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									 BCSSA:FALL CONFERENCE 2010
   Victoria, BC 18/19 November

Developing the BC learning
agenda: innovation and
improvement
Part 2: emergent policies


Valerie Hannon and Tony Mackay
Innovation Unit, UK
 Global Education Leaders Program

Consortium Partners    Jurisdiction Partners
                              Australia
                           Beijing, China
                              England
                               Finland
                          Ontario, Canada
                         New York City, USA
                            New Zealand
                            South Korea
                          Victoria, Australia
The Global Education Leaders Program Objectives



 • To advocate the vision of 21st Century Learning
   (‘Education 3.0 and beyond)
 • To develop leadership capacity to transform
   education systems
 • To accelerate and sustain transformation efforts
   within GELP members' local and national systems
 • To grow a global community of education leaders
   and innovators
 • To create a global movement towards 21st Century
   Learning (‘Education 3.0’)
Global Education
Leaders Program

www.GETideas.org
The Education 3.0 Framework
                                           Buildin                        Delivered
                                  Pace &             Routes
   Leading           Holistic     urgenc
                                             g
                                                        to
                                                               Sustain-       in
                     change                owner-               able      partner-
transformation                       y
                                            ship      scale                 ship



 Curriculum,                                  Policies,
                    Infrastructure &                              Leadership,
 pedagogy &                                 Procedures &
                      Technology                                People & Culture
 assessment                                 Management

Student-centred,      Technology
  personalised                             Well-governed and         Visionary
                    vision led from
    learning                               managed system           leadership
                        the top

 21st century      High standard of           Data-driven       Excellent teachers,
 curriculum          educational            accountability &      principals and
                      technology            decisionmaking       system-leaders

‘Next practice’    Integrated training –                           Ambitious,
                                              Innovation
                       technology &                               collaborative,
  pedagogy               pedagogy            management         innovative culture

Assessment for                                Integrated
                   Flexible learning
   learning                                  ecosystem of
                        spaces
                                               partners
 Finland’s Pedagogy for Tomorrow

• Ubiquitous technology, ubiquitous
  opportunity?
• Collaborative, social-constructivist learning
• Problem-based instruction
• Progressive inquiry, experimental study
• Peer feedback and peer cooperation
video
 New York City: GELP member

      Putting Children First

• John White, Deputy Chancellor, NYC
  Department of Education
         NYC: the old school system was
             not set up to succeed
Before Mayor Bloomberg took charge of New York City‟s
public schools in 2002, the system was failing too many
families and students. It was a system characterized by:
No coherent standards
   > 40 distinct districts, setting their
     own rules and standards
Limited accountability
   > No one responsible for results
   > Lots of finger pointing
Stagnant results for NYC students
   > Generations of students were
     leaving school without the skills
     and knowledge they needed to
 9
     succeed
 Phase one:
 Depoliticize and foster coherence and capacity-building
Created a new management structure. We streamlined the bureaucracy,
  bringing stability and coherence to an unruly system. We created 10 regions,
  each comprising three or four community school districts and headed by a
  regional superintendent.
Focused on school leadership. Created the Leadership Academy to train and
  support new and existing principals.
Enhanced the curriculum. We implemented uniform math and English
  curricula and are introducing new curricula in the arts, social studies, and
  science.
Ended social promotion. We implemented a policy to ensure that promotion is
  always based on academic preparation.
Engaged families. Created new parent supports, placing a parent coordinator in
  every school.
Made schools safer. Major crimes are down more than 13% and other incidents
  are down by more than 45%.
Cut the bureaucracy. Between 2002 and 2007, we sent more than $190 million
  from the bureaucracy to schools and classrooms. (This has been
  10
  independently confirmed by the City‟s Independent Budget Office.)
Phase two: Empowerment, accountability, and leadership
Once the system was ready, we empowered our school leaders, giving them more
decision-making power, and we held them accountable for results. We also sent an
additional $174 million to schools and classrooms, bringing the total money
devolved from the bureaucracy to more than $350 million.
            Empowerment                                Accountability
Decisions are being made close to                Holding schools accountable for
students:                                        results:
                                                 Progress Reports (Grades A-F)
Decisions can be best for students when          Learning Environment Surveys
they‟re happening close to students at the       Quality Reviews
school level.                                    Rewards and consequences based on results
Individualized support options:                  Tools for schools:
Principals used to get “support” from regions.   ARIS provides student performance data to
Now, they choose what‟s best for them from       guide school improvement efforts.
more than a dozen DOE and non-profit
options.                                         Periodic Assessments help
                                                 schools identify each student's strengths and
Schools also have:                               weaknesses to target instruction
More money and more power over budgets,          Children First Intensive professional
staffing, and programs, letting them tailor      development builds school-wide capacity to
instruction and programs to the specific         diagnose student needs and to develop
needs of their schools.                          evidence-based individualized instruction,
New funding and more equitable                   self-evaluation, and continuous
   11
distribution of resources to schools.            improvement in student learning.
                        After remaining nearly flat for 10 years,
                 NYC’s graduation rate has increased by 33% since 2002
                                    NYC TRADITIONAL CALCULATION METHOD
                                Percent of Students in a Cohort Graduating from High School in 4 Years
                                                                                                                                                                  68
                                          1992-2002                                                                   2002-2009                          66
                                            + 0%                                                                        + 33%
                                                                                                                                               62
                                                                                                                                      60
                                                                                                                             58                                        62.7

                                                                                                          53       54
                                                                                                                                                                 59.0
      51                51                                                              51       51                                                    56.4
               50                                            50       50        50
                                  48       48       48
                                                                                                                                              52.8
                                                                                                                                     49.1
                                                                                                                            46.5                 2005-2009
                                                                                                                                                City Method:
                                                                                                                                                   + 17%

                                                                                                                                               State Method:
                                                                                                                                                   + 27%


Class of
     19 9 2   19 9 3   19 9 4    19 9 5   19 9 6   19 9 7   19 9 8   19 9 9    2000    2001     2002     2003     2004      2005     2006     2007     2008      2009

                                    NYC Calculation Method                                               NY State Calculation Method
                                                                              NY State Calculation Method with August Graduates
        12             Notes: NYC traditional calculation includes Local and Regents Diplomas, GEDs, Special Education diplomas, and August graduates. It does not
                       include disabled students in self-contained classrooms or District 75 students. The NYS calculation, used since 2005, includes Local and Regents
                       Diplomas and all disabled students. It does not include GEDs and Special Education diplomas.
Today the U.S. ranks 15th in college completion,
                 down from 2nd
  Phase three:
  Schools organized around the needs of each child
    Different classrooms, same
                                        Schools re-imagined
              structure


Class A




                          Disciplined
Class B
                          Innovation
                          Methodology




Class C
Transforming the Whole School Toward Personalized Mastery Learning
Five core principles guide the whole-school vision
                                                                                   College and Career
                                                                                    Ready Graduate
                                                        Innovation Zone            Knowledge
                                                             School                • Common Core
                                                  • Schools customize learning
                                                    around needs of individual     • Information & Tech
                                                    students rather than by          Literacy
                                                    age, grade level, and          Cognitive Skills
                                                    subject                        • Problem solving
                                                  • Students take responsibility   • Modeling, transforming,
                                                    for directing and managing       creating
                                                    progress toward rigorous       • Research
                                                    mastery objectives             • Interpretation
                                                  • Adults support learning as     • Communication,
                                                    tutors, advisors, and            collaboration
                                                    teachers                       Mindsets
                                                                                   • Self-direction
                                                                                   • Persistence
                                                  Multiple Learning Modalities
                                                  • Students work individually and in teams to
Globally Competitive Standards
                                                    produce work that demonstrates mastery of
• Student learning outcomes aligned to Common
                                                    complex, real-world challenges.
  Core, NAS Science, and international learning
                                                  • Technology extends learning anytime, anywhere.
  frameworks.
                                                  Differentiated Teaching Roles
Personalized Learning Plans & Schedules
                                                  • Adults play multiple roles (including advising,
• Time organized around the needs of students.
                                                    tutoring, and teaching) to personalize learning
Mastery-Based Assessment                            pathways and create shared commitment to
•Competency drives progression                      success.
                                                                                                        15
             At your tables…….


•   What do you think is the learning for BC
    – if any – from the examples you have
    heard about? What do you think are
    their strengths?
•   What would you like to know more
    about? How might you do so?
The Innovation
 Lab Network
 S


KENTUCKY                 MAINE               NEW YORK
 Terry Holliday       Angela Faherty         David Steiner
  Commissioner           Commissioner          Commissioner




                        WEST
     OHIO                                    WISCONSIN
                       VIRGINIA
Deborah Delisle        Steven Paine          Anthony Evers
 Superintendent of    State Superintendent    Superintendent of
 Public Instruction        of Schools         Public Instruction
Typical R&D Investments in
Innovating Sectors

Pharma: 15%

Defense: 10%

Technology: 7%


                  Education: 0.7%
          The methodology

SCALING      ENTRY       RAPID       CREATING
 NxGL        POINTS   PROTOTYPING   CONDITIONS
   Scaling NxGL:
 Pioneering Change for
Next Generation Learning
  OLD             NEW
SYSTEM           SYSTEM




How systems change
Healthy
Systems
Re-Generate
Education
Does Not
   Name



Identify
Pioneering
Leaders
  Connect



Create Networks of
Pioneering Leaders
Nurture



   Develop
   Communities
   Of Practice
Illuminate



         Foster
         Systems of
         Influence
  We must cultivate
 new experiences of
   next generation
      learning
            Personalized Learning
       World Class Learning/Skills
          Authentic Student Voice
      Performance-based Learning
Comprehensive System of Supports
  Anytime, Anywhere Opportunities
  To do that we
must change how
   the system
supports learning
                      Personalized Learning
Human Capital
                 World Class Learning/Skills
   Time/Place
                    Authentic Student Voice
 Assessments
                Performance-based Learning
  Community
                  Comprehensive System of
      Finance
                                   Supports
  Governance
                         Anytime, Anywhere
  Technology
                              Opportunities
 Outcomes of the Network




Proof Points               Diagnostics
               Knowledge
We will start in
places that
have the
most impact
Places that
influence
the whole system
                        NxGL
                     Diagnostics


                  NxGL     Educator
               Assessments Capacity




These
are critical
Entry Points
          NxGL
      DIAGNOSTICS




    NxGL      EDUCATOR
ASSESSMENTS   CAPACITY
  NxGL Diagnostics
          NXGL
                       Provide indicators that focus
      DIAGNOSTICS      on Next Generation student
                       needs. Complex performance
    NXGL    EDUCATOR
                       and engaged learning settings.
ASSESSMENTS CAPACITY
                       Demonstrate the assessment of
                       the kinds of complex student
                       performance all students can
                       achieve.

                       Give leaders analytic capacity
                       required to measure progress
 NxGL Diagnostics: Examples

        NXGL
     DIAGNOSTICS




    NXGL    EDUCATOR
ASSESSMENTS CAPACITY




EXAMPLE                EXAMPLE           EXAMPLE


                         Indicators of   Effective
 Effective
                         higher order    measures of
 measures of
                         learning        genuine and
 core knowledge
                                         persistent
 and skills
                                         engagement
 NxGL Assessments
                       Reliable, real-time
         NXGL
     DIAGNOSTICS       measures of
                       NxGL indicators
    NXGL    EDUCATOR
ASSESSMENTS CAPACITY
                       Student ownership
                       of learning

                       Continuous
                       improvement
NxGL Assessment: Examples
                      EXAMPLE

        NXGL
     DIAGNOSTICS
                      Portfolio-based
                      performance/production
                      assessments that
   NXGL
ASSESSMENT
           EDUCATOR   demonstrate mastery of
           CAPACITY
                      complex knowledge/skills

                      EXAMPLE

                      New ways of gaining credit
                      for successful tasks
                      undertaken inside and
                      outside of school, thereby
                      opening up alternative uses
                      of time and space
 NxGL Educator Capacity
         NXGL
      DIAGNOSTICS
                       Commitment to
                       personalization
    NXGL
            EDUCATOR
ASSESSMENTS
            CAPACITY   Reframe the single-
                       teacher model of
                       learning to
                       differentiated roles for
                       adults
          NxGL
      DIAGNOSTICS




    NxGL      EDUCATOR
ASSESSMENTS   CAPACITY
RAPID PROTOTYPING

 SCALING   ENTRY       RAPID       CREATING
  NxGL     POINTS   PROTOTYPING   CONDITIONS




                      SESSION


                     BREAKOUT
24-Week Cycle
              State Lab


1. Diagnose                2. Plan




 4. Share                 3. Implement
Diagnose   Plan




   Share   Implement
Diagnose   Plan




   Share   Implement
Diagnose   Plan




   Share   Implement
Diagnose   Plan




   Share   Implement
CREATING CONDITIONS

 PIONEERING   ENTRY     RAPID     CREATING
   CHANGE     POINTS   TESTING   CONDITIONS
Partnership Innovation Platform
Experts and      Innovation   Information    Connectivity
Next Practices   Methods      and Analysis   and Advocacy
              At your tables…….


•   What do you think are the strengths of the
    CCSSO approach: establishing innovation
    „labs‟; rapid cycle prototyping?

•   How do you assess their definition of next
    generation or breakthrough learning?

•   What would you like to know more about? How
    might you do so?

								
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