it - “If you are not a school of the future, you may be a school without a future”

But change cannot be implemented by decree It will come school by school There is no one right answer.