8/20/2019 3 shifts to drive deeper learning

1/6

DEEPER LEARNINGFOR ALL STUDENTS

WILL REQUIRE BOLDLEADERSHIP

FROM OUR NATION’STEACHERS.

3SHIFTS

to

TEACHER NETWORKSRise of

New online communitiesta t h l t

Visibility of

What’s next:

INNOVATIVE

ORGANIZATIONAL

DESIGNS

XHolocracy takes holdfor leadership and learningin the private sector.

Teams—rather than old-schoolmanagement hierarchies—are

responsible for decisions andprofessional growth in top-performing nations.

Teachers and administrators will apply new toolsfor restructuring time to work together

 and lead their own learning.

accountability

systems encouragedteachers to teachto the test, not to the

whole child.

Demand for a new kind of

SCHOOLACCOUNTABILITY

PAST

NOW

What’s next:

Teachers' expertise will help build a 21st-centuryshared accountability system that is trustworthyand useful to policymakers and the public.

teachers are poisedto play key roles indesigningand scoring authenticassessments thataccurately measuredeeper learning.

Gives teachersbetter feedback.

Helps systems gaugetheir progress.

Shows students

and parents specificareas for improvement.

Builds demandfor teachers to informthe system of whatmust be done next.

IMPACT

Percent of teachers whohave never observeda colleague teach

50%

20%

6%

5% Korea

Japan

Singapore

U.S.

Talis, 2013

HOLOCRACYA system of organizational governancein which authority and decision-makingare distributed throughout a holarchyof self-organizing teams rather than beingvested in a management hierarchy.

(noun)

New rolesfor “deeper

learning”

accountability

Measurestudent progress

and share teachingexpertise

Createconditionsfor teachers

to spreadexpertise

Ensureequitable

studentaccess to

high-qualitycurriculum andinstructionalmaterials

Fund equitablelearning systems

and multiple waysof assessing school

progress

Engage witheducators

in usingevidence

to improvepublic

education

     T   E  A   C  H

  E  R S

  P R I  N  C   

I   P   A  L  S    

    D   I    S     T    R

       I     C      T

 

       L      E     A

      D       E       R       S

L E G I S LA TO R S

P      

U      B     L    

I         C     

3

2

1

Removes obstacles toteachers' collaboration

and learning.

IMPACT

Offers systems moreavenues for continuousimprovement.

Engages students withmore engaged teachers.

8/20/2019 3 shifts to drive deeper learning

2/6

TEACHER NETWORKSRise of

New online communities

Visibility of

What’s next:

INNOVATIVE

ORGANIZATIONAL

DESIGNS

XHolocracy takes holdfor leadership and learningin the private sector.

Teams—rather than old-schoolmanagement hierarchies—areresponsible for decisions andprofessional growth in top-performing nations.

Teachers and administrators will apply new toolsfor restructuring time to work together

 and lead their own learning.

accountabilitysystems encouraged

teachers to teachto the test, not to the

whole child.

Demand for a new kind of

SCHOOL

ACCOUNTABILITY

PAST

NOW

What’s next:

Teachers' expertise will help build a 21st-centuryshared accountability system that is trustworthyand useful to policymakers and the public.

teachers are poisedto play key roles indesigningand scoring authenticassessments that

accurately measuredeeper learning.

Gives teachersbetter feedback.

Helps systems gauge

their progress.

Shows studentsand parents specificareas for improvement.

Builds demandfor teachers to informthe system of what

must be done next.

IMPACT

Percent of teachers whohave never observeda colleague teach

50%

20%

6%

5% Korea

Japan

Singapore

U.S.

Talis, 2013

HOLOCRACYA system of organizational governancein which authority and decision-makingare distributed throughout a holarchyof self-organizing teams rather than beingvested in a management hierarchy.

(noun)

New rolesfor “deeper

learning”accountability

Measurestudent progress

and share teachingexpertise

Createconditionsfor teachers

to spreadexpertise

Ensureequitablestudent

access tohigh-quality

curriculum andinstructionalmaterials

Fund equitablelearning systems

and multiple waysof assessing school

progress

Engage witheducators

in usingevidenceto improve

publiceducation

     T   E  A   C  H  E

  R S  P R I  N  

C   I   P   

A  L  S    

    D   I    S     T    R

       I     C      T

 

       L      E     A      D       E       R       S

L E G I S LA TO R S

P      U      B     L    

I         C     

3

2

1

Removes obstacles toteachers' collaborationand learning.

IMPACT

Offers systems moreavenues for continuousimprovement.

Engages students with

more engaged teachers.

8/20/2019 3 shifts to drive deeper learning

3/6

TEACHER NETWORKSRise of

New online communities

tap technology to

break down barriers,

spread great ideas faster, and

create effective avenues for teachers’ informal learning.

What’s next:Micro-credentials will offer new ways for teachersto document (and get credit for) what they'velearned and accomplished—regardless of HOW theygot it done.

Visibility of

What’s next:

INNOVATIVE

ORGANIZATIONAL

DESIGNS

XHolocracy takes holdfor leadership and learningin the private sector.

Teams—rather than old-schoolmanagement hierarchies—areresponsible for decisions andprofessional growth in top-performing nations.

Teachers and administrators will apply new toolsfor restructuring time to work together

 and lead their own learning.

accountabilitysystems encouraged

teachers to teachto the test, not to the

whole child.

Demand for a new kind of

SCHOOL

ACCOUNTABILITY

PAST

NOW

What’s next:

Teachers' expertise will help build a 21st-centuryshared accountability system that is trustworthyand useful to policymakers and the public.

teachers are poisedto play key roles indesigningand scoring authenticassessments that

accurately measuredeeper learning.

Gives teachersbetter feedback.

Helps systems gauge

their progress.

Shows studentsand parents specificareas for improvement.

Builds demandfor teachers to informthe system of what

must be done next.

IMPACT

Percent of teachers whohave never observeda colleague teach

50%

20%

6%

5% Korea

Japan

Singapore

U.S.

Talis, 2013

HOLOCRACYA system of organizational governancein which authority and decision-makingare distributed throughout a holarchyof self-organizing teams rather than beingvested in a management hierarchy.

(noun)

New rolesfor “deeper

learning”accountability

Measurestudent progress

and share teachingexpertise

Createconditionsfor teachers

to spreadexpertise

Ensureequitablestudent

access tohigh-quality

curriculum andinstructionalmaterials

Fund equitablelearning systems

and multiple waysof assessing school

progress

Engage witheducators

in usingevidenceto improve

publiceducation

     T   E  A   C  H  E

  R S  P R I  N  

C   I   P   

A  L  S    

    D   I    S     T    R

       I     C      T

 

       L      E     A      D       E       R       S

L E G I S LA TO R S

P      U      B     L    

I         C     

3

2

1

Removes obstacles toteachers' collaborationand learning.

IMPACT

Offers systems moreavenues for continuousimprovement.

Engages students with

more engaged teachers.

Puts teachers in chargeof their own learning.

IMPACT

Lets systems tap intonetworks and communities.

8/20/2019 3 shifts to drive deeper learning

4/6

TEACHER NETWORKSRise of

New online communities

tap technology to

break down barriers,

spread great ideas faster, and

create effective avenues for teachers’ informal learning.

What’s next:Micro-credentials will offer new ways for teachersto document (and get credit for) what they'velearned and accomplished—regardless of HOW theygot it done.

Visibility of

What’s next:

INNOVATIVE

ORGANIZATIONAL

DESIGNS

XHolocracy takes holdfor leadership and learningin the private sector.

Teams—rather than old-schoolmanagement hierarchies—areresponsible for decisions andprofessional growth in top-performing nations.

Teachers and administrators will apply new toolsfor restructuring time to work together

 and lead their own learning.

accountabilitysystems encouraged

teachers to teachto the test, not to the

whole child.

Demand for a new kind of

SCHOOL

ACCOUNTABILITY

PAST

NOW

What’s next:

Teachers' expertise will help build a 21st-centuryshared accountability system that is trustworthyand useful to policymakers and the public.

teachers are poisedto play key roles indesigningand scoring authenticassessments that

accurately measuredeeper learning.

Gives teachersbetter feedback.

Helps systems gauge

their progress.

Shows studentsand parents specificareas for improvement.

Builds demandfor teachers to informthe system of what

must be done next.

IMPACT

Percent of teachers whohave never observeda colleague teach

50%

20%

6%

5% Korea

Japan

Singapore

U.S.

Talis, 2013

HOLOCRACYA system of organizational governancein which authority and decision-makingare distributed throughout a holarchyof self-organizing teams rather than beingvested in a management hierarchy.

(noun)

New rolesfor “deeper

learning”accountability

Measurestudent progress

and share teachingexpertise

Createconditionsfor teachers

to spreadexpertise

Ensureequitablestudent

access tohigh-quality

curriculum andinstructionalmaterials

Fund equitablelearning systems

and multiple waysof assessing school

progress

Engage witheducators

in usingevidenceto improve

publiceducation

     T   E  A   C  H  E

  R S  P R I  N  

C   I   P   

A  L  S    

    D   I    S     T    R

       I     C      T

 

       L      E     A      D       E       R       S

L E G I S LA TO R S

P      U      B     L    

I         C     

3

2

1

Removes obstacles toteachers' collaborationand learning.

IMPACT

Offers systems moreavenues for continuousimprovement.

Engages students with

more engaged teachers.

Puts teachers in chargeof their own learning.

IMPACT

Lets systems tap intonetworks and communities.

8/20/2019 3 shifts to drive deeper learning

5/6

TEACHER NETWORKSRise of

New online communities

tap technology to

break down barriers,

spread great ideas faster, and

create effective avenues for teachers’ informal learning.

What’s next:Micro-credentials will offer new ways for teachersto document (and get credit for) what they'velearned and accomplished—regardless of HOW theygot it done.

Visibility of

What’s next:

INNOVATIVE

ORGANIZATIONAL

DESIGNS

XHolocracy takes holdfor leadership and learningin the private sector.

Teams—rather than old-schoolmanagement hierarchies—areresponsible for decisions andprofessional growth in top-performing nations.

Teachers and administrators will apply new toolsfor restructuring time to work together

 and lead their own learning.

accountabilitysystems encouraged

teachers to teachto the test, not to the

whole child.

Demand for a new kind of

SCHOOL

ACCOUNTABILITY

PAST

NOW

What’s next:

Teachers' expertise will help build a 21st-centuryshared accountability system that is trustworthyand useful to policymakers and the public.

teachers are poisedto play key roles indesigningand scoring authenticassessments that

accurately measuredeeper learning.

Gives teachersbetter feedback.

Helps systems gauge

their progress.

Shows studentsand parents specificareas for improvement.

Builds demandfor teachers to informthe system of what

must be done next.

IMPACT

Percent of teachers whohave never observeda colleague teach

50%

20%

6%

5% Korea

Japan

Singapore

U.S.

Talis, 2013

HOLOCRACYA system of organizational governancein which authority and decision-makingare distributed throughout a holarchyof self-organizing teams rather than beingvested in a management hierarchy.

(noun)

New rolesfor “deeper

learning”accountability

Measurestudent progress

and share teachingexpertise

Createconditionsfor teachers

to spreadexpertise

Ensureequitablestudent

access tohigh-quality

curriculum andinstructionalmaterials

Fund equitablelearning systems

and multiple waysof assessing school

progress

Engage witheducators

in usingevidenceto improve

publiceducation

     T   E  A   C  H  E

  R S  P R I  N  

C   I   P   

A  L  S    

    D   I    S     T    R

       I     C      T

 

       L      E     A      D       E       R       S

L E G I S LA TO R S

P      U      B     L    

I         C     

3

2

1

Removes obstacles toteachers' collaborationand learning.

IMPACT

Offers systems moreavenues for continuousimprovement.

Engages students with

more engaged teachers.

Puts teachers in chargeof their own learning.

IMPACT

Lets systems tap intonetworks and communities.

8/20/2019 3 shifts to drive deeper learning

6/6

TEACHER NETWORKSRise of

New online communities

tap technology to

break down barriers,

spread great ideas faster, and

create effective avenues for teachers’ informal learning.

What’s next:Micro-credentials will offer new ways for teachersto document (and get credit for) what they'velearned and accomplished—regardless of HOW theygot it done.

Visibility of

What’s next:

INNOVATIVE

ORGANIZATIONAL

DESIGNS

XHolocracy takes holdfor leadership and learningin the private sector.

Teams—rather than old-schoolmanagement hierarchies—areresponsible for decisions andprofessional growth in top-performing nations.

Teachers and administrators will apply new toolsfor restructuring time to work together

 and lead their own learning.

accountabilitysystems encouraged

teachers to teachto the test, not to the

whole child.

Demand for a new kind of

SCHOOL

ACCOUNTABILITY

PAST

NOW

What’s next:

Teachers' expertise will help build a 21st-centuryshared accountability system that is trustworthyand useful to policymakers and the public.

teachers are poisedto play key roles indesigningand scoring authenticassessments that

accurately measuredeeper learning.

Gives teachersbetter feedback.

Helps systems gauge

their progress.

Shows studentsand parents specificareas for improvement.

Builds demandfor teachers to informthe system of what

must be done next.

IMPACT

Percent of teachers whohave never observeda colleague teach

50%

20%

6%

5% Korea

Japan

Singapore

U.S.

Talis, 2013

HOLOCRACYA system of organizational governancein which authority and decision-makingare distributed throughout a holarchyof self-organizing teams rather than beingvested in a management hierarchy.

(noun)

New rolesfor “deeper

learning”accountability

Measurestudent progress

and share teachingexpertise

Createconditionsfor teachers

to spreadexpertise

Ensureequitablestudent

access tohigh-quality

curriculum andinstructionalmaterials

Fund equitablelearning systems

and multiple waysof assessing school

progress

Engage witheducators

in usingevidenceto improve

publiceducation

     T   E  A   C  H  E

  R S  P R I  N  

C   I   P   

A  L  S    

    D   I    S     T    R

       I     C      T

 

       L      E     A      D       E       R       S

L E G I S LA TO R S

P      U      B     L    

I         C     

3

2

1

Removes obstacles toteachers' collaborationand learning.

IMPACT

Offers systems moreavenues for continuousimprovement.

Engages students with

more engaged teachers.

Puts teachers in chargeof their own learning.

IMPACT

L t t t i t