collaborative share
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Slides from Jonathan and Patrick's presentation at the Collaborative Tech ConferenceTRANSCRIPT
Jonathan P. Costa, Sr. Patrick Flynnhttp://www.educationconnection.org http://[email protected] [email protected]
Digital Age Teacher Growth Systemshttp://www.skills21.org
http://digitallearningforallnow.comhttp://www.slideshare.net/jpcostasr
(Look for Collaborative Share and 21st Century ILS 120113 Domain 4 Sample)
The Mission
To prepare EVERY learner
for lifeand work
in the 21st century.
© Corwin Press - 2011
© Corwin Press - 2011
Your world has changed…1.It is flat.2.It is digital.3.It is constantly
evolving.4.It is increasingly
unforgiving to those who are unskilled.
http://digitallearningforallnow.com
Purpose + Engagement = Learning
The Center for 21st Center Skills uses rigorous, standards based blended
learning courses and virtual learning tools in a 1:1 learning environment to challenge and engage student learners
from grades 7-12.
Goals for
Learning
Assessment& Data
ProfessionalLearning
Professional
Evaluation
Curriculum &Communicati
on
Teaching & Instruction
Resource Deployment
LeadershipFocus
OrientationSystems
Systems must align with mission and
goals.
By chance or plan, your systems create the world that they
are designed (or not) to support.
The Big Idea
No SurprisesWe Know How This
Works
© Corwin Press - 2011
1
2
3
Most educational systems are
aligned here…
Rethink
Reengineer
Retrofit
The Big Barrier
Your mission is to prepare students for
a digital world…
…but your systems are grounded on
analogue/inspection assumptions.
Consider Leverage Points
The two systems that drive our expectations for the learning
experiences we want to provide for our students.
Professional
Evaluation
Professional
Learning
Aligned Learning Practice
Aligning leadership &
talent capacity development
processes with data informed and research
driven learning practice.
Aligning Integrated data and knowledge platform
support with management and analysis tools that are efficient and easy to use.
Aligning instructional/learning evaluation structures with
digitally supported 21st century skills, knowledge and dispositions.
1 2
3
An Aligned System of Practice
Valuing student engagement and empowerment through the self-directed use of digital tools for learning.
Informed by the practice of the i3, Nellie Mae and NSF funded Center for 21s
t
Century Skills.
Aligning instructio
nal/learning
evaluation structures
with digitally
supported 21st
century skills,
knowledge and
dispositions.
1.
Allowing Only for a Retrofit
• What if nobody is in a classroom?• What if technology is considered
an essential tool for learning and not just a “physical resource?”• What if everyone has a different
“physical arrangement?”
Aligned Learning Practice
An Aligned System of Practice
Proven strategies for building and maximizing talent capacity throughout the implementation
process.
Aligning continuous adult learning for both administrators and
teachers with instructional vision and performance data.
Flexible and customizable organizational methodologies designed by and for learners.
Aligning leadership & talent capacity
development
processes with data informed
and research driven
learning practice.
2.
Aligned Learning Practice
Integrated Leadership Professional Learning Program
• 21st Century Rubric deconstruction • 21st Century Rubric calibration and inter-rater agreement• Evaluator proficiency analysis • Effective classroom observation techniques and evidence
collection approaches• Meaningful teacher and administrator feedback and
support
On-Going Implementation Analysis
• Collegial Calibrations ™ for on-going calibration of evaluators
• Implementation reviews with District Leadership Team• Personalized professional learning programming
An Aligned System of Practice
Access to model evidence, instructional exemplars, and continuous learning resources throughout the layers of the system.
Allows for a return on investment in knowledge development as well as information management.
Aligning Integrated data and knowledge platform
support with
management and analysis
tools that are
efficient and easy to use.
3.
Aligned Learning Practice
Educator Performance and Knowledge Management Learning Platform ™
Aligned Learning Practice
Aligning leadership &
talent capacity development
processes with data informed and research
driven learning practice.
Aligning Integrated data and knowledge platform
support with management and analysis tools that are efficient and easy to use.
Aligning instructional/learning evaluation structures with
digitally supported 21st century skills, knowledge and dispositions.
1 2
3
Foundational Documents Connecticut State Department of Education, The 2010 Common Core of Teaching: Foundational Skills, 2010 Connecticut State Department of Education, The Connecticut Framework for Teacher Evaluation and Support, 2012. Costa, Jonathan, & Cogan Drew, Dan, EDUCATION CONNECTION’s 21st Century Skills Crosswalk, Litchfield CT, 2010. Costa, Jonathan, Digital Learning for All, Now! Corwin Press, Thousand Oaks, CA, 2012. Danielson, Charlotte, Enhancing Professional Practice: A Framework for Teaching, 2nd Edition, ASCD, Alexandria VA, 2007.
enGauge 21st Century Skills - Copyright © 2003 by the North Central Regional Educational Laboratory and the Metiri Group. All rights reserved. This work was produced in whole or in part with funds from the Institute of Education Sciences (IES), U.S. Department of Education, under contract number ED-01-CO-0011.
ISTE/NETS - © 2007 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education. National Educational Technology Standards (NETS•S) and Performance Indicators for Students.
November, Alan, Who Owns the Learning? Solution Tree Press, Bloomington IN, 2012. Saphier, Jon, Haley-Speca, Mary Ann and Gower, Robert, The Skillful Teacher, Research for Better Teaching, Inc. Acton MA, 2008
21st Century Skills, The Partnership for 21st Century Skills, 177 N. Church Avenue, Suite 305 Tucson
Foundational DocumentsBolton, R. (1979). People skills: How to assert yourself, listen to others, and resolve conflicts. New York, New York: Simon &Schuster, Inc.
Cialdini, R. (2007). Influence: The psychology of persuasion. New York: HarperCollins. Downey, C. (2004). The Three-Minute Walkthrough: Changing school supervisory practice One teacher at a time. Thousand Oaks, CA: Corwin Press.
Fullan, Micheal (2007). The New Meaning of Educational Change, Fourth Edition, Teachers College Press, New York, NY Fullan, Micheal (2007). The Six Secrets of Change: What the Best Leaders Do to Help Their Organizations Survive and Thrive, Jossey-Bass, San Francisco, CA Garmston, R., and Dyer, J. (1999). The Art of Cognitive Coaching. Highlands Ranch, Colorado: Center for Cognitive Coaching.
Glickman, Carl (2008). Leadership for Learning: How to Help Teachers Succeed, ASCD, Alexandria,VA Hanushek, E. A., Kain, J. F., O’Brien, D. M., & Rivkin, S. G. (2005). The market for teacher quality. (NBER Working Paper 11154). Cambridge, MA: National Bureau of Economic Research. Hattie, J. (2009), Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London & New York: Routledge, Taylor& Francis Group Lipton, L., & Wellman, B. (2003) Mentoring Matters: A practical guide to learning-focused relationships. Sherman, CT: Mira Via.
McGuire, J.B. etal (2009). Transforming Your Organization: Global organization development white paper series. Center for Crerative Leadership. http://www.ccl.org/leadership/pdf/solutions/TYO.pdf Marzano, Robert (2005). School Leadership That Works: From Research to Results, ASCD, Alexandria,VA Pink, Daniel (2011). Drive: The Surprising Truth About What Motivates Us, Penguin Books, New York, NY Saphier, J. (1993). How to make Supervision and Evaluation Really Work: Supervision and evaluation in the context of strengthening school culture. Carlisle, MA: Research for Better Teaching, Inc. Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future students academic achievement. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center. Stone, D., Patton, B., & Heen, S. (2000). Difficult conversations. London: Penguin Books. K. Walsh, If Wishes Were Horses: The Reality Behind Teacher Quality Ratings (Washington, DC: National Council on Teacher Quality, 2007)
Wheatley, Margeret (2009). Turning to One Another: Simple Conversations to Restore Hope to the Future, Berrett-Koehler Publishers, San Franscico, CA
[email protected] [email protected]
http://www.educationconnection.org http://www.revisionlearning.comhttp://www.skills21.orghttp://digitallearningforallnow.com
http://www.slideshare.net/jpcostasr
If you go to Slideshare – look for:AESA Share
21st Century ILS 120113 Domain 4 Sample