Ray McNulty- Day 1: Change in Action
website: leadered.com
1. Opening thoughts
-Gary Larson cartoon “Look who’s excited to see you back from being declawed”
*we go to workshops, and then come back to school, and the life is sucked out by the people that don’t want to change. We have to change with dignity, so we can make it stick
*only the educators are going to change things in education—not people from the outside---it takes those on the inside
*fundamental changes must occur in the next 5-6 years.
*must create a model for change
*Rhoad Island school district-1 teacher takes kids 9th-12th---100% graduation rate. Go to school 3 days/week, 2 days/week spent at workplace.
*the primary aim of education is not to enable students to do well in schools, but to help them do well in the lives they lead outside of school.’
*future is about taking what you know and using it with what you don’t know to figure something out—applying it to the unknown. It’s not about the content---it’s about teaching them the skills for the unknown that is out there.
*we educate our children for the unknown
*study on high performing teachers….asked kids who the best teachers were, then the staff who the best teachers were, then the administrators who the best teachers were—found the people and went in and studied them. The main characteristic was that they teach less than their peers. They said the toughest part of their job was knowing when they needed to intervene, or when they needed to stay back and let issues resolve themselves….giving kids the chance to figure things out on their own. They let their kids struggle enough to learn and become independent!
*there are many kids who don’t score well on achievement tests, but are incredibly bright
Learning should have its roots in…
1) meaning, not just memory
2) engagement, not simply transmission
3) inquiry, not only compliance
4) exploration, not just acquisition
5) personalization, not simply uniformity
a. education isn’t about averages—it’s about making learning real and applicable
b. it doesn’t matter how your school does…now it’s about individual students
c. life, college, work ready kids
6)collaboration, not only competition
7) trust, not fear
*have a voluntary attendance day and see how many kids show up! Probably few. If we want kids in school, we need to motivate them!!!
Out of every 100 9th graders in the US, only 65 will graduate, 39 will enter college, 15 will actually graduate from college
It’s not the educators that aren’t working, it’s the system that is not working. We are working really hard, but we are not getting the results we want.
Rankings in US (1999): reading 15th, Math 19th, Science 14th , out of the 32 countries that we compete with. So we dumped money into these areas, and in (2003) Reading score was 20th, Math 24th, Science 19th
Educators need to become the agents of change.
Clayton Christensen—kids in other countries go to school, because they want a way out—they want more and are motivated! Kids in the US go because they have to—and only want what they ‘deserve’ to get---it’s an expectation, not a privilege. NO internal motivation. Our kids sit back on cruise control and ask, what more will you do for me?
TOP 4 reasons people don’t want to change:
1. Afraid of losing something of value. (I did this unit, and don’t want to lose it)
2. Miss understanding of the reason for change. People don’t understand the long-term effects of it.
3. Belief that the change doesn’t make sense for the organization.
4. Low tolerance for change.
2. 4 major challenges
1) Globalization
-9/11 changed the world
-11/9 had a more profound effect (Berlin Wall down in 1969)
-tax returns are being completed overseas
-it has allowed us to work anywhere in the world (work to worker)
-80% of MRIs are read in India, as it is all digitized
-McDonald’s has a few drive throughs with call center to get order-one call center will handle two stores
-Oil –US consumes ¼ of the world’s oil
-Savings rate –in India people save about 25% of salary, Japan 28%, Korea 30%, China 50%, US -4% (yes…a negative!)
2) Demographics
40is the new 30
50=40
54-beginning of 2nd half of life
WOOFS-well off older folks
3) Values/beliefs
Be incrementally smart about making changes in strategies and ideas.
Larger Context 1901-1924-The G.I. (war for peace people)-risk takers
1925-1942 Silent (didn’t do much…get kids to H.S.)
1943-1960 Boomers (anti-everything!! Kids with authority)
1961-1981 Gen X (led the technology generation)--they raised themselves on whatever kinds of electronic innovations they could find
1982- present- Millennials--group of kids who care about the world, very caring generation. Problem is that they have Gen X parents—helicopter parents---they hover and protect—they want to know what is going on in school, etc. Millennials are incredibly scheduled! Always on the go!!! They have been given a LOT! They think they are perfect.
Every generation flipflops. The millennial generation is very different from us, and we are trying to understand them.
4) Technology
1) processing speed
2) communication
3) size (computers getting smaller, etc.)
4) information and hardware
SPOT technology—(new technology) spot personal object technology
3. Leadership skills for ALL in the 21st Century
4. 21st Century Challenge
We are already here! It’s happening already!
5. Generation Gap and Learning
It’s about learning, and moving ahead. It’s not about us….it’s about the kids. Motivation is the key to success in learning.
The internet has created the greatest generation gap since the advent of rock and roll.
Don’t call things a 'pilot' program, or a new ‘version’. Just make a decision to change and do it. Let the people in your organization know you are moving in a new direction. Then ask for how you can make it better, etc. Launch it with people who WANT to do it and be a part of it. You can’t always please everyone. They’ll learn to expect change…and anticipate it.
Parents need to be brought in to the conversation of changing:
1) what does the future look like?
2) What do you want for your kids?
3) What will the school look like in 2025?
A system must have:
1) coherence
2) adaptability—being able to change
3) scalability
4) fidelity
(this is disruptive innovation—making things innovative)
6. Traits of Top Performers
7. Key Strategies for sustainable change
8. Learning from the field
9. Closing advice
Attend to the BIG THREE changes:
1) Literacy
can our kids read manuals, internet articles, etc.
2) Numeracy
mathability you need to do certain things, jobs—our current math requirements are well-beyond what they will need as lifelong workers. Should teach finances courses, etc to prepare them for the real world
3) Well-being of the learner
this is the biggest, or most important
Focus on attacking common cause problems, not special cause problems. Ex: If there is a snow storm, and the busses are going to be late, you have a special cause problem. But if reading scores are down one year after another, focus on attacking common cause problems. Only attack one at a time!
Ask your students, after you teach a lesson:
If you were me, how would you teach this??? Go home and think about it tonight and come back tomorrow.
Wednesday, July 23, 2008
Tuesday, July 8, 2008
Wednesday, July 2, 2008
Wednesday, July 2nd, 2008-Web 2.0 Tools
My final NECC session was Web 2.0 Tools to Differentiate Instruction with Linda Brandon and Sarah Martabano.
website: http://diandtech.wikispaces.com
Linda and Sarah shared the definite need to differentiate instruction for all learners. This can be done by student readiness, interest, or learning styles.
With Readiness, kids interact, learn and create when they are ready, which can be at anytime, any place! With Student Interest, students may choose their own style of instruction, delivery, assessment, and evaluation (such as project based learning). Student Learning Styles may be met and enhanced by multimedia use, such as audio, video or images of attainable content. This may be an area where you wish to have students blog about their reflections of learning from the differentiated lessons within their individualized experiences.
It is up to us as the educator to decide where a child may need differentiation in their instruction. Using Web 2.0, rather than Web 1.0, the shift has been to a more collaborative role in the classroom setting.
Why Web 2.0??
1) proliferation of tools
2) ease of the use
3) availability 24/7
4) global reach
5) reinforces all of those 21st Century skills
website: http://diandtech.wikispaces.com
Linda and Sarah shared the definite need to differentiate instruction for all learners. This can be done by student readiness, interest, or learning styles.
With Readiness, kids interact, learn and create when they are ready, which can be at anytime, any place! With Student Interest, students may choose their own style of instruction, delivery, assessment, and evaluation (such as project based learning). Student Learning Styles may be met and enhanced by multimedia use, such as audio, video or images of attainable content. This may be an area where you wish to have students blog about their reflections of learning from the differentiated lessons within their individualized experiences.
It is up to us as the educator to decide where a child may need differentiation in their instruction. Using Web 2.0, rather than Web 1.0, the shift has been to a more collaborative role in the classroom setting.
Why Web 2.0??
1) proliferation of tools
2) ease of the use
3) availability 24/7
4) global reach
5) reinforces all of those 21st Century skills
Wednesday, July 2, 2008-Visual Tour of a 21st Century Educator
This morning was my final morning at NECC, as I have to catch a flight back to Nebraska. I unfortunately had to miss out on afternoon sessions, as well as the final keynote presentation. I am hoping that I will be able to catch it via a podcast when I return home.
My first session was with Valerie Greehill and her colleagues, from Infotech Strategies out of Arizona, which is funded by the George Lucas Foundation.
website: www.21stcenturyskills.org
Valerie encouraged participants to go onto their website to map new content in all areas of curriculum. To do this, search under PUBLICATIONS on their site above. The great thing about this site, is that educators like you and I can submit their own ideas or 21st Century tools on the site to share with others who access the site. Once you submit an idea, it takes approximately two weeks before your idea will post. All ideas on the site are content driven projects for students to do. There are MANY, MANY ideas, and Valerie shared many of them from the site
for participants.
I encourage you to go online and check out the projects, as well as sharing your own for the rest of us to learn and grow in our professional settings!
My first session was with Valerie Greehill and her colleagues, from Infotech Strategies out of Arizona, which is funded by the George Lucas Foundation.
website: www.21stcenturyskills.org
Valerie encouraged participants to go onto their website to map new content in all areas of curriculum. To do this, search under PUBLICATIONS on their site above. The great thing about this site, is that educators like you and I can submit their own ideas or 21st Century tools on the site to share with others who access the site. Once you submit an idea, it takes approximately two weeks before your idea will post. All ideas on the site are content driven projects for students to do. There are MANY, MANY ideas, and Valerie shared many of them from the site
for participants.
I encourage you to go online and check out the projects, as well as sharing your own for the rest of us to learn and grow in our professional settings!
Tuesday, July 1, 2008
Tuesday, July 1st, 2008 Improving Technology Facilitation....
This afternoon's last session that I attended was Improving Technology Facilitation and Leadership Resources for Professional Learning, with Dr. Jo Williamson, and Dr. Traci Redish, of Kennesaw State University in Georgia.
Dr. Williamson and Dr. Redish shared the technology facilitator(TF), and technology leader (TL) standards for ISTE. These standards were publishes in 2002, and are aligned to the NETS-T, and NET-S standards. The TF standards must come first, followed by the TL standards. The three levels of growth are:
1) approaches standards
2) meets standards
3) exceeds standards
One TF standards meet the 'exceeds' level, TL standards will then be addressed, and go through the same levels of growth.
These standards:
-educate others about what we should be doing
-validate teaching
-shape school technologies
-build human resource structure and tools such as descriptions, evaluations, and various instruments used
-train future technology facilitators and leaders
This quote was shared from these two individuals:
"we ask teachers to do things, but do not give them the tools, or show them how to 'connect' with technology". I loved this, as typically, educators get fabulous training, but do not always get the necessary skills or tools to immerse our newly learned skills with technology innovations and learnings. This quote will stick with me in future encounters! :)
Dr. Williamson and Dr. Redish shared the technology facilitator(TF), and technology leader (TL) standards for ISTE. These standards were publishes in 2002, and are aligned to the NETS-T, and NET-S standards. The TF standards must come first, followed by the TL standards. The three levels of growth are:
1) approaches standards
2) meets standards
3) exceeds standards
One TF standards meet the 'exceeds' level, TL standards will then be addressed, and go through the same levels of growth.
These standards:
-educate others about what we should be doing
-validate teaching
-shape school technologies
-build human resource structure and tools such as descriptions, evaluations, and various instruments used
-train future technology facilitators and leaders
This quote was shared from these two individuals:
"we ask teachers to do things, but do not give them the tools, or show them how to 'connect' with technology". I loved this, as typically, educators get fabulous training, but do not always get the necessary skills or tools to immerse our newly learned skills with technology innovations and learnings. This quote will stick with me in future encounters! :)
Tuesday, July 1, 2008-Working as an Educator Ambassador for FableVision
This afternoon, I had the honor and esteemed privilege to work at Peter H. Reynold's booth-FableVision for a few hours. As an educator ambassador, I got to share some of the amazing pieces of software that FableVision has available online for educators. It was great fun meeting new people from all over the world when they visited the booth! It was an experience that I will not soon forget!
Tuesday, July 1st, 2008-Developing 21st Century Skills...
This morning's first session after the keynote was Developing 21st Century Skills in School and District Leaders with Christopher Corallo, who had a family emergency and was not present, so his two colleagues Adam Garry, and Debra Roethke presented in his absence.
These three individuals were from Henrico County Public School in Virginia, who happened to be one of the first districts in the US to go with a 1:1 initiative!
website: http://staffdev.henrico.k12.va.us
Adam and Debra shared that in order to go to a 1:1 initiative, your district MUST train parents, staff, and students after the 1:1 kickoff!
21st Century skills were needed, but the staff had to decide what does the 21st Century classroom look like? Where do we want to go? So they met with teachers, technology staff, parents, administrators, etc. and discussed what they wanted to do, and where everyone wanted to go...and of course everyone had their own different ideas, which made it tough! They decided to totally reinvent the wheel, and didn't just stick with the ISTE standards.
They developed a TIP Chart (Technology Integration Progression Chart) to help develop a common language for teachers, community members, and school leaders so everyone knew what was important and needed. They used this TIP Chart to guide their growth and data for professional development needs for staff.
The district found it imperative that the IT (Instructional Technology specialist in the district) go out to the schools and meet with principals and media person to look at technology lessons of the teachers/staff. After watching a lesson, the IT person would then meet with the administrator to discuss what went well in the lesson, as well as guide what may need to be improved upon, using the TIP Chart as a tool during their discussion.
They also found that the instruction had to be differentiated between schools. The TIP Chart was a 'suggestion' tool, but each school varied the tool to meet their needs as a staff. They wanted their schools to become more 'alike', so they had meetings to introduce a new 6 year plan, with 21st Century skills embedded in the district goals and TIP Chart, and made it a 'leadership academy'.
In the Leadership Academy, there were classes held throughout the year for staff to improve their 21st Century skills. They used iTunes University to do online podcasts for learners to get the professional development information when they were unable to attend. In addition, they came up with a professional development plan and put it online so staff could go in and search by date what they wanted/missed at meetings. They also set up a blog with these varying plans, so staff could provide suggestions for potential growth.
Each school had different plans going, and administrators and staff could go in and search for what other schools were doing with reading, or writing, or whatever, and use those same ideas for their own purposes, if they met the needs of their student body. Staff members were mandated to share at least 4 lesson plans a year to show how they were using the TIP Chart to teach their 21st Century lessons.
Although this was a slow process, it has been a great learning experience for the entire district!
These three individuals were from Henrico County Public School in Virginia, who happened to be one of the first districts in the US to go with a 1:1 initiative!
website: http://staffdev.henrico.k12.va.us
Adam and Debra shared that in order to go to a 1:1 initiative, your district MUST train parents, staff, and students after the 1:1 kickoff!
21st Century skills were needed, but the staff had to decide what does the 21st Century classroom look like? Where do we want to go? So they met with teachers, technology staff, parents, administrators, etc. and discussed what they wanted to do, and where everyone wanted to go...and of course everyone had their own different ideas, which made it tough! They decided to totally reinvent the wheel, and didn't just stick with the ISTE standards.
They developed a TIP Chart (Technology Integration Progression Chart) to help develop a common language for teachers, community members, and school leaders so everyone knew what was important and needed. They used this TIP Chart to guide their growth and data for professional development needs for staff.
The district found it imperative that the IT (Instructional Technology specialist in the district) go out to the schools and meet with principals and media person to look at technology lessons of the teachers/staff. After watching a lesson, the IT person would then meet with the administrator to discuss what went well in the lesson, as well as guide what may need to be improved upon, using the TIP Chart as a tool during their discussion.
They also found that the instruction had to be differentiated between schools. The TIP Chart was a 'suggestion' tool, but each school varied the tool to meet their needs as a staff. They wanted their schools to become more 'alike', so they had meetings to introduce a new 6 year plan, with 21st Century skills embedded in the district goals and TIP Chart, and made it a 'leadership academy'.
In the Leadership Academy, there were classes held throughout the year for staff to improve their 21st Century skills. They used iTunes University to do online podcasts for learners to get the professional development information when they were unable to attend. In addition, they came up with a professional development plan and put it online so staff could go in and search by date what they wanted/missed at meetings. They also set up a blog with these varying plans, so staff could provide suggestions for potential growth.
Each school had different plans going, and administrators and staff could go in and search for what other schools were doing with reading, or writing, or whatever, and use those same ideas for their own purposes, if they met the needs of their student body. Staff members were mandated to share at least 4 lesson plans a year to show how they were using the TIP Chart to teach their 21st Century lessons.
Although this was a slow process, it has been a great learning experience for the entire district!
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