1. Graduate School of Education Leading, Learning, Life Changing Emerging Trends in K-12 Education in Oregon Patrick Burk, PH.D. Educational Leadership and Policy

2. Graduate School of Education Leading, Learning, Life Changing Who are Oregon Students?

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5. Graduate School of Education Leading, Learning, Life Changing Linguistic Diversity 66,350 students in 2008-09 reported a language of origin other than English 3317.5 teachers needed at a 1:20 ratio 11.8% of enrollment 38+ languages reported

6. Graduate School of Education Leading, Learning, Life Changing Pew Hispanic Center

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9. Graduate School of Education Leading, Learning, Life Changing Who Teaches Our Students?

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12. Graduate School of Education Leading, Learning, Life Changing When and Where is School?

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15. Graduate School of Education Leading, Learning, Life Changing Impact of Technology Access to Online Schools and Courses is expanding rapidly at the K-12 Level. Access to rigorous content Stand alone courses or supplements to core Bends the concepts of teacher, school and time. Social Networking and rapid exchange of information Policy challenge: control it or use it?

16. Graduate School of Education Leading, Learning, Life Changing How are the Students Doing?

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22. Graduate School of Education Leading, Learning, Life Changing 2008-09 Cohort Graduation Rates by student group: White – 70.1% Asian – 78.5% Black – 47.7% Hispanic – 52.6% Native American – 51.7% Special Education – 42.4% English Language Learner – 51.4% Economically Disadvantaged – 58.2% Females – 70.0% Males – 62.7% Cohort Graduation Rate

23. Graduate School of Education Leading, Learning, Life Changing Emerging Federal Role College and Career Ready Focus –School level Accountability –Race to the Top and School Improvement Grants Teachers and leaders –Data on student performance Results for ELL STEM Focus Successful, Safe and Healthy Fostering Innovation –Charters, Choice

24. Graduate School of Education Leading, Learning, Life Changing How will we know we are successful? Shift from grades and credits to evidence of proficiency. New high school diploma: –Current sophomores must demonstrate proficiency in Reading –Incoming freshman must demonstrate proficiency in Writing and Mathematics School emerging as the unit of analysis Focus on rigorous content and college readiness Universities included in performance data

25. Graduate School of Education Leading, Learning, Life Changing How Do We Organize Instruction? Proficiency vs. Seat Time.

26. Graduate School of Education Leading, Learning, Life Changing 3 5 8 10 12 The Essential Shift Focus on Proficiency for All Students Student learning outcomes are assumed to follow a “normal” distribution. It is expected that some will excel, some will fail and most will be in the middle. The impact of demographic variables explains and limits student achievement Student learning outcomes are the result of time, effort and appropriate opportunities to learn It is expected that ALL students can and will learn at a high level. The impact of demographic variables is to help identify goals and to target appropriate instructional strategies

27. Graduate School of Education Leading, Learning, Life Changing High Performing Oregon Schools The five panels had agreement on two essential factors: Data and Formative Assessment Instructional Adaptability Relationships Leadership Time Four out of five panels had agreement on three more necessary factors:

28. Graduate School of Education Leading, Learning, Life Changing Post-Secondary Linked to K-12 as an Educational Enterprise

29. Graduate School of Education Leading, Learning, Life Changing GOAL 3 29

30. Graduate School of Education Leading, Learning, Life Changing Entering Careers 30

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32. Graduate School of Education Leading, Learning, Life Changing Implications for New Teacher and Administrator Leaders

33. Graduate School of Education Leading, Learning, Life Changing The Challenge We are asking our educational systems to accomplish something they have never accomplished before. –Technical change: knowledge is readily available –Adaptive Challenge: requires significant new knowledge and experimentation Commit to the goal Admit that we do not know everything Form Learning Communities

34. Graduate School of Education Leading, Learning, Life Changing Final Thoughts Prepare for diversity –Multiple strategies –Culturally competent instruction and content –Celebrate differences in students Work Collaboratively Focus on evidence and proficiency Commit to life-long learning Stay connected to the profession