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Up to Date: Designing High Schools for the Age of Instant

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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 Instant Sr. 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 today What 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 minds Prepare students as mature members of society and the church.

5 The Vision of the Founder
A spirituality that: Has the school as its setting The teacher and student as its focus The salvific potential of education as its inspiration

6 A Whole New Group of Young People:

7 Why now? This generation is a “break” from other generations:
How do we define generations? Culture History Values Life outlook Ethics

8 CCS N-C CS CPP Total Creed Lit/Sac Moral 64% 68% Prayer 58% ACRE II
82% 76% 71% Lit/Sac 73% 65% 60% 70% Moral 64% 68% Prayer 58% ACRE II 56% 72% 61% 69% 79% 67% 74%

9 Church Attendance and Generations of Catholics
Pre-Vatican II (born pre-1941) 60% Vatican II (born ) 35% Post-Vatican II (Gen X: born ) 26% Post-Post-Vatican II (GenY: born after 1980) 15%

10 Do Catholic Schools Make a Difference?

11 Do Catholic Schools Make a Difference?

12 Do Catholic Schools Make a Difference?

13 Do Catholic Schools Make a Difference?

14 New Standards for Students
Creativity and Innovation Communication and collaboration Research and information fluency Critical thinking, problem-solving, decision-making Digital citizenship Technology operations and concepts International Society for Technology in Education 2010

15 Creativity and Innovation
Apply existing knowledge to generate new ideas, products, processes Create original works as a means of personal or group expression Use models and simulations to explore complex systems and issues Identify trends and forecast possibilities

16 Communication & Collaboration
Interact, collaborate with peers Communicate to multiple audiences using multiple media Develop global awareness Use originality to solve problems

17 Research & Information Fluency
Plan strategies to guide inquiry Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources Evaluate and select information sources and digital tools based on appropriateness to specific tasks Process data and report results

18 Critical thinking, problem-solving, decision-making
Identify and define authentic problems and significant questions for investigation Plan and manage activities to develop a solution or complete a project Collect and analyze data to identify solutions and/or make informed decisions Use multiple processes and diverse perspectives to explore alternative solutions

19 Digital citizenship Advocate and practice safe, legal, and responsible use of information and technology Exhibit and positive attitude toward using technology that supports collaboration, learning and productivity Demonstrate personal responsibility for lifelong learning Exhibit leadership for digital citizenship

20 Technology Operations and Concepts
Understand and use technology systems Select and use applications effectively and productively Trouble shoot systems and applications Transfer current knowledge to learning of new technologies

21 What other skills? Knowledge of the world
Knowledge of the economy, politics, cultures Ability to speak a foreign language Ability to work with other people Media literacy Entrepreneurship

22 So, how to build a 21st century student?
Students should be able to think across disciplines Students should know how to think critically about information Students should be able to apply facts to opinion Students should understand how the rest of the world thinks Students should have “portable skills” Critical thinking Making connections between ideas Knowing how to learn Depth over width

23 What else? For graduates of Catholic schools:
A set of ethics consistent with Gospel values A moral lifestyle The ability to make good choices The ability to take personal responsibility A sense of stewardship A responsibility to other people A 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: Hospitality Safety Culture that is: Frugal Simple Gentle Small

26 How about the focus? Teachers who understand concepts of mission and ministry Students who “opt in” for the mission, the values, the culture Students 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 Spirit Curriculum that is: Developmental Integrated Religious Global

28 How to Start: Pray for discernment
Discuss the need for taking the school to the next level Clarify “points of pride” Agree on “portrait of the graduate”

29 Look at Infrastructure:
Use of space Corporate structure: lines of accountability Curriculum: integration of values Delivery of religious services Staff who are committed Parents/students Culture: honorees, target of funds, acceptance of differences Schedule, calendar

30 Look at Ectostructure Relationships of the school: Christian Brothers
Alumni Benefactors Board Parishes, Diocese, Church

31 Some other Considerations:
Don’t decree it Look back; don’t stare Don’t get stuck on a few individuals Make sure the board takes the lead in the process Have a strategic plan in place Check for mission, core values, non-negotiables Keep lines of communication open

32 Finally…. “God who guides all things With wisdom and serenity
And whose way it is not to Force the inclinations of persons, Willed to commit me to the development of the Schools. He did this in an imperceptible manner and Over a long period of time, so that one commitment Led to another in a way that I did not foresee in The 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?

34 Back to the mandates:

35 1. Education for formation in Faith
Integration of the school’s core values and the teachings of the Catholic Church Knowledge of the tenets of the Catholic church Understanding of personal responsibility Example of faculty/staff of adult Christianity

36 2. Provide an integral, quality education
Connect the dots Maintain non-negotiables Provide education for this generation of students, not the last Give direction on the need for lifelong learning Make sure it’s applicable

37 3. Educate in a family spirit
This is a generation in search of community Look at a Newman model of Church Know as we are known Involve family; understand the wants and needs of parents Make all welcome

38 4. Education for Service, Justice, Peace, and the Integrity of Creation
Communication of the purpose of education What is just vs. What is fair We are born to serve Understanding of stewardship

39 5. Education for adaptation and change
Understanding the power and inevitability of change Look back, but don’t stare Take bold steps Honor vision, but respect plans

40 Consider: Do we acknowledge:
Social constructs Communication platforms The 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 many Read the signs of the times Actually began the journey Assumed Jesus wanted to be found Showed up Went back a different way.

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