1 VlSIONS OF CHANGE OUTLINE2 3 4 CURRICULAR COMPONENTS MANAGING SCHOOL REFORM TAKING THE CHANGE DIP1

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VlSIONS OF CHANGE

OUTLINEOUTLINE

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CURRICULAR COMPONENTS

MANAGING SCHOOL REFORM

TAKING THE CHANGE DIP

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Mission of the SchoolMission of the School

to Instructtransmission of knowledge

to Socialize development of responsible citizens in society

to Qualifyproviding skills for future schooling and careers

“Québec Schools on Course” / Education Act - Art. 36

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Agents of ChangeAgents of Change

Law 107 Establishment of Linguistic School Boards

Law 180 Establishment of Community Schools

“Reaffirming the Mission of Our Schools” Initiation of Curriculum Reform

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Managing School Reform Managing School Reform

Change of Attitudes Re-Organisation of School Program Development Coherence of Components Professional Development Collaborative environment

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““Program establishment is one Program establishment is one of the most sensitive elements ... of the most sensitive elements ... it has a it has a significantsignificant structural structural

iimpactmpact on the curriculum on the curriculum as applied as applied in the classroomin the classroom””

Québec Schools on Course - Policy Statement

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““In order to allow the planned In order to allow the planned changes to improve the quality of changes to improve the quality of

students’ education, students’ education, we must we must first alter the educational first alter the educational

environment environment within which they within which they are to take place.”are to take place.”

“Québec Schools on Course “- Policy Statement

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““...schools must ...schools must break with break with traditional views of schoolingtraditional views of schooling, , existing educational structures, existing educational structures,

the current division of the current division of responsibilities and certain responsibilities and certain

acquired privileges.”acquired privileges.”

Final Report of the Estates General

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A 4-Dimensional ViewA 4-Dimensional View

We must create the We must create the conditions which conditions which

empower principals to empower principals to take the risks required for take the risks required for successful school reform.successful school reform.

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CURRICULARCURRICULAR• GOALS• FRAMEWORK• CONTENT• CONTEXT• INTEGRATION• GENERIC SKILLS• CONTINUITY• TRANSPARENCY• FLEXIBILITY

SCHOOLBASED

REFORM

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Curricular DimensionCurricular Dimension

This is the perspective that This is the perspective that outlines the expectations and outlines the expectations and sequence of learning withinsequence of learning withinthe settings of formal schooling.the settings of formal schooling.

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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

Cur

ricul

arC

urric

ular

D

imen

sion

D

imen

sion

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STRUCTURALSTRUCTURAL• CULTURE• GOVERNANCE• POLICY• ENVIRONMENTS• TEACHING TEAMS• TIME FRAMES• WORKLOADS• REPORTING• SUPPORT

SCHOOLBASED

REFORM

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Structural DimensionStructural Dimension

This perspective defines the This perspective defines the settings and conditions within settings and conditions within which learning takes place.which learning takes place.

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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

Str

uctu

ral

Str

uctu

ral

Dim

ensi

on

Dim

ensi

on

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PERSONALPERSONAL• LEARNER• TEACHER• PARENT• PRINCIPAL• PARTNERSHIPS• PROFESSIONALS• SCHOOL BOARD• COMMUNITY• SOCIETY

SCHOOLBASED

REFORM

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Personal DimensionPersonal Dimension

This perspective portrays the This perspective portrays the stakeholders and their roles in stakeholders and their roles in the implementation of the the implementation of the school’s mission.school’s mission.

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Per

sona

lP

erso

nal

Dim

ensi

on

Dim

ensi

on 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

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INTERACTIVEINTERACTIVE• VALUES• VISION• EXPLORATION• DIALOGUE• NETWORKS• CONSENSUS• ED. PROJECT• FEEDBACK• RE-LEARNING

SCHOOLBASED

REFORM

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Interactive DimensionInteractive Dimension

This perspective illustrates the This perspective illustrates the contexts within which partners contexts within which partners in the school community in the school community communicate and co-operate.communicate and co-operate.

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Inte

ract

ive

Inte

ract

ive

Dim

ensi

on

Dim

ensi

on 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

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INTERACTIVEINTERACTIVE• VALUES• VISION• EXPLORATION• DIALOGUE• NETWORKS• CONSENSUS• ED. PROJECT• FEEDBACK• RE-LEARNING

SCHOOLBASED

REFORM

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Coping with ChangeCoping with Change44

Transformational LeadershipTaking the Change Dip Windows of ChangeVehicles for Change

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Transformational LeadershipTransformational LeadershipTHE HALLMARK OF PUBLIC CONFIDENCETHE HALLMARK OF PUBLIC CONFIDENCE

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.

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emem••powpow••erer••mentment

1. to give or delegate power or 1. to give or delegate power or authority to; authorize. authority to; authorize.

2. to give ability to; 2. to give ability to; enableenable or or permit.permit.

Collins New English Dictionary

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DirectingDirecting CoachingCoaching

FacilitFacilitatingating

FORMINGFORMING STORMINGSTORMING

NORMINGNORMINGPERFORMINGPERFORMING

DelegatingDelegating

LEADERSHIP STYLES

adapted from “Developmental Sequence in Small Group” B. W. Tuckman, Psych. Bulletin, 1965

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FORMINGFORMING

GET IT DONEGET IT DONE

DirectingDirecting

STORMINGSTORMING

GET APPRECIATEDGET APPRECIATED

CoachingCoaching

NORMINGNORMING

GET ALONGGET ALONG

FacilitatingFacilitating

PERFORMINGPERFORMING

GET IT RIGHTGET IT RIGHT

DelegatingDelegating

INTERRELATED GOALS

solo CONTEXT group

slow

P

AC

E

fas

t

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Vehicles for ChangeVehicles for Change Reform “Plan of Action” School Self-Assessment School’s Educational Project Staff Professional Development School Improvement Partnerships Classroom Technology Projects Innovation Projects & Grants

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Answer PeriodAnswer Period

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Documents

1 VlSIONS OF CHANGE OUTLINE2 3 4 CURRICULAR COMPONENTS MANAGING SCHOOL REFORM TAKING THE CHANGE DIP1