Community of Practice Final Session Tuesday, May 1, 2018 Ted Hall, Senior Associate David J. Ru ff , Executive Director
Welcome, Introductions, Agenda Overview
Series Outcomes Participants will: • Understand key components of student-centered learning • Understand how these components could be implemented in their context • Gather and give feedback on implementation with other participants
Today’s Outcomes Participants will: • Examine key aspects of community engagement of schools • Understand the importance of policy development in school change • Develop strategies for increasing student choice both in individual classrooms as well as throughout the school • Determine next steps in the school and district work
Agenda Welcome, Overview, Introductions Community Engagement Break Revisiting Memorable Learning Experiences Choice: Policy or Student Choice Lunch What’s Next? “Gallery Walk” Providing Feedback, Group Debrief, Process Feedback Closing and Feedback
WHO WE ARE Is a non-profit support organization based in Portland, Maine working nationally with schools, districts and state agencies, providing coaching, and developing tools.
WE BELIEVE In equitable, personalized, rigorous learning for all students leading to readiness for college, careers, and citizenship That schools must simultaneously attend to policy , practice , and community engagement School improvement is context-based , not one-size fits all
School- Community Engagement
A Tale of Two Approaches to Engagement
Engagement Spectrum Informing Seeking Input Deciding Together More school Less school directed directed Less community More community involvement involvement
Principles of Successful Engagement 1. Inclusive and equitable 2. Intentional 3. Connected to decision-making and change
What Do People Want? 1. To belong 2. To have a legitimate voice 3. To have an impact
What Does the Research Tell Us About Marketing? • Frameworks Institute Findings • School Board Focus Group Findings
Frameworks Institute Findings Little Picture Thinking Education systems are invisible, which makes many reforms unimaginable.
Frameworks Institute Findings The Tangible Triad Unframed conversations about education and education reform tend to default to three highly visible actors who are judged as primarily responsible for education results: parents , teachers , and students .
Frameworks Institute Findings Default Settings The kinds of reforms that are easiest to think about are the most conventional: money, “the basics,” and computers.
Frameworks Institute Findings Avoid the Crisis Frame Crisis thinking, while common in educational communications and campaigns, leads to caution and conservatism, not innovation and transformation.
Frameworks Institute Findings A Focus on Self Interest Since most people feel they do not have an agency, power, or authority when it comes to changing the education system, they adopt a defensive posture that favors a consumerist “me and my kid” approach to education issues.
Frameworks Institute Findings A Future Preparation Focus When the goal of education is explicitly described as the future preparation needed to maintain and support our country’s quality of life, people understand that a new set of skills and experiences are necessary.
Frameworks Institute Findings Make It Understandable When people begin to understand the education system in concrete, familiar terms, and they recognize the need to coordinate its different parts for the good of the whole, they become more expansive in their thinking about how and where reform might take place.
Frameworks Institute Findings Reform versus “Transformation” When people can see reform as a practical act or as a set of methodical steps toward an ultimate goal, they gain agency and become more enthusiastic about education reforms.
Frameworks Institute Findings Lead with Values + Simplify Individual education reforms need to be connect to core values and familiar concepts to avoid people’s tendency to default to strong, entrenched patterns of thinking.
Frameworks Institute Findings Universal Values Freedom « Prosperity « Opportunity Fairness « Honesty « Trust Community « Cooperation « Protection Fulfillment « Self-Determination « Family Responsibility
NESSC School Board Focus Groups 21st century skills—like critical thinking, problem solving, teamwork, financial literacy, and technology—are essential for success in today’s 4.91 world. The goal of high school is to prepare every student for success in life. 4.83 High schools need to make sure that graduates leave with the skills they need to be competitive workers in the global knowledge 4.60 economy. It’s every high school’s responsibility to teach students the skills they need to succeed in college, work, and citizenship. 4.50 Today’s high schools need to teach relevant, real-world skills that students can apply in every area of adult life. 4.47 High schools should provide personalized learning opportunities and flexible pathways to graduation that allow students to manage and 4.43 design their own education. Our high schools need to be more student-centered and provide personalized learning opportunities that are based on each student’s 4.39 interests and aspirations. A high school diploma should be based on demonstrated proficiency—it should certify that all students have achieved high learning 4.37 standards. In the 21st century, students need some form of higher education or postsecondary training to get a good job. 4.28 We need strong high schools to make sure our students can compete for jobs against workers from India and China. 4.11 Our high schools haven’t changed much for decades—they need to be more innovative when it comes to how they teach today’s students. 4.09 Improving equity and reducing achievement gaps between poor students and wealthy students, and between minorities and white students, 3.93 should be a primary goal of our education system. Every student should graduate from high school prepared for college. 3.20
NESSC School Board Focus Groups 21st century skills--like critical thinking, problem solving, teamwork, financial literacy, and technology--are 4.91 essential for success in today’s world It’s every high school’s responsibility to teach students the skills they need to succeed in college, work, and 4.50 citizenship Every student should graduate from high school prepared 3.20 for college
Engagement Spectrum Informing Seeking Input Deciding Together More school Less school directed directed Less community More community involvement involvement
Break
Revisiting our “Characteristics of Memorable Learning Experiences”
Characteristics of Memorable Learning Experiences Learning is deepest when: Learning is deepest when: I. The learning task is authentic and connected to life III. Outcomes are clear, challenging, and attainable for beyond the school or classroom: the learner a Invested a Personal challenge b Meaningful b Clear expectations c Real world application c Vision for end product d Practical application IV. The learning process is valued as well as the final outcome attained through the process e Purposefulness a Ability to repeat what you have learned f Impact on the community b Grit (failure leading to success) g Authentic but fluid c Making mistakes along the way II. Students have ownership and agency concerning d Permission to fail (and grow) because you could their learning process do over a Student ownership e Practice b Giving learner his/her own V. Students have support and are expected to engage pathway in learning even as the expectations are challenging c Self-directed a Willingness to take risk d Student choice b Open-mindedness of learner e Teaching or leading others c Right time, right place f Gradual release of responsibility d One-to-one learning g Educator giving up control e Availability of resources h Learner gaining control f "It mattered" i Sense of empowerment and accomplishment g Low floor, high ceiling h Significant consequences for not learning i Propelled by morals and values j Safe environment
Recommend
More recommend
