Transcript International Center for Leadership in Education

Our Changing Education Landscape
Dr. Willard R. Daggett
International Center for Leadership in Education
Model Schools Conference
Successful Practices
meet
Next Practices
Model Schools
Schools are Improving
Schools are Improving
Skills Gap
Schools are Improving
Schools are Improving
Schools are Improving
Culture
The Changing Landscape
• Cliff
• Technology
• Globalization
Executive Summary
Back of Program
The Changing Landscape
• Cliff
Downs & Ups of the
Federal Budget
Source: USA Today (2.10.10)
At the Federal level this year we
will borrow 42% of every
dollar spent.
The Economy and our Schools
The Cliff
Base
Funding
ArrA Stimulus
Recession
08
09
10
11
12
U.S. Debt
100
% of U.S. Economy
2020
$20.3 trillion
90% of U.S. Economy
2009
$7.5 trillion
53% of U.S. Economy
2000
$3.4 trillion
35% of U.S. Economy
0
2000
2009
Source: White House Office of Management and Budget – April 13, 2010
2020
The Changing Landscape
• Cliff
• Technology
Semantic Web

Analyze Documents
Key words and headers (Google)

Technology
• Google made searching for data easy
Next Practices
Semantic Web

Analyze Documents
Key words and headers (Google)
Meaning / Concepts




Wolfram Alpha
Complete Task
Implications
Home Work
 Term Paper

What will our Students need to:
Know
 Do

SPOT
• Integrated Projection
• Projection Keyboard
Projection Keyboard
Projection Keyboard and Projector
Facebook
The Changing Landscape
• Cliff
• Technology
• Globalization
Equity
Excellence
60% of world Economic Growth
in Next Five Years
•
•
•
•
•
China
India
Brazil
Russia
Mexico
Source: Carnegie International Study
World 5 Fastest Growing
Economies
•
•
•
•
•
Viet Nam
Argentina
Brazil
Indonesia
Panama
Source: Carnegie International Study
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Population (Billions)
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Debt (Trillions)
14
12
10
8
6
4
2
0
Debt / Person
$160,000
$140,000
$120,000
$100,000
$80,000
$51,424
$60,000
$40,000
$20,000
G
re
e
ce
$0
Debt / Person
$160,000
$140,000
$120,000
$100,000
$80,000
$60,000
$59,435
$51,424
$40,000
$20,000
ce
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$0
Debt / Person
$160,000
$140,000
$120,000
$100,000
$80,000
$59,435
$51,424
$60,000
$43,355
$40,000
$20,000
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.
$0
Debt / Person
$160,000
$140,000
$120,000
$100,000
$80,000
$59,435
$51,424
$60,000
$43,355
$40,000
$20,000
$261
$191
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$0
Debt / Person
$160,000
$148,291
$140,000
$120,000
$100,000
$78,382
$80,000
$63,294
$60,000
$59,435
$51,424
$43,355
$40,000
$20,000
$261
$191
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.S
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$0
Debt / Person
$160,000
$148,291
$140,000
$120,000
$100,000
$78,382
$80,000
$63,294
$60,000
$59,435
$51,424
$43,355
$40,000
$147
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Chinese Science
Elementary Schools
6 Years Integrated
Science
Biology / Chemistry
Grade 7
Biology / Physics
Grade 8
Physics / Chemistry
Grade 9
Integrated Science
Grades 10 - 12
Source: Ed Week 6/6/07
Equity
Excellence
The Changing Landscape
•
•
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•
Cliff
Technology
Globalization
Federal Role in Education
A fundamental shift is also
occurring in the Federal
influence and demands on our
K-12 Education System
Are you prepared for it?
Fundamental Shift
NCLB – Proficiency Model
To
RttT / SIG / ESES / IDEA / Perkins – Growth
Model
Race to the Top
Fundamental Shift
Formula
To
Competitive Grant
Assurances
• Race to the Top
• Carl Perkins
• ESEA
• IDEA
Executive Summary
Back of Program
Assurances
Standards
Common Core Standards
Fewer
National Essential Skills Study
NESS Study
Subgroup Rankings
ELA Skill: Write clear and concise directions or procedures.
Group
Rank
Overall
9
Business/Industry
2
Other Non-educators
10
English Language Arts Teachers
25
Other Educators
8
NESS Study
Subgroup Rankings
ELA Skill: Give clear and concise oral directions.
Group
Rank
Overall
7
Business/Industry
3
Other Non-educators
9
English Language Arts Teachers
28
Other Educators
7
NESS Study
Subgroup Rankings
Math Skill: Apply the Pythagorean Theorem to right
triangles.
Group
Rank
Overall
20
Business/Industry
29
Other Non-educators
31
Mathematics Teachers
4
Other Educators
24
NESS Study
Subgroup Rankings
Math Skill: Understand accuracy and precision of
measurement, round off numbers according to the correct
number of significant figures, and determine percent error.
Group
Rank
Overall
12
Business/Industry
3
Other Non-educators
10
Mathematics Teachers
30
Other Educators
8
NESS Study
Subgroup Rankings
Social Studies Skill (Economics): Investigate how a
cost/benefit analysis can influence decisions based on
profits and losses.
Group
Rank
Overall
22
Business/Industry
3
Other Non-educators
15
Social Studies Teachers
57
Other Educators
18
NESS Study
Subgroup Rankings
Social Studies Skill (History): Analyze major global
occurrences from 1000 BCE – 1914 CE (onset of World
War I) and describe the causes, consequences, or
results.
Group
Rank
Overall
21
Business/Industry
24
Other Non-educators
21
Social Studies Teachers
8
Other Educators
23
State
Standards
State
Tests
NESS
Common
Core
Standards
You need a Three-Year
Transition Plan
Power of Discovery
Do your own Local Research
Assurances
Standards
Proficiency
Common Core Standards
Fewer, Clearer, Higher
Proficiency
Grade 4 Reading
Proficient
Tennessee
North Carolina
Texas
Iowa
Indiana
Massachusetts
California
88 %
82 %
81 %
77 %
72 %
48 %
48 %
Required
NAEP Score
Proficiency
Grade 4 Reading
Tennessee
North Carolina
Texas
Iowa
Indiana
Massachusetts
California
Proficient
Required
NAEP Score
88 %
82 %
81 %
77 %
72 %
48 %
170
183
190
197
199
234
48 %
210
Proficiency
Grade 8 Reading
Proficient
North Carolina
Tennessee
Iowa
Indiana
California
South Carolina
88 %
87 %
72 %
66 %
39 %
30 %
Required
NAEP Score
Proficiency
Grade 8 Reading
North Carolina
Tennessee
Iowa
Indiana
California
South Carolina
Proficient
Required
NAEP Score
88 %
87 %
72 %
66 %
39 %
217
222
250
249
262
30 %
276
Proficiency
Grade 4 Mathematics
Proficient
North Carolina
Tennessee
Iowa
Indiana
Florida
California
South Carolina
Massachusetts
91 %
87 %
80 %
72 %
63 %
51 %
39 %
39 %
Required
NAEP Score
Proficiency
Grade 4 Mathematics
North Carolina
Tennessee
Iowa
Indiana
Florida
California
South Carolina
Massachusetts
Proficient
Required
NAEP Score
91 %
87 %
80 %
72 %
63 %
51 %
39 %
203
200
219
225
230
231
246
39 %
255
Proficiency
Grade 8 Mathematics
Proficient
Tennessee
North Carolina
Iowa
Indiana
Michigan
Florida
Massachusetts
88 %
84 %
76 %
70 %
61 %
58 %
42 %
Required
NAEP Score
Proficiency
Grade 8 Mathematics
Tennessee
North Carolina
Iowa
Indiana
Michigan
Florida
Massachusetts
Proficient
Required
NAEP Score
88 %
84 %
76 %
70 %
61 %
58 %
230
247
262
266
269
269
42 %
301
What is Proficiency?
Why did we go from college ready
to
college and career ready?
Institute for 21st Century Leadership
• Develop a vision of student learning based on the
•
•
•
•
convergence of academics and CTE
Empower your staff
Create instructional leadership at all levels
Strengthen organizational and personal capacities
Build community connections and partnerships
www.21Leader.com
76
What is Assess?
Assessment – Session 54
• Smarter Balanced Assessment
• Sue Gendron
•Tuesday @ 4 – Grand Ballroom
Assurances
Standards
Effective Teaching
Criteria
• Foundation Learning (Achievement in the core subjects of
English language arts, math and science and others identified by
the school)
• Stretch Learning (Demonstration of rigorous and relevant
learning beyond the minimum requirements)
• Learner Engagement (The extent to which students are motivated
and committed to learning; have a sense of belonging and
accomplishment; and have relationships with adults, peers, and
parents that support learning)
• Personal Skill Development (Measures of personal, social,
service, and leadership skills and demonstrations of positive
behaviors and attitudes)
Assurances
Standards
Proficiency
Effective Teaching
Learning
Rigor/Relevance
For
All Students
Knowledge Taxonomy
1.
2.
3.
4.
5.
6.
Awareness
Comprehension
Application
Analysis
Synthesis
Evaluation
Application Model
1.
2.
3.
4.
Knowledge in one discipline
Application within discipline
Application across disciplines
Application to real-world
predictable situations
5. Application to real-world
unpredictable situations
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
Rigor/Relevance Framework
6
5
4
3
2
1
•
•
•
•
Analyze the graphs of the
perimeters and areas of squares
having different-length sides.
Determine the largest rectangular
area for a fixed perimeter.
Identify coordinates for ordered
pairs that satisfy an algebraic
relation or function.
Determine and justify the
similarity or congruence for two
geometric shapes.
C
• Express probabilities as fractions,
percents, or decimals.
• Classify triangles according to
angle size and/or length of sides.
• Calculate volume of simple threedimensional shapes.
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
A
1
2
•
•
•
•
Obtain historical data about local
weather to predict the chance of snow,
rain, or sun during year.
Test consumer products and illustrate
the data graphically.
Plan a large school event and
calculate resources (food,
decorations, etc.) you need to
organize and hold this event.
Make a scale drawing of the
classroom on grid paper, each group
using a different scale.
D
• Calculate percentages of advertising in
a newspaper.
• Tour the school building and identify
examples of parallel and perpendicular
lines, planes, and angles.
• Determine the median and mode of real
data displayed in a histogram
• Organize and display collected data,
using appropriate tables, charts, or
graphs.
B
3
4
5
Rigor/Relevance Framework
6
5
4
3
2
1
•
•
•
•
Analyze the graphs of the
perimeters and areas of squares
having different-length sides.
Determine the largest rectangular
area for a fixed perimeter.
Identify coordinates for ordered
pairs that satisfy an algebraic
relation or function.
Determine and justify the
similarity or congruence for two
geometric shapes.
•
Obtain historical data about local
weather to predict the chance of snow,
rain, or sun during year.
Test consumer products and illustrate
the data graphically.
Plan a large school event and
calculate resources (food,
decorations, etc.) you need to
organize and hold this event.
Make a scale drawing of the
classroom on grid paper, each group
using a different scale.
• Express probabilities
as fractions,
•
percents, or decimals.
•
• Classify triangles according to angle
size and/or length of sides.
• simple three• Calculate volume of
dimensional shapes.
• Given the coordinates
of a
• Calculate percentages of advertising in
quadrilateral, plot thea newspaper.
quadrilateral on
• Tour the school building and identify
a grid.
examples of parallel and perpendicular
C
B
A
1
D
lines, planes, and angles.
• Determine the median and mode of real
data displayed in a histogram
• Organize and display collected data,
using appropriate tables, charts, or
graphs.
2
3
4
5
Rigor/Relevance Framework
6
5
4
•
•
•
•
3
•
2
•
•
1
•
Obtain historical data about local
weather to predict the chance of snow,
rain, or sun during year.
Test consumer products and illustrate
the data graphically.
Plan a large school event and
calculate resources (food,
decorations, etc.) you need to
organize and hold this event.
Make a scale drawing of the
classroom on grid paper, each group
using a different scale.
• Calculate percentages of
advertising in a newspaper.
•
• Tour the school building
and
•
identify examples of parallel and
perpendicular lines, planes, and
•
angles.
• Determine the median and mode of
real data displayed in a histogram.
Express probabilities as fractions,
percents,
or decimals. and display collected
• Organize
Classify triangles according to
data,
appropriate tables,
angle size
and/orusing
length of sides.
Calculate volume of simple threecharts, or graphs.
dimensional shapes.
Analyze the graphs of the
perimeters and areas of squares
having different-length sides.
Determine the largest rectangular
area for a fixed perimeter.
Identify coordinates for ordered
pairs that satisfy an algebraic
relation or function.
Determine and justify the
similarity or congruence for two
geometric shapes.
C
D
B
A
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
1
2
3
4
5
Best Practices
Gold Seal Lessons
Gold Seal Lessons
Learning Together
I Can Learn
Read 180
Cypress Fairbanks Middle School TAKS
Passing Rates by School for Intervention
Students 2006-07 and 2007-08
40%
35%
30%
26%
25%
22%
23%
20%
15%
9%
10%
7%
5%
5%
5%
3%
4%
3%
3%
06-07 TAKS Passing Rate
DE
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LA
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PB
EL
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CA
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MS
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CO
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HL
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TO
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0%
0%
AR
AG
ON
TAKS Passing Percentage
35%
Cypress Fairbanks Middle School TAKS
Passing Rates by School for Intervention
Students 2006-07 and 2007-08
100%
90%
90%
81%
81%
79%
73%
75%
71%
70%
68%
66%
68%
64%
60%
55%
55%
50%
40%
35%
30%
22%
23%
20%
10%
5%
7%
3%
5%
4%
LA
BA
Y
CA
M
PB
EL
L
MS
MS
0%
0%
5%
26%
9%
3%
3%
MS
SP
IL
LA
NE
M
S
CO
OK
M
S
BL
EY
L
M
S
KA
HL
A
M
TH
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OR
NT
ON
MS
GO
OD
SO
N
M
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TR
UI
TT
M
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AR
NO
LD
M
HA
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M
IL
TO
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DE
AN
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W
AT
KI
NS
MS
HO
PP
ER
MS
0%
AR
AG
ON
TAKS Passing Percentage
80%
89%
85%
06-07 TAKS Passing Rate
07-08 TAKS Passing Rate
Successful Practices
meet
Next Practices
Online Instruction
Penn Foster
EXPERT SPACE
Expert Space
Tied to Standards
Multiple Reading Scaffolds
Lexile Level:
600-800
Lexile Level:
800-1000
Lexile Level:
1000-1200
Spanish Translations
EXPERT SPACE – Includes
•
•
•
•
•
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Updated
Cross Curricular
21st Century
Project Based
Electronic Portfolio
24/7 Learning
Parent Involvement
Needs
• Focus on standards
• Relevant Instruction
• Individualize Instruction
• Professional Development
(Job embedded Professional Learning)
Assurances
Standards
Effective Teaching
Data Systems
Assurances
Standards
Proficiency
Effective Teaching
Learning
Data Systems
Use of Data to make
Instructional
Decisions
Data Systems to Evaluate Teachers
or
Data Systems to Improve Student
Performance
Predictive Value
• Focus/Sustained Professional Development
• Selection of future teachers
• Selection of instructional materials/supports
Assurances
Standards
Proficiency
Effective Teaching
Learning
Data Systems
Use of Data to make
Instructional
Decisions
Turnaround Schools
Implementing
Successful Practices
You need a Three Year
Transition Plan
Nation’s Most Rapidly Improving
Schools
Leadership
Bring Successful Practices to Scale
•
•
•
It is not about replacing Principals
and Staff, it is about making them
successful
It is about Leadership
Leadership is not just a position –
it is disposition
Leadership Focus
• Coherent Vision
• Empowerment
Quad D Leadership
Framework
C
o Low
n
t
r
o
l High
Low
Vision Driven
High
Quad D Leadership
Framework
C
o Low
n
t
r
o
l High
A
Low
Vision Driven
High
Quad D Leadership
Framework
C
o Low
n
t
r
o
l High
A
Low
Vision Driven
B
High
Quad D Leadership
Framework
C
o Low
n
t
r
o
l High
C
A
Low
Vision Driven
B
High
Quad D Leadership
Framework
C
o Low
n
t
r
o
l High
C
D
A
B
Low
Vision Driven
High
Leadership

C

A
D
Rules
B
Results
Leadership

Empower

C

D
Control

A
Rules
B
Results
Leadership

Learning /
Students

C

D
Teaching /
Teachers

A

Rules
Control
B

Results
Empower
Leadership

Engaged



C

D
Compliance



A
Rules
Control
Teaching/Teachers
B
Results
Empower
Learning / Students
Leadership

Outputs



C

D
Inputs



A

Compliance
Rules
Control
Teaching/Teachers
B

Engage
Results
Empower
Learning / Students
Vision Driven Leadership





C





A
D
Rules
Control
Teaching/Teachers
Compliance
Inputs
B
Results
Empower
Learning / Students
Engaged
Outputs
Quad D Leadership
Framework
C
o High
n
t
r
o
l Low
C
D
A
B
Low
Vision Driven
High
Bring Successful Practices to Scale
•
•
•
It is not about replacing Principals
and Staff, it is about making them
successful
It is about Leadership
Leadership is not just a position –
it is disposition
Successful Practices
meet
Next Practices
NASSP and ICLE
•
•
•
•
The solution is effective Principals
and Teachers
Find, Analysis and Disseminate
Best Practices
Professional Development
Leadership Teams
Bring Best Practices to Scale within
the Context of Next Practices
• Find
• Analysis
Effective and Efficient Framework
High
Cost
Low
Cost
Effective and Efficient Framework
High Student Performance
High
Cost
E
f
f
e
c
t
i
v
e
n
e
s
s
Low Student Performance
Low
Cost
Effective and Efficient Framework
High Student Performance
High
Cost
C
A
E
f
f
e
c
t
i
v
e
n
e
s
s
D
B
Low Student Performance
Low
Cost
Bring Best Practices to Scale within
the Context of Next Practices
• Find
• Analysis
• Bring to Scale
Successful Practices Network
• Mission
• Rigor, Relevance, and Relationship
for ALL Learners
• Good to Great
• Best Practices
• Sustainability
Federal Funding Opportunities
• School Improvement Grants (page 43)
- Tuesday 5 pm
-Royal Room
• Small Learning Community Grant (page 43)
-Wednesday 5pm
-Crystal H
International Center for
Leadership in Education, Inc.
1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
E-mail - [email protected]
www.LeaderEd.com