Leadership for Teaching
Leadership for Teaching
PIL Act 45 Program
Sponsored by PASA and PDE
Leadership for Teaching
Course Modules
Mod 1
•Global Perspectives: Why Standards Aligned System?
Mod 2
•Instruction, Resiliency, & Support
Mod 3
•Data for Teaching & Learning
Mod 4
•The Role of the Administrator
Leadership for Teaching
Course Structure
Module
Workshops
Prework
Job-embedded
Activities
Implementation
Plan
Online
Discussions
Topic: Leadership for Teaching
Key Learnings:
1. Global Perspectives: Why Standards Aligned System?
3. Data for Teaching & Learning
2. Instruction, Resiliency, & Support
4. The Role of the Administrator
Essential Questions:
-What are the key components to a Standards Aligned School System?
-How do I lead my district to a Standards Aligned System and ensure student success for all?
Leadership for Teaching
Global Perspectives: Why
Standards Aligned Systems?
Presenters:
Sherri Smith, Ed.D.
Lower Dauphin School District
Eric Eshbach, Ed.D.
Upper Adams School District
Leadership for Teaching
Global Perspectives Focus
• Instructional strategies and learning
materials necessary to provide students with
an education that will ensure a competitive
edge in a 21st Century global economy
• Where America stands in the world from an
educational standpoint, and how the highest
achieving nations use a Standards Aligned
System
Goals for Module #1
To promote
collegiality and
networking
among
participants
To understand
skills needed
by 21st
Century
learners
To introduce
the concept of
customized
learning and
how it may
revolutionize
public
education
To promote
dialogue and
further thought
on standards
aligned
systems and
America’s
educational
status in the
global
community
7
Essential Questions
for Module #1
How
How
has
the
canwe
world
How
can
What
skills
will
What
instructional
Howhave
doinleaders
you
educational
changed
What
recent
we
embrace
the
21st
Century
strategies
andhas
create
conditions
years,
(superintendents,
learned
and
about
how
Standards
Aligned
learners
need
to
learning
materials
to
plan,
principals,
student
this
impacted
effort
etc.)
and
use
System (SAS) while
achieve
aand
will
be
required
this
expectations
America’s
information
standing
and
as a
implement
customizing
competitive
intheir
springboard
the
world
impact
from
on
for an
for
21st
Century
learning
sustain
advantage
the
success?
educational
action?infor
learners?
opportunities
our
customized
standpoint?
global
economy?
students?
learning
within
your district?
Leadership for Teaching
9
Review of Book: Inevitable
Chapter 1: Harsh Realities
• No one thinks we are doing a good job in
preparing our students for a successful future.
• We are Industrial Age organizations existing
in an Informational Age world.
• We are bureaucratic monopolies existing in a
world of customization and service.
• We are an “industry” existing in a world that
requires a profession.
10
Facing Realities –
What doesn’t work anymore?
Group Activity
• Refer to pages 7-13
• At your table groups, agree upon the top 3
items listed that you believe are outdated and
inhibit meeting the individual needs of your
students and moving districts forward.
Defend your answers.
11
What is impossible to do in your
organization today,
but if you could do it,
it would fundamentally change
your results?
Joel Barker, Futurist
12
13
Problems Solved
Joel Barker’s “The Life Cycle of Paradigms”
Time
• Paradigms (new ways of viewing our world) tend to start slow but pick up
speed if they solve problems.
• If successful, the paradigm solves the problems of the day & becomes
the new norm.
• Paradigms are destined to run out of steam when they no longer solve the
14
day’s problems.
PROBLEM
OF THE DAY:
Educate the masses
for the Industrial Age
which required:
75% unskilled
25% skilled
Problems Solved
The Assembly-Line School Paradigm
Time
Horace Mann
This paradigm made the USA # 1!
New “Problems of the Day” emerge…and a new Paradigm is required
15
PROBLEM
OF THE DAY:
Need for Everyone to
be Highly Skilled to
Compete in The
Information Age
Global Economy
 Mass
Customized
Learning
Problems Solved
The Mass Customized Learning Paradigm
Time
• New problems of the day emerge calling for Information Age solutions.
• MCL Paradigm is needed to again move USA to # 1.
16
The PURPOSE of BOOK:
Inevitable
1. To enthusiastically and passionately promote a vision of
education that is intrinsically motivating to young learners.
2. To create a concrete vision of an Information Age
instructional delivery system to replace the present and
severely outdated Industrial Age bureaucracy.
3. To begin a focused dialogue about the opportunity
educators have to make education significantly more
exciting and effective.
4. To move public education from an industry to a
profession.
MCL
In short, to bring education into the 21st century.
17
MCL
MCL DEFINED
MCL
MASS CUSTOMIZED LEARNING…….
Meeting the individual and personal
needs of learners every hour of every
day.
Made possible by today’s transformational
technologies
INDIVIDUAL LEARNING NEEDS…….
• Appropriate level of learning
• Appropriate learning style
• Content of high interest
18
The MCL Vision
MCL
MCL
Mass Customized Learning is about
the implementation of a school structure
that makes it possible
to meet the individual and personal needs of learners
every hour of every day.
Every learner, every day, comes to school and
is met at his/her specific learning level,
is challenged,
is successful,
and looks forward to returning to school tomorrow.
19
“Inevitable: Mass Customized Learning”
The title states the challenge and the opportunity.
The world IS
customizing services
and products for the
individual.
Education WILL BE
customized to
individual learners . . .
it IS INEVITABLE
The question is:
Will educators customize learning or will other
educational competitors do it?
20
“From Tinkering to Transforming!”
Systemic Change
1. Ready for Rollout
2. Weight Bearing Walls
MCL
21
Ready for Rollout
The Seven Critical Infrastructure Elements
THE SCHOOL SYSTEM:
1. Has derived a strategic design (SD)
2. Has written curriculum as Learner Outcomes
3. Has categorized Learner Outcomes by learning format
4. Has created and placed online Learning Outcomes online
5. Has created seminars for those Learner Outcomes requiring an interactive
seminar format
6. Has designed and implemented scheduling technology for individual learners
7. Has designed and implemented accountability technology for administration
22
Weight Bearing Walls
a metaphor applied to education

Physical structures must have walls or other supports to hold the
roof up . . .

If you have ever remodeled a house, it is good to know which
interior walls are “weight bearing.” Not all interior walls are . . .

If you are going to remove a weight bearing wall (WBW), you must
apply another support before that wall can be removed . . .

If you don’t, the roof will cave in!

So, we started by asking 75 Lake County, IL superintendents to
identify the WBWs of our present . . . and severely outdated . . .
Industrial Age Instructional Delivery System . . .

The WBWs are listed on the following slide.
23
Weight Bearing Walls
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
(WBWs)
Grade Levels
Courses/Curriculum
Class Periods/Bell Schedule
Students Assigned to Classrooms
Textbooks
ABC Grading System/Student Evaluation
Learning Happens in Schools/Use of Space
Nine Month School Year/Agrarian Calendar
Report Cards/Informing Parents
Paper and Pencil Orientation
24
ACTIVITY
• Each group will receive 1-2 WBW cards.
• Review as a group and then share with the
whole group possible methods/solutions to
resolving this WBW in education.
25
The problem is not that schools
“are NOT what they used to be”…..
The problem IS that schools
“ARE what they used to be!”
26
STARTER STEPS
for
Mass Customized Learning
Ready
for
Rollout
Practicing
“Within
the Box”
Shifting/
Changing
the Mindset
27
STARTER STEPS for Mass Customized Learning
Shifting/Changing the Mindset
*
*
Conduct BOOK STUDIES
•
Inevitable: Mass Customized Learning by Schwahn & McGarvey
•
•
•
•
Mindset by Carol Dweck
Drive by Daniel Pink
Why We Do What We Do by Edward Deci
The Kids Left Behind
Change/Watch YOUR LANGUAGE (talk the talk of MCL)
* Create PROFESSIONAL LEARNING TEAMS
* Model/Expect CONTINUOUS IMPROVEMENT
Use PROBLEM SOLVING TOOLS
* Encourage and support INNOVATION/RISK TAKING
*
* YOUR CREATIVE IDEA
28
STARTER STEPS for Mass Customized Learning
Practicing “Within the Box”
Create a STRATEGIC DIRECTION toward MCL with Stakeholders
*
•
•
•
•
•
Based on Future Trends
Mission
Vision
Core Values/Principles of Learning
Learner Outcomes
*
Adopt a COMMON LANGUAGE OF INSTRUCTION/LEARNING
*
Use a FORMATIVE APPROACH TO FEEDBACK (Tackle grading!)
* GROUP AND REGROUP LEARNERS for specific Learning Targets
• Use ON-LINE INSTRUCTIONAL OPPORTUNITIES/RESOURCES
for specific Learning Targets
* RECOGNIZE behaviors/practices aligned with the MCL vision
*
YOUR CREATIVE IDEA
29
STARTER STEPS for Mass Customized Learning
Ready for Rollout
*
Write CURRICULUM AS LEARNER OUTCOMES
*
Categorize LEARNER OUTCOMES BY LEARNING FORMAT
*
Create and place ON-LINE LEARNER OUTCOMES online
* Create SEMINARS for Learner Outcomes requiring interaction with a
Learning Facilitator (teacher)
*
*
Design/acquire and implement SCHEDULING TECHNOLOGY for individual learners
Design/acquire and implement ACCOUNTABILITY TECHNOLOGY for administration
* YOUR CREATIVE IDEA
30
BEARING WALLS
MASS CUSTOMIZED LEARNING SOLUTIONS
Leadership for Teaching
Mass Customized Learning
View MCL -Lori schedules her learning plan
• http://www.youtube.com/watch?v=xdCHvLSR_Iw
• Lori schedules her learning plan which will be provided by your
Facilitator.
• In small groups, discuss “Weight Bearing Walls” that exist in public
education in Pennsylvania. In the T-chart below, list those “Weight
Bearing Walls” in the left-hand column. Assign someone from
your group to report to the large group about the list you have
generated. Next, use the right-hand column to brainstorm solutions
to each of the “Weight Bearing Walls” through resources, concepts,
technologies, or ideas that are available in your district. Several
groups will be asked to report to the whole group at the conclusion
of the activity.
Review of Lori’s School Day and
what needs to change in our schools?
WEIGHT BEARING WALLS
MASS CUSTOMIZED LEARNING
SOLUTIONS
32
If your idea for educational change
retains the industrial age assembly line
delivery of instruction:


It is not transformative!
It IS most likely tinkering with
AND
perpetuating an outdated
organizational structure.
33
SIX CHICKS
“I don’t want to ‘think
outside the box.’ I just
want a bigger box.”
36
Organizational Readiness Assessment
for Customized Learning
ACTIVITY
• This Readiness Assessment considers the capacity of the
organization and the leader to plan for and implement
customized learning in a school district.
•
In the left-hand column, identify three significant changes
that have occurred within the past five years in the
organization to encourage customized learning.
•
For each column to the right, enter a score, from zero to
ten, with ten representing the highest level of change
effectiveness.
37
Organization
Organizational
Change
Planning:
Clear, detailed,
effectively
communicated
Sense of
Urgency:
Widespread
sense of
immediate need
for change
Stakeholder
Support:
Employees, clients,
community
understood and
supported change
Leadership
Focus: Senior
leadership made
the change their
clear and
consistent focus
long after
initiation
Impact on
Results:
The change had a
measurable and
significant impact
on results
1.
2.
3.
Total for Change #1: _____ Total for Change #2 _____ Total for Change #3 _____. Total for the two highest changes: _____
38
Personal Readiness Assessment for
Customized Learning
ACTIVITY
• Now consider three personal changes that you have
made in the past five years. These changes could
represent a strategic or behavioral change at work, or a
change in your personal life, such as an improvement in
your diet, exercise routine, or personal relationships.
• Evaluate each change on the criteria listed below from
zero to ten.
39
Personal
Personal Change
Planning:
I planned in
advance the steps
I would take and
knew clearly how
to make the
change
Sense of
Urgency:
I knew that the
price of failing
to change was
much greater
than the price
of changing
Personal Support:
My family and
friends knew I was
making a change
and supported me
Personal Focus:
I devoted time to
initiating and
maintaining the
change despite
my busy schedule
Impact on
Results:
I can measure the
results of the
change, and they
are clear and
significant
1.
2.
3.
Total for Change #1: _____ Total for Change #2 _____ Total for Change #3 _____. Total for the two highest changes: _____
40
Change Readiness Matrix
Ready for Learning
Ready for Change
Ready for Resistance
Ready for Frustration
17
Change Readiness Matrix
Ready for Learning
The organization can learn from the
leader’s personal and professional
example. Attend to the learning
needs of the organization in
planning and execution.
Ready for Resistance
With no experience, then the most
likely result of any new change will
be resistance, anger, and ignoring.
Need stakeholder support and
leadership to implement change.
Ready for Change
Both the leader and organization
have experience in change.
Ready for Frustration
If organization has a strong history
of change but leader is reluctant or
lacks personal capacity to lead
change, potential for staff to get
ahead of leader and then get
frustrated and shut down.
18
THE 5 PILLARS OF CHANGE for the TOTAL LEADER
The
AUTHENTIC
LEADER who…
Creates the
REASON
TO CHANGE
The
VISIONARY
LEADER who…
Paints a concrete
PICTURE
OF THE CHANGE
Helps everyone understand
how the change will
effect them personally
The
RELATIONAL
LEADER who…
Creates a
COMMITMENT
TO THE CHANGE
Involves everyone in the
change process
The
QUALITY
LEADER who…
Creates the
CAPACITY
TO CHANGE
Develops and empowers
everyone
The
SERVICE
LEADER who…
Provides
SUPPORT
FOR THE CHANGE
Manages
the Vision
Creates a compelling
organizational purpose
43
STRATEGIC DESIGN
Requires
STRATEGIC DIRECTION
+
STRATEGIC ALIGNMENT
Requires
AUTHENTIC
LEADERS
Who
DEFINE
PURPOSE
+
Requires
VISIONARY
LEADERS
Who
FRAME
VISION
+
RELATIONAL
LEADERS
Who
DEVELOP
OWNERSHIP
+
QUALITY
LEADERS
Who
BUILD
CAPACITY
+
SERVICE
LEADERS
Who
ENSURE
SUPPORT
TOTAL LEADERS Creating
PRODUCTIVE CHANGE
44
Leadership for Teaching
• Over the next 4 modules, we want you to reflect
on what your district is doing well that you want
to preserve in your district.
• Decide what key factors presented to you will
need to be addressed in your district and develop
a Comprehensive Management Plan.
• Reflect upon the leadership in your district to
initiate “cultural change”.
• Share your strategies and success with your
colleagues!
An Example of Historical Change
• http://www.youtube.com/watch?v=pQHXSjgQvQ
• Historical Change
22
Leadership for Teaching
The World is changing…
1. Technological innovation shakes the
institutions of society to their roots, with
advantageous and disastrous consequences.
2. The choices we make, whether as consumers
or as citizens active in politics, impact people
around the globe.
3. The rapid pace of technological change has
established unprecedented economic, political,
and cultural interdependence among nations
and individuals.
Poster Activity
Definition
Example
21st Century
Skills
#1 Exemplar
Non-Example
48
• Chuck House, executive director of
Media X, Stanford University's
membership research program on
media and technology, talks about
the new skills needed for 21st century
jobs.
• Chuck House Video
• check it out!
25
Leadership for Teaching
Initial Thinking
•Complete the Self-reflection Activity: Initial
Thinking, in your Participant Guide.
Leadership for Teaching
Catching Up or Leading the Way?
• Two Million Minutes
• Catching Up or Leading the Way
– Discuss the videos & Business in a Flat
World, The Ten Great Flatteners with a small
group
Leadership for Teaching
Revised Thinking
•Complete the Self-reflection Activity: Revised
Thinking, in your Participant Guide.
•Each group will present their revised thinking
on an assigned E.Q.
Leadership for Teaching
The Effort Effect
– Dweck Video
– Read The Effort Effect
– Complete the Final Word Protocol
– Discuss the article with a small group
– Each group will have 3 minutes to report the
implications the article has for our schools
Leadership for Teaching
Essential Question
How can we
embrace the
Standards Aligned
System (SAS) while
customizing
learning
opportunities for our
students?
Leadership for Teaching
Standards Aligned System
Student
Achievemen
t
Leadership for Teaching
Standards Aligned System
Clear
Standards
Clear Standards
Clear, high standards
that establish what all
students need to know
and be able to
accomplish
Leadership for Teaching
Standards Aligned System
Fair Assessments
Clear
Standards
Fair
Assessments
Student
Achievement
Fair Assessments
aligned to the
standards
Leadership for Teaching
Types of Assessment
•
•
•
•
Summative
Formative
Benchmark
Diagnostic
• Review the definitions of these types of
assessment in your Participant Guide.
Leadership for Teaching
Standards Aligned System
Curriculum
Framework
Clear
Standards
Fair
Assessments
Student
Achievement
Curriculum
Framework
A framework specifying
Big Ideas, Concepts
and Competencies,
essential questions,
vocabulary, and
exemplars in each
subject area and/or at
each grade level.
http://www.pdesas.org/
Leadership for Teaching
Curriculum Framework
– Big Ideas – Overarching concepts that
transcend specific grade levels.
– Concepts – Grade-specific descriptions of
what students should be able to do, based on
the PA standards.
– Competencies – Grade-specific descriptions
of what students should be able to do.
Leadership for Teaching
Curriculum Framework
– Essential Questions – Questions connected
to the SAS framework that are specifically
linked to the big ideas. They should frame
student inquiry, promote critical thinking, and
assist in learning transfer.
– Vocabulary – Key terminology linked to the
standards, big Ideas, and/or concepts and
competencies in a specific content area and
grade level.
Leadership for Teaching
Curriculum Framework
– Exemplars – Performance tasks that can be
used for assessment and instruction, as well
as professional development. Exemplars
provide educators with a concrete example of
assessing students' understanding of the big
ideas, concepts, and competencies.
Leadership for Teaching
Standards Aligned System
Clear
Standards
Instruction
Fair
Assessments
Student
Achievement
Curriculum
Framework
Instruction
Aligning instruction
with standards
involves identifying
strategies that are
best suited to help
students achieve the
expected
performance.
Leadership for Teaching
Standards Aligned System
Clear
Standards
Fair
Assessments
Student
Achievement
Materials &
Resources
Curriculum
Framework
Instruction
Materials &
Resources
Materials that address
the standards:
•What Works
Clearinghouse
•Best Evidence (BEE)
•Units & Lesson Plans
Leadership for Teaching
Standards Aligned System
Clear
Standards
Interventions
Fair
Assessments
Interventions
Student
Achievement
Materials &
Resources
Curriculum
Framework
Instruction
A safety
net/intervention
system that insures all
students meet
standards
SAS Activity
How can we embrace SAS while customizing learning
opportunities for our students?
Directions:
Review the SAS website more thoroughly. Specifically, look at the course content
assigned to your group. Using the tool provided, develop activities that align SAS
with the concept of mass customized learning and emphasizes the development
of 21st century skills.
•
Identify a content area.
•
Locate 5 activities, concepts, assessments, etc. that lend themselves to Mass
Customized Learning and how you would develop a course, unit or lesson to
incorporate into your content area.
•
Share your discussions and activities with another group. Develop a list of things
to look for in the activities that provide evidence of student achievement that
embeds 21st century skill acquisition.
•
Prepare to report your list of activities to the large group.
66
Leadership for Teaching
Closure Activity
•How do 21st Century skills help the students in
your district achieve success?
Leadership for Teaching
Post Workshop Activities
• Job-embedded Activities
–
–
Literature Review
Community Presentation
• Implementation Plan
Leadership for Teaching
THANK YOU!
Eric Eshbach, Ed.D.
Upper Adams School District
eric_eshbach@uasd.k12.pa.us
Sherri L. Smith, Ed.D.
Lower Dauphin School District
ssmith@ldsd.org