1. 1 VlSIONS OF CHANGE OUTLINE2 3 4 CURRICULAR COMPONENTS MANAGING SCHOOL REFORM TAKING THE CHANGE DIP1

2. 2 Mission of the School to Instruct transmission of knowledge to Socialize development of responsible citizens in society to Qualify providing skills for future schooling and careers “Québec Schools on Course” / Education Act - Art. 36

3. 3 Agents of Change Law 107 Establishment of Linguistic School Boards Law 180 Establishment of Community Schools “Reaffirming the Mission of Our Schools” Initiation of Curriculum Reform

4. 4 Managing School Reform Change of Attitudes Re-Organisation of School Program Development Coherence of Components Professional Development Collaborative environment3

5. 5 “Program establishment is one of the most sensitive elements... it has a significant structural impact on the curriculum as applied in the classroom” Québec Schools on Course - Policy Statement

6. 6 “In order to allow the planned changes to improve the quality of students’ education, we must first alter the educational environment within which they are to take place.” “Québec Schools on Course “- Policy Statement

7. 7 “...schools must break with traditional views of schooling, existing educational structures, the current division of responsibilities and certain acquired privileges.” Final Report of the Estates General

8. 8 A 4-Dimensional View We must create the conditions which empower principals to take the risks required for successful school reform.

9. 9 CURRICULAR GOALS FRAMEWORK CONTENT CONTEXT INTEGRATION GENERIC SKILLS CONTINUITY TRANSPARENCY FLEXIBILITY SCHOOL BASED REFORM

10. 10 Curricular Dimension This is the perspective that outlines the expectations and sequence of learning within the settings of formal schooling.

11. 11 GOALS  instruction – socialisation – qualification FRAMEWORK  policy / programs / timeframes / workloads / climate / settings CONTENT  teacher & students as collaborative sources of knowledge & information CONTEXT  situation of learning between learner’s perception & global realities INTEGRATION  use of projects, themes & issues to propel cross-curricular learning GENERIC SKILLS  social, life & work competencies essential to productive citizenship CONTINUITY  patterns of learning which are woven together with specific competencies TRANSPARENCY  learning as a natural voluntary activity akin to pre-school development FLEXIBILITY  instructional strategies attuned to individual interests, abilities & styles Curricular Dimension

12. 12 CURRICULAR GOALS FRAMEWORK CONTENT CONTEXT INTEGRATION GENERIC SKILLS CONTINUITY TRANSPARENCY FLEXIBILITYSTRUCTURAL CULTURE GOVERNANCE POLICY ENVIRONMENTS TEACHING TEAMS TIME FRAMES WORKLOADS REPORTING SUPPORT SCHOOL BASED REFORM

13. 13 Structural Dimension This perspective defines the settings and conditions within which learning takes place.

14. 14 CULTURE  local & global contexts within which learning activities take place GOVERNANCE  school community develops & implements the mission of the school POLICY  framework is constructed which insures the vision of the collective ENVIRONMENTS  settings for learning which are responsive to diverse learning needs TEACHING TEAMS  collaboration must be reinforced by the provision of time & resources TIME FRAMES  provision of appropriate & sufficient opportunities for successful learning WORKLOADS  fluid application of global timeframes to provide for innovative groupings REPORTING  reporting must reflect the dynamics of learning & presentation styles SUPPORT  expression & provision of support become the indicators of leadership Structural Dimension

15. 15 CURRICULAR GOALS FRAMEWORK CONTENT CONTEXT INTEGRATION GENERIC SKILLS CONTINUITY TRANSPARENCY FLEXIBILITYSTRUCTURAL CULTURE GOVERNANCE POLICY ENVIRONMENTS TEACHING TEAMS TIME FRAMES WORKLOADS REPORTING SUPPORT PERSONAL LEARNER TEACHER PARENT PRINCIPAL PARTNERSHIPS PROFESSIONALS SCHOOL BOARD COMMUNITY SOCIETY SCHOOL BASED REFORM

16. 16 Personal Dimension This perspective portrays the stakeholders and their roles in the implementation of the school’s mission.

17. 17 Personal Dimension LEARNER  responsible for learning within the range of personal maturity & potential TEACHER  acts as the co-ordinator of learning activities & a facilitator of learning PARENT  reinforces learning & exploration by supplementing in-school activities PRINCIPAL  sets the educational climate & perpetuates the “learning organisation” PARTNERSHIPS  groupings of critical & interested stakeholders which facilitate learning PROFESSIONALS  provide expertise & resources to partnerships in classrooms & schools SCHOOL BOARD  sets the framework for the governance, mandate & operation of schools COMMUNITY  the environment & support system within which the school evolves SOCIETY  establishes collective values & sets the expectations of citizenship

18. 18 CURRICULAR GOALS FRAMEWORK CONTENT CONTEXT INTEGRATION GENERIC SKILLS CONTINUITY TRANSPARENCY FLEXIBILITYSTRUCTURAL CULTURE GOVERNANCE POLICY ENVIRONMENTS TEACHING TEAMS TIME FRAMES WORKLOADS REPORTING SUPPORT PERSONAL LEARNER TEACHER PARENT PRINCIPAL PARTNERSHIPS PROFESSIONALS SCHOOL BOARD COMMUNITY SOCIETYINTERACTIVE VALUES VISION EXPLORATION DIALOGUE NETWORKS CONSENSUS ED. PROJECT FEEDBACK RE-LEARNING SCHOOL BASED REFORM

19. 19 Interactive Dimension This perspective illustrates the contexts within which partners in the school community communicate and co-operate.

20. 20 Interactive Dimension VALUES  societal expectations for appropriate conduct & behaviour of constituents VISION  expression of the collective sense of determination, direction & destiny EXPLORATION  freedom to learn & discover in natural, un-prescribed ‘relational’ patterns DIALOGUE  the capacity to interact, share & compromise on issues of importance NETWORKS  establishment of groups which share common views, needs & resources CONSENSUS  the art of generating a collective viewpoint without polarising partners EDUCATIONAL PROJECT  the expression of the character, culture & vision of the school community FEEDBACK  reacting to & inviting reaction to a variety of perspectives & viewpoints RE-LEARNING  the ability to explore established assumptions with a critical perspective

21. 21 PERSONAL LEARNER TEACHER PARENT PRINCIPAL PARTNERSHIPS PROFESSIONALS SCHOOL BOARD COMMUNITY SOCIETY CURRICULAR GOALS FRAMEWORK CONTENT CONTEXT INTEGRATION GENERIC SKILLS CONTINUITY TRANSPARENCY FLEXIBILITYSTRUCTURAL CULTURE GOVERNANCE POLICY ENVIRONMENTS TEACHING TEAMS TIME FRAMES WORKLOADS REPORTING SUPPORT INTERACTIVE VALUES VISION EXPLORATION DIALOGUE NETWORKS CONSENSUS ED. PROJECT FEEDBACK RE-LEARNING SCHOOL BASED REFORM

22. 22 Coping with Change 4 Transformational Leadership Taking the Change Dip Windows of Change Vehicles for Change

23. 23 Transformational Leadership THE HALLMARK OF PUBLIC CONFIDENCE Collaboratively identify new vision for the school. Promote a consensus on group goals. Set high expectations for teachers (pupils). Set examples to follow by their behaviour. Respect the teacher (pupil) as an individual. Cause teachers to adapt teaching for improvement. Promote a school culture focusing on continuous improvement of services for students. Structure school to enhance group decision making.

24. 24 em pow er ment 1. to give or delegate power or authority to; authorize. 2. to give ability to; enable or permit. Collins New English Dictionary

25. 25 DirectingCoaching FacilitatingFORMINGSTORMINGNORMINGPERFORMING Delegating LEADERSHIP STYLES adapted from “Developmental Sequence in Small Group” B. W. Tuckman, Psych. Bulletin, 1965

26. 26FORMING GET IT DONE DirectingSTORMING GET APPRECIATED Coaching NORMING GET ALONG FacilitatingPERFORMING GET IT RIGHT Delegating INTERRELATED GOALS solo CONTEXT group slow PACE fast

27. 27 Vehicles for Change Reform “Plan of Action” School Self-Assessment School’s Educational Project Staff Professional Development School Improvement Partnerships Classroom Technology Projects Innovation Projects & Grants

28. 28 Answer Period ?