1. Your future – Are you ready to lead?

2. What are some of the factors that require us to change what we are doing in public education? How will those changes impact leadership?

4. Global Discussion The World Is Flat by Thomas L. Friedman –How the world became flat 11- 9- 89 –Fall of the Berlin Wall – tipped balance of power across the world toward democratic, consensual free market 1990’s –World Wide Web – Netscape goes public Uploading –The ability to enable more people to author more content and to collaborate in that content. Also the breakdown of traditional hierarchical organizations control of information.

5. Global Discussion The World Is Flat by Thomas L. Friedman –How the world became flat Outsourcing –Sending tasks outside of a company in order to use cheaper labor Offshoring –Moving an entire factory to another country to produce the same product with cheaper labor Supply-Chaining –Walmart – scanning immediately around the world supply needs Insourcing – or guys in funny brown shorts –Their new slogan: Your World Synchronized

6. Global Discussion The World Is Flat by Thomas L. Friedman –How the world became flat In – Forming –Google – to make easily available all the world’s knowledge in every language The Steroids –The speed in which digital, mobile, and virtual images can be transmitted

7. Discuss how flattening of the world impacts U.S. Schools

8. Leaders in A Global World Conversations about apples and oranges are over. The United States must compete globally to survive. It is up to the public education system to respond in order to keep our citizens productive in a new environment. All educators must believe that they are global leaders and that we can make the necessary changes

9. What we know now... Minority populations are increasing in the United States. There are significant gaps in academic proficiency among minority groups and the Anglo population in the United States. The United States is falling into the lowest international quartiles in terms of achievement. Leadership will be essential to leading reform, change, and improvement.

10. A Quick Review of Data

11. NAEP Reading, 9 Year-Olds: Record Performance for All Groups

12. NAEP Math, 13 Year-Olds: Increases and Record Performance for All Groups

13. High School Achievement: Math and Science: NAEP Long-Term Trends Source: NAEP 1999 Trends in Academic Progress.

14. HIGH SCHOOL ACHIEVEMENT: READING AND WRITING NAEP Long-Term Trends

15. NAEP 2005 Grade 4 Reading, Overall Scale Scores Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde Arizona

16. Source: NCES 1999-081R, Highlights From TIMSS

17. NAEP 2005 Grade 4 Reading, Low-Income Scale Scores Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde

18. Source: NCES 1999-081R, Highlights From TIMSS

19. 2003: U.S. Ranked 24 th out of 29 OECD Countries in Mathematics Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/ http://www.oecd.org/

20. U.S. Ranks Low in the Percent of Students in the Highest Achievement Level (Level 6) in Math Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/ http://www.oecd.org/

21. U.S. Ranks 23 rd out of 29 OECD Countries in the Math Achievement of the Highest- Performing Students* * Students at the 95 th Percentile Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/ http://www.oecd.org/

22. U.S. Ranks 23 rd out of 29 OECD Countries in the Math Achievement of High-SES Students Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/ http://www.oecd.org/

23. 2003 PISA Problem-Solving Results: US #23 Source: OECD, PISA. Problem Solving for Today’s World. 2004

24. What strikes you about this data?

25. Educators must change U.S. student proficiency, by getting clear, first, on skills and knowledge necessary for student proficiency. Bottom line: Classroom standards need to be aligned with these skills and content. Classroom instruction and assessment must include challenging goals and effective feedback. LEADERS MUST BE READY TO FACILITATE THIS WORK.

26. Higher performing high schools put all kids—not just some—in a demanding high school core curriculum. And report accurate levels of proficiency to students and parents Leaders provide their knowledge and involvement in curriculum, instruction and assessment to ensure this.

27. Higher performing high schools work very hard on the quality, consistency and rigor of instruction and assessment. Leaders provide effective feedback to ensure this. They also provide the training for increase the level of instruction and assessment.

28. Students can do no better than the assignments they are given... Leaders need to build collective efficacy in buildings so teachers believe we can do better.

29. Higher performing high schools think very hard about how to deploy their resources…both people and time.

30. In higher performing schools, leaders know that teachers matter a lot. And they work hard to get strong teachers to the students who need them most. Effective leaders understand they are in the human development business for both students and teachers.

31. What you need as a leader to help your school become highly effective?

32. Student Factors

33. Factors Influencing Achievement Guaranteed and Viable Curriculum Challenging Goals and Effective Feedback Parent and Community Involvement Safe and Orderly Environment Collegiality and Professionalism School

34. Factors Influencing Achievement Instructional Strategies Classroom Management Classroom Curriculum Design Classroom

35. Factors Influencing Achievement Home Environment Learning Intelligence / Background Knowledge Motivation Students

36. Research on Effective and Ineffective Factors Percentile Entering Percentile Leaving Average School Average Teacher 50th Highly ineffective school Highly ineffective teacher 50th3rd

37. Research on Effective and Ineffective Factors Percentile Entering Percentile Leaving Highly Effective School Highly Ineffective Teacher 50th37th Highly Ineffective school Highly Effective teacher 50th63rd

38. Research on Effective and Ineffective Factors Percentile Entering Percentile Leaving Highly Effective School Highly Effective Teacher 50th88th Highly Effective school Average teacher 50th78th

39. Principals in higher performing schools: Expect a guaranteed and viable curriculum from every classroom teacher, at every level, and for exiting students. Develop challenging goals for teachers and students and provide effective feedback. Build a culture that honors those who teach students who are behind; And those whose teaching is successful. Pay close attention to classroom instructional strategies, management, and curricular design. Provide the tools and resources for teachers to be successful Use effective decision making of all assets in connecting students and teachers for the best instructional environment. Are driven by data on teacher impact.

40. The job is overwhelming So leadership training must also change –Leaders must manage time differently and learn the tools and resources to manage it differently. –Leaders must understand that roles, responsibilities, and will change – it will require a different knowledge base of instruction. –Leaders must clearly understand how to improve a system with 2 nd order implications

41. Leadership and Technology Using technology tools to save the valuable resource leaders have -- TIME. Helping change curriculum, instruction, and assessment in the classroom by bringing the U.S. student to global competition. By improving the system in an on-going manner in order using data.

42. Synthesize the three most important pieces of information from the presentation.