Gene Wilhoit, Executive Director Center for Innovation in Education Kentucky Education Professional Standards Board Retreat July 21, 2014

The New Realities  The loss of a quarter of our students before graduation is no longer acceptable. We must graduate virtually all  AND, the outcomes of our inherited system are no longer sufficient for success. All graduates must be prepared for success in a career, further education and as citizens in the interconnected world.

We Can’t Get There From Here: Make the Shift From Systems of Schooling to Systems for Learning “The goal we have established for all of our children to be ready is the right goal for them and for our nation. The “schooling” experience as it now exists is out of alignment with the lofty goals we have set. We will reach our aspirations only when we cast aside historic perceptions and practices about how one acquires knowledge and skills.”

Systems Change at Scale = Transformation We have difficult choices to make  Continue moderate, incremental improvement  Transform systems of schooling to systems of learning

CIE Vision. Mission. Theory of Action Our Vision All children will achieve graduation in a culture of high expectations, enabled to fulfill their full potential in further learning and work, to be contributing members of society, and to succeed in a changing world. Our Mission Support state efforts to test and scale innovations in policy, practice and structure that realign resources and human capacity throughout all levels of the system around the new goal of supporting every child to success in college, career and citizenship. Our Theory of Action Center will pursue that mission by bringing together leaders from the state and local levels to bridge the policy and practice gap in ways that build coherence and accelerate implementation toward the outcomes we seek.

Origins of the Center Center for Innovation in Education Created in 2013 Outgrowth of work begun at Council of Chief State School Officers To expand support for the states of the Innovation Lab Network To support innovators leading the transformation in public education Attached to the University of Kentucky, College of Education Located on the Coldstream Campus, Lexington 100% of funding from private philanthropy Four staff

Clear, High Expectations If we have a compelling vision of the knowledge, skills and dispositions that a graduate must possess, we can construct progressions of learning from PreK through postsecondary success Competency-based Learning We can identify developmental pathways and the competencies necessary for success at next levels, establish demonstrated learning through meaningful assessments as the basis of progress and embed accountability for each learner Customized Pathways We must understand each student as a learner, where each is on the learning continuum, continuously tailor learning and supports to ensure progress, and provide choices that make learning purposeful and relevant GOAL: The East Kentucky Graduate Anytime, Anywhere learning to remove barriers of time and place, expand learning, extend students’ reach for learning Comprehensive Supports to foster physical, social, emotional, and cognitive development Student Agency to develop ownership of learning and belief in one’s capacity to set goals, work hard and succeed A System of Personalized Learning – Students’ educational experiences (what is learned, how it is learned, when it is learned and where it is learned), from early childhood on: Are designed to support them to graduation in a culture of high expectations having mastered the knowledge, skills and dispositions that prepare them for success in further learning and career, and Are tailored to individual needs, skills and interests so that all students are able to take responsibility for their learning and develop purposeful connections to the transformative power of education in their lives.

Six Strands of Work for the Center Scope of work is designed to help systems: Strand One – Build consensus around a new, more coherent vision of education and help states develop robust theories of change Strand Two – Implement a broadened view of readiness to embed the concepts of deeper learning throughout Strand Three – Accelerate personalized learning in secondary using systems levers (funding, accountability and certification/licensure) Strand Four – Develop a comprehensive framework for collecting and managing evidence of learning aligned with multiple dimensions of readiness Strand Five – Empower the voices of teachers and local leaders as professionals Strand Six – Facilitate collaboration with postsecondary and business to build support for and direct involvement in the work

P-12 Transformations Cascading to Higher Education  Rising Public Concerns  College and Career Readiness Standards Movement  Quality of Teaching  Federally-Driven Accountability

State and National Shifts  From the States: Our Responsibility, Our Promise Licensure Program Approval Data Collection/Analysis/Reporting  From CAEP Focus on Outputs Greater Flexibility and Alignment with P- 12 Agenda

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