Transcript Humphrey Fellow Presentation

School Leadership and Reform for a
Global Society
Humphrey Fellows Presentation
Paul Fleming, Ed.D.
March, 2011
21st Century School
“This is a story about the big
public conversation the nation is
not having about education…
whether an entire generation of
kids will fail to make the grade
in the global economy because
they can’t think their way
through abstract problems, work
in teams, distinguish good
information from bad, or speak a
language other than English.”
TIME Magazine, December 18,
2006
Source: www.21stcenturyskills.org
Next Economy
Five central forces of the next economy ……
1. Science and Knowledge Economy
- need scientific and technological literacy
2. Resource-Challenged Economy
- need critical thinking about sustainable economies
3. Globally Interdependent Economy
- global competence is a core competence
4. Demographically Diverse Economy
- requires cross-cultural leadership skills
5. Innovation-Driven Economy
- requires students who can learn how to learn and adapt
to rapid change
Source: Thomas Friedman, the world is flat
Demographic Change In U.S.
• The U.S. is growing older and more diverse at the same time.
• Non-Hispanic Whites are the oldest.
• 45% of children under 5 years belong to a racial or ethnic minority
group
• Hispanics = 13% of U.S. population projected to be 25% by 2050
• Asians = 8% (increase from 3.8%)
• 17% of the school-aged population lives in poverty
• 19% are children of immigrants
• Economic Changes
• (2004) Foreign-born workers comprise 14.5% of US labor force
• US-based multinational corporations employ 21.8 million workers
(1/5 total)
Implications for Education
U.S. students will be
• Selling to the world & Buying
from the world
• Working for international
companies
• Managing employees from
other countries and cultures
• Competing with people on the
other side of the world for jobs
and markets
• Working with people all over
the world in joint ventures and
global work teams
• Solving global problems such
as AIDS, avian flu,
environmental problems, and
resolving conflicts
• Pursuing future careers in
business, government, science,
health care, law enforcement—
all require greater international
knowledge and skills
• Necessary to be exposed to
international content before
college
• Access to good jobs now
requires new skills
Key Concepts from the literature
about school leadership
•
•
•
•
Strong Content Knowledge
Utilize Available Resources (Work Groups)
Constant Learning (self)
Evaluating and Training Teachers (Instructional
Leader)
• Leadership Content Knowledge - Smith and
Nelson (2003)
Principals…
• Must know subject matter and how to teach it
• Must be continuously improving instructional practice and
expect to be held accountable for results
• Must have knowledge and skills to provide PD for faculty
• Must know how to evaluate faculty and hold them
accountable
• Should participate in working groups
• Building vision and setting directions
• Understanding and developing people
• Designing the organization
• Managing the teaching and learning program
• 5 Principles for Distributed Leadership Elmore (2000)
• Primary purpose is to improve instructional practice and
performance
• Continuous learning
• Modeling from leaders
• Making use of differences in expertise
• Reciprocal Accountability
School Reform Framework for
Innovative and Sustained Results
• Focuses on teaching and learning outcomes informed by
robust data.
• Embedded at the school and classroom level.
• Relevant to the mission and core values of the school
community.
• Sustainable through a structure that integrates the reform
efforts into the culture of the school to prevent it from
becoming an add-on or cumbersome process.
• Interactive and allows for discussion, questioning,
reflection and practice.
MISSION STATEMENT
• To provide a challenging college
preparatory program in a unique public
school environment that ensures the
development, both individually and
collectively, of the culturally diverse and
academically talented students we serve.
HUME-FOGG AT A GLANCE
2010
•
•
•
•
•
•
•
ACT Composite
SAT Verbal
SAT Math
% Passing AP Tests
National Merit Semi-Finalists
National Achievement
% attending 4 year College
26.8
625
610
63
7
4
99
Special Features at Hume-Fogg
• 7 period day with built-in study hall.
• 25 Advanced Placement (AP) courses, including AP Chinese.
• Award-winning Arts program with theater, band, orchestra, vocal
music and visual arts courses and productions.
• Senior Capstone course with community partners like the Frist Center
and Vanderbilt University.
• Advisory program that matches one faculty member with 20 students
for all four years.
• Intervention programs in Math, Science and English.
• Numerous student organizations and 70 student-led clubs.
• 86% of faculty hold advanced degrees.
• Strong parent support and involvement.
Peer Dialogue Network
• The Peer Dialogue Framework is based on a simple and
powerful premise: Teachers, often working in isolation and
lacking opportunities to talk with other educators, have a real
hunger to see colleagues teach and learn valuable content,
strategies, and skills through peer discussion about student
work.
• This student-centered peer collaboration is vital to the
professional growth of an effective teacher.
• Teacher effectiveness, as defined by engaging in researchbased best practices has been shown to be the most influential
factor for increasing student achievement.
• Teacher leaders engaged in embedded professional
development within a school have a powerful impact on both
instructional practices and the quality of student work.
Questions for consideration
• What does it mean to be an educated person in the
21st century?
• What are the cultural assets and barriers
surrounding school reform focused on improving
best practices and quality of student work?
• How do you get reform efforts to be embedded
into the DNA of your school and community?