1. The Changing Context Using the events listed (add others that are relevant if you wish) discuss each decades impact on educational policy and practice. As a group, identify trends and patterns and make a list. © Pickering/Corson, ASCC 2003

2. A tour of the last 50 years. 1950s: Brown vs. Bd. Of Education; Sputnik 1950s: Brown vs. Bd. Of Education; Sputnik 1960s: The Great Society; Civil Rights, Vietnam 1960s: The Great Society; Civil Rights, Vietnam 1970s & 80s: Title IX; IDEA; A Nation at Risk 1970s & 80s: Title IX; IDEA; A Nation at Risk 1990s: OBE; Standards-Based Reform; Character Education 1990s: OBE; Standards-Based Reform; Character Education © Pickering/Corson, ASCC 2003

3. What about this decade? What will be the key event framing this decade? What will be the key event framing this decade? No Child Left Behind No Child Left Behind At its core NCLB is about ACCOUNTABILITY. At its core NCLB is about ACCOUNTABILITY.

4. © Pickering/Corson, ASCC 2003 From Access to Accountability 1950s through 1990s: 1950s through 1990s: The function of school reform was focused on providing access to opportunity. The focus was on teaching. The function of school reform was focused on providing access to opportunity. The focus was on teaching. Often the balance swung back and forth from emphasis on academics to an emphasis on the whole person. Often the balance swung back and forth from emphasis on academics to an emphasis on the whole person.

5. © Pickering/Corson, ASCC 2003 From Access to Accountability The 2000s: The 2000s: The function of school reform is student achievement and outcomes. The focus is on learning. The function of school reform is student achievement and outcomes. The focus is on learning. As professionals, we must strive to maintain a balanced approach in the face of pendulum type initiatives like NCLB. In most cases, things are not either/or but rather AND. As professionals, we must strive to maintain a balanced approach in the face of pendulum type initiatives like NCLB. In most cases, things are not either/or but rather AND.

6. © Pickering/Corson, ASCC 2003 The ASCC Pro. Develop Consortium & Cont. Improvement When the function of an organization changes, its processes and structures must change. When the function of an organization changes, its processes and structures must change.

7. © Pickering/Corson, ASCC 2003 Based on the idea of a system, parts must work together to accomplish a common aim. Based on the idea of a system, parts must work together to accomplish a common aim. It is a process for improving. It is a process for improving. It relies on data analysis at all organizational levels. It relies on data analysis at all organizational levels. We seek to reduce unwanted variation. We seek to reduce unwanted variation. The ASCC Pro. Develop Consortium & Cont. Improvement

8. © Pickering/Corson, ASCC 2003 Implications for Our Work As a system, our work must be done at all 3 levels: district, building, classroom. As a system, our work must be done at all 3 levels: district, building, classroom. We must build leadership capacity through the development of people. (skills & opportunity) We must build leadership capacity through the development of people. (skills & opportunity)

9. © Pickering/Corson, ASCC 2003 Implications for Our Work Leadership must support the new system. This is why you are here over the next 4 months. Leadership must support the new system. This is why you are here over the next 4 months.

10. Standardization Customization -/--/+ +/-+/+ © Pickering/Corson, ASCC 2003

11. Standardization Customization Every teacher focuses on the same strategy. Every teacher decides on strategies for themselves. -/--/+ +/-+/+ Professional Development: Implementing Effective Instructional Strategies. © Pickering/Corson, ASCC 2003