Developing the BC learning agenda: innovation and improvement Part 2: emergent policies
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Developing the BC learning agenda: innovation and improvement Part 2: emergent policies
Valerie Hannon and Tony MackayInnovation Unit, UK
BCSSA:FALL CONFERENCE 2010Victoria, BC 18/19 November
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Global Education Leaders Program
Jurisdiction Partners
Australia
Beijing, China
England
Finland
Ontario, Canada
New York City, USA
New Zealand
South Korea
Victoria, Australia
Consortium Partners
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• 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’)
The Global Education Leaders Program Objectives
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Global EducationLeaders Program
www.GETideas.org
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Assessment for learning
‘Next practice’ pedagogy
21st century curriculum
Flexible learning spaces
Integrated training –
technology & pedagogy
High standard of educational
technology
Technology vision led from
the top
Infrastructure & Technology
Integrated ecosystem of
partners
Innovation management
Data-driven accountability
& decisionmaking
Well-governed and managed
system
Policies, Procedures & Management
Ambitious, collaborative,
innovative culture
Excellent teachers,
principals and system-leaders
Visionary leadership
Leadership, People & Culture
Student-centred, personalised
learning
Curriculum, pedagogy & assessment
Leading transformati
on
Holistic
change
Pace &
urgency
Building
owner-
ship
Routes to scale
Sustain-
able
Delivered in
partner-
ship
The Education 3.0 Framework
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• Ubiquitous technology, ubiquitous opportunity?
• Collaborative, social-constructivist learning
• Problem-based instruction
• Progressive inquiry, experimental study
• Peer feedback and peer cooperation
Finland’s Pedagogy for Tomorrow
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video
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Putting Children First
• John White, Deputy Chancellor, NYC Department of Education
New York City: GELP member
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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:
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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 succeed
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Phase one: Depoliticize and foster coherence and capacity-buildingCreated 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 independently confirmed by the City’s Independent Budget Office.)10
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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.
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Decisions are being made close to students:Decisions can be best for students when they’re happening close to students at the school level.
Individualized support options:Principals used to get “support” from regions. Now, they choose what’s best for them from more than a dozen DOE and non-profit options.
Schools also have:More money and more power over budgets, staffing, and programs, letting them tailor instruction and programs to the specific needs of their schools.
New funding and more equitable distribution of resources to schools.
Holding schools accountable for results:Progress Reports (Grades A-F)Learning Environment SurveysQuality ReviewsRewards and consequences based on results
Tools for schools:ARIS provides student performance data to guide school improvement efforts.Periodic Assessments help schools identify each student's strengths and weaknesses to target instructionChildren First Intensive professional development builds school-wide capacity to diagnose student needs and to develop evidence-based individualized instruction, self-evaluation, and continuous improvement in student learning.
Empowerment Accountability
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51 50 51
48 48 4850 50 50 51 51
53 54
5860
62
6668
46.549.1
52.8
56.459.0
1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
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After remaining nearly flat for 10 years, NYC’s graduation rate has increased by 33% since 2002
Percent of Students in a Cohort Graduating from High School in 4 Years
Class of
1992-2002+ 0%
2005-2009City
Method:+ 17%
State Method:
+ 27%
2002-2009 + 33%
NYC Calculation Method NY State Calculation Method
62.7
NYC TRADITIONAL CALCULATION METHOD
NY State Calculation Method with August GraduatesNotes: 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.
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Today the U.S. ranks 15th in college completion, down from 2nd
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Phase three: Schools organized around the needs of each child
Disciplined InnovationMethodology
Class A
Class B
Class C
Different classrooms, same structure
Schools re-imagined
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Globally Competitive Standards• Student learning outcomes aligned to Common
Core, NAS Science, and international learning frameworks.
Personalized Learning Plans & Schedules• Time organized around the needs of students.Mastery-Based Assessment•Competency drives progression
Transforming the Whole School Toward Personalized Mastery LearningFive core principles guide the whole-school vision
Multiple Learning Modalities• Students work individually and in teams to
produce work that demonstrates mastery of complex, real-world challenges.
• Technology extends learning anytime, anywhere.Differentiated Teaching Roles• Adults play multiple roles (including advising,
tutoring, and teaching) to personalize learning pathways and create shared commitment to success.
• Schools customize learning around needs of individual students rather than by age, grade level, and subject
• Students take responsibility for directing and managing progress toward rigorous mastery objectives
• Adults support learning as tutors, advisors, and teachers
Knowledge• Common Core• Information & Tech
LiteracyCognitive Skills• Problem solving• Modeling, transforming,
creating• Research• Interpretation• Communication,
collaborationMindsets• Self-direction• Persistence
15
College and Career Ready Graduate
Innovation Zone School
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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?
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The Innovation
Lab Network
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S
NEW YORKMAINEKENTUCKY
WISCONSINWEST
VIRGINIAOHIO
Terry HollidayCommissioner
Angela FahertyCommissioner
David SteinerCommissioner
Deborah DelisleSuperintendent of Public Instruction
Steven PaineState Superintendent
of Schools
Anthony Evers Superintendent of Public Instruction
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Typical R&D Investments in Innovating Sectors
Pharma: 15%
Defense: 10%
Technology: 7%
Education: 0.7%
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SCALINGNxGL
ENTRY POINTS
RAPID PROTOTYPING
CREATING CONDITIONS
The methodology
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Scaling NxGL:Pioneering Change for
Next Generation Learning
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How systems change
OLD SYSTEM
NEW SYSTEM
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Healthy Systems Re-Generate
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Education Does Not
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Name
IdentifyPioneeringLeaders
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Create Networks ofPioneering Leaders
Connect
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DevelopCommunitiesOf Practice
Nurture
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Foster Systems of Influence
Illuminate
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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
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To do that we must change
how the system supports learningHuman Capital
Time/PlaceAssessments
CommunityFinance
GovernanceTechnology
Personalized Learning
World Class Learning/Skills
Authentic Student Voice
Performance-based Learning
Comprehensive System of
Supports
Anytime, Anywhere
Opportunities
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Outcomes of the Network
Proof Points
Knowledge
Diagnostics
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We will start in places that have the most impact
Gov
erna
nce
Community Human Capital
Technology
Fina
nce
Assessments
Time / Place
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Places thatinfluence the whole
system
Gov
erna
nce
CommunityHuman
CapitalTechnology
Fina
nce
Assessments
Time / Place
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These are criticalEntry Points
Gov
erna
nce
CommunityHuman
Capital
Technology
Fina
nce
Assessments
Time / Place
NxGLDiagnostics
EducatorCapacity
NxGLAssessments
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NxGL ASSESSMENTS
NxGL DIAGNOSTICS
EDUCATORCAPACITY
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Provide indicators that focus on Next Generation student needs. Complex performance and engaged learning settings.
Demonstrate the assessment of the kinds of complex student performance all students can achieve.
Give leaders analytic capacity required to measure progress
NxGL Diagnostics
NXGL ASSESSMENTS
NXGL DIAGNOSTICS
EDUCATORCAPACITY
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NxGL Diagnostics: Examples
Effective measures of core knowledge and skills
Indicators of higher order learning
Effective measures of genuine and persistent engagement
NXGL DIAGNOSTICS
EDUCATORCAPACITY
EXAMPLE EXAMPLE EXAMPLE
NXGL ASSESSMENTS
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Reliable, real-time measures of NxGL indicators
Student ownership of learning
Continuous improvement
NxGL Assessments
NXGL DIAGNOSTICS
EDUCATORCAPACITY
NXGL ASSESSMENTS
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NxGL Assessment: Examples
Portfolio-based performance/production assessments that demonstrate mastery of complex knowledge/skills
New ways of gaining credit for successful tasks undertaken inside and outside of school, thereby opening up alternative uses of time and space
NXGL ASSESSMENT
NXGL DIAGNOSTICS
EDUCATORCAPACITY
EXAMPLE
EXAMPLE
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Commitment to personalization
Reframe the single-teacher model of learning to differentiated roles for adults
NxGL Educator Capacity
NXGL DIAGNOSTICS
EDUCATORCAPACITY
NXGL ASSESSMENTS
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NxGL ASSESSMENTS
NxGL DIAGNOSTICS
EDUCATORCAPACITY
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SCALING NxGL
ENTRY
POINTSRAPID
PROTOTYPINGCREATING
CONDITIONS
RAPID PROTOTYPING
SESSION
BREAKOUT
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State Lab
2. Plan
3. Implement4. Share
1. Diagnose
24-Week Cycle
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Diagnose Plan
ImplementShare
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Diagnose Plan
ImplementShare
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Diagnose Plan
ImplementShare
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Diagnose Plan
ImplementShare
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PIONEERING CHANGE
ENTRY
POINTSRAPID
TESTINGCREATING
CONDITIONS
CREATING CONDITIONS
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Partnership Innovation Platform
Information and Analysis
Connectivity and Advocacy
Experts and Next Practices
InnovationMethods
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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?