feb 22, 2016 - one room school house

One Room School House Revisited: A model for school reform _ Riley J. Justis

WWW.EXCELLENCEINED.ORG [email protected]

907-299-8403

27 States And Washington DC

IMPACTING

States using our services

States using our technology

States using our services and technology

Goals for Today

Share A Framework for Reform

Challenge Conventional Thinking

Learn and Grow Together

Advance Your Thinking About Reforming Education

Have Fun!

1

2

3

4

5

What Does Reform Mean?

What is Your Number?

&

“The future is not what it used to be.”

— Yogi Berra, Baseball Hall of Famer

REFORM

Schools Learning ≠

History of Public Education


•  The colonial period of education was influenced and founded in the practices of religion and “great societies”

•  Greek •  Athens •  Reformation

•  In colonial states the teaching of children was limited to the wealthy and in what we would consider today to be private schools

•  Boston Latin School- Change and the first form of education reform was introduced to the American educational system


•  The one-room schoolhouse served multiple ages and each student was taught according to where he/she was academically and progressed at his/her own pace.

•  Advancements in instruction and curriculum pacing were established but done so as related to students individual learning needs and progress through the curricula.

•  The school that included all ages in one classroom

allowed older or more advanced students to support younger or struggling students (Reese 2011)

•  Swidler (2000) submits one unique benefit of the one-room schoolhouse is that it offers a chance to avoid the current youth culture.


•  Thomas Jefferson proposes a two-track educational system, with different tracks in his words for "the laboring and the learned.”

•  Scholarship would allow a very few of the laboring class to advance, Jefferson says, by "raking a few geniuses from the rubbish.”

•  Northwest Territory- Township model and the inclusion of publicly funding schools as a mandate by law.


•  The current system of schooling is the byproduct of the industrialization of the United States in the mid-1800s (Darling-Hammond, 1995).

•  The factory model of education was developed with students divided into age-based classrooms and curriculum becoming formalized and standardized. This system was efficient and effective at sorting and selecting students, which was its intent, but is unequal to the mission of educating all students to high standards (Lezotte and McKee, 2011).


•  A survey of 150 school districts reveals that three quarters of them are using so-called intelligence testing to place students in different academic tracks.

•  Separate but equal education across the nation •  Chinese and Native American populations

of learners.

•  1948 Establishment of college entrance examinations.

•  SAT vs. Immigrants


•  In schools, for example, the main problem is not the absence of innovations but the presence of too many disconnected, episodic, piecemeal, superficially adorned projects. Rather than contributing to substantial improvements, adopting improvement programs may also add to the endless cycle of initiatives that seem to sap the strength and spirit of schools and their communities. (Fullan 2001)

•  Milliken v. Bradley. 1974 defacto segregation


•  We know that the system-in-place known as the public school system was never designed to successfully teach a high-standards curriculum to ever-more diverse students.” (Fullan, 2001)

•  “local school organizations have grown more complex and fragmented as they responded to various state and federal interventions, and to a more demanding political environment” (Cohen, 1982)


•  Where does that leave us today?

•  What is the current trend in reform and what is the focus of those reforms?

•  What is the WHY?

““ “Good is the enemy of great.”

Jim Collins

Collins’ Good to Great Framework

OUTPUT RESULTS

STAGE 1: DISCIPLINED PEOPLE

INPUT PRINCIPLES

Level 5 Leadership First Who, Then What

STAGE 2: DISCIPLINED THOUGHT Confront the Brutal Facts The Hedgehog Concept

STAGE 3: DISCIPLINED ACTION Culture of Discipline The Flywheel

STAGE 4: BUILDING GREATNESS TO LAST

Clock Building, Not Time Telling Preserve Core, Stimulate Progress

DELIVERS SUPERIOR PERFORMANCE

MAKES A DISTINCTIVE IMPACT

ACHIEVES LASTING ENDURANCE Beyond Any Leader, Idea or Setback

On the Communities It Touches

Relative to Its Mission

Building for Breakthrough

Preserve Core, Stimulate Progress

The Flywheel



What Do We Want Our Hedgehog to Be?

How Will It Fuel Our Resource Engine?

&

DOORSDigitalized Optimized One Room School House

Technology can improve student performance when the application:

§  Directly supports the curriculum objectives being assessed.

§  Provides opportunities for student collaboration.

§  Adjusts for student ability and prior experience, and provides feedback to the student and teacher about student performance or progress with the application.

§  Is integrated into the typical instructional day.

§  Provides opportunities for students to design and implement projects that extend the curriculum content (e.g., student-created products, multimedia, and video streaming).

§  When used in environments where teachers, the school community, and school and district administrators support the use of technology.


Teacher Factors that Influence Innovative Behavior

§  Openness

§  Curiosity

§  Positive Attitudes and Beliefs About: §  Students Ability to Learn §  The usefulness of Technology

§  Continuous Earning

§  Learning Goal Orientation

§  Self Efficacy

§  Problem Solving Approach

§  Persistence

§  Ability to Recognize and Evaluate Opportunity

§  Strong content and Pedagogical Knowledge


§  Questions must be answered to identify the “new” student in the new ORSH: §  Where are these learners? §  Who are these learners? §  If and How do they differ from convention?

§  Concepts of recruitment must be identified: §  Break from convention

§  On going support §  What are wrap around services? §  College, Work and Life


The model of teaching and learning in the ORSH must be thought of as a continuum rather than between two fixed points


§  The challenge of effective professional development must be considered: §  Who is involved in the professional learning? §  What level are they engaged in their own learning

an growth as a reflection of their ability to teach effectively?

§  Focus must be shifted toward development of the competence in the skills of technology usage rather than application delivery.

§  Development of a robust and all inclusive support program for hardware and software but also for teachers. §  Average time to frustration is less than 30

seconds and that increase with both age and knowledge level.


§  Beyond Maslow’s: §  Internet and Hardware Access


THANKYOU!

[email protected]

WWW.EXCELLENCEINED.ORG