1 © International Center for Leadership in Education Margaret Mead " Never doubt that a small...

1© International Center for Leadership in Education

Margaret MeadMargaret Mead

" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.”

There aren’t two worlds -- education and work, there is one world -- life

Willard WirtzWillard Wirtz

2© International Center for Leadership in Education

Dr. Kathy WeigelDr. Kathy WeigelSenior ConsultantSenior Consultant

nighthawk378@mac.com

Time on Target Focus on Small Time on Target Focus on Small Learning Communities through Learning Communities through

Rigor, Relevance, and Relationships Rigor, Relevance, and Relationships

Time on Target Focus on Small Time on Target Focus on Small Learning Communities through Learning Communities through

Rigor, Relevance, and Relationships Rigor, Relevance, and Relationships

Dr. Dick JonesDr. Dick JonesSenior ConsultantSenior Consultant

rdjleader@mac.com

Public Folder http://public.me.com/rdjleader

Review Agenda

Find these itemsFind these itemsFind these itemsFind these items

• Federal Reserve note with a serial number that contains three numbers the same

• Quarter coin which highlights a state east of the Mississippi

• Credit card with four zeros in the number

• Pen with color ink other than blue or black

• Picture of child under 2 years of age

• Anything without worth

• Something you wish you could throw away but can’t

• A car key to either a Ford, GM or Chrysler car/truck

??? Why ???Rigorous and Relevant

Learning

A Whole New Mind Daniel Pink

QuickTime™ and aPhoto - JPEG decompressor

are needed to see this picture.

A Whole New Mind Daniel Pink

DesignDesignStoryStory

SymphonySymphonyEmpathyEmpathy

PlayPlayMeaningMeaning

Pre-occupation with College

TED Lecture Ken Robinson Video

Changing Nature of WorkChanging Nature of Work

It’s a Flat WorldIt’s a Flat World

Different Era - Conceptual AgeDifferent Era - Conceptual Age

Changing Youth Changing Youth

Accountability for LearningAccountability for Learning

Achievement GapAchievement Gap

Breaking the Linear ModelBreaking the Linear Model

Overloaded CurriculumOverloaded Curriculum

Increase Student EngagementIncrease Student Engagement

???? Why RR ????

Learning for 21st CenturyLearning for 21st Century

Lessons Learned - Model Lessons Learned - Model SchoolsSchools

✓ Structure vs. InstructionStructure vs. Instruction✓ Conversation about Conversation about

Learning more than Learning more than TeachingTeaching

✓ CollaborationCollaboration✓ Persistent in ImprovementPersistent in Improvement✓ No One Style of LeaderNo One Style of Leader

RigorRigor

RelevanceRelevance

RelationshipsRelationships

Instructional Part of RRR

RIRIGGOORR

RELEVANCERELEVANCE

Rigor/Relevance Rigor/Relevance FrameworkFramework

HighHigh

HighHighLowLow

LowLow

Evaluation 6

AssimilationC

AdaptationD

Synthesis 5

Analysis 4

Application 3

AcquisitionA

ApplicationB

Comprehension 2

Knowledge 1 Awareness

1 Knowledge in

one discipline

2Apply

knowledge in one

discipline

3Apply

knowledge across

disciplines

4Apply

knowledge to real-world

predictable situations

5Apply

knowledge to real-world

unpredictable situationsRelevanceRelevanceRelevanceRelevance

From: the International Center for Leadership in Education

Rigor and Relevance FrameworkRigor and Relevance Framework

RELEVANCE

Rigor/Relevance FrameworkRigor/Relevance Framework

RoutineRoutineMemorizationMemorization

Four Quadrants of LearningFour Quadrants of Learning

ComplexComplexAnalyticalAnalytical

ChallengingChallengingReal WorldReal World

PracticalPracticalHands OnHands On

HighLow

Low Acquisition

Application

Adaptation

Assimilation

RELEVANCE

Rigor/Relevance FrameworkRigor/Relevance Framework

HighLow

History - High School

Identify nations involved and reasons

for WWII

Analyze original documents and

summarize reasons for US opposition to entering

Summarize global impacts of WWII and project impacts of

Iraq war

Interview local WWII veterans and describe impacts from

their perspective.

RIRIGGOORR

RELEVANCERELEVANCE

HighHigh

HighHighLowLow

LowLow

RIRIGGOORR

RELEVANCERELEVANCE

HighHigh

HighHighLowLow

LowLow

TeacherTeacherWorkWork

StudentStudentThinkThink

StudentStudentThink & Think & WorkWork

StudenStudentt

WorkWork

Routes to High Rigor and Relevance

Pinnacle of High R/R

Adaptive Learning

Low R/R Quadrant A - Acquisition Learning

se D-M

oment Strategies

ssessm

ake In

isciplin

Dick Jones, ICLE, 2010

Operational Part of RRR

“Well. I would have exhibited more leadership if someone would have

told me.”

Margaret MeadMargaret Mead

" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.”

School leadership is not a position but a disposition for taking action. One

role of school leaders is to broaden the acceptance of leadership among many

staff who share a common vision. Quadrant D Leadership is the

collaborative responsibility for taking action to reach the future oriented

goal of the intellectual, emotional and physical needs of each student.

Definition of Leadership

APPLICATIONAPPLICATION

KKNNOOWWLLEEDDGGEE

Quadrant D LeadershipQuadrant D Leadership

KKNNOOWWLLEEDDGGEE

Greater Knowledge

FutureNeeds of Students

Higher Expectations

KKNNOOWWLLEEDDGGEE

AA BBGreater leadership action through staff

empowerment and collaboration

Greater leadership action through student involvement and

responsibility

KKNNOOWWLLEEDDGGEE

AA BBAuthoritativeLeadership

Collaborative Leadership

CreativeLeadership

Adaptive Leadership

KKNNOOWWLLEEDDGGEE

DDSports Metaphor of Individual Leader

Referee Cheerleader

Player Coach

KKNNOOWWLLEEDDGGEE

CreativeLeadership

Adaptive Leadership

Characteristics of Principals

DirectorDirector

InnovatorInnovatorMonitorMonitor

FacilitatorFacilitator

MentorMentor

ProducerProducer

Empowerment

Become Less of a: Become More of a:

Quadrant D Leadership

Characteristics of Staff

IndependentIndependent

InitiatingInitiatingCompliantCompliant

Open/SharingOpen/Sharing

InterdependentInterdependent

Turf ProtectorTurf Protector

Empowerment

Become Less: Become More:

ProactiveProactiveReactiveReactive

Overview of Overview of Quadrant D Quadrant D LeadershipLeadership

White PaperWhite PaperArchived Archived

WebinarsWebinarsICLE Web SiteICLE Web Site

KKNNOOWWLLEEDDGGEE

CreativeLeadership

Adaptive Leadership

• Opportunity to Collaborate

Context for Instructional Leadership

• Relationship Building

• Sense of Purpose and Urgency

Context for Context for Instructional Instructional LeadershipLeadership

page 4

ActivityActivity

Target for Instructional Leadership

• Engage Students• Engage Students41

• Strive for Rigor, Relevance and Relationships• Strive for Rigor, Relevance and Relationships

• Use “Begin with the end in mind” Planning

• Align with Priority Standards• Align with Priority Standards

• Personalize Instruction• Personalize Instruction

• Focus on Literacy• Focus on Literacy

Define a Define a Specific Specific TargetTarget

• Strive for Rigor, Relevance and Relationships• Strive for Rigor, Relevance and Relationships

Benefits of Using Quadrant D Benefits of Using Quadrant D Leadership Model for InstructionLeadership Model for Instruction

Shows connection among many initiativesShows connection among many initiatives

Simple mental model to guide teacher actionsSimple mental model to guide teacher actions

Common language to talk about leadershipCommon language to talk about leadership

Elevates importance of teacher leadershipElevates importance of teacher leadership

Mandated instruction/testing is a beginning step not an end goal.Mandated instruction/testing is a beginning step not an end goal.

Acknowledges role for students in improving teaching and learningAcknowledges role for students in improving teaching and learning

Shows multiples paths to improvementShows multiples paths to improvement

KNOWLEDGE A B

HighLow

APPLICATION

Instructional Leadership Practices

Management

Staff Reviews and Evaluation

Student Achievement Data

Analysis

Policies and Procedures

Balanced Assessments

Personnel and BudgetsMaster

Schedule/Teacher Assignments

Staff Meetings

VisionNeeds Assessment/ Strategic Planning

ProfessionalDevelopment Workshops

Classroom Walkthroughs

R/R Framework

InstructionalFocusVision/

Mission/Goals

Empowerment

Mentoring

Leadership Teams

Teacher Incentives and Rewards

Teacher Observations/Stud

y Tours

Co-teaching/Team teaching

Individualized Professional Learning

Professional Learning Community

CulturePeer Review of Student Work

Instructional Coaching

Academic Intervention

Grading

Celebrations

AERIE Academy AERIE Academy Two Week Suspended Curriculum Two Week Suspended Curriculum

Atlantic Community High School Delray Beach FL

Social StudiesSocial Studies EnglishEnglish MathMath ScienceScience

Common Common AssessmentAssessment

Student HandbookStudent Handbook Managing EmotionsManaging Emotions Decision MakingDecision Making Goal Setting Goal Setting

FCAT ExplorerFCAT Explorer Positive Positive CommunicationCommunication

Maximizing Life / Maximizing Life / Minimizing StressMinimizing Stress

Bonding & Bonding & RelationshipsRelationships

AssertivenessAssertiveness Respect for Self Respect for Self AddictionAddiction Drug FreeDrug Free

Study SkillsStudy Skills Success ProfilesSuccess Profiles Team BuildingTeam Building Study SkillsStudy Skills

Sharing Success and Challenges

IntroductionsIntroductions

•PersonalPersonal

•ProfessionalProfessional

•PeculiarPeculiar

ActivityActivity

Instructional

Success Challenges

Operational

Success Challenges

1 © International Center for Leadership in Education Margaret Mead " Never doubt that a small...

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