1 © International Center for Leadership in Education Margaret Mead " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” 3 There aren’t two worlds -- education and work, there is one world -- life Willard Wirtz

2 © International Center for Leadership in Education Dr. Kathy Weigel Senior Consultant Time on Target Focus on Small Learning Communities through Rigor, Relevance, and Relationships Time on Target Focus on Small Learning Communities through Rigor, Relevance, and Relationships Dr. Dick Jones Senior Consultant

Public Folder

Review Agenda

5 Find these items Federal Reserve note with a serial number that contains three numbers the same Quarter coin which highlights a state east of the Mississippi Credit card with four zeros in the number Pen with color ink other than blue or black Picture of child under 2 years of age Anything without worth Something you wish you could throw away but can’t A car key to either a Ford, GM or Chrysler car/truck 5

6 ??? Why ??? Rigorous and Relevant Learning

7 A Whole New Mind Daniel Pink 7

8 DesignStorySymphonyEmpathyPlayMeaning

9 Pre-occupation with College TED Lecture Ken Robinson Video

10 Changing Nature of Work It’s a Flat World Different Era - Conceptual Age Changing Youth Accountability for Learning Achievement Gap Breaking the Linear Model Overloaded Curriculum Increase Student Engagement ???? Why RR ???? Learning for 21st Century

11 46 Lessons Learned - Model Schools ✓ Structure vs. Instruction ✓ Conversation about Learning more than Teaching ✓ Collaboration ✓ Persistent in Improvement ✓ No One Style of Leader

12 © International Center for Leadership in Education 4 Rigor Relevance Relationships

Instructional Part of RRR

14 RI G O R RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low

15 Evaluation 6 Assimilation C Adaptation D Synthesis 5 Analysis 4 Application 3 Acquisition A Application B Comprehension 2 Knowledge 1 Awareness RigorRigor 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real-world predictable situations 5 Apply knowledge to real-world unpredictable situationsRelevanceRelevance From: the International Center for Leadership in Education Rigor and Relevance Framework

16 RI G O R RELEVANCE AB DC Rigor/Relevance Framework RoutineMemorization Four Quadrants of Learning ComplexAnalytical Challenging Real World Practical Hands On High Low Acquisition A Application B Adaptation D Assimilation C

Application Knowledge Rigor/Relevance Framework 13 Relevance Rigor

Rigor/Relevance Framework 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Knowledge of one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real world predictable situations 5. Application to real world unpredictable situations KnowledgeApplication Low High

19 RI G O R RELEVANCE A B D C Rigor/Relevance Framework High Low Math - Elementary Memorize multiplication tables. Find values in number sentences when represented by unknowns. Develop formula for determining large quantity without counting, (e.g. beans in a jar.) Collect outside temperatures for several days and make a graph of results.

20 RI G O R RELEVANCE A B D C Rigor/Relevance Framework High Low History - High School Identify nations involved and reasons for WWII Analyze original documents and summarize reasons for US opposition to entering WWII Summarize global impacts of WWII and project impacts of Iraq war Interview local WWII veterans and describe impacts from their perspective.

21 RI G O R RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low

22 RI G O R RELEVANCE Rigor/Relevance Framework High HighLow Low TeacherWork StudentThink Student Think & Work StudentWork

Routes to High Rigor and Relevance Pinnacle of High R/R Adaptive Learning Low R/R Quadrant A - Acquisition Learning Create Gold Seal Lesson Use D-Moment Strategies Adapt a Gold Seal Lesson Change Strategies Change Assessments Make Interdisciplinary Add High RR Task Dick Jones, ICLE, 2010

★ Modify existing lesson - add high RR performance - adapt Gold Seal Lessons change strategies change assessments ★ Design Gold Seal Lesson - culminate w/ performance ★ Interdisciplinary instruction ★ Integrate academics in CTE and Arts ★ Use “D” Moments Ways to Increase Rigor/Relevance

Operational Part of RRR

“Well. I would have exhibited more leadership if someone would have told me.” 26

Margaret Mead " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” 27 School leadership is not a position but a disposition for taking action. One role of school leaders is to broaden the acceptance of leadership among many staff who share a common vision. Quadrant D Leadership is the collaborative responsibility for taking action to reach the future oriented goal of the intellectual, emotional and physical needs of each student. Definition of Leadership

28 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership D D C C A A B B

29 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership D D C C A A B B Greater Knowledge Future Needs of Students Higher Expectations

30 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership D D C C A A B B Greater leadership action through staff empowerment and collaboration Greater leadership action through student involvement and responsibility

31 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership C C A A B B Authoritative Leadership Collaborative Leadership Creative Leadership Adaptive Leadership D D

32 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership C C A A B B D D Sports Metaphor of Individual Leader Referee Cheerleader Player Coach

33 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership C C A A B B Authoritative Leadership Collaborative Leadership Creative Leadership Adaptive Leadership D D

34 Characteristics of Principals Director Innovator Monitor Facilitator Mentor Producer Empowerment Become Less of a: Become More of a: Quadrant D Leadership

35 Characteristics of Staff Independent Initiating Compliant Open/Sharing Interdependent Turf Protector Empowerment Become Less: Become More: Proactive Reactive Quadrant D Leadership

36 © International Center for Leadership in Education Overview of Quadrant D Leadership White Paper Archived Webinars ICLE Web Site

37 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership C C A A B B Authoritative Leadership Collaborative Leadership Creative Leadership Adaptive Leadership D D

38 © International Center for Leadership in Education Opportunity to Collaborate Context for Instructional Leadership 33 Relationship Building Sense of Purpose and Urgency

39 Context for Instructional Leadership page 4 Activity

40 © International Center for Leadership in Education Target for Instructional Leadership Engage Students Engage Students 41 Strive for Rigor, Relevance and Relationships Strive for Rigor, Relevance and Relationships Use “Begin with the end in mind” Planning Use “Begin with the end in mind” Planning Align with Priority Standards Align with Priority Standards Personalize Instruction Personalize Instruction Focus on Literacy Focus on Literacy Define a Specific Target Strive for Rigor, Relevance and Relationships

Benefits of Using Quadrant D Leadership Model for Instruction 41 Shows connection among many initiatives Simple mental model to guide teacher actions Common language to talk about leadership Elevates importance of teacher leadership Mandated instruction/testing is a beginning step not an end goal. Acknowledges role for students in improving teaching and learning Shows multiples paths to improvement

KNOWLEDGEKNOWLEDGE AB D C Quadrant D Leadership HighLow High APPLICATION Instructional Leadership Practices Management Staff Reviews and Evaluation Student Achievement Data Analysis Policies and Procedures Balanced Assessments Personnel and Budgets Master Schedule/Teacher Assignments Staff Meetings Vision Needs Assessment/ Strategic Planning Professional Development Workshops Classroom Walkthroughs R/R Framework Instructional Focus Vision/Missio n/Goals Empowerment Mentoring Leadership Teams Teacher Incentives and Rewards Teacher Observations/Stud y Tours Co-teaching/Team teaching Individualized Professional Learning Professional Learning Community Culture Peer Review of Student Work Instructional Coaching Academic Intervention Grading Celebrations

Build Relationships

44 © International Center for Leadership in Education “In the years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

45 © International Center for Leadership in Education B D C A RIGORRIGOR RELEVANCE Rigor/Relevance Framework High Low Relationships Relationships of Little Importance Relationships Essential Relationships Important Relationships Important

46 © International Center for Leadership in Education 26 Everyone needs support when they take new risks when they take new risks

47 © International Center for Leadership in Education Talk straight Demonstrate respect Create transparency Right wrongs Show loyalty Deliver results Get better Talk straight Demonstrate respect Create transparency Right wrongs Show loyalty Deliver results Get better Build Trust Confront reality Clarify expectations Practice accountabilityLi sten first Keep commitments Extend trust Confront reality Clarify expectations Practice accountabilityLi sten first Keep commitments Extend trust Steven R. Covey - Speed of Trust

Transform School Culture

49 © International Center for Leadership in Education Leadership Tasks

50 © International Center for Leadership in Education Supports K-12 administrators in leadership roles to create a culture of rigor, relevance, and relationships Case studies, tools, and staff development activities included Leadership for Rigor, Relevance, and Relationships To learn more, order or view excerpt: Rigor/Relevance/Relationships series

51 © International Center for Leadership in Education Discover Create Build Develop Support Envision CHANGE Change Strategies

52 © International Center for Leadership in Education

53 © International Center for Leadership in Education

54 © International Center for Leadership in Education

55 © International Center for Leadership in Education AERIE Academy Two Week Suspended Curriculum Atlantic Community High School Delray Beach FL Social Studies EnglishMathScience Common Assessment Student Handbook Managing Emotions Decision Making Goal Setting FCAT Explorer Positive Communication Maximizing Life / Minimizing Stress Bonding & Relationships Assertiveness Respect for Self Addiction Drug Free Study Skills Success Profiles Team Building Study Skills

Sharing Success and Challenges

57 Introductions Personal Personal Professional Professional Peculiar Peculiar Activity

58 © International Center for Leadership in Education Sharing Success and Challenges Instructional SuccessChallenges

59 © International Center for Leadership in Education Sharing Success and Challenges Operational SuccessChallenges