Transcript Slide 1

Leadership for Innovative Omani
Schools in the 21st Century
Leadership for Innovative 21st
Century Secondary School Reform:
A Shifting Vision
1
“In times of significant
change, it is the learners
who inherit the future.
The learned usually find
themselves beautifully
equipped to live in a world
that no longer exists.” 1
Certain images used copyright © 2007 Seward Inc. and its licensors. All rights reserved.
No permission is granted to copy, download, and/or save the image(s) for any purpose.
2
Restructuring Secondary Schools: Small
School Learning Community (SLC) Design
Traditional Comprehensive Secondary Schools Built
on “Factories ” of Learning Design :
A Brief History:
• Traditional secondary education is
based on 19th and early 20th century
“industrial model” of teaching and
learning
• High schools were built to “house”
large numbers of students, typically
2000 or more (Some reach 5000)
• Students typically organized in grade
level configurations (9-12 or 10-12)
3
Restructuring Secondary Schools: Small
School Learning Community (SLC) Design
Secondary Schools as “Factories” of Learning:
• Teachers assigned by subject (e.g.
English, biology) to a specific
classroom and class size (typically
30-40 students)
• At end of 50-60 minute period, bell
rings and students go to next class
• Teachers tend to remain behind
closed classroom doors much of day
– isolated from colleagues
– limited opportunity to share
ideas and information
4
Restructuring Secondary Schools: Small
School Learning Community (SLC) Design
Growing Consensus for Secondary School Redesign
System today was invented nearly 100 years ago
– focused on education of large numbers of students
– few advanced to higher levels of education and
professional training
– growing sentiment that secondary schools be
restructured to prepare students for a knowledgebased, 21st century workforce, global economy
Millions of dollars are being spent to convert large
comprehensive high schools into small school learning
communities (SLCs) 2
5
Are Smaller Schools More Expensive?
Are smaller schools more expensive?
Not necessarily—Some evidence
when cost per graduate is
considered, costs may be same or
less.
Example:
The School for Environmental
Studies in Apple Valley, MN
6
Restructuring Secondary Schools as Small School
Learning Communities (SSLCs)
“The most successful organization of the future will be a
learning organization—a community of learning.” 3
To improve secondary
schools education, experts
propose restructuring
secondary schools into
small school learning
communities.4
7
What Are Small School Learning
Communities (SSLCs) ? 6
Secondary schools are structured into small
communities of learning.
• Effective SSLCs serve no
more than 200-500 students
• Decentralized, collaborative,
thematic
• View parents and
community as critical allies
• They are schools of choice
for students and teachers
8
What Are Small School Learning
Communities (SSLCs) ?
What does the research say?
Small learning communities can lead to:
• Culture of continuous improvement
• Increased innovation and creativity
• Greater responsiveness to external environment
• Improved training and development for educators
• Improvement in learning outcomes
Effective size for secondary schools is 400-500
students. 5
9
Five Essential “Best Practice” Domains for Optimal Small
Learning Community Practices 7
1
Interdisciplinary Teaching
and Learning Teams
3
Inclusive Program
and Practices
5
Systemic Central
Administration
and Building Support
2
Standards-based
Student-centered
Curriculum and Instruction
4
Data-Informed
Team Planning and
Decision-making
10
Five Essential “Best Practice” Domains for Optimal Small
Learning Community Practices 7
1
Interdisciplinary Teaching
and Learning Teams
• Organized around 200-400
students
• Remain with students for
multiple years of study
• Assigned more than half-time to a SLC
• Share common planning time
• Actively collaborate on curriculum, instruction and
student progress
11
Five Essential “Best Practice” Domains for Optimal Small
Learning Community Practices 7
2
Standards-based
Student-centered
Curriculum and Instruction
• Interdisciplinary curriculum
based on student interests,
educational needs
• Curriculum incorporates collaboration with
community partners and active, authentic student
learning
12
Five Essential “Best Practice” Domains for Optimal Small
Learning Community Practices 7
3
Inclusive Program
and Practices
• Includes interests and choices
of students and teachers
• Teams include special education
and English language instructors
• Team members advise and mentor students, collaborate
with parents
13
Five Essential “Best Practice” Domains for Optimal Small
Learning Community Practices 7
4
Data-informed
Team Planning and
Decision Making
• Use multiple
sources of data
14
Five Essential “Best Practice” Domains for Optimal Small
Learning Community Practices 7
5
Systemic Central
Administration
and Building Support
School
Board
Support
& Goals
• Support for SSLC at all
system levels
• Goals for students aligned
throughout the system
Central
Administration
Support
& Goals
Building
Level
15
Key Features of Small School
Learning Communities
Small size of an SSLC:
• Is NOT an end in itself
• Creates conditions for curricular change, innovative
instruction
SSLC implementation will NOT be effective unless
larger school organization changes to accommodate
new practices 8
16
Key Features of Small School
Learning Communities
Smaller
Groups
of
Students
Stronger
Student
Teacher
Relationships
Learning
Valued
for All
Commitment to
Team
Learning
Empowered
Life-long
Learners
Culture of system-wide collaboration characterized by:
–
–
–
–
Commitment to continuous assessment,
Experimentation
Research-based international practices
Inquiry-based reflection in open and trusting
environment
17
Principal Leadership for Effective SSLCs
Principals of effective schools, “lead from the
center” rather than the top.9
Effective Principals
• Lead through shared vision, values
• Engage faculty, parents, school
community in creation of vision,
values
• Facilitate consensus building,
conflict resolution
18
Principal Leadership for Effective SSLCs
Effective Principals
• Involve, empower faculty
members in decision-making
• Develop and mentor teacher
leaders
• A principal’s commitment to
collaboration is a critical factor
to establishment of a school as a
small learning community 10
19
?
??
Reflective Question
How would the concept of a small learning community
design fit with your view of the role for a secondary
school principal?
20
SSLC Career Academy Focus
What is a career academy? 11
Type of small school within a school that provides college
preparatory curriculum with career related theme
Examples of common themes:
Health care
Finance
Transportation
Communications
Business
Tourism
Technology
21
SSLC Career Academies11
Features of career academies:
• Comprised of cluster of
students with same teachers
for number of years
• Shared decision-making on
administrative policies,
curriculum and instruction
• One faculty member assumes
lead responsibility for
administrative tasks and as
liaison to principal
22
SSLC Career Academies17
Features of career academies:
• Core academic courses meet high school and college entrance
requirements
• Employability skills taught in vocational or academic courses
• Include partnerships with employers
Work-based learning opportunities tie classroom activities to
internships with local employer partners.
• Advisory group includes representatives from community,
academy faculty and school district
23
SSLC Career Academies11
Employer partners :
• Provide advice on curriculum
• Appear as guest speakers
• Supervise student internships and
serve as mentors
• Provide in-kind financial support
Career academies:
• Provide broad information on
range of careers
• Build a foundation for more
advanced and specialized education
24
Career Academy Student Performance Results11
Research indicates:
• More credits earned toward graduation
• Higher grades earned (G.P.A.’s)
• Improved high school graduation
rates
• Students report:
• More academic support from
teachers
• Teachers appear more motivated
• Workplace mentors bolster self
confidence
25
Shared Facility SSLC Models 12
South Grand Prairie High School, Dallas, Texas
South Grand Prairie thematic academies (enrollment based
on student choice) :
• Business and computer technology
• Communications, humanities and law
• Health science and human services
• Math, science and engineering
26
Shared Facility SSLC Models 12
South Grand Prairie Transformation results:
• Number of students taking Advanced Placement
courses grew from 69-300
• Attendance, graduation rates and achievement
remain above average
• Faculty reports higher morale
• Selected as a New America High School by U.S.
Department of Education
27
Shared Facility SSLC Models 12
El Puente New Visions Academy, New York City
Small public school in a low income area of New York City
• Serves several hundred students in a former church
• Social service agency partner
• Combines classroom work with community service
Example:
Students combined
advanced math study with
the development of a
nearby skateboard park
28
Shared Facility SSLC Models 12
Phoenix, Arizona High School
and Community College Partnership
School district collaborates with South
Mountain Community College
• Charter school model focusing on
agriculture, equine science
• School is located on college campus
• Shares college resources such as
library, computer labs, and physical
fitness facilities
• College provides faculty
29
Shared Facility SSLC Models 12
Phoenix/Community College
Transformation Results:
• Most students take college courses
while in high school
• Academic achievement is strong
• Some students simultaneously
graduate from high school and
earn two year college degree
30
Principal as Facilitator of Change: Creating Secondary
Schools as Professional Learning Communities
Organizations that embed continuous learning
in the workplace will dominate the twentyfirst century.13
When schools attempt significant reform,
forming a professional learning community
within a school is essential.14
31
Key Characteristics of a Secondary
School Professional Learning Community 15
• School culture where educators within
a school form small groups for their
own continued professional
development
• Principal plays key leadership role for
building, shaping and supporting
professional learning community
culture in a school
• Shared vision and commitment for
“best practice” teaching and learning
• Job-embedded collective inquiry
32
Key Characteristics of a Secondary
School Professional Learning Community 15
Working in collaborative teams in culture of
continuous improvement
Ask:
•
•
•
•
What is our purpose? What are our standards?
What do we hope to achieve?
What is our criteria?
What strategies do we need to implement?
Use:
• Data-informed planning and decision making
• Continuous assessment practices
33
?
??
Reflective Questions
1. What do you see as the
advantages of a SSLC school
design?
2. What barriers do you see for
Oman secondary schoools?
34
Barriers to Launching a Small School
Learning Community? 16
• Lack of evidence-based pre-planning and decisionmaking
• Hierarchal, risk averse and non-inquiry oriented
school culture
• Teacher-centered philosophy of teaching and
learning
• Culture not committed to collective inquiry,
evidence-based continuous school improvement
• Lack of school community “buy-in”
• Insufficient common planning time for staff
• Insufficient systemic support from ALL levels of
school governance and administration
35
School for Environmental Studies
Apple Valley, Minnesota
36
Building a New Small Secondary School Learning
Community - A New Century School
The School for Environmental Studies (SES)
An Overview
Pre-Planning:
• Early 1990’s, school board
authorized team of teachers,
administrators and community
stakeholders to discuss advantages
of small schools
• Stakeholder committee conducted 2
years of research
• SES was the first theme-based small school learning
community in the district
37
Building a New Small Secondary School Learning
Community - A New Century School
The School for Environmental Studies (SES)
SES Architecture:
• 400 students divided into 4 “houses” of equal size, each
with three full time teachers.
• About 10 students grouped in “workstation” pods
• Small communities within larger communities provide
students a sense of belonging
• Each house has: common workspace, large flexible-use
room with tables, and partitions for small or large
group work
38
Building a New Small Secondary School Learning
Community - A New Century School
The School for Environmental Studies (SES)
Central focus of Jilk’s design is
individual student workstation
(desk with a bulletin board and
storage area)
This feature meets several objectives:
• Students take on role of
workers
• Learning environment
promotes sense of identity
• Students can decorate
workstations to reflect
personal tastes
“We need to create places that not
only ‘house’ learners, they need to be
places that evoke learning.”
(Bruce Jilk, SES architect)
39
Building a New Small Secondary School Learning
Community - A New Century School
The School for Environmental Studies (SES)
• A forum spanning two
floors is the center of the
building.
• The forum serves as
cafeteria, display center,
gathering place and
auditorium, depending on
how tables, chairs and
partitions are configured.
40
Building a New Small Secondary School Learning
Community - A New Century School
Learning at SES
The academic program is an interdisciplinary, project based
curriculum focused on environmental studies.
Essential foundation skills emphasized throughout
SES curriculum:
•
•
•
•
collecting and analyzing data
public speaking
field writing
productive group work
41
Building a New Small Secondary School Learning
Community - A New Century School
Core course of curriculum is “thematic studies,”
• Interdisciplinary course combining English, science,
social studies
• Course meets 3 hours/day within each house
• Team-taught by 3 full-time house teachers
Teachers build each trimester’s curriculum around
a different environmental question.
42
Activity 1
VIDEO AND WEB SITE VIEWING
School of Environmental Studies
The Zoo School in Action
View the video about the “Zoo School” and
Visit the Web site www.edutopia.org
43
Activity 2
SMALL GROUP DISCUSSION
Examples of “Best Practices”
What examples of innovative “best practices” in leadership,
management and instruction are being implemented at the
School for Environmental Studies?
44
Activity 3
SMALL GROUP PROPOSAL
Strategic Proposal for a
Small Learning Community
Follow the instructions on the handout to create your proposal.
45
?
??
Reflective Questions
Small Learning Communities - Opportunities and Challenges
1. What opportunities do you see for SLCs in Omani
secondary schools?
2. What challenges do you see?
3. What type of SLC would you want to see created in your
school? Why?
4. What is the evidence underlying the reasons for your
recommendation?
46