teacher leaders: leading change in difficult times
DESCRIPTION
Teacher Leaders: Leading Change in Difficult Times What will schools look like 20 years from now? What role should teacher leaders play in this process? Come hear a national presenter discuss lessons learned from the nations’ most rapidly improving schools. This presentation looks at moving to CCSS using high levels of rigor for student learning and preparing classrooms for high student engagement. Presenter: Bobby Ashley - Jefferson, NCTRANSCRIPT
Teacher Leaders: Leading Change in Difficult Times
Bobby Ashley, Educational Consultant
Learning Targets:• Understanding the change process• Teacher Leadership – The Quadrants• Using common core state standards as a
‘driver’ for positive change• Making lessons relevant to the students’
world• Building positives relationships• Understanding and using neuroscience
“If You Can Google it, You should not be
teaching it”Do you agree or disagree?
Why or Why Not?One minute to “turn and talk”
“Whoever is doing the work is doing the
learning”Do you agree or disagree?
Why or Why Not?One minute to “turn and talk”
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Examining Rigor
7
Examining Relevance
8
Examining Learner Engagement
9
Examining Literacy
10
Examining Literacy
11
Examining Literacy
Change
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1
1 – INCREMENTAL CHANGE -Improving Core Practices
2 – INNOVATIVE CHANGE -Fundamental Change of Core Practice
3 – TRANSFORMATIONAL CHANGE – Affect Entire System
Change
Shoes 1974
1994 Bag Phone—Car Phone
…a few years later
• New I phone
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1950’s School Building
1970’s School Building
2000’s School Building
2010’s School Building
Books
Navigation and Live Traffic Info
Engagement
Education
Does this classroom exist in your school?
Or do your classrooms look like this
• Collaboration
Or this• Virtual Learning
The ShiftTraditional Teaching Frameworks 21st Century Teaching
What teachers should do What the entire system should do
Teacher-focused Student-focused
Teachers deliver instruction Teachers facilitate learning
Vision is set by top leaders Vision is built more inclusively
Define vision primarily in terms of academic measures
Define vision as strong academic and then personal skills and the ability to apply them
Rigid structures support adult needsFlexible structures support student needs
Focus on teaching Focus on learning
“Whoever is doing the work is doing the
learning”
® Rigor/Relevance Framework
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Examining Rigor
Essential Question:
What is the role of the teacher in creating positive
change?
Rubric for Evaluating North Carolina Teachers
Standard I: Teachers demonstrate leadership•Teachers lead in their learning environments•Teachers demonstrate leadership in the learning environment•Teachers lead the teaching profession•Teachers advocate for learning environments and learners•Teachers demonstrate high ethical standards
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KNOWLEDGE
A B
DC
AuthoritativeLeadership
Four Quadrants of Leadership
Collaborative Leadership
VisionaryLeadership
Adaptive Leadership
HighLow
Low
High
APPLICATION
AA BB
DDCC
Quad D Leadership FrameworkQuad D Leadership Framework
High
HighLow
Low
Quadrant A – Authoritative
• Traditional Teaching
• Manages the Classroom
• Leaders decide – They act
• Authoritarian – Keeper of
Knowledge
• Teachers is Working Hard
Quadrant B – Collaborative• Knowledge is Shared Among All
Stakeholders • The Classroom Works in a Highly
Collaborative Setting• Group Work is the “Norm”• Students are Engaged with their
Learning
Quadrant C – Creative(Research and Best
Practices) • Teacher and Students are
Reflective and Innovative
• Vision is Discussed
• Anticipation of the Future• Student Needs Drive Action
Quadrant D - Adaptive(Disposition)
Reflective and InnovativeTeacher and Students are Empowered to Take a Significant Leadership RolesCollaborative and AdaptiveSolving Real World Problems
Three Question Exercise• What will the world be like 20
years from now?
• What skills will students need to be successful in that world?
• What would learning look like if it was designed around your answers?
Essential question:
What is different in your school this year…as
compared to last year?
What can we do? How do we begin?
Teacher leaders need to:• understand change process
32
1
1 – INCREMENTAL CHANGE -Improving Core Practices
2 – INNOVATIVE CHANGE -Fundamental Change of Core Practice
3 – TRANSFORMATIONAL CHANGE – Affect Entire System
Change
Teacher leaders need to:• understand change process• adopt rigor relevance framework• use common core state standards as a
‘driver’ for change• make lessons relevant to the students’
world• build positives relationships• understand and use neuroscience
Rigor/Relevance FrameworkTM
Knowledge
Taxonomy
Relevance
Makes Rigor
Happen! Application Model
Evaluation 6
“Judge the Outcome”
Synthesis 5
“Putting Together”
Analysis 4
“Taking Apart”
Application 3
“Making use of Knowledge”
Comprehension 2
“Confirming”Knowledge 1
“Information Gathering”
1
Knowledge in ????
Discipline
2
Apply Knowledge in ????
Discipline
3
Apply Knowledge Across
Disciplines
4
Apply Knowledge to Real
World Predictable
Situations
5
Apply Knowledge to Real
World Unpredictable
Situations
Assimilation
Students extend and refine their knowledge so they can use it automatically and routinely to analyze and solve problems and create solutions
Student Thinks
(Relationships Important)
Acquisition
Teacher Works
(Relationship of little Importance)
Students gather and store bits of knowledge and information and are expected to remember or understand this acquired knowledge.
Application
Student Works
(Relationships Important)
Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply appropriate to new and unpredictable situations.
Adaptation
Student Thinks and Works
(Relationships Critical)
Students have the competence, that when confronted with perplexing unknowns they are able to use their extensive knowledge base and skills to create unique solutions and take action that further develops their skills and knowledge.
Rigor is… Scaffolding thinking Planning for thinking Assessing thinking
about content Recognizing the level of
thinking students demonstrate
Managing the teaching/ learning level for the desired thinking level
Rigor is not… More or harder
worksheets The higher level
book in reading More work More homework
Performance Tasks •students must create, construct, or produce some product real world contexts
•deep understanding and/or reasoning skills are needed and assessed
•more than one standard/concept is assessed through the task
•requires students to explain, justify AND defend
•involves engaging ideas of importance and substance - real world contexts
•typically, there is no single “correct” answer
•very difficult to cheat on a performance task
•emphasis is on what students will do, as opposed to what they recall
•scoring criteria and standards are made public and transparent
•learning occurs while students complete the task
•feedback can be provided as task is completed
® Rigor/Relevance Framework
50
Examining Rigor
The Flipped Classroom
Teacher leaders need to:• understand change process• adopt rigor relevance framework• use common core state standards as a
‘driver’ for change• make lessons relevant to the students’
world• build positives relationships• understand and use neuroscience
www.corestandards.org
Next Generation of Assessments
http://www.parcconline.org/parcc-assessment
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Teacher leaders need to:• understand change process• adopt rigor relevance framework• use common core state standards as a
‘driver’ for change• make lessons relevant to the students’
world• build positives relationships• understand and use neuroscience
Kids TodayLearn anywhere, anytime, with and from
anyoneAlways on, always connected, expecting
collaborationNeed to be engaged and involvedDemand personalized learning
experiences
Technology Connections
“Our students are living and learning in a wireless,
interconnected,
“immediate” world—except when they are in school.”
-Bill Daggett
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Schools are Improving
School Improvement
The World is Changing Faster
School Improvement
Changing World
Findings
Teachersare our greatest resources, our
greatest hope.
“It is not the strongest that survives, nor the most intelligent. It is the one that is the most adaptable to change.”
- Charles Darwin
Teacher leaders need to:• understand change process• adopt rigor relevance framework• use common core state standards as a
‘driver’ for change• make lessons relevant to the students’
world• build positives relationships• understand and use neuroscience
relevance = pathways
The synapse is the place where chemicals (neurotransmitters) cross over from one
brain cell to the next
Relationships Make Learning Possible
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serotonin & dopamine pathways
Positive Relationships...
increase feelings of safety, motivation and risk-taking
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red and orange = high degree of activitypurple and blue = low degree of activity
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purple and blue = low degree of
activity
red and orange = high degree of
activity
B
DC
A
RIGOR
RELEVANCE
Rigor/Relevance Framework
High
HighLow
Low
Relationships
Relationships of Little Importance
Relationships EssentialRelationships
Important
RelationshipsImportant
® Rigor/Relevance Framework
Planning
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