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Vision Create a District where parents want to send their children, students want to learn, teachers want to teach, and employees want to work.

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21 st Century Learners... Are We Ready? Presented by Malcolm Thomas Superintendent, Escambia School District

21 st Century… Learner? Worker? Citizen?

Imagine

Rip Van Winkle awakens in the 21st century after a hundred- year snooze and is, of course, utterly bewildered by what he sees.

Men and women dash about, talking to small metal devices pinned to their ears.

Young people sit at home on sofas, moving miniature athletes around on electronic screens

Older folk defy death and disability with metronomes in their chests and with knees made of metal and plastic.

shopping malls… every place Rip goes just baffles him Airports, hospitals,

But when he finally walks into a classroom, the old man knows exactly where he is.

"This is a school," he declares. "We used to have these back in Only now the blackboards are white."

circa. 1909

circa. 1949

circa. 2009

How do you design for the future when you can’t predict tomorrow? If we teach today's students as we taught yesterday's, we taught yesterday's, we rob them of tomorrow." John Dewey

the 21 st century learner Are we ready?

visionimplementationconnection What will it take?

part 1 vision

the only constant is change

“We are currently preparing students for jobs that don’t yet exist, using technologies that haven’t been invented, in order to solve problems we don’t even know are problems yet.” Karl Fisch Fisch, K. (2006). Did You Know/Shift Happens…

Always on

Develop a vision Stay relevant in a Changing world

an eye on the future Digital Immigrant Digital Pioneer Digital Native

Image © 2004 Partnership for 21st Century Skills - Source: 21 st Century Skills Needed

effective learners independent learners

communicators & creators effective

effective global collaborators

part 2 connection

It’s about the conversations

building bridges and relationships

constructing new understandings

energize

part 3 implementation

leadership

defined expectations

transparency

communication

into the curriculum embedded

deepen understanding

moving from cooperation to collaboration

The Collaboration Continuum: Building Interdependence Through Partnership Interdependence CooperationCoordinationCollaboration Finding a website or a book for a teacher upon request. Showing a teacher how to use a digital camera or book a laptop cart upon request. Introducing the document cameras to a team when asked. Setting up a learning space with appropriate resources to “kick off” a unit. Teaching a “one-off” lesson that fits with the curriculum. Planning a unit to coincide with core curriculum which is independently taught by specialist. Sharing goals Carefully defined roles in the process Comprehensive co-planning Co-planning units that will be team taught. Team-teaching units which authentically embed both curricular goals. Units which are team-taught are co- assessed. Isolation Helping when a question is askedPlanning when a lesson or an activity happens which supports core curriculum “a prolonged and interdependent relationship” Collaboration has the highest impact on student achievement. Collaboration is “2 (or more) equal partners who create a project or unit of study based on content standards in one or more content areas, a unit that will be team-designed, team- taught, and team-evaluated.” Collaboration has the highest impact on student achievement. Collaboration is “2 (or more) equal partners who create a project or unit of study based on content standards in one or more content areas, a unit that will be team-designed, team- taught, and team-evaluated.” Research from Todd, Ross:

Frequent & consistent collaborative planning, learning and assessment: Classroom teacher and technology facilitator work as full partners in the planning, learning (teaming in the classroom) and assessment process. Frequent & consistent collaborative planning, learning and assessment: Classroom teacher and technology facilitator work as full partners in the planning, learning (teaming in the classroom) and assessment process. Regular collaborative planning, learning and assessment: Classroom teacher asks technology facilitator for assistance in planning, learning (teaming in the classroom) and assessment as needed. Regular collaborative planning, learning and assessment: Classroom teacher asks technology facilitator for assistance in planning, learning (teaming in the classroom) and assessment as needed. Occasional collaborative planning, learning and assessment: Classroom teacher works with technology facilitator outside of class time to plan and implement projects. Occasional teaming in the classroom, as needed. Occasional collaborative planning, learning and assessment: Classroom teacher works with technology facilitator outside of class time to plan and implement projects. Occasional teaming in the classroom, as needed. Occasional conversations: Technology facilitator offers helpful advice and tips to classroom teacher as s/he tackles new projects at their own pace. Classroom teacher actively assists other team members in use of technology. Occasional conversations: Technology facilitator offers helpful advice and tips to classroom teacher as s/he tackles new projects at their own pace. Classroom teacher actively assists other team members in use of technology. The Collaboration Cycle: Building Independence Through Partnership Pre-assessment of skills, readiness & interest Post-assessment, graduated expert, teacher mentor Consistent Professional Development Opportunities: after school walk-in sessions 3 days per week, curriculum planning at the team level, individual assistance as needed, advice and tips offered to teachers and teams as appropriate to curricular needs. Kim Cofino:

built-in support

an integrated support team

at the ready resources

the right tools for the job

Change is the law of life. And those who look to the past or present are certain to miss the future. John F. Kennedy