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1© International Center for Leadership in Education
Margaret MeadMargaret Mead
" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.”
3
There aren’t two worlds -- education and work, there is one world -- life
Willard WirtzWillard Wirtz
2© International Center for Leadership in Education
Dr. Kathy WeigelDr. Kathy WeigelSenior ConsultantSenior Consultant
Time on Target Focus on Small Time on Target Focus on Small Learning Communities through Learning Communities through
Rigor, Relevance, and Relationships Rigor, Relevance, and Relationships
Time on Target Focus on Small Time on Target Focus on Small Learning Communities through Learning Communities through
Rigor, Relevance, and Relationships Rigor, Relevance, and Relationships
Dr. Dick JonesDr. Dick JonesSenior ConsultantSenior Consultant
Public Folder http://public.me.com/rdjleader
Review Agenda
5
Find these itemsFind these itemsFind these itemsFind these items
• Federal Reserve note with a serial number that contains three numbers the same
• Quarter coin which highlights a state east of the Mississippi
• Credit card with four zeros in the number
• Pen with color ink other than blue or black
• Picture of child under 2 years of age
• Anything without worth
• Something you wish you could throw away but can’t
• A car key to either a Ford, GM or Chrysler car/truck
5
6
??? Why ???Rigorous and Relevant
Learning
7
A Whole New Mind Daniel Pink
7
QuickTime™ and aPhoto - JPEG decompressor
are needed to see this picture.
8
A Whole New Mind Daniel Pink
DesignDesignStoryStory
SymphonySymphonyEmpathyEmpathy
PlayPlayMeaningMeaning
9
Pre-occupation with College
TED Lecture Ken Robinson Video
10
Changing Nature of WorkChanging Nature of Work
It’s a Flat WorldIt’s a Flat World
Different Era - Conceptual AgeDifferent Era - Conceptual Age
Changing Youth Changing Youth
Accountability for LearningAccountability for Learning
Achievement GapAchievement Gap
Breaking the Linear ModelBreaking the Linear Model
Overloaded CurriculumOverloaded Curriculum
Increase Student EngagementIncrease Student Engagement
???? Why RR ????
Learning for 21st CenturyLearning for 21st Century
11
46
Lessons Learned - Model Lessons Learned - Model SchoolsSchools
✓ Structure vs. InstructionStructure vs. Instruction✓ Conversation about Conversation about
Learning more than Learning more than TeachingTeaching
✓ CollaborationCollaboration✓ Persistent in ImprovementPersistent in Improvement✓ No One Style of LeaderNo One Style of Leader
12
© International Center for Leadership in Education4
RigorRigor
RelevanceRelevance
RelationshipsRelationships
Instructional Part of RRR
14
RIRIGGOORR
RELEVANCERELEVANCE
AA BB
DDCC
Rigor/Relevance Rigor/Relevance FrameworkFramework
HighHigh
HighHighLowLow
LowLow
15
Evaluation 6
AssimilationC
AdaptationD
Synthesis 5
Analysis 4
Application 3
AcquisitionA
ApplicationB
Comprehension 2
Knowledge 1 Awareness
Rigor
Rigor
Rigor
Rigor
1 Knowledge in
one discipline
2Apply
knowledge in one
discipline
3Apply
knowledge across
disciplines
4Apply
knowledge to real-world
predictable situations
5Apply
knowledge to real-world
unpredictable situationsRelevanceRelevanceRelevanceRelevance
From: the International Center for Leadership in Education
Rigor and Relevance FrameworkRigor and Relevance Framework
16
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
RoutineRoutineMemorizationMemorization
Four Quadrants of LearningFour Quadrants of Learning
ComplexComplexAnalyticalAnalytical
ChallengingChallengingReal WorldReal World
PracticalPracticalHands OnHands On
High
HighLow
Low Acquisition
A
Application
B
Adaptation
D
Assimilation
C
20
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
High
HighLow
Low
History - High School
Identify nations involved and reasons
for WWII
Analyze original documents and
summarize reasons for US opposition to entering
WWII
Summarize global impacts of WWII and project impacts of
Iraq war
Interview local WWII veterans and describe impacts from
their perspective.
21
RIRIGGOORR
RELEVANCERELEVANCE
AA BB
DDCC
Rigor/Relevance Rigor/Relevance FrameworkFramework
HighHigh
HighHighLowLow
LowLow
22
RIRIGGOORR
RELEVANCERELEVANCE
Rigor/Relevance Rigor/Relevance FrameworkFramework
HighHigh
HighHighLowLow
LowLow
TeacherTeacherWorkWork
StudentStudentThinkThink
StudentStudentThink & Think & WorkWork
StudenStudentt
WorkWork
Routes to High Rigor and Relevance
Pinnacle of High R/R
Adaptive Learning
Low R/R Quadrant A - Acquisition Learning
Crea
te G
old
Seal
Les
son U
se D-M
oment Strategies
Adapt
a G
old
Seal
Less
on
Ch
an
ge S
trate
gie
sC
han
ge A
ssessm
en
tsM
ake In
terd
isciplin
aryA
dd
Hig
h R
R T
ask
Dick Jones, ICLE, 2010
Operational Part of RRR
“Well. I would have exhibited more leadership if someone would have
told me.”
26
Margaret MeadMargaret Mead
" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.”
School leadership is not a position but a disposition for taking action. One
role of school leaders is to broaden the acceptance of leadership among many
staff who share a common vision. Quadrant D Leadership is the
collaborative responsibility for taking action to reach the future oriented
goal of the intellectual, emotional and physical needs of each student.
Definition of Leadership
28
APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D LeadershipQuadrant D Leadership
DDCC
AA BB
29
APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D LeadershipQuadrant D Leadership
DDCC
AA BB
Greater Knowledge
FutureNeeds of Students
Higher Expectations
30
APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D LeadershipQuadrant D Leadership
DDCC
AA BBGreater leadership action through staff
empowerment and collaboration
Greater leadership action through student involvement and
responsibility
31
APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D LeadershipQuadrant D Leadership
CC
AA BBAuthoritativeLeadership
Collaborative Leadership
CreativeLeadership
Adaptive Leadership
DD
32
APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D LeadershipQuadrant D Leadership
CC
AA BB
DDSports Metaphor of Individual Leader
Referee Cheerleader
Player Coach
33
APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D LeadershipQuadrant D Leadership
CC
AA BBAuthoritativeLeadership
Collaborative Leadership
CreativeLeadership
Adaptive Leadership
DD
34
Characteristics of Principals
DirectorDirector
InnovatorInnovatorMonitorMonitor
FacilitatorFacilitator
MentorMentor
ProducerProducer
Empowerment
Become Less of a: Become More of a:
Quadrant D Leadership
35
Characteristics of Staff
IndependentIndependent
InitiatingInitiatingCompliantCompliant
Open/SharingOpen/Sharing
InterdependentInterdependent
Turf ProtectorTurf Protector
Empowerment
Become Less: Become More:
ProactiveProactiveReactiveReactive
Quadrant D Leadership
36
© International Center for Leadership in Education
Overview of Overview of Quadrant D Quadrant D LeadershipLeadership
White PaperWhite PaperArchived Archived
WebinarsWebinarsICLE Web SiteICLE Web Site
37
APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D LeadershipQuadrant D Leadership
CC
AA BBAuthoritativeLeadership
Collaborative Leadership
CreativeLeadership
Adaptive Leadership
DD
38
© International Center for Leadership in Education
• Opportunity to Collaborate
Context for Instructional Leadership
33
• Relationship Building
• Sense of Purpose and Urgency
39
Context for Context for Instructional Instructional LeadershipLeadership
page 4page 4
ActivityActivity
40
© International Center for Leadership in Education
Target for Instructional Leadership
Target for Instructional Leadership
• Engage Students• Engage Students41
• Strive for Rigor, Relevance and Relationships• Strive for Rigor, Relevance and Relationships
• Use “Begin with the end in mind” Planning
• Use “Begin with the end in mind” Planning
• Align with Priority Standards• Align with Priority Standards
• Personalize Instruction• Personalize Instruction
• Focus on Literacy• Focus on Literacy
Define a Define a Specific Specific TargetTarget
Define a Define a Specific Specific TargetTarget
• Strive for Rigor, Relevance and Relationships• Strive for Rigor, Relevance and Relationships
Benefits of Using Quadrant D Benefits of Using Quadrant D Leadership Model for InstructionLeadership Model for Instruction
41
Shows connection among many initiativesShows connection among many initiatives
Simple mental model to guide teacher actionsSimple mental model to guide teacher actions
Common language to talk about leadershipCommon language to talk about leadership
Elevates importance of teacher leadershipElevates importance of teacher leadership
Mandated instruction/testing is a beginning step not an end goal.Mandated instruction/testing is a beginning step not an end goal.
Acknowledges role for students in improving teaching and learningAcknowledges role for students in improving teaching and learning
Shows multiples paths to improvementShows multiples paths to improvement
KNOWLEDGE A B
DC
Quadrant D Leadership
HighLow
Low
High
APPLICATION
Instructional Leadership Practices
Management
Staff Reviews and Evaluation
Student Achievement Data
Analysis
Policies and Procedures
Balanced Assessments
Personnel and BudgetsMaster
Schedule/Teacher Assignments
Staff Meetings
VisionNeeds Assessment/ Strategic Planning
ProfessionalDevelopment Workshops
Classroom Walkthroughs
R/R Framework
InstructionalFocusVision/
Mission/Goals
Empowerment
Mentoring
Leadership Teams
Teacher Incentives and Rewards
Teacher Observations/Stud
y Tours
Co-teaching/Team teaching
Individualized Professional Learning
Professional Learning Community
CulturePeer Review of Student Work
Instructional Coaching
Academic Intervention
Grading
Celebrations
55
© International Center for Leadership in Education
AERIE Academy AERIE Academy Two Week Suspended Curriculum Two Week Suspended Curriculum
AERIE Academy AERIE Academy Two Week Suspended Curriculum Two Week Suspended Curriculum
Atlantic Community High School Delray Beach FL
Social StudiesSocial Studies EnglishEnglish MathMath ScienceScience
Common Common AssessmentAssessment
Common Common AssessmentAssessment
Common Common AssessmentAssessment
Common Common AssessmentAssessment
Student HandbookStudent Handbook Managing EmotionsManaging Emotions Decision MakingDecision Making Goal Setting Goal Setting
FCAT ExplorerFCAT Explorer Positive Positive CommunicationCommunication
Maximizing Life / Maximizing Life / Minimizing StressMinimizing Stress
Bonding & Bonding & RelationshipsRelationships
AssertivenessAssertiveness Respect for Self Respect for Self AddictionAddiction Drug FreeDrug Free
Study SkillsStudy Skills Success ProfilesSuccess Profiles Team BuildingTeam Building Study SkillsStudy Skills
Sharing Success and Challenges
57
IntroductionsIntroductions
•PersonalPersonal
•ProfessionalProfessional
•PeculiarPeculiar
ActivityActivity
58
© International Center for Leadership in Education
Sharing Success and Challenges
Instructional
Success Challenges
59
© International Center for Leadership in Education
Sharing Success and Challenges
Operational
Success Challenges