The Need for Educational Change Bobby Ashley School Transformation Coach District and School Transformation Summer 2011 District and School Transformation Division, North Carolina Department of Public Instruction

Why We Need Educational Change The world around us continues to change Global competition District and School Transformation Division, North Carolina Department of Public Instruction

Effective Strategies for Positive Change Blooms Taxonomy 21st Century Learning Quadrant D Learning Quadrant D Leadership Using data and assessments to change the way we teach Kotter’s 8 Stages of Change District and School Transformation Division, North Carolina Department of Public Instruction

“We are preparing children for their future, not our past.” -Bill Daggett District and School Transformation Division, North Carolina Department of Public Instruction

Changing ‘Students’ to ‘Learners’ District and School Transformation Division, North Carolina Department of Public Instruction

District and School Transformation Division, North Carolina Department of Public Instruction

The Story of ‘Shenzhen District and School Transformation Division, North Carolina Department of Public Instruction

District and School Transformation Division, North Carolina Department of Public Instruction

District and School Transformation Division, North Carolina Department of Public Instruction

Where did our jobs go from 1980 until now. What about your schools Where did our jobs go from 1980 until now? What about your schools. How have they changed since 1980? Anything like Shenzhen? The world around us keep changing, but our schools are failing to change due to folks who want to teach the way they were taught. It is up to us, the leaders in our schools to begin to change our vision of what schools look like.

Port of Shenhen 1 / Second 24 / 7 the largest manufacturing base in the world District and School Transformation Division, North Carolina Department of Public Instruction Source: Atlantic Monthly

Why Do We Need Educational Change? China will soon be the number one English speaking county in the world The top 10 jobs in 2010 did not exist in 2004 25% of India’s population with the highest IQ is greater than the total population of the US …this means that INDIA HAS MORE HONORS KIDS THAN THE US HAS KIDS!!!

We are currently preparing kids for jobs that don’t yet exist The U.S. Department of Labor estimates that today’s learner will have 10 – 14 jobs – BY THE AGE OF 38 We are currently preparing kids for jobs that don’t yet exist …In order to solve problems we don’t even know are problems yet …Using technologies that have not been invented District and School Transformation Division, North Carolina Department of Public Instruction

The United States is 29th of 40 in mathematics science among industrialized nations* We ranked higher in reading, but all three areas continue to slip downward *According to Program for International Student Assessment (PISA)

Other industrialized countries use: Higher order thinking skills to assess student performance Written student responses that analyze and explain their answers Lean standards….meaning other countries may take ¼ of the school year to ensure fractions are taught and understood. District and School Transformation Division, North Carolina Department of Public Instruction

The goal of education should be to create a nation of inquiring minds

Three Question Exercise What will the world be like 20 years from now? What skills will students need to be successful in that world? What would learning look like if it was designed around your answers? District and School Transformation Division, North Carolina Department of Public Instruction

Does this classroom still exist? The old classroom…what most teachers wanted…apples on the desk, happy birthdays on the board, all children sitting in their desks,…in rows, quietly, one boy with an eraser on his head…(BOY) girls with bows in their hair and dresses. Teacher in front of the classroom, direct instruction, pencil and paper days….do these room still exist in NC?

Video Problem Solving?? District and School Transformation Division, North Carolina Department of Public Instruction

Real 21st Century transformation cannot occur until people - Lead with questions, not answers. Engage in dialogue and debate, not coercion. Conduct autopsies, without blame. Speak up when they identify a problem. We have to work as a team, collaboration with one another about the problems we face in our classrooms. Schools cannot continue to function as an industrial model, we need to learn from each other, share, plan together, dialog without blame [Make them the enemy and you WILL lose.] Daniel Pink, author of DRIVE District and School Transformation Division, North Carolina Department of Public Instruction

Common Core State Standards Are aligned with college and work expectations; Are clear, understandable and consistent; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and Are evidence-based. District and School Transformation Division, North Carolina Department of Public Instruction

21st Century Skills Learning & Innovation Skills Creativity & Innovation Critical Thinking & Problem-solving Communication & Collaboration District and School Transformation Division, North Carolina Department of Public Instruction

21st Century Skills Information, Media & Technology Skills Information Literacy Media Literacy ICT Literacy District and School Transformation Division, North Carolina Department of Public Instruction

21st Century Skills Life & Career Skills Flexibility & Adaptability Initiative & Self-direction Social & Cross-cultural Skills Productivity & Accountability Leadership & Responsibility District and School Transformation Division, North Carolina Department of Public Instruction www.21stcenturyskills.org

21st Century Learning A Better Balance Teacher-directed Direct Instruction Knowledge Content Basic Skills Theory Curriculum Individual Classroom Summative Assessments Learning for School Learner-centered Collaborative Instruction Skills Process Higher-order Thinking Practice Life Skills Group Community Formative Evaluations Learning for Life A Better Balance District and School Transformation Division, North Carolina Department of Public Instruction

Rigor/Relevance Framework® District and School Transformation Division, North Carolina Department of Public Instruction

Rigor/Relevance Framework® District and School Transformation Division, North Carolina Department of Public Instruction

Quadrant D Activity Using the four lesson plans provided, identify which lesson would be: In Quadrant A In Quadrant B In Quadrant C In Quadrant D You may work in pairs or groups District and School Transformation Division, North Carolina Department of Public Instruction

Four Quadrants of Leadership District and School Transformation Division, North Carolina Department of Public Instruction

The size of the blocks demonstrate where you may want to spend most of your time in the teaching learning process District and School Transformation Division, North Carolina Department of Public Instruction

District and School Transformation Division, North Carolina Department of Public Instruction

Illustration by John Kotter District and School Transformation Division, North Carolina Department of Public Instruction

Step 1: Develop a sense of urgency Helping others see the need for change and the importance of acting immediately. Leaders who understand the importance of a sense of urgency are good at taking the pulse of their company and differentiating between complacency, false urgency and true urgency.

2. Craft a Purposeful Community There is a shared sense of purpose & trust among the members of my leadership team. We accomplish goals that matter and we have strong, well-articulated reasons for doing the work we do.

3. Create an Effective Vision We have conveyed a clear picture of our vision and it appeals to the long-term interests of teachers and students. Everyone understands precisely what our vision is, and how we are going to achieve it. We are all moving in the same direction.

4. Communicate the New Vision The new vision is communicated to ALL stakeholders with clarity and passion. It is two-way and feedback is solicited. We have clear, simple, memorable, often repeated, consistent communication from multiple sources, modeled by leaders, and we are open to questions, challenges and debate.

5. Remove Roadblocks

6. Generate Short-Term Wins in a long-term master plan Visible improvements Plan and Create wins Recognize & reward people who make the wins possible.

7. Reinvigorate! We are using our increased credibility to change all systems, structures, and policies that don’t fit together and don’t fit the transformation vision. We hire, promote, and develop people who can implement the change vision. We reinvigorate the process with new projects, themes, etc.

8. Anchor New Approaches in the Culture The new style of operating is firmly grounded in our culture. People see the connection between the new actions and performance improvement. (This happens last, not first. New approaches usually sink into a culture only after it’s very clear that they work and are superior to old methods.)

Climate "Perhaps here in America we don't give our kids an opportunity to flex their compensation muscle. We are afraid of failure, but it is through failure that students learn. Perhaps we should change our assessment system to allow students to make mistakes without the stigma of failure.” Malcolm Gladwell District and School Transformation Division, North Carolina Department of Public Instruction

Bibliography/Resources Kotter, J. (1996). Leading change. Boston, Mass.: Harvard Business School Press. Partnership for 21st Centruy Skills Pink, D. (2010). Drive. Boston, Mass.: Harvard Business School Press. International Center for Leadership in Education; Quadrant D Learning Common Core State Standards Ken Robinson District and School Transformation Division, North Carolina Department of Public Instruction