1. NEKIA Communicators Institute “ Communicating in the Emerging Knowledge Utilization Era” June 2-3, 2005 Washington, DC “Knowledge Use in Education 2005: Policy, Politics, People” Jim Kohlmoos

2. Context Six phases of standards-based reform since 1990. 1. Standards 2. Assessments 3. Alignment 4. Accountability 5. Solutions 6. Knowledge Use and Management

3. Market Conditions The movement from one phase to the next depends upon market conditions. The market conditions --- supply and demand--- in education are shaped significantly by policy and politics at local, state, and federal levels.

4. Politics Polarization along party lines Polarization along party lines Highly combative and competitive Highly combative and competitive Slimmer the margin the more intense the partisanship Slimmer the margin the more intense the partisanship Current polarized political environment may have stalled the movement to the solutions/knowledge use phase in the standards-based reform continuum

5. Education Policy Education Policy Education no longer #1. Education no longer #1. Standards based reform remains as central organizing concept Standards based reform remains as central organizing concept NCLB creates demand and is fixated on accountability NCLB creates demand and is fixated on accountability ESRA creates supply and is focused on narrow methodologies for research ESRA creates supply and is focused on narrow methodologies for research No serious focus on connecting NCLB and ESRA and on fostering solutions through knowledge use. No serious focus on connecting NCLB and ESRA and on fostering solutions through knowledge use.

6. Market Conditions Size ---$400 billion market and growing but at slower rate Size ---$400 billion market and growing but at slower rate More choice and more competition --- Broadening of eligibility, more choice in schools, more choice on the supply side, more outsourcing More choice and more competition --- Broadening of eligibility, more choice in schools, more choice on the supply side, more outsourcing Supply not yet aligned with demand --- Lack of capacity in field and at ED to deal with NCLB and ESRA Supply not yet aligned with demand --- Lack of capacity in field and at ED to deal with NCLB and ESRA Industry---New players looking at the k-12 market but commercial interests don’t see opportunity yet because it is too political Industry---New players looking at the k-12 market but commercial interests don’t see opportunity yet because it is too political Industry --- Current players are trying to diversify and expand portfolios of services and products. Industry --- Current players are trying to diversify and expand portfolios of services and products.

7. Marketing Strong marketing programs are vital in this current environment. Many forms of marketing (politics, teaching, advocacy, business) Marketing means understanding your constituents’ needs and interests and adjusting your products and services to fit those needs and in turn reshaping those needs and interests.

8. Communications Communications should be a fundamental part of an organization’s marketing effort e.g. facilitating the interaction between suppliers and demanders. As a communicator you know your own organization and you know your customers and you have to be fully aware of where the market is and where it is headed.

9. Our Critical Challenge Accelerate the move to the next phase of standards based reform---e.g. the solutions and knowledge use/management phases. Accelerate the move to the next phase of standards based reform---e.g. the solutions and knowledge use/management phases. Mobilize our collective strength in advocacy, outreach, product/service quality and thus re-shape the market. Mobilize our collective strength in advocacy, outreach, product/service quality and thus re-shape the market.

10. Proposed NEKIA’s Four Principles for Knowledge Use Four Principles 1. Useable Knowledge --- Knowledge that is used to shape policy and practice should be derived from the best available empirical evidence and informed by sound professional judgment. 2. Key Stakeholders --- The effective use of knowledge in education requires the active participation of and the on-going collaboration among four key stakeholder groups: Practitioners should be involved in all phases of the knowledge development and utilization process, not just as recipients of research. Practitioners should be involved in all phases of the knowledge development and utilization process, not just as recipients of research. Policymakers need to develop the capacity for integrating knowledge into the policy making apparatus. Policymakers need to develop the capacity for integrating knowledge into the policy making apparatus. Researchers should focus on rigor, relevance, and replication in addressing practical questions of effectiveness based on the needs of practitioners and policy makers. Researchers should focus on rigor, relevance, and replication in addressing practical questions of effectiveness based on the needs of practitioners and policy makers. Developers and Providers need to use the best available knowledge in developing and delivering their products and services. Developers and Providers need to use the best available knowledge in developing and delivering their products and services. Intermediaries are needed to facilitate productive collaborations and relationships among stakeholders, help interpret and disseminate findings, conduct applied research, and provide capacity-building assistance. Intermediaries are needed to facilitate productive collaborations and relationships among stakeholders, help interpret and disseminate findings, conduct applied research, and provide capacity-building assistance. 3. Cumulative Process --- Effective knowledge use depends upon dynamic on-going exchanges of data and information among the stakeholders and involves a continuous process of research, application and adaptation. As knowledge is used and adapted, new knowledge is created and applied in a cumulative, iterative fashion. 4. High Priority Policy --- School improvement policies at the federal, state, and local levels should focus priority attention on the effective use of knowledge and create incentives to stimulate greater demand for and increased supply of knowledge-based solutions. 4. High Priority Policy --- School improvement policies at the federal, state, and local levels should focus priority attention on the effective use of knowledge and create incentives to stimulate greater demand for and increased supply of knowledge-based solutions.