Housekeeping

Paperless handouts

http://delicious.com/tag/fhohio

Sheryl Nussbaum-BeachCo-Founder Powerful Learning Practice, LLChttp://plpnetwork.comsheryl@plpnetwork.com

How will education be different tomorrow because of our meeting today?

How will you contextualize and mobilize what you learn?

How will you leverage, how will you enable your faculty to leverage- collective intelligence?

“Direction-not intention-determines our destination.”

Andy Stanley

Are your daily choices as a 21st Century Administrator taking you and your school in the direction you want to go?

Principle of the Path

http://docs.google.com/Doc?docid=0AQG4xdEX3Qe4ZGdnemh3ODVfNDlkN3hnbW1oZA&hl=en

What’s Changed?Last fall you gave us these barriers– what have you overcome? How will you overcome?

Powerful ConversationUsing Self-Eval Rubric

http://docs.google.com/View?id=ah8n38hnwpnq_620dq9ffsfm

Vision, Mission and Beliefs

The Forest Hills School District Vision, Mission and Beliefs

  Vision- Success for all students.

 To provide educational opportunities that enable our students to acquire the knowledge, skills and personal qualities necessary for responsible citizenship and lifelong learning. Beliefs•The responsibility for the education of our students is shared by our students, their parents, the school district, and the community.•We must invest in our students - they are our highest priority.•Quality education recognizes that students learn in different ways and at different rates.•Our educational programs should address the needs of the total person.•Our school district must strive for excellence through continuous improvement.•Community awareness, involvement, and support are essential to successful public education.•Our staff promotes learning through their positive interaction with our students.•We must maintain a safe and secure learning environment.•All persons deserve respect and acceptance of their individuality and diversity.

United States Is Substantially Behind Other Nations in Providing Teacher Professional Development That Improves Student Learning; Report Identifies Practices that Work Research shows that professional learning can have a powerful effect on teacher skills and knowledge and on student learning. To be effective, however, it must be sustained, focused on important content, and embedded in the work of collaborative professional learning teams that support ongoing improvements in teachers’ practice and student achievement.

“Teachers lack time and opportunities to view each other’s classrooms, learn from mentors, and work collaboratively,” says Gov. James B. Hunt, Jr., the former four-time governor of North Carolina.  

Shifting From Shifting To

Learning at school Learning anytime/anywhere

Teaching as a private event Teaching as a public collaborative practice

Learning as passiveparticipant

Learning in a participatory culture

Learning as individuals

Linear knowledge

Learning in a networked community

Distributed knowledge

New Media Literacies- What are they?

http://newmedialiteracies.org/ Will the future of education include broad-based, global reflection and inquiry?

Will your current level of new media literacy skills allow you to take part in leading learning through these mediums?

What place does emerging media have in your role as a change savvy leader?

Community is the New Professional Development

Cochran-Smith and Lytle (1999a) describe three ways of knowing and constructing knowledge that align closely with PLP's philosophy and are worth mentioning here.

Knowledge for Practice is often reflected in traditional PD efforts when a trainer shares with teachers information produced by educational researchers. This knowledge presumes a commonly accepted degree of correctness about what is being shared. The learner is typically passive in this kind of "sit and get" experience. This kind of knowledge is difficult for teachers to transfer to classrooms without support and follow through. After a workshop, much of what was useful gets lost in the daily grind, pressures and isolation of teaching.

Knowledge in Practice recognizes the importance of teacher experience and practical knowledge in improving classroom practice. As a teacher tests out new strategies and assimilates them into teaching routines they construct knowledge in practice. They learn by doing. This knowledge is strengthened when teachers reflect and share with one another lessons learned during specific teaching sessions and describe the tacit knowledge embedded in their experiences. 

Community is the New Professional Development

Knowledge of Practice believes that systematic inquiry where teachers create knowledge as they focus on raising questions about and systematically studying their own classroom teaching practices collaboratively, allows educators to construct knowledge of practice in ways that move beyond the basics of classroom practice to a more systemic view of learning.

I believe that by attending to the development of knowledge for, in and of practice, we can enhance professional growth that leads to real change.

Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge and practice: Teaching learning in communities. Review of Research in Education, 24, 249-305.

What does it mean to work in a participatory 2.0 world?

PD of the 21st Century will be—

teacher directed through:Connections (PLNs, PLCs & CoP)

Personal Learning Networks

FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven

Communities

Building capacity in both individuals and groups

Self efficacy and collective efficacy

Global citizenship within a local context

The driving engine of the collaborative culture of a PLC is the team. They work together in an ongoing effort to discover best practices and to expand their professional expertise.

PLCs are our best hope for reculturing schools. We want to focus on shifting from a culture of teacher isolation to a culture of deep and meaningful collaboration.

Professional Learning Communities

FOCUS: Local , F2F, Job-embedded- in Real Time

Communities of Practice

FOCUS: Situated, Synchronous, Asynchronous- Online and Walled Garden

“Some online communities emerge out of nowhere, are totally unplanned and blossom. But these are the minority. There is a good deal of evidence to suggest that careful planning is essential to the success of an online community”

(Australian Flexible Learning Framework, What are the characteristics of effective online learning communities? pg 7, 2003)

Examples of Community Driven Collaboration

- Action Research- Distributive Leadership

Distributive Leadership

Action Researc

h Process