Sustaining Innovation And Disruptive Innovation. SystemInnovation.
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Transcript of Sustaining Innovation And Disruptive Innovation. SystemInnovation.
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Sustaining Innovation
And
Disruptive Innovation
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System Innovation
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Sustaining InnovationDisruptive Innovation
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Coherence
Fidelity Adaptable
Scalable
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Coherence
Fidelity Adaptable
Scalable
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Coherence
Fidelity Adaptable
Scalable
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How to be a Creator….
• Outcome: Decide what you want to accomplish.
• Obvious: Determine the strongest beliefs you have about the outcome.
• Opposite: Create a statement (s) contradicting these beliefs.
• Opportunity: Stretch your mind to come up with an idea you’ve never thought before.
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THE IMPLEMENTATION DIP….
THE POSSIBILITY CURVE..
Fullan--1990
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VERSIONS
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AGENDA
1. Opening Thoughts
2. Four Major Challenges
3. Generation Gap and Learning
4. Traits of Top Performers
5. Key Strategies
6. Rigor, Relevance, Relationships ????
7. The Learning Criteria
8. Closing Advice
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• Rigor
• Relevance
• Relationships
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International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.
Rigor/Rigor/Relevance Relevance FrameworkFramework
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Knowledge TaxonomyKnowledge Taxonomy
1. Recall Knowledge1. Recall Knowledge2. Comprehension 2. Comprehension 3. Application 3. Application 4. Analysis 4. Analysis 5. Synthesis 5. Synthesis 6. Evaluation 6. Evaluation
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AssimilationAssimilationof knowledgeof knowledge
Acquisition Acquisition of knowledgeof knowledge
Thinking Thinking ContinuumContinuum
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Application Application ModelModel
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Application ModelApplication Model1 Knowledge of one 1 Knowledge of one disciplinediscipline2 Application within 2 Application within disciplinediscipline3 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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AcquisitionAcquisitionof knowledgeof knowledge
ApplicationApplicationof knowledgeof knowledge
Action ContinuumAction Continuum
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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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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
TeacherTeacherWorkWork
Teacher/Student RolesTeacher/Student Roles
StudentStudentThinkThink
StudentStudentThink & WorkThink & Work
StudentStudentWorkWork
High
HighLow
Low
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Describe function Describe function of gasof gas
spectrophotometerspectrophotometer
DifficultDifficult
Solve quadratic Solve quadratic equationsequations
Determine cost efficent Determine cost efficent heating for new home heating for new home
designdesign
Troubleshoot Troubleshoot lawnmower that lawnmower that
doesn’t startdoesn’t start
High
HighLow
Low
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Count by 5s to 100Count by 5s to 100
EasyEasy
Compare Compare captialism and captialism and
socialismsocialismWrite a letter to the Write a letter to the
editoreditor
Make change as Make change as cashier without cashier without working registerworking register
High
HighLow
Low
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
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.
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
• 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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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
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.
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework• 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.
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
RightRightAnswerAnswer
Did Students Get it Right?Did Students Get it Right?
RationalRationalAnswerAnswer
RightRightQuestionsQuestions
RightRightProcedureProcedure
High
HighLow
Low
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KNOWLEDGE
A P P L I C A T I O N
•• Extended Extended ResponseResponse
•• Product Product PerformancePerformance
Primary AssessmentsPrimary AssessmentsRigor/Relevance FrameworkRigor/Relevance Framework
•• PortfolioPortfolio•• Product Product
PerformancePerformance•• InterviewInterview•• Self ReflectionSelf Reflection
•• Process Process •• PerformancePerformance•• Product Product
PerformancePerformance
•• Multiple ChoiceMultiple Choice•• Constructed Constructed
ResponseResponse
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Suggestion for Sequencing Suggestion for Sequencing LearningLearning
Don’t always start in Quadrant ADon’t always start in Quadrant A Consider starting with real world Consider starting with real world
problemsproblems Use inquiry for launching activitiesUse inquiry for launching activities Use variety of individual and group Use variety of individual and group
student workstudent work
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• Rigor
• Relevance
• Relationships
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• Relevance
• Relationships
• Rigor
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• Relationships
• Relevance
• Rigor
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R x R x R = LCWRS
Relationships X Relevance X Rigor =
Life, College, Work Ready Students
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“It is virtually impossible to make things relevant for or
expect personal excellence from a student you don’t know.”
Carol Ann Tomlinson
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You can’t teach kids you don’t know….
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Participation Gap• Self-Worth: Self-Worth occurs when
students know they are valued members of the community; have a person they can trust; believe they can achieve.
• Active Engagement: Active Engagement happens when students are deeply involved in the learning process.
• Purpose: Purpose exits when students take responsibility for who and what they want to become.
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STUDENT ASPIRATIONS / PARTICIPATION GAP
SELF WORTH
ACTIVE ENGAGEMENT
PURPOSE
BelongingHeroesSense of Accomplishment
Fun & ExcitementCuriosity & CreativitySpirit of Adventure
Leadership & ResponsibilityConfidence to Take Action
Relationships
Relevance
Rigor
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I am proud of my school. T = 85S = 50
I am excited to be working with students. T = 96Teachers enjoy working with students. S = 56Students have fun at school. T = 78School is boring. S = 47Students make school an exciting place to work. T = 87Teachers make school an exciting place to learn. S = 31I have fun at school. T = 85Teachers have fun at school. S = 39Students care if I am absent from school. T = 78Teachers care if I am absent from school. S = 46I enjoy working here. T = 88I enjoy being at school. S = 50
NATIONAL DATADelusional Discrepancies
Copyright 2008 Quaglia Institute
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I am excited to tell my colleagueswhen I do something well. T = 59I am excited to tell my friends when I get good grades. S = 57 I see myself as a leader. T = 75
S = 58My colleagues see me as a leader. T = 50Other students see me as a leader. S = 34I feel comfortable asking questions in staff meetings. T = 66I feel comfortable asking questions in class. S = 66
NATIONAL DATASad Similarities
Copyright 2008 Quaglia Institute
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Aspirations:the ability
to dream and set goals for the future,
while being inspired in the present
to reach those dreams.
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AGENDA
1. Opening Thoughts
2. Four Major Challenges
3. Generation Gap and Learning
4. Traits of Top Performers
5. Key Strategies
6. Rigor, Relevance, Relationships ????
7. The Learning Criteria
8. Closing Advice
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Commander’s IntentCommander’s Intent
Develop and implement plans to support
and enhance 21st Century Teaching &
Learning
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Three Question Exercise
1. What will the world be like 20 years from now?
2. What skills will your child need to be successful in that world?
3. What would learning look like if it was designed around your answers?
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20th Century LearningTeacher-directedDirect InstructionKnowledgeContentBasic SkillsTheoryCurriculumIndividualClassroomSummative AssessedLearning for School
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21st Century LearningTeacher-directedDirect InstructionKnowledgeContentBasic SkillsTheoryCurriculumIndividualClassroomSummative AssessmentsLearning for School
Learner-centeredCollaborative ConstructionSkillsProcessHigher-order ThinkingPracticeLife SkillsGroupCommunityFormative EvaluationsLearning for Life
A BetterA Better BalanceBalance
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Learning Criteria to Support 21st
Century Learners
Core Academic Learning
Stretch Learning
Learner Engagement
Personal Skill Development
Components of School
Excellence
•Embrace a Common Vision and Goals•Inform Decisions Through Data Systems•Empower Leadership Teams to Take Action and Innovate•Clarify Student Learning Expectations•Adopt Effective Instructional Practices•Address Organizational Structures•Monitor Progress/Improve Support Systems•Refine Process on an Ongoing Basis
6
5
4
3
2
1
1 2 3 4 5
Rigor/Relevance Framework
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How do you want learning evaluated?
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Evaluation Systems
Many of our systems are incomplete because we…
- over- measure some thingsand
- don’t measure others enough.
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What is it that you will stand for as “Learning in Your School?”
What makes your school different from others?
• How do you communicate learning to the public?
• What do you tell parents their children will achieve?
• What will your graduates be like?
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The Learning Criteria helps you put into action what you
believe about learning.
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Success Beyond the Test
• Core Academics
• Stretch Learning
• Learner Engagement
• Personal Skill Development
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Learning Criteria to Support 21st Century Learners
• Every school has its own DNA.
• School success is measurable beyond the tests.
• Data must drive school improvement initiatives.
• School growth and continuous improvement must be an ongoing, collaborative process.
International Center for Leadership in Education, Inc.
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Dimensions
• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)
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K8 Core Academic Learning Sample Data Indicators
• Percentage of students meeting proficiency level of state testing requirements (required)
• Achievement levels on standardized tests/assessments other than state exams [e.g., Lexile, Developmental Reading Assessments, STAR, Scholastic Reading Inventory, etc.]
• Percentage of performance-based assessments aligned with state and district standards used in reading, math, writing, and science (portfolio development, student-led conferencing, etc.)
• Percentage of students requiring remediation (summer school or tutorial) in reading, mathematics
• Follow-up surveys of academic achievements of students as
they move to middle school/high school
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9-12 Core Academic Learning Sample Data Indicators
• Percentage of students meeting proficiency level on state tests (required)
• Average scores on ACT/SAT/PSAT
• Achievement levels on standardized tests other than state assessments
• Percentage of students requiring English/math remediation in college
• Percentage of students graduating high school in four years
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Core LearningStudent
OutcomesSchool
PerformanceSustained Disaggregated
Benchmarked
(Target)
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• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)
Dimensions
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K- 8 Stretch Learning Sample Data Indicators• More than one year’s growth in literacy per grade
• Interdisciplinary work and projects (problem based learning)
• Students reading at least 60% non-fiction each day and using research-based comprehension
• Students participate in daily enrichment courses (music, art, physical education, foreign language, etc.)
• Completion of three or more years of world language before grade 6
• Number of students enrolled in choice-based academic explorations e.g. electives, clubs, independent studies, expert groupings, etc.
• Number of students involved in self-regulated learning opportunities such as peer coaching, student-led conferencing, student & teacher data notebooks, peer data conferencing, etc.
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9-12 Stretch Learning Sample Data Indicators
• Interdisciplinary work and projects (e.g., senior exhibition)
• Participation/test scores in International Baccalaureate courses
• Average number of college credits earned by graduation (dual enrollment)
• Enrollment in AP courses/scores on AP exams/percentage achieving >2 (online)
• Percent of students completing career majors or career/technical education programs
• Four or more credits in a career area (online)
• Four or more credits in arts (online)
• Earning of specialized certificates (e.g., Microsoft, Cisco Academy) (online)
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Stretch LearningStudent
OutcomesSchool
PerformanceSustained Disaggregated
Benchmarked
(Target)
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Criteria• Core Academic Learning (Achievement in the core
subjects of English language arts, math and science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)
• Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)
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K8 Learner Engagement Sample Data Indicators
• Student satisfaction surveys
• Student risk behaviors (Asset Survey)
• Attendance rate
• Discipline referrals
• Tardiness
• Student participation in classroom and school leadership (Junior Leadership Team, etc.)
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9-12 Learner Engagement Sample Data Indicators
• Student satisfaction surveys
• Student risk behaviors (asset survey)
• Attendance rate
• Participation rate in extracurricular activities
• % of students taking ACT/SAT
• Tardiness rate
• % of students going to two and four year colleges
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Learner EngagementStudent
OutcomesSchool
PerformanceSustained Disaggregated
Benchmarked
(Target)
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Criteria• Core Academic Learning (Achievement in the core
subjects of English language arts, math and science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)
• Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)
• Personal Skill Development (Measures of personal, social, service, and leadership skills; and demonstrations of positive behaviors and attitudes)
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K-8 Personal Skill Development Sample Data Indicators
• Participation or hours in service learning
• Students holding leadership position in clubs, classrooms, or sports
• Time management
• Ability to plan and organize work
• Respect for diversity
• Reduction in number of student incidences of conflict
• Follow-up survey of middle school students on development of personal skills
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9-12 Personal Skill Development Sample Data Indicators
• Participation or hours in service learning
• Students holding leadership positions in clubs or sports
• Assessment of personal skills: time management, ability to plan and organize work,
• Leadership/followership, etc.
• Respect for diversity
• Work as a member of a team
• Trustworthiness, perseverance, other character traits
• Follow-up survey of graduates on development of personal skills
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Personal Skill DevelopmentStudent
OutcomesSchool
PerformanceSustained Disaggregated
Benchmarked
(Target)
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Criteria• Core Academic Learning (Achievement in the core
subjects of English language arts, math and science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)
• Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)
• Personal Skill Development (Measures of personal, social, service, and leadership skills; and demonstrations of positive behaviors and attitudes)
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Learning CriteriaStudent Evaluations
Student-centered … not School-centered
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Core Academics
• State Achievement Test Results
• SAT/ACT Results
• Grade Point Average
• Full Schedule in Four Core Subjects
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Stretch Learning
• Advanced Placement (AP) Results• IB Participation• CTE Program Participation• 3 or More Years in a 2nd Language Course• Specialized Certification• National Student Organization Membership• College-Sponsored HS Course Credits• 3 or More Science Lab Courses• Special Education Declassification• Specialized Art and Music• Advanced Diploma Sequence Options• Growth in Lexile Reading Measure
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Learner Engagement
• On Schedule to Graduate with Cohort Group
• Attendance Rate
• Tardiness Rate
• Submits Homework Assignments on Time
• Community Service
• No Discipline Referrals
• Participation in Clubs/Extracurricular Activities
• Participation in Athletics
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Personal Skill Development
• Internships/Shadowing Opportunities
• Service Learning Opportunities
• Career Planning Activities
• “Soft Skills” Curriculum
• JROTC
• Portfolio
• Research Project
• Quadrant D Activities
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Learning CriteriaStudent Evaluations
• Core Academics
• Stretch Learning
• Learner Engagement
• Personal Skill Development
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Learner Engagement (15 pts. Max for Each)
• On Schedule to Graduate with Cohort Group
• Attendance Rate
• Tardiness Rate
• Submits Homework Assignments on Time
• Community Service
• No Discipline Referrals
• Participation in Extracurricular Activities
• Participation in Interscholastic Sports
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Measure what matters
Achieve what you believe.
Learning Criteria to Support 21st Century
Learners
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AGENDA
1. Opening Thoughts
2. Four Major Challenges
3. Generation Gap and Learning
4. Traits of Top Performers
5. Key Strategies
6. Rigor, Relevance, Relationships ????
7. The Learning Criteria
8. Closing Advice
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Is my desire for success to improve my system or classroom strong enough to prompt me to
change my thinking?
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Am I unleashing the enthusiasm of “possibility thinking” to find solutions for even seemingly
impossible situations?
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The things we fear most in organizations, fluctuations,
disturbances, imbalances, are the primary sources of innovation.
Meg Wheatley
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The Invisible Difference
Passion Commitment
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We can complain about the troubling inadequacies of the
present ----
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or we can face them.
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We can talk and dream about the glorious schools of the future ---
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OR WE CAN CREATE THEM!
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AGENDA
1. Opening Thoughts
2. Four Major Challenges
3. Generation Gap and Learning
4. Traits of Top Performers
5. Key Strategies
6. Rigor, Relevance, Relationships ????
7. The Learning Criteria
8. Closing Advice
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