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“If you don’t like change, you’re going to like irrelevance even less.”

– Eric Shinseki

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Today’s Schools

We are doing the best job we have ever done in public education!

It’s not enough.

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Doing what we are doing today, heading down the path we are headed today, will we be educating all kids to high levels in 12 11 10 years?

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A solution only becomes meaningful once you understand

the problem.

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The problem?

“The future ain’t what it used to be.”

Yogi Berra

Instead of training students for our past, we must equip them for their future.

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We are living through one of the three great periods of societal change in the history of humankind. There has been a fundamental shift in the way our society operates with a profound impact on the educational system.

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“Work itself is transformed. Low-skilled, essentially muscle work drove the Industrial Age.

Mass, factory-style education prepared workers for routine, repetitive labor.

By contrast, the Information Age is accompanied by a growing non-interchangeability of labor as skill requirements skyrocket.”

Alvin Toffler

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In 1950, 80% of all jobs were classified as unskilled.

In 2000, 85% of all jobs were classified as skilled.

National Commission on Mathematics and Science Teaching for the 21st Century

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Overstocking in Afghanistan

“For years, we've heard the Internet will change the face of global commerce. Even so, it's odd that Afghanistan's biggest private employer nowadays is a discount online retailer in Utah.”

- Wired Magazine June 25, 2004

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Last year in the United States, movie sales at theatres and as DVDs and videos exceeded the overall sale of steel.

Newsweek, Nov. 22, 2004

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Understanding change

“Indeed, the single most common source of leadership failure we’ve been able to identify – in politics, community life, business, or the non-profit sector – is that people, especially those in positions of authority, treat adaptive challenges like technical problems.”

- Heifetz and Linskey

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21st Century SkillsTechnological FluencyCommunication … Verbal proficiencyCollaboration … Leadership/Coordination/

Teamwork/Interpersonal SkillsSolve Complex Problems CreativityAnalytical and Thinking SkillsGumption … Self-Direction and Reflection SkillsAmbition Inquisitiveness …

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Two Critical Issues To Be Addressed If We Are Going To Educate Every Child

The Relationship Between Time and Achievement

Engagement …

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Engagement

Simply giving kids more time is not enough if they are not emotionally engaged in their own learning

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Reason And Emotion: It’s A Chemical Thing

Recent discoveries in neuroscience and psychology bear this out. Neuroscience shows that emotional processes are integral to LEARNING, REASONING, and DECISION MAKING. It is now well accepted that much of what a person LEARNS happens outside of conscious awareness…

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Engagement

“What actually correlates with success are not grades, but ‘engagement’ - genuine involvement in courses and campus activity. Engagement leads to deep learning”

- John Merrow

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Learning without engagement:QuickTime™ and a

Cinepak decompressorare needed to see this picture.

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Schools Are...

If you asked high school kids to describe school in one word, what word would they choose?

Is boredom a desirable condition for learning to occur?

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AuthenticEngagement

RitualEngagement

PassiveCompliance

Rebellion

Center for Leadership In School Reform

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“A teachers’ job is not to teach kids. A teacher’s job is to create meaningful, engaging work whereby kids learn the things we want them to learn.”

– Phil Schlecty

Creating engaged learners:

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The Other Side Of Curriculum

The Curriculum Of The Past … An Information Curriculum

The Curriculum Of The Future … A Personal Development Curriculum

If our curriculum continues to be about information, kids don’t need us!

If it’s about personal development, they need us desperately!

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Data Information

Knowledge Understanding

Wisdom

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Does It Resemble A Factory?

“An important question to ask of any proposed educational innovation is simply this; is it intended to make the factory run more efficiently, or is it designed, as it should be, to get rid of the factory model altogether and replace it with individualized, customized education.” - Toffler

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The Role of Technology

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Is It A Fad?

“The economy is stuck in the doldrums thanks largely to the broken promises of technology. Dazzled by seemingly limitless returns bankers funded hundreds of companies all going after the same dubious markets. Heedless individual investors clamored to get into the stock market driving share prices to unheard of levels…

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New Technology

The time

1850The Place

EnglandThe new technology

Steam Locomotive

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Percentage of students who use a personal computer at home for schoolwork:

Pre-school 54%

Elementary 72%

Junior High 80%

High School 92%

USA Today, Dec. 2, 2004

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“All parties use the new technology. But the defenders of the past, looking internally and backward, have used it to become more efficient at their declining activity. They try to automate the past. The newcomers, on the other hand, use the new technologies to redefine their activity, restructuring the industry itself.”

- Davis and Botkin

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“

“When used right, technology becomes an accelerator of momentum, not a creator of it. The good-to-great companies never began their transitions with pioneering technology, for the the simple reason that you cannot make good use of technology until you know which technologies are relevant and which are not.”

Jim Collins

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Great leaders look outward.

•They look out at the competition, out at the future, out at alternative routes forward.

•They focus on broad patterns, finding connections, cracks, and then press home their advantage where the resistance is the weakest.

•They must be visionaries, strategic thinkers, activators...

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CoSN study

Without visionary school leadership, backed by supportive communities, the disparities in ed-tech budgets increase. So say the authors of the "Digital Leadership Divide," a survey released June 10 by the independent research organization Grunwald Associates and the non-profit Consortium for School Networking (CoSN).

The quality of leadership, researchers found, is also the primary indicator of whether technology funding -- regardless of the funding level--is likely to be spent wisely or be wasted.

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"Schools that are committed to deepening the impact of technology are finding ways to raise or repurpose funds to maintain or increase their level of support for technology, even in difficult budget cycles," the report said. On the flip side, "Schools that are less committed to using technology are falling behind--cutting budgets, reducing staff, and forgoing the professional development that would enable educators to use technology more effectively."

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"Contrary to conventional wisdom, we found that school budgets may not be the biggest barrier to deploying and utilizing technology effectively in the classroom," said the study's lead author, Peter Grunwald. "Instead, visionary leadership coupled with an aggressive development of community and parental support seem to drive change in the most technology-intensive schools."

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Recommendations:

Move from automating administrative practices to

transforming teaching and learning.

"Perhaps the most promising and powerful application of technology in education is the delivery of personalized instruction," the report said. "We are only beginning to glimpse how technology can enable educators to assess students' knowledge and skills continually and get results immediately."

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Schools, companies, professions and institutions that insist on clinging to obsolete techniques and habits look attractively stable and traditional for a while, they look charming, then quaint, then ridiculous, then obsolete and finally dead. The question is not whether we should adjust …but whether, when and how.

Ian Jukes - 2002

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Dr. Milt DoughertyMilt Dougherty and Associates

MDandA@lrmutual.com