Building Capacity for Learning Technology Leadership

The CASS Network of 21st Century School Systems

Jim Brandon and Gary StrotherCASA Niagara Falls – July 9, 2011

PURPOSES

To deepen participant understanding of 21st century learning and teaching transformational leadershipIT governanceschool systems as knowledge building

organizations

THE CASS FRAMEWORK FOR SCHOOL SYSTEM SUCCESS (September 2009)

A collaboratively developed articulation of 11 dimensions of system leadership practice that best available evidence and practical wisdom identify as positively impacting student learning

THE CASS FRAMEWORK FOR SCHOOL SYSTEM SUCCESS

A. VISION and DIRECTION SETTING1. Jurisdiction-Wide Focus on Student Achievement2. Targeted and Phased Focuses for School Improvement3. Strategic Engagement with the Government’s Agenda for

Change and Associated Resources

B. ORGANIZATION DESIGN and ALIGNMENT4. Infrastructure Alignment

C. CAPACITY DEVELOPMENT5. Jurisdiction-wide sense of efficacy6. Investing in Instructional Leadership7. District-wide, job embedded professional development for

leaders and teachers

D. RELATIONSHIP BUILDING8. Building and Maintaining Good Relations9. Engaging Parents

E. THE PRIMACY of CURRICULUM and INSTRUCTION10. Approaches to Curriculum and Instruction11. Use of Evidence for Planning, Organizational Learning and

Accountability

THE CASS FRAMEWORK FOR SCHOOL SYSTEM SUCCESS

The best available evidence suggests that High Performing School Systems focus on

CAPACITY DEVELOPMENT

Dimension 6: Investing in Instructional Leadership

1. Change the conceptions of leadership expected of senior staff and others.

2. Hold principals directly accountable for the quality of instruction in their schools.

3. Encourage principals to supplement the instructional leadership in their schools with central office expertise as needed.

4. Provide opportunities in the district for principals to further develop their instructional leadership capacities.

5. Use external expertise to develop instructional leadership in the district.

Looking at research in 4 areas connected to High Performing School Jurisdictions in the Application of 21st Century Learning Technology

12th Dimension: System Leadership for Learning Technology Success

1. A Shared Vision of 21st Century Learning and Teaching

2. Transformational School and System Leadership

3. IT Governance

4. School Systems as Knowledge-building Organizations

FOUNDED ON RESEARCH BY Drs. Sharon Friesen and Jennifer Lock – U of C – 2010 Dr. Maurice Hollingsworth – U of L – 2008 Jeff Rawlings – Alberta Education – 2010Charmaine Brooks – U of A – 2010

ADDING PRACTICAL WISDOM THROUGH CONVERSATION

CASS NETWORK of 21st CENTURY SCHOOL SYSTEMS

Rocky View Schools, Airdrie Oct 19, 2010 & Feb 15. 2011

• Focusing on jurisdiction implementation of 21st century learning and teaching

• Generative network for districts highly committed to the application of learning technologies toward 21st century learning and teaching

• Sharing insights, challenges and supporting each other’s work

• Learning with and from other Alberta school jurisdictions

• Dialogue and inquiry on evidence based leadership practice

• http://cass.rockyview.ab.ca/

Koehler, M. & Misha, P. (2008). Introducing TPCK. In AACTE (Eds) Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. Routledge: New York, NY

A Shared Vision of 21st Century Learning and Teaching Binkley et. al (2010)

Ways of Thinking– Creativity, critical thinking, decision making, problem-

solving

Ways of Working– Including communication and collaboration

Tools for Working– Ability to recognize and exploit the potential of new

technologies

Ways of Living Together– The capacity to live in a multifaceted world as active,

participating and contributing citizens

A Shared Vision of 21st Century Learning and Teaching Embedding technology in rich, robust learning by

• nurturing active and in-depth learning• requiring authenticity• fostering collaboration• utilizing prior knowledge and experience• organizing knowledge around key concepts and

connections• supporting the development of meta-cognitive skills

Learning from Studies of 7 High Performing Jurisdictions TEACHERS as DESIGNERS OF 21st CENTURY LEARNING

1. developed strong authentic discipline-based inquiry work for students

2. scaffolded student work with robust instructional practices that conformed to the learners and assessment practices that aided each child to improve, grow and thrive

3. called upon networked digital technologies to create knowledge-building classrooms

4. created strong relationships with their students and other teachers. Created processes so that students built strong relationships with each other and with experts in the field as they learned together

5. worked with peers to critically reflect on their practice and work on improving their practice in the company of peers.

“Aspiring to be barebones…”

• New Direction– IT Lead Team

• At the Table• External Audit• $ to Fund• Hand in Hand with Instructional

Services

Shared Vision of 21st Century Learning and Teaching

A Shared Vision of 21st Century Learning and Teaching

1. What are your district’s strengths in this area?

2. What next steps do you foresee for your district in this area?

Transformational School and System Leadership

What ways of thinking about technology, teaching and learning need to be cultivated in the leadership community?

Brooks, 2010

Transformational School and System Leadership

Transformational approaches emphasize emotions and values and share in common the fundamental aim of fostering capacity development.

Leithwood and Janzi, 2009, p. 38

Transformational School and System Leadership

• Attending to the instructional core and the ways in which technology impacts the instructional core

• Building strong learning and leading relationships

• Guiding and coaching other leaders

• Knowing and fostering 21st century learning environments

Learning from Studies of 7 High Performing Jurisdictions TRANSFORMATIONAL LEADERSHIP APPROACHES

Leaders in the seven initiatives

1. collaboratively created a shared vision: support for technology within a strong vision for learning from the learning sciences.

2. ensured access to current networked digital resources

3. ensured that all involved became skilled technology users

4. ensured technical assistance

5. ensured those involved had subject and content knowledge in combination with pedagogical skill

6. ensured student-centered learning approaches

7. generated and maintained community support

8. ensured policies to sustain and strengthen the initiative

Why Not: I.T’s About Teaching and Learning!

• Start with IT Department– Shift in thinking

• Snapshot– Get leaders (principals) involved

• 5 Year Plan

Transformational School and District Leadership

Transformational School and System Leadership

1. What are your district’s strengths in this area?

2. What next steps do you foresee for your district in this area?

Are the objectives of IT aligned with the objectives of the school jurisdiction?

Are we managing the risks?

Are we managing our resources effectively and responsibly?

While still enabling the jurisdiction to achieve its goals?

How do we know when we have achieved our goals?

IT GovernanceAddresses these questions

IT Governance Institute Board Briefing on IT Governance, 2nd Edition

IT governance is a set of responsibilities and practices exercised by Senior jurisdiction leaders with the goals of:

• Providing and aligning the strategic IT direction with the jurisdictions objectives

• Ensuring that IT goals are achieved

• Ascertaining that risks are managed appropriately

• Verifying that the jurisdictions resources are used responsibly

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www.itgi.orgwww.itgi.org

IT Governance

IT Governance Institute Board Briefing on IT Governance, 2nd Edition

Who is responsible?IT governance is the responsibility of the senior school jurisdiction leaders

Superintendent

Secretary Treasurer

Deputy Superintendent

Assistant Superintendents

IT Director/Manger

Need a new SIS…

• Necessity of strong infrastructure• Educate district leaders

– Candy example

• ‘At the table’

IT Governance

IT Governance

1. What are your district’s strengths in this area?

2. What next steps do you foresee for your district in this area?

School Districts As Knowledge Building Organizations

School Districts As Knowledge Building Organizations

A knowledge building environment, virtual or otherwise, is one that enhances collaborative efforts to create and continually improve ideas. It exploits the potential of collaborative knowledge work by situating ideas in a communal workspace where others can criticize or contribute to their improvement.

Scardamalia, et.al., 2010

Learning from Studies of 7 High Performing Jurisdictions SCHOOL SYSTEMS AS KNOWLEDGE-BUILDING ORGANIZATIONS

A complex systems-based approach, wherein leaders

1. paid attention to emerging learning, collected evidence along the way and made decisions informed by evidence and research

2. created adaptable structures

3. understood that knowledge-building is created through connections and relationships, not its flow chart. Mindset of inquiry, not certitude

4. short term processes focused toward vision, monitoring and adjustments in response to evidence

Professional Development: Teachers Learning from Teachers…

• District Leadership Council • Partnership with ATA for PD• Partnering with Students

School Jurisdictions as Knowledge Building Organizations

School Systems as Knowledge-building Organizations

1. What are your district’s strengths in this area?

2. What next steps do you foresee for your district in this area?