Innovation Phase Meeting May 21, 2008

Innovation Phase Meeting May 21, 2008

2008

INTRODUCTIONThe Teaching, Learning, and Assessment area focuses on possible reforms related to what and how students learn.

RESOURCES

FIRST LEVEL SELF-ASSESSMENT OF CHANGE

To what extent does our vision call for fundamental change that will transform what we’ve done before—seeking true innovation—and to what extent are we targeting incremental school improvement in this area?

Tools and Resources Australia - Bruce Dixon Virtual University on 1:1 Computing Brazil – Lumiar School’s Mosaic Curriculum and Eduardo Chavez’s Virtual University* Center for Study of Teaching and Policy's "Leading for Learning" 2003 Report* Guidance for Project-Based Learning Activities Using HPL Framework* Innovative Teachers Forum 2006 Report International – FNI Blueprint for Innovation UK - Chris Gerry Virtual University on Emotional Literacy* UK - John WestBurnham on “Purposes Underlying Your Vision”

* Indicates resource used in developing self-assessments

4 dimensions and self evaluation questions

Designing the physical spaces for rich and diverse educational experiences

Designing the dimensions of learning beyond the physical and formal

Supporting learning in and out of school

Using technologies to transform learning environment

FOR EACH CATEGORY HERE ARE A FEW EXAMPLES TO START YOUR DISCUSSIONS. Consider how well your school does the following:

• Facilitates networking and collaboration in teaching and learning, including spaces for oral discussion

•Uses open-ended, web-based curriculum and assessment

• Education is unconstrained by time and place

• Supports learning anywhere, anytime

•Includes art, music, physical fitness and other performance spaces

• Extends opportunities for simulations, role-playing, games in learning activities

• Requires community service and workplace internship

• Uses ICT for administrative, learning, and content management purposes

•Flexible learning spaces, Indoors and outdoors

• Facilitates networking and collaboration, including online community spaces for individual expression

•Parents and other community members contribute their expertise as teachers, coaches and mentors

•Technology is dispersed throughout school environment

INTRODUCTIONThe Learning Environment area focuses on possible reforms related to where and when students learn.

RESOURCES (link or references to resources on ISN)

INTRODUCTIONThe Learning Environment area focuses on possible reforms related to where and when students learn.


FOR EACH CATEGORY REFLECT ON THE QUESTIONS BELOW & TYPE A SHORT OVERALL RESPONSE.

THEN SEE HOW THIS AREA FITS INTO YOUR BIG PICTURE WHEEL OF REFORM.

-How would we rate our school change in this area?

0=stays same 1=incremental improvement 2= some change 3 = more innovative 4= fundamental change

now 0 1 2 3 4 now 0 1 2 3 4 now 0 1 2 3 4 now 0 1 2 3 4

vision 0 1 2 3 4 vision 0 1 2 3 4 vision 0 1 2 3 4 vision 0 1 2 3 4Is change in this area relevant to what we are doing—why or why not? - Are we already doing well here, or is there a barrier to reform in this area?- If a barrier, how is that being dealt with?

Selection and sequencing of learning activities and materials. Aligning standards, curricula, and assessments.

Developing standards and skills for student learning in traditional through progressive subject areas.

Beliefs about how students learn

Measuring & communicating student, teacher, and school abilities and progress

Using technologies to transform learning and the support of learning


• Focuses on concepts, facts and procedures that represent the organizing principles or “big ideas” in the subject area.

• Includes 21st century skills (emotional literacy, problem solving, collaboration, communication, information-gathering & analysis) within existing standards, curriculum, & assessment

• Personalizes learning for all reflecting students’ interests, motivations, preferences, knowledge, and needs

• Routinely engages learners in self-assessment/reflection on what they understand and need to learn

• Helps students connect with remote groups to share their work, collaborate, and receive feedback.

• Differentiates learning activities to reflect differences in students’ interests, motivations, preferences, knowledge, and needs

• Aligns local standards and skills with national.

• Encourages understanding by taking risks, not just finding the "right answer"

• Uses assessment results to target improvement goals

• Allows students to access information and investigate concepts in ways infeasible otherwise (ex, primary documents, simulations)

• Uses problem-based learning to help students learn with understanding in real or simulated authentic tasks

• Aligns standards, curricula, and assessments.

• Facilitates student-centered and student-led learning

• Provides cycles of instruction/training, feedback, & revision

• Supports anywhere, anytime learning

• Uses activities where students work collaboratively

• Assessment is not only of learning but for learning

• ICT enables access to personalized content and curriculum









now 0 1 2 3 4 now 0 1 2 3 4 now 0 1 2 3 4 now 0 1 2 3 4 now 0 1 2 3 4

vision 0 1 2 3 4 vision 0 1 2 3 4 vision 0 1 2 3 4 vision 0 1 2 3 4 vision 0 1 2 3 4

Is change in this area relevant to what we are doing—why or why not? - Are we already doing well here, or is there a barrier to reform in this area?- If a barrier, how is that being dealt with?

Adopting standards for what teachers should know and be able to do

Nurturing expectations for professional learning and teaching

Guiding learning and practice for new and experienced teachers

Using technologies to transform teacher learning


• Aligns professional practice standards with student learning standards

• Shares a common understanding of learning and vision for innovation

• Encourages and creates learning community among faculty

• Helps teachers connect with remote groups to share their work, collaborate, and receive feedback.

• Uses standards when supervising and evaluating staff

• Promotes teacher learning through a coherent program of ongoing professional development related to the vision for student learning and innovation

• Provides cycles of instruction/training, feedback, & revision

• Provides teachers with hands-on professional development that models effective uses of ICT for student learning & assessment

• Balances excellence and equity

• Encourages innovation with no negative repercussions for trying new things

• Routinely engages professionals in self-assessment/reflection on what they understand and need to learn

•Uses ICT to enable teachers to share their innovative uses of ICT with colleagues

• Invites leadership from many levels in the school

• Encourages collaboration and peer coaching focused on student learning

*Uses ICT to support teacher networking and community

INTRODUCTION The Ongoing Professional Development areafocuses on possible reforms related to how teachers teach and learn.


INTRODUCTION The Ongoing Professional Development areafocuses on possible reforms related to how teachers teach and learn.






now 0 1 2 3 4 now 0 1 2 3 4 now 0 1 2 3 4 now 0 1 2 3 4

vision 0 1 2 3 4 vision 0 1 2 3 4 vision 0 1 2 3 4 vision 0 1 2 3 4


Designing plans for sustaining and scaling reform

Cultivating the overall school learning culture

Developing leadership skills that can transform vision to practice

Facilitating innovation by changing structures of school

Using technologies to transform the school as an organization

Designing plans for sustaining and scaling reform

Cultivating the overall school learning culture


• Engages all stakeholders in short- and long-range planning for improvement of student and teacher learning

• Includes all people in the school plus parents and other stakeholders

• Prepares administrators to be instructional leaders

• Addresses learner needs through student placement based on ability rather than age

• Facilitates record-keeping and access to student information for timely decision-making

• Engages all stakeholders in short- and long-range planning for improvement of student and teacher learning


• Aligns school goals with regional and national goals


• Supports a distributed group of leaders rather than a select few

• Provides time during school day for staff collaboration and school networking

• Supports learning anywhere, anytime

• Aligns school goals with regional and national goals


• Includes process for continuous quality improvement, with mechanisms for setting new goals, monitoring progress, and adjusting as needed

• Includes plan for developing leaders and leadership skills at all levels

• Adapts school schedule to meet instructional needs

• Improves communication between school and parents regarding learning goals

• Includes process for continuous quality improvement, with mechanisms for settng new goals, monitoring progress, and adjusting as needed

INTRODUCTION The Organizational Learning & Change Processes area focuses on possible reforms related to developing, sustaining, and scaling school innovations.

RESOURCES




-0=Stays same 1=incremental improvement 2= some change 3 = more innovative 4= fundamental change

now 0 1 2 3 4 now 0 1 2 3 4 now 0 1 2 3 4 now 0 1 2 3 4 now 0 1 2 3 4 now 0 1 2 3 4 now 0 1 2 3 4

vision 0 1 2 3 4vision 0 1 2 3

4 vision 0 1 2 3 4 vision 0 1 2 3 4 vision 0 1 2 3 4 vision 0 1 2 3 4 vision 0 1 2 3 4


INTRODUCTION The Organizational Learning & Change Processes area focuses on possible reforms related to developing, sustaining, and scaling school innovations.

RESOURCES

Documents

Innovation Phase Meeting May 21, 2008