Download - Sustaining Innovation And Disruptive Innovation. SystemInnovation

Sustaining Innovation

And

Disruptive Innovation

System Innovation

Sustaining InnovationDisruptive Innovation

Coherence

Fidelity Adaptable

Scalable

How to be a Creator….

• Outcome: Decide what you want to accomplish.

• Obvious: Determine the strongest beliefs you have about the outcome.

• Opposite: Create a statement (s) contradicting these beliefs.

• Opportunity: Stretch your mind to come up with an idea you’ve never thought before.

THE IMPLEMENTATION DIP….

THE POSSIBILITY CURVE..

Fullan--1990

VERSIONS

AGENDA

1. Opening Thoughts

2. Four Major Challenges

3. Generation Gap and Learning

4. Traits of Top Performers

5. Key Strategies

6. Rigor, Relevance, Relationships ????

7. The Learning Criteria

8. Closing Advice

• Rigor

• Relevance

• Relationships

International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.

Rigor/Rigor/Relevance Relevance FrameworkFramework

Knowledge TaxonomyKnowledge Taxonomy

1. Recall Knowledge1. Recall Knowledge2. Comprehension 2. Comprehension 3. Application 3. Application 4. Analysis 4. Analysis 5. Synthesis 5. Synthesis 6. Evaluation 6. Evaluation

AssimilationAssimilationof knowledgeof knowledge

Acquisition Acquisition of knowledgeof knowledge

Thinking Thinking ContinuumContinuum

Application Application ModelModel

Application ModelApplication Model1 Knowledge of one 1 Knowledge of one disciplinediscipline2 Application within 2 Application within disciplinediscipline3 Application across 3 Application across

disciplinesdisciplines4 Application to real-world 4 Application to real-world

predictable situationspredictable situations5 Application to real-world 5 Application to real-world

unpredictable situationsunpredictable situations

AcquisitionAcquisitionof knowledgeof knowledge

ApplicationApplicationof knowledgeof knowledge

Action ContinuumAction Continuum

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

RIGOR

RELEVANCE

AA BB

DDCC


TeacherTeacherWorkWork

Teacher/Student RolesTeacher/Student Roles

StudentStudentThinkThink

StudentStudentThink & WorkThink & Work

StudentStudentWorkWork

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC


Describe function Describe function of gasof gas

spectrophotometerspectrophotometer

DifficultDifficult

Solve quadratic Solve quadratic equationsequations

Determine cost efficent Determine cost efficent heating for new home heating for new home

designdesign

Troubleshoot Troubleshoot lawnmower that lawnmower that

doesn’t startdoesn’t start

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC


Count by 5s to 100Count by 5s to 100

EasyEasy

Compare Compare captialism and captialism and

socialismsocialismWrite a letter to the Write a letter to the

editoreditor

Make change as Make change as cashier without cashier without working registerworking register

High

HighLow

Low

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC


• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

KNOWLEDGE


AA BB

DDCC


• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

KNOWLEDGE


AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the

perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

KNOWLEDGE


AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework• Obtain historical data about local weather

to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

RIGOR

RELEVANCE

AA BB

DDCC


RightRightAnswerAnswer

Did Students Get it Right?Did Students Get it Right?

RationalRationalAnswerAnswer

RightRightQuestionsQuestions

RightRightProcedureProcedure

High

HighLow

Low

KNOWLEDGE


•• Extended Extended ResponseResponse

•• Product Product PerformancePerformance

Primary AssessmentsPrimary AssessmentsRigor/Relevance FrameworkRigor/Relevance Framework

•• PortfolioPortfolio•• Product Product

PerformancePerformance•• InterviewInterview•• Self ReflectionSelf Reflection

•• Process Process •• PerformancePerformance•• Product Product

PerformancePerformance

•• Multiple ChoiceMultiple Choice•• Constructed Constructed

ResponseResponse

Suggestion for Sequencing Suggestion for Sequencing LearningLearning

Don’t always start in Quadrant ADon’t always start in Quadrant A Consider starting with real world Consider starting with real world

problemsproblems Use inquiry for launching activitiesUse inquiry for launching activities Use variety of individual and group Use variety of individual and group

student workstudent work

• Rigor

• Relevance

• Relationships

• Relevance

• Relationships

• Rigor

• Relationships

• Relevance

• Rigor

R x R x R = LCWRS

Relationships X Relevance X Rigor =

Life, College, Work Ready Students

“It is virtually impossible to make things relevant for or

expect personal excellence from a student you don’t know.”

Carol Ann Tomlinson

You can’t teach kids you don’t know….

Participation Gap• Self-Worth: Self-Worth occurs when

students know they are valued members of the community; have a person they can trust; believe they can achieve.

• Active Engagement: Active Engagement happens when students are deeply involved in the learning process.

• Purpose: Purpose exits when students take responsibility for who and what they want to become.

STUDENT ASPIRATIONS / PARTICIPATION GAP

SELF WORTH

ACTIVE ENGAGEMENT

PURPOSE

BelongingHeroesSense of Accomplishment

Fun & ExcitementCuriosity & CreativitySpirit of Adventure

Leadership & ResponsibilityConfidence to Take Action

Relationships

Relevance

Rigor

I am proud of my school. T = 85S = 50

I am excited to be working with students. T = 96Teachers enjoy working with students. S = 56Students have fun at school. T = 78School is boring. S = 47Students make school an exciting place to work. T = 87Teachers make school an exciting place to learn. S = 31I have fun at school. T = 85Teachers have fun at school. S = 39Students care if I am absent from school. T = 78Teachers care if I am absent from school. S = 46I enjoy working here. T = 88I enjoy being at school. S = 50

NATIONAL DATADelusional Discrepancies

Copyright 2008 Quaglia Institute

I am excited to tell my colleagueswhen I do something well. T = 59I am excited to tell my friends when I get good grades. S = 57 I see myself as a leader. T = 75

S = 58My colleagues see me as a leader. T = 50Other students see me as a leader. S = 34I feel comfortable asking questions in staff meetings. T = 66I feel comfortable asking questions in class. S = 66

NATIONAL DATASad Similarities

Copyright 2008 Quaglia Institute

Aspirations:the ability

to dream and set goals for the future,

while being inspired in the present

to reach those dreams.

AGENDA

1. Opening Thoughts




5. Key Strategies



8. Closing Advice

Commander’s IntentCommander’s Intent

Develop and implement plans to support

and enhance 21st Century Teaching &

Learning

Three Question Exercise

1. What will the world be like 20 years from now?

2. What skills will your child need to be successful in that world?

3. What would learning look like if it was designed around your answers?

20th Century LearningTeacher-directedDirect InstructionKnowledgeContentBasic SkillsTheoryCurriculumIndividualClassroomSummative AssessedLearning for School

21st Century LearningTeacher-directedDirect InstructionKnowledgeContentBasic SkillsTheoryCurriculumIndividualClassroomSummative AssessmentsLearning for School

Learner-centeredCollaborative ConstructionSkillsProcessHigher-order ThinkingPracticeLife SkillsGroupCommunityFormative EvaluationsLearning for Life

A BetterA Better BalanceBalance

Learning Criteria to Support 21st

Century Learners

Core Academic Learning

Stretch Learning

Learner Engagement

Personal Skill Development

Components of School

Excellence

•Embrace a Common Vision and Goals•Inform Decisions Through Data Systems•Empower Leadership Teams to Take Action and Innovate•Clarify Student Learning Expectations•Adopt Effective Instructional Practices•Address Organizational Structures•Monitor Progress/Improve Support Systems•Refine Process on an Ongoing Basis

6

5

4

3

2

1

1 2 3 4 5

Rigor/Relevance Framework

How do you want learning evaluated?

Evaluation Systems

Many of our systems are incomplete because we…

- over- measure some thingsand

- don’t measure others enough.

What is it that you will stand for as “Learning in Your School?”

What makes your school different from others?

• How do you communicate learning to the public?

• What do you tell parents their children will achieve?

• What will your graduates be like?

The Learning Criteria helps you put into action what you

believe about learning.

Success Beyond the Test

• Core Academics

• Stretch Learning

• Learner Engagement

• Personal Skill Development

Learning Criteria to Support 21st Century Learners

• Every school has its own DNA.

• School success is measurable beyond the tests.

• Data must drive school improvement initiatives.

• School growth and continuous improvement must be an ongoing, collaborative process.

International Center for Leadership in Education, Inc.

Dimensions

• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)

K8 Core Academic Learning Sample Data Indicators

• Percentage of students meeting proficiency level of state testing requirements (required)

• Achievement levels on standardized tests/assessments other than state exams [e.g., Lexile, Developmental Reading Assessments, STAR, Scholastic Reading Inventory, etc.]

• Percentage of performance-based assessments aligned with state and district standards used in reading, math, writing, and science (portfolio development, student-led conferencing, etc.)

• Percentage of students requiring remediation (summer school or tutorial) in reading, mathematics

• Follow-up surveys of academic achievements of students as

they move to middle school/high school

9-12 Core Academic Learning Sample Data Indicators

• Percentage of students meeting proficiency level on state tests (required)

• Average scores on ACT/SAT/PSAT

• Achievement levels on standardized tests other than state assessments

• Percentage of students requiring English/math remediation in college

• Percentage of students graduating high school in four years

Core LearningStudent

OutcomesSchool

PerformanceSustained Disaggregated

Benchmarked

(Target)

• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)

• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

Dimensions

K- 8 Stretch Learning Sample Data Indicators• More than one year’s growth in literacy per grade

• Interdisciplinary work and projects (problem based learning)

• Students reading at least 60% non-fiction each day and using research-based comprehension

• Students participate in daily enrichment courses (music, art, physical education, foreign language, etc.)

• Completion of three or more years of world language before grade 6

• Number of students enrolled in choice-based academic explorations e.g. electives, clubs, independent studies, expert groupings, etc.

• Number of students involved in self-regulated learning opportunities such as peer coaching, student-led conferencing, student & teacher data notebooks, peer data conferencing, etc.

9-12 Stretch Learning Sample Data Indicators

• Interdisciplinary work and projects (e.g., senior exhibition)

• Participation/test scores in International Baccalaureate courses

• Average number of college credits earned by graduation (dual enrollment)

• Enrollment in AP courses/scores on AP exams/percentage achieving >2 (online)

• Percent of students completing career majors or career/technical education programs

• Four or more credits in a career area (online)

• Four or more credits in arts (online)

• Earning of specialized certificates (e.g., Microsoft, Cisco Academy) (online)

Stretch LearningStudent

OutcomesSchool


Benchmarked

(Target)

Criteria• Core Academic Learning (Achievement in the core

subjects of English language arts, math and science and others identified by the school)


• Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

K8 Learner Engagement Sample Data Indicators

• Student satisfaction surveys

• Student risk behaviors (Asset Survey)

• Attendance rate

• Discipline referrals

• Tardiness

• Student participation in classroom and school leadership (Junior Leadership Team, etc.)

9-12 Learner Engagement Sample Data Indicators

• Student satisfaction surveys

• Student risk behaviors (asset survey)

• Attendance rate

• Participation rate in extracurricular activities

• % of students taking ACT/SAT

• Tardiness rate

• % of students going to two and four year colleges

Learner EngagementStudent

OutcomesSchool


Benchmarked

(Target)





• Personal Skill Development (Measures of personal, social, service, and leadership skills; and demonstrations of positive behaviors and attitudes)

K-8 Personal Skill Development Sample Data Indicators

• Participation or hours in service learning

• Students holding leadership position in clubs, classrooms, or sports

• Time management

• Ability to plan and organize work

• Respect for diversity

• Reduction in number of student incidences of conflict

• Follow-up survey of middle school students on development of personal skills

9-12 Personal Skill Development Sample Data Indicators

• Participation or hours in service learning

• Students holding leadership positions in clubs or sports

• Assessment of personal skills: time management, ability to plan and organize work,

• Leadership/followership, etc.

• Respect for diversity

• Work as a member of a team

• Trustworthiness, perseverance, other character traits

• Follow-up survey of graduates on development of personal skills

Personal Skill DevelopmentStudent

OutcomesSchool


Benchmarked

(Target)





• Personal Skill Development (Measures of personal, social, service, and leadership skills; and demonstrations of positive behaviors and attitudes)

Learning CriteriaStudent Evaluations

Student-centered … not School-centered

Core Academics

• State Achievement Test Results

• SAT/ACT Results

• Grade Point Average

• Full Schedule in Four Core Subjects

Stretch Learning

• Advanced Placement (AP) Results• IB Participation• CTE Program Participation• 3 or More Years in a 2nd Language Course• Specialized Certification• National Student Organization Membership• College-Sponsored HS Course Credits• 3 or More Science Lab Courses• Special Education Declassification• Specialized Art and Music• Advanced Diploma Sequence Options• Growth in Lexile Reading Measure

Learner Engagement

• On Schedule to Graduate with Cohort Group

• Attendance Rate

• Tardiness Rate

• Submits Homework Assignments on Time

• Community Service

• No Discipline Referrals

• Participation in Clubs/Extracurricular Activities

• Participation in Athletics

Personal Skill Development

• Internships/Shadowing Opportunities

• Service Learning Opportunities

• Career Planning Activities

• “Soft Skills” Curriculum

• JROTC

• Portfolio

• Research Project

• Quadrant D Activities

Learning CriteriaStudent Evaluations

• Core Academics

• Stretch Learning

• Learner Engagement

• Personal Skill Development

Learner Engagement (15 pts. Max for Each)

• On Schedule to Graduate with Cohort Group

• Attendance Rate

• Tardiness Rate

• Submits Homework Assignments on Time

• Community Service

• No Discipline Referrals

• Participation in Extracurricular Activities

• Participation in Interscholastic Sports

Measure what matters

Achieve what you believe.

Learning Criteria to Support 21st Century

Learners

AGENDA

1. Opening Thoughts




5. Key Strategies



8. Closing Advice

Is my desire for success to improve my system or classroom strong enough to prompt me to

change my thinking?

Am I unleashing the enthusiasm of “possibility thinking” to find solutions for even seemingly

impossible situations?

The things we fear most in organizations, fluctuations,

disturbances, imbalances, are the primary sources of innovation.

Meg Wheatley

The Invisible Difference

Passion Commitment

We can complain about the troubling inadequacies of the

present ----

or we can face them.

We can talk and dream about the glorious schools of the future ---

OR WE CAN CREATE THEM!

AGENDA

1. Opening Thoughts




5. Key Strategies



8. Closing Advice

Download - Sustaining Innovation And Disruptive Innovation. SystemInnovation

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