Welcome to 2009 - 2010

Vision

Create a District where parents want to send their children, students want to learn, teachers want to teach, and employees want to work.

Expectations

Focus

Budget

21 st Century Learners . . .

Are We Ready?

Presented by Malcolm Thomas Superintendent, Escambia School District [email protected]

21

st

Century…

Learner?

Worker?

Citizen?

Imagine

Rip Van Winkle awakens in the

21st century

after a hundred- year snooze and is, of course, utterly

bewildered

by what he sees.

Men and women dash about, talking to small

metal devices

pinned to their ears.

Young people sit at home on sofas, moving miniature athletes around on

electronic screens

Older folk

defy

death and disability with

metronomes

in their chests and with knees made of metal and plastic.

Airports, hospitals, shopping malls… every place Rip goes just him baffles

But when he finally walks into a

classroom

, the old man knows exactly where he is.

"This is a school," he declares. "We used to have these back in

1909

. Only now the blackboards are white."

circa. 1909

circa. 1949

circa. 2009

If we teach today's students as How do you

design

we rob them of tomorrow." John Dewey for the

future

when you can’t

predict

tomorrow?

21 st the century learner

What will it take?

vision connection implementation

part 1

vision

the only constant is

change

“We are currently preparing students for jobs that don’t yet exist, using technologies that haven’t been invented, in order to solve problems we don’t even know are problems yet.” Karl Fisch Fisch, K. (2006).

Did You Know/Shift Happens…

Always

on

Develop a

vision

Stay relevant in a

Changing world

an

eye

on the future Digital Immigrant Digital Pioneer Digital Native

21 st Century Skills Needed Image © 2004 Partnership for 21st Century Skills - Source: http://21stcenturyskills.org/

effective learners independent learners

effective communicators & creators

effective

global collaborators

part 2

connection

It’s about the

conversations

building bridges

and relationships

constructing new

understandings

energize

part 3

implementation

leadership

defined

expectations

transparency

communication

embedded

into the curriculum

deepen

understanding

moving from

cooperation

to

collaboration

The Collaboration Continuum:

Building Interdependence Through Partnership

Cooperation

Helping when a question is asked

Coordination

Planning when a lesson or an activity happens which supports core curriculum

Collaboration

“a prolonged and interdependent relationship” Isolation Interdependence • Finding a website or a book for a teacher upon request.

• Showing a teacher how to use a digital camera or book a laptop cart upon request.

• Introducing the document cameras to a team when asked.

• Setting up a learning space with appropriate resources to “kick off” a unit.

• Teaching a “one-off” lesson that fits with the curriculum.

• Planning a unit to coincide with core curriculum which is independently taught by specialist.

• Sharing goals • Carefully defined roles in the process • Comprehensive co-planning • Co-planning units that will be team taught.

• Team-teaching units which authentically embed both curricular goals.

• Units which are team-taught are co assessed.

Collaboration has the highest impact on student achievement.

Collaboration is “2 (or more) equal partners who create a project or unit of study based on content standards in one or more content areas, a unit that will be team-designed, team taught, and team-evaluated.” Research from Todd, Ross: http://www.scils.rutgers.edu/~cissl/research/ohio.html

The Collaboration Cycle:

Building Independence Through Partnership

Frequent & consistent collaborative planning, learning and assessment:

Classroom teacher and technology facilitator work as full partners in the planning, learning (teaming in the classroom) and assessment process.

Occasional conversations:

Technology facilitator offers helpful advice and tips to classroom teacher as s/he tackles new projects at their own pace. Classroom teacher actively assists other team members in use of technology.

Consistent Professional

Development Opportunities: after school walk-in sessions 3 days per week, curriculum planning at the team level, individual assistance as needed, advice and tips offered to teachers and teams as appropriate to curricular needs. Pre-assessment of skills, readiness & interest

Regular collaborative planning, learning and assessment:

Classroom teacher asks technology facilitator for assistance in planning, learning (teaming in the classroom) and assessment as needed.

Occasional collaborative planning, learning and assessment:

Classroom teacher works with technology facilitator outside of class time to plan and implement projects. Occasional teaming in the classroom, as needed.

Post-assessment, graduated expert, teacher mentor Kim Cofino: http://mscofino.edublogs.org/2008/08/28/going-full-circle/

built-in

support

an integrated

support team

resources

at the ready

the

right tools

for the job

Change is the law of life. And those who look to the past or present are certain to miss the

future

.

John F. Kennedy