International Center for Leadership in Education Dr. Willard R. Daggett Teaching and Learning in the...
Transcript of International Center for Leadership in Education Dr. Willard R. Daggett Teaching and Learning in the...
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International Center for Leadership in Education
Dr. Willard R. Daggett
Teaching and LearningTeaching and Learningin the 21in the 21stst Century Century
May 30, 2007May 30, 2007
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Skills Gap
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WhyWhy WhatWhat HowHow
Change ProcessChange Process
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Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline3. Application across 3. Application across
disciplinesdisciplines4. Application to real-world 4. Application to real-world
predictable situationspredictable situations5. Application to real-world 5. Application to real-world
unpredictable situationsunpredictable situations
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Rigor/Relevance Rigor/Relevance For For
All StudentsAll Students
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1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
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Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline3. Application across 3. Application across
disciplinesdisciplines4. Application to real-world 4. Application to real-world
predictable situationspredictable situations5. Application to real-world 5. Application to real-world
unpredictable situationsunpredictable situations
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1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
• Analyze the graphs of the perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the
perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
• Analyze the graphs of the perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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WhyWhy WhatWhat HowHow
Change ProcessChange Process
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TheStudents are
Different
Schools Success in Changing
World
Input Process Output
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InputInput
• The Students are Different
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ResearchResearch
• Donald Roberts - Stanford• Jordan Grafman – National Institute of
Neurological Disorders• Hal Pashler – University of California• Cheryl Grady – Rothman Research Center,
Toronto• David Meyer – University of Michigan• Claudia Knooz – Duke
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MultitaskingMultitasking
• Toggling
• Prefrontal Cortex
• Pew Research
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Today’s YouthToday’s Youth
• Digital Learners
• Multimedia
• Find and manipulate data
• Analyze data and images
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• 65% do other things while doing homework
Source: Kaiser Research
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TheStudents are
Different
Schools Success in Changing
World
Input Process Output
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Challenges
• Technology
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• Computers will become faster.
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Central Units’ Memory = 8 MBCentral Units’ Memory = 8 MB
2004 iPod = 4 GB2004 iPod = 4 GB
2005 iPod = 20 GB2005 iPod = 20 GB
2006 iPod = 80 GB2006 iPod = 80 GB
1964 IBM System / 360 Mainframe1964 IBM System / 360 Mainframe
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Image source: www.dell.com
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Image source: http://robota.dem.uc.pt/pda_control/pda2.JPG
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Information TechnologyInformation Technology
• ProcessingProcessing
• CommunicationsCommunications
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Nano TechnologyNano Technology
• Atom UpAtom Up
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SPOTSPOT
• MicrosoftMicrosoft– CitizenCitizen– FossilFossil– SuuncoSuunco
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SPOTSPOT
• Integrated ProjectionIntegrated Projection
• Projection KeyboardProjection Keyboard
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Projection KeyboardProjection Keyboard
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Projection Keyboard and ProjectorProjection Keyboard and Projector
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Language TranslationLanguage Translation
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Translation GogglesTranslation Goggles
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• "G2G" (got to go)• “LOL" (laugh out loud)• "WL" (will)• "BTW" (by the way)• "AFAIK" (as far as I know)• "W" (what?) • "PXT" (please explain that)
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This will look weird! Believe it or not, you can read it!
I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdgnieg.
The phaonmneal power of the hmuan mnid Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer. Inwaht oredr the ltteers in a word are, the olny iprmoatnt tihng is that the frist and lsat ltteer be in the rghit pclae.
The rset can be a taotl mses and you can still raed it wouthit a porbelm. This is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the word as a wlohe.
Amzaning huh? Yeah and I awlyas thought slpeling was ipmorantt!
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I hOp U njoy d Conference.
I hope you enjoy the Conference.
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Equity & excellence R n conflict w 1 NothA.
Equity and excellence are in conflict with one another.
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f U cn rED DIS 1 yor txt msg skiLz R XLNT.
If you can read this one your text message skills are excellent.
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BTW, SOL U WL problE hav 2 Lern d lingo. othRwIz U wiL hav
knO idea wot yor students R sAN 2 1 NothA Bhind yor bak.
By the way, sooner or later you will probably have to learn the lingo.
Otherwise you will have know idea what your students are saying to one another behind your back.
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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• Medicine will cure more diseases.
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• Materials will become stronger.
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• Computers will become faster.
• Materials will become stronger.
• Medicine will cure more diseases.
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Challenges
• Technology
• Globalization
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GlobalizationGlobalization
• 9/11
• 11/9
• Information Tech (Work to Worker)
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Most Advanced Nation Most Advanced Nation Needs Needs
Most Competitive WorkforceMost Competitive Workforce
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Cities with 1 Million PeopleCities with 1 Million People
• United States
• Eastern / Western Europe
• China (2006)
• China (2020)
9
36
100 +
160 +
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Challenges
• Technology
• Globalization
• Demographics
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Gender Gap
• Special Education 70 % 30 %
Male Female
• B. A. 43 % 57 %
• Masters 42 % 58 %
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Start WorkingEnd WorkingLongevity
1900 2000 2100
47
62
77
21
62
1418
107
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3.0 / 100
4.6 / 100
1.4 – 1.8 / 100
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55 is not an economically sustainable policy
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Percent of Population Over Age 65
0
10
20
30
40
50
60
70
USA Canada CzechRepublic
France Germany Ireland Italy Japan Spain UK
2000
2050
Gordon, Edward E. (2005). The 2010 Meltdown. Praeger.
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Challenges
• Technology
• Globalization
• Demographics
• Values / Beliefs
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Larger ContextLarger Context
• 1901 – 24 G.I.
• 1925 – 45 Silent
• 1946 – 60 Boomers
• 1961 – 81 Gen X
• 1982 - Millennial
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WhyWhy WhatWhat HowHow
Change ProcessChange Process
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Essential SkillsEssential Skills
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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2005-06 Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
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16 Career Clusters16 Career ClustersDepartment of EducationDepartment of Education
Agriculture and Natural Resources Arts, Audiovisual Technology, and Communications
Business and Administration Architecture and Construction
Education and Training Finance
Health Science Hospitality and Tourism
Human Services Information Technology
Law and Public Safety Manufacturing
Government and Public Administration Retail, Wholesale, and Service
Scientific Research and Engineering Transportation, Distribution, and Logistics
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Reading RequirementsReading RequirementsFindingsFindings
Entry-levelEntry-level Highest in 6/16Highest in 6/16 Second Highest in 7/16Second Highest in 7/16
Consistent Across CountryConsistent Across Country
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Ad
van
ced
Lexile Reading Level Range: 850-930
Inte
rmed
iate
Lexile Reading Level Range: 940-1090
En
try
Lev
el
Lexile Reading Level Range: 1000-1140
Human ServicesHuman Services
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A
dva
nce
d
Lexile Reading Level Range: 1310-1390
Inte
rmed
iate
Lexile Reading Level Range: 1250-1340
En
try
Lev
el
Lexile Reading Level Range: 1310-1350
ConstructionConstruction
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Ad
van
ced
Lexile Reading Level Range: 1310-1440
Inte
rmed
iate
Lexile Reading Level Range: 1280-1310
En
try
Lev
el
Lexile Reading Level Range: 1280-1330
ManufacturingManufacturing
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On-the Job On-the Job Lexile RequirementsLexile Requirements
Construction
1,500
1,400
1,300
1,200
1,100
1,000
900
800
Lexile
Craftsman
Nurse
Sales
Secretary
National Adult Literacy Study 1992
International Center for Leadership in Education 2006
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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WhyWhy WhatWhat HowHow
Change ProcessChange Process
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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DataData
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AIMS English LA - Reading Performance Objectives Tested High Medium Low
Grade 3 96 4 17
Grade 4 88 8 15 Grade 5 95 3 16
Grade 6 99 3 16
Grade 7 102 5 13
Grade 8 98 10 14 Grade 10 78 16 20
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Arizona Arts EducationArizona Arts Education
Arizona English Language Arts Standards/Benchmarks/
Performance ObjectivesGrade 8
AIMSTest
Visual Arts Dance Music Theatre
PO 1. Determine the meaning of vocabulary using linguistic roots and affixes (e.g., Greek, Anglo-Saxon, Latin).
M H H H H
PO 2. Use context to identify the intended meaning of unfamiliar words (e.g., definition, example, restatement, synonym, contrast).
M H H H H
PO 3. Use context to identify the meaning of words with multiple meanings (e.g., definition, example, restatement, or contrast).
M H H H H
PO 4. Determine the meaning of figurative language, including similes, metaphors, personification, idioms, hyperbole, and technical language.
M H H H H
PO 5. Identify the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and the Internet when available.
M H H H H
PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression).
L M M M H
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Arizona English Language Arts Strands/Standards/Concepts/Performance Objectives
Grade 10
Cu
rriculu
m S
urvey of
Essen
tial Sk
illsN
ational R
ank
ings
AIMS
Agriculture & Natural Resources
Architecture & Construction
Arts, AV Tech & Communications
Ag P
roduction
Ag Services
(Ag B
usiness)
Ag M
echanics
Natural
Resources
Architecture
Surveying &
Drafting
Construction
Visual A
rts & D
esign
Perform
ing Arts
Com
munications
PO 3. Determine how the meaning of the text is affected by the writer’s word choice (e.g., literal vs. figurative language, idioms, adages).
e80 M L M L L L L L M M H
PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).
e52 M H H H H H H H H H H
PO 2. Generate clarifying questions in order to comprehend text.
e59e75
M H H H H H H H H H H
PO 3. Use graphic organizers in order to clarify the meaning of the text.
e40 M H H H H H H H H H H
PO 5. Apply knowledge of organizational structures (e.g., chronological order, sequence-time order, cause and effect relationships, logical order, by classification, problem-solution) of text to aid comprehension.
e80 M M H M H H M M M H H
PO 1. Compare (and contrast) original text to a summary for accuracy of the main ideas, inclusion of critical details, and the extent to which it conveys the underlying meaning of the original text.
e38e39e44
H H H H H H H H H H H
PO 2. Distinguish supported inferences from unsupported inferences in expository selections such as editorials, newspaper articles, essays, reviews, and critiques.
e17e18e34e53
H H H H H H H H H H H
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Instruction - StructureInstruction - Structure
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Grade 9
ELA
Grade 10
ELA
Grade 11
ELA
Grade 12
ELA
Grade 9
Math
Grade 9
Science
Grade 9
Social Studies
Grade 10
Math
Grade 10
Science
Grade 10
Social Studies
Grade 11
Math
Grade 11
Science Grade 11
Social Studies
Grade 12
Math
Grade 12
Science Grade 12
Social Studies
Curriculum Alignment: The Reality
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Grade 9
ELA Math ScienceSocial
Studies
Grade 10
ELA Math ScienceSocial
Studies
Grade 11
ELA Math ScienceSocial
Studies
Grade 12
ELA Math ScienceSocial
Studies
Curriculum Alignment: The Goal
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TechnologyTechnology
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Transition YearsTransition Years
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Start with Hardest to Serve Students Start with Hardest to Serve Students
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LeadershipLeadership
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Comprehensive PlanComprehensive Plan
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Model Schools ConferenceModel Schools Conference
June 30 – July 3, 2007June 30 – July 3, 2007Washington D.C.Washington D.C.
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1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
E-mail - [email protected]
www.LeaderEd.com
International Center for Leadership in Education, Inc.