Transcript General

A COMMUNITY
OF LEARNERS
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AAESQ / IDC
Conditions for Reform
May 16, 2007
OUTLINE
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VlSIONS OF CHANGE
CURRICULAR COMPONENTS
MANAGING SCHOOL REFORM
TAKING THE CHANGE DIP
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M A K I
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N G I S T
H E P R O C
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E S S O F C O
N N E C T I N G A
C T I O N S T O V A L U E S
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Visions of Change
There is no more powerful engine
driving an organization toward
excellence and long-range success
than an attractive, worthwhile,
and achievable vision of the
future, widely shared.
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from “Visionary Leadership”, Burt Nanus, Jossey-Bass, 1992
Vision for Schooling
“To educate successfully
as many students as possible
with the understanding that
success is not defined in
the same way for everyone.”
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“Reaffirming the Mission of Our Schools”
Mission of the School
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to Instruct
transmission of knowledge
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to Socialize
development of responsible citizens in society
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to Qualify
providing skills for future schooling and careers
“Québec Schools on Course” / Education Act - Art. 36
Agents of Change
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Law 107
Establishment of Linguistic School Boards
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Law 180
Establishment of Community Schools
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“Reaffirming the Mission of Our Schools”
Initiation of Curriculum Reform
the Knowledge Inversion
ANCIENT ROME
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RENAISSANCE
1700-1800’s
20th Century
Cultural Change
the Knowledge Inversion
Life Expectancy
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ANCIENT ROME
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RENAISSANCE
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1700-1800’s
70’s
20th Century
Cultural Change
A Constructivist Reform
CONSTRUCTIVISM
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CURRICULUM
INSTRUCTION
Content Knowledge
Teaching Repertoire
LEARNING OUTCOMES
The critical question:
What’s it all about?
What is the one most important
skill, competency or ability that
you would want adolescents to
take with them when they leave
high school?
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Skills Children Will Need
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1. The ability to learn.
2. The ability to communicate clearly, concisely and
persuasively.
4. The ability to think and reason.
5. The ability to be creative.
6. The ability to get along with people.
7. The ability to lead, but also take directions.
8. The ability to speak in public.
9. An understanding of how business works.
10. The ability to use technology.
11. The ability to work for and by themselves.
12. The ability to harness their own talents.
adapted from “The Future of Work…Getting Kids Ready”, Richard Worzel, Trimark Investment, 1999
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Curricular Components
 Compentecy
 Generic
Defined
Skills
 Cross-Curricular
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Themes
Competency Defined
“A competency is the capacity to
carry out activities or tasks by
drawing on a variety of resources,
including knowledge, skills,
strategies, techniques, attitudes
and perceptions..”
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(Cross-Curricular Competencies)
Generic Skills
STUDENT’S
World View
Intellectual & Methodological Skills
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Solve problems and make informed decisions
based on critical and creative thinking.
Research and process information from a variety
of sources.
Plan, carry out and evaluate an individual or group
project.
Work alone or with several other persons in order
to arrive at a definite result with set conditions.
Personal & Social Skills
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Increase their knowledge of themselves, others
and their environment to develop identity.
Adopt preventative, safe behaviours that promote
growth and living harmoniously with others.
Use resources at their disposal to promote
personal well-being and that of the group.
Show sensitivity to aesthetics in their dealings
with others and their environment.
Language Skills
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Establish relationships with others by using means
appropriate to situations and contexts.
Use the language of instruction correctly in
everyday situations.
Communicate and express themselves clearly,
verbally and in writing.
Understand and interpret various documents.
Use different technologies to transmit and receive
messages.
Life–long Learnings
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Intercultural
Education
Environmental
Education
Social
Sciences
Tech.
Science
& Maths.
Personal
Development
Health,
Safety
& Sex
Education
Languages
The Arts
Media &
Information
Technology
Education
Consumer
Education
Career
Information
& Education
Media Education & Technologies
“At school, information and
communications technologies must be
considered a learning focus, a tool to
facilitate learning and a means of
accessing knowledge that is within the
reach of all students.”
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“Agir autrement “- Politique de l’autoroute de l’information
Health, Safety & Sex Education
“Schools will encourage students to
adopt safe and preventive behaviours
that are conducive to maintaining or
improving their health and that of
others ... in the broader sense of
physical, psychological, cultural,
ethical and social well-being.”
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“General Guidelines for the Development of the Québec Education Program”
Educational & Vocational Info.
“The goal of schools is to help students
gradually anticipate the future and
select the occupational path that best
corresponds to their capacities and
interests in a world that is undergoing
far-reaching change.”
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“Reaffirming the Mission of Our Schools”
Intercultural Education
“Along with citizenship education and
international understanding;
this field is related to exercising one’s
responsibility as citizens in a society
marked by cultural diversity and
globalization.”
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“General Guidelines for the Development of the Québec Education Program”
Consumer Education
“...Is related to the satisfaction of needs
and the relationships of individuals
with the environment and being aware
of practices likely to ... prevent them
from discharging their responsibilities
as members of society.”
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“Reaffirming the Mission of Our Schools”
Environmental Education
“...Aims at conserving resources and
promoting sustainable development by
inviting students to take concrete action
to help protect the environment.”
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“Reaffirming the Mission of Our Schools”
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Managing School Reform
Change of Attitudes
Re-Organisation of School
Program Development
Coherence of Components
Professional Development
Collaborative environment
“Program establishment is
one of the most sensitive
elements ... it has a
significant structural
impact on the curriculum
as applied in the classroom”
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Québec Schools on Course - Policy Statement
“In order to allow the
planned changes to improve
the quality of students’
education, we must first alter
the educational environment
within which they are to take
place.”
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“Québec Schools on Course “- Policy Statement
“...schools must break with
traditional views of
schooling, existing
educational structures,
the current division of
responsibilities and certain
acquired privileges.”
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Final Report of the Estates General
A 4-Dimensional View
We must create the
conditions which
empower principals to
take the risks required for
successful school reform.
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CURRICULAR
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GOALS
FRAMEWORK
CONTENT
CONTEXT
INTEGRATION
GENERIC SKILLS
CONTINUITY
TRANSPARENCY
FLEXIBILITY
SCHOOL
BASED
REFORM
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Curricular Dimension
This is the perspective that
outlines the expectations and
sequence of learning within
the settings of formal schooling.
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Curricular Dimension
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GOALS
 instruction – socialisation – qualification
FRAMEWORK
 policy / programs / timeframes / workloads / climate / settings
CONTENT
 teacher & students as collaborative sources of knowledge & information
CONTEXT
 situation of learning between learner’s perception & global realities
INTEGRATION
 use of projects, themes & issues to propel cross-curricular learning
GENERIC SKILLS
 social , life & work competencies essential to productive citizenship
CONTINUITY
 patterns of learning which are woven together with specific competencies
TRANSPARENCY
 learning as a natural voluntary activity akin to pre-school development
FLEXIBILITY
 instructional strategies attuned to individual interests, abilities & styles
CURRICULAR
STRUCTURAL
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GOALS
FRAMEWORK
CONTENT
CONTEXT
INTEGRATION
GENERIC SKILLS
CONTINUITY
TRANSPARENCY
FLEXIBILITY
SCHOOL
BASED
REFORM
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CULTURE
GOVERNANCE
POLICY
ENVIRONMENTS
TEACHING TEAMS
TIME FRAMES
WORKLOADS
REPORTING
SUPPORT
Structural Dimension
This perspective defines the
settings and conditions within
which learning takes place.
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Structural Dimension
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CULTURE
 local & global contexts within which learning activities take place
GOVERNANCE
 school community develops & implements the mission of the school
POLICY
 framework is constructed which insures the vision of the collective
ENVIRONMENTS
 settings for learning which are responsive to diverse learning needs
TEACHING TEAMS
 collaboration must be reinforced by the provision of time & resources
TIME FRAMES
 provision of appropriate & sufficient opportunities for successful learning
WORKLOADS
 fluid application of global timeframes to provide for innovative groupings
REPORTING
 reporting must reflect the dynamics of learning & presentation styles
SUPPORT
 expression & provision of support become the indicators of leadership
CURRICULAR
STRUCTURAL
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GOALS
FRAMEWORK
CONTENT
CONTEXT
INTEGRATION
GENERIC SKILLS
CONTINUITY
TRANSPARENCY
FLEXIBILITY
CULTURE
GOVERNANCE
POLICY
ENVIRONMENTS
TEACHING TEAMS
TIME FRAMES
WORKLOADS
REPORTING
SUPPORT
SCHOOL
BASED
REFORM
PERSONAL
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LEARNER
TEACHER
PARENT
PRINCIPAL
PARTNERSHIPS
PROFESSIONALS
SCHOOL BOARD
COMMUNITY
SOCIETY
Personal Dimension
This perspective portrays the
stakeholders and their roles in
the implementation of the
school’s mission.
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Personal Dimension
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LEARNER
 responsible for learning within the range of personal maturity & potential
TEACHER
 acts as the co-ordinator of learning activities & a facilitator of learning
PARENT
 reinforces learning & exploration by supplementing in-school activities
PRINCIPAL
 sets the educational climate & perpetuates the “learning organisation”
PARTNERSHIPS
 groupings of critical & interested stakeholders which facilitate learning
PROFESSIONALS
 provide expertise & resources to partnerships in classrooms & schools
SCHOOL BOARD
 sets the framework for the governance, mandate & operation of schools
COMMUNITY
 the environment & support system within which the school evolves
SOCIETY
 establishes collective values & sets the expectations of citizenship
CURRICULAR
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GOALS
FRAMEWORK
CONTENT
CONTEXT
INTEGRATION
GENERIC SKILLS
CONTINUITY
TRANSPARENCY
FLEXIBILITY
CULTURE
GOVERNANCE
POLICY
ENVIRONMENTS
TEACHING TEAMS
TIME FRAMES
WORKLOADS
REPORTING
SUPPORT
SCHOOL
BASED
REFORM
INTERACTIVE
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VALUES
VISION
EXPLORATION
DIALOGUE
NETWORKS
CONSENSUS
ED. PROJECT
FEEDBACK
RE-LEARNING
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PERSONAL
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LEARNER
TEACHER
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PRINCIPAL
PARTNERSHIPS
PROFESSIONALS
SCHOOL BOARD
COMMUNITY
SOCIETY
Interactive Dimension
This perspective illustrates the
contexts within which partners
in the school community
communicate and co-operate.
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Interactive Dimension
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VALUES
 societal expectations for appropriate conduct & behaviour of constituents
VISION
 expression of the collective sense of determination, direction & destiny
EXPLORATION
 freedom to learn & discover in natural, un-prescribed ‘relational’ patterns
DIALOGUE
 the capacity to interact, share & compromise on issues of importance
NETWORKS
 establishment of groups which share common views, needs & resources
CONSENSUS
 the art of generating a collective viewpoint without polarising partners
EDUCATIONAL PROJECT
 the expression of the character, culture & vision of the school community
FEEDBACK
 reacting to & inviting reaction to a variety of perspectives & viewpoints
RE-LEARNING
 the ability to explore established assumptions with a critical perspective
CURRICULAR
STRUCTURAL
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GOALS
FRAMEWORK
CONTENT
CONTEXT
INTEGRATION
GENERIC SKILLS
CONTINUITY
TRANSPARENCY
FLEXIBILITY
CULTURE
GOVERNANCE
POLICY
ENVIRONMENTS
TEACHING TEAMS
TIME FRAMES
WORKLOADS
REPORTING
SUPPORT
SCHOOL
BASED
REFORM
INTERACTIVE
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VALUES
VISION
EXPLORATION
DIALOGUE
NETWORKS
CONSENSUS
ED. PROJECT
FEEDBACK
RE-LEARNING
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PERSONAL
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LEARNER
TEACHER
PARENT
PRINCIPAL
PARTNERSHIPS
PROFESSIONALS
SCHOOL BOARD
COMMUNITY
SOCIETY
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Coping with Change
 Transformational
Leadership
 Taking the Change Dip
 Windows of Change
 Vehicles for Change
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Transformational Leadership
THE HALLMARK OF PUBLIC CONFIDENCE
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Collaboratively identify new vision for the school.
Promote a consensus on group goals.
Set high expectations for teachers (pupils).
Set examples to follow by their behaviour.
Respect the teacher (pupil) as an individual.
Cause teachers to adapt teaching for improvement.
Promote a school culture focusing on continuous
improvement of services for students.
Structure school to enhance group decision making.
em•pow•er•ment
1. to give or delegate power or
authority to; authorize.
2. to give ability to; enable or
permit.
Collins New English Dictionary
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the Change Dip
ENDING
NEW START
DENIAL
ANXIETY
ENERGY
ANGER
CHANGE
SHOCK
FEAR
HOPE
IMPATIENCE
FRUSTRATION
ACCEPTANCE
CONFUSION
CRITICISM
STRESS
CREATIVITY
AVOIDANCE
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EXPLORATION
Adapted from DBM Consultants
Windows of Change
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Team
Drive
Goals
Styles
TEAM DEVELOPMENT
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FORMING
STORMING
PERFORMING
NORMING
adapted from “Developmental Sequence in Small Group” B. W. Tuckman, Psych. Bulletin, 1965
fast
PERSONAL DRIVE
GET IT RIGHT
GET ALONG
slow
PACE
GET IT DONE
GET
APPRECIATED
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solo
CONTEXT
group
LEADERSHIP STYLES
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FORMING
STORMING
Directing
Coaching
PERFORMING
NORMING
Delegating
Facilitating
adapted from “Developmental Sequence in Small Group” B. W. Tuckman, Psych. Bulletin, 1965
slow
PACE
fast
INTERRELATED GOALS
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FORMING
STORMING
Directing
Coaching
GET IT DONE
GET APPRECIATED
PERFORMING
NORMING
Delegating
Facilitating
GET IT RIGHT
GET ALONG
solo
CONTEXT
group
Vehicles for Change
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Reform “Plan of Action”
School Self-Assessment
School’s Educational Project
Staff Professional Development
School Improvement Partnerships
Classroom Technology Projects
Innovation Projects & Grants
Answer Period
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