1. A Framework for Change Next Generation Leadership Academy Lexington, Kentucky 12 September 2013 Gene Wilhoit Executive Director

2. Change Must Have a Purpose Our purpose, as educators, is to graduate all students ready for the demands of further learning, prepared for next steps in a chosen career, and equipped with the attributes to become contributing citizens in a highly interconnected, ever evolving world

3. What Will it Take? Clear and articulate vision that is compelling and inclusive A framework of principles to underpin all aspects of work A theory of change that is faithful to the vision, but grounded in reality and based in evidence

4. Are We Teaching What Matters Most? What does it mean to be an “educated person” What do we mean by “ready” Beyond core knowledge, what characteristics do we hope children will develop and leave with? What constitutes world-class knowledge and skills?

5. Mastery of rigorous content Knowledge Disposition s Skills Strategies to learn & engage Capacities & Habits of mind CCR

6. CCR Framework

7. Ways We Determine Success – for Schooling or for Learning? Today?Tomorrow? On lower standards, inconsistently applied Based on academics alone A single score for a major decision Testing Movement in group by age and grade Credit by participation in course For what is taught in school, by schools Reporting point-in-time results For the student, a win or a loss Accept birth as destiny, modify expectations On high standards, consistently applied Based on knowledge, skills and disposition Multiple measures for most decisions Demonstrations of learning Progression based on individual mastery Credentials by performance against competencies For what is learned, anytime anywhere Communicating progress along a continuum For the student, a way forward Reduce impact of personal circumstance on achievement, quality as equity

8. Ways We Engage Students Today?Tomorrow? Success for school Passive, compliant learning One-size fits all curriculum, anchored to a class and assessment schedule Using a textbook and working alone Learning space/time = classroom/class schedule Those who fall behind are left in failure, for long times or forever Teachers plan alone and work alone for whole classes, as a single source of content delivery Limiting supports and opportunities to what a school can deliver Success for life Student-directed, active learning Flexible, relevant curricula - anchored to learning progressions Accessing digital curricula and learning through social networking Learning space = network/ 24x7 Those who need help receive it just-in-time; no one is left in failure Teachers plan and work together as specialists around the needs of students, as a learning delivery and coaching system Looking beyond the school to customize supports and opportunities

9. Unthink School...

10. To Rethink Learning

11. The paths we are following do not lead to the places we want to go If we don’t change direction, we may end up where we are headed

12. Where are you already shifting practice? What’s your next, best opportunity? Where Are You Headed?

13. World-Class Knowledge and Skills Competency- based Systems Personalized Learning Anytime, Anywhere Learning Systems of Supports Student Agency The Learner Design Principles for Transforming Systems

14. Gene.Wilhoit@uky.edu Executive Director Linda.Pittenger@uky.edu Chief Operating Officer Leslee.Hellmann@uky.edu Executive Assistant 1648 McGrathiana Parkway Lexington 859.425.1121