1. Welcome to 2009 - 2010

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

3. Expectations

4. Focus

5. Budget

6. 21 st Century Learners... Are We Ready? Presented by Malcolm Thomas Superintendent, Escambia School District mthomas@escambia.k12.fl.us

8. 21 st Century… Learner? Worker? Citizen?

9. Imagine

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

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

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

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

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

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

16. "This is a school," he declares. "We used to have these back in 1909. Only now the blackboards are white."

17. circa. 1909

18. circa. 1949

19. circa. 2009

20. 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

21. the 21 st century learner Are we ready?

22. visionimplementationconnection What will it take?

23. part 1 vision

24. the only constant is change

25. “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…

26. Always on

27. Develop a vision Stay relevant in a Changing world

28. an eye on the future Digital Immigrant Digital Pioneer Digital Native

31. Image © 2004 Partnership for 21st Century Skills - Source: http://21stcenturyskills.org/ 21 st Century Skills Needed

33. effective learners independent learners

34. communicators & creators effective

35. effective global collaborators

36. part 2 connection

37. It’s about the conversations

38. building bridges and relationships

39. constructing new understandings

40. energize

41. part 3 implementation

42. leadership

43. defined expectations

44. transparency

45. communication

46. into the curriculum embedded

47. deepen understanding

48. moving from cooperation to collaboration

49. 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: http://www.scils.rutgers.edu/~cissl/research/ohio.html

50. 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: http://mscofino.edublogs.org/2008/08/28/going-full-circle/

51. built-in support

52. an integrated support team

53. at the ready resources

54. the right tools for the job

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