Our road to 21st century learning: A brief reflection on where we’ve been and where we’re going

West Virginia Leadership InstituteApril, 2008

Jerry Valentine

Our Professional Challenge "Our challenge is to provide

instruction that is not only relevant, engaging and meaningful, but that also includes the world-class rigor necessary to prepare our students to be competitive in the 21st century workplace. Students must be able to comprehend, problem solve and communicate solutions if they are expected to compete on a global level."

Dr. Steven PaineSuperintendent of Schools

Let’s reflect about our Institute and school leadership: Past and Future.

As time permits, here are four topics for our discussion:

LEADERSHIP for LEARNING

LEADERSHIP for COLLABORATIVE CULTURES

LEADERSHIP for CONTINUOUS CHANGE

VISION-DRIVEN LEADERSHIP

Leadership for Learning

20th Century Leadership Observed Teaching

looking at Teacher Behaviors

Studied Best Teaching Practices in Graduate School

Assumed learner needs were known work skills for business and industry

21st Century Leadership Observe Learning by

looking at Learner Engagement

Study Learning via Curr. & Assess. that guide Teaching and Re-teaching

Intellectually stimulate and challenge staff to teach for unknown work and life skills (critical-thinking; problem-solving; creativity)

Leadership for Collaborative Cultures

20th Century Leadership Focused on school

climate and collegiality Created opportunities to

build social ties among staff

Encouraged peer observations

21st Century Leadership Focus on learner-centered

school culture Create opportunities in the

school day for collaboration about students & learning

Support peer planning and co-teaching

Leadership for Continuous Change20th Century Leadership Urgency to change or

improve was not evident Change was made and we

expected it to be long term or even permanent

Change was first-order; second-order was unknown

Change was mandated from district or state; seldom lasted or valued by those who implemented it

21st Century Leadership Urgency to change is ever-

present and always will be Change is a continuous

progression of reflection and improvement

Change must be both first- and second-order

Need for change is understood; superiors are beginning to understand the importance of school-specific change

Vision-Driven Leadership20th Century Leadership Districts seldom expected

and infrequently used a strategic plan

If a vision was developed, the principal wrote it and, then, usually filed it

The principal had the vision and persuaded the faculty to implement it

21st Century Leadership Strategic plans are the

written basis for school improvement

We understand improvement does not happen solely because of a written plan

We understand improvement happens because we collectively develop, implement, and are committed to it

Yogi-isms for school leaders…and all of life.

The future ain’t what it used to be. If you don’t set goals, you can’t regret not

reaching them. If you come to a fork in the road, take it. You’ve got to be very careful if you don’t

know where you’re going, because you might not get there.

We’re lost, but we’re making great time! If you don’t know where you’re going,

chances are you will end up somewhere else.

Additional Files

I did not plan to use the following slides in my presentation.

I included them in this PowerPoint so you would have them at your fingertips if you wanted to reflect about the four concepts in my presentation.

Jerry

Leadership for Learning

20th Century Leadership Observed Teaching

looking at Teacher Behaviors

Studied Best Teaching Practices in Graduate School

Assumed learner needs were known work skills for business and industry

21st Century Leadership Observe Learning by

looking at Learner Engagement

Study Learning via Curr. & Assess. that guide Teaching and Re-teaching

Intellectually stimulate and challenge staff to teach for unknown work and life skills (critical-thinking; problem-solving; creativity)

Leadership for Learning

How is our leadership for learning different now than it was 5 or 10 years ago?

What do we know about learner needs now and in the future that makes our job different?

What have we studied about learners’ needs that compels us to think and act differently as leaders?

LEADERSHIP for LEARNING THEN: GENERAL AWARENESS OF BEST PRACTICES.

Principals studied best practices in graduate school and informed teachers about the practices they expected to see during classroom observations. Students were being prepared for a future work life that was known and valued.

NOW: INTELLECTUALLY STIMULATE AND CHALLENGE. Principals know and understand existing research about best teaching and learning. They engage teachers in collaborative study sessions and support application of the practices in the classroom. They understand the linkage between curriculum, instruction, and assessment and support faculty as they design learning from assessment, not for assessment. They constantly remind staff that we are preparing students to think analytically and creatively for a life of unknown jobs and challenges.

WHAT’S SHOULD BE DIFFERENT ABOUT LEARNING TODAY AND IN THE FUTURE?

Today’s Learners Are Different

The first generation to grow up with computers, videogames, digital music players, video cams, cell phones.

Marc Prensky, Digital Natives, Digital Immigrants 2001

They think and process information fundamentally differently from their predecessors.

Core SubjectsWith

21st CenturyContent

Personal &Workplace

ProductivitySkills

Thinking&

ReasoningSkills

21st CenturyTechnology

Skills

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Preparing Students for…

Leadership for Collaborative Cultures

20th Century Leadership Focused on school

climate and collegiality Created opportunities to

build social ties among staff

Encouraged peer observations

21st Century Leadership Focus on learner-centered

school culture Create opportunities in the

school day for collaboration about students & learning

Support peer planning and co-teaching

Leadership for Collaborative Culture

How long have we as principals been placing more emphasis on culture than on climate?

What’s the difference between climate and culture?

Why is a caring, collaborative culture essential in a 21st Century School?

LEADERSHIP and CULTURE THEN: CLIMATE WAS KING. Principals knew that if

they maintained a positive climate, faculty would enjoy coming to work and they would feel good about their job and school. A happy faculty was a good faculty.

NOW: CULTURE MAKES THE DIFFERENCE. Principals understand the factors that make up a school’s culture, they assess their school’s culture and they implement strategies to create a caring, collaborative culture where everyone’s primary focus is on the intellectual, social, and emotional success of every student.

WHAT HAVE WE LEARNED ABOUT AN EFFECTIVE CULTURE?

The outward look of a school has not changed much in recent years, but…

But the culture of the school is very different. Learning is analytical, creative, engaging; faculty are collaborative and facilitative…

Leadership for Continuous Change20th Century Leadership Urgency to change or

improve was not evident Change was made and we

expected it to be long term or even permanent

Change was first-order; second-order was unknown

Change was mandated from district or state; seldom lasted or valued by those who implemented it

21st Century Leadership Urgency to change is ever-

present and always will be Change is a continuous

progression of reflection and improvement

Change must be both first- and second-order

Need for change is understood; superiors are beginning to understand the importance of school-specific change

Leadership for Continuous Change

What do we do differently to lead change now compared to how we would have led change 5 or 10 years ago?

Why does second-order change make a difference but first-order may not?

Why must we think of vision-driven change, not merely data-driven change?

LEADERSHIP for CONTINUOUS CHANGE THEN: CHANGE WAS TOP-DOWN. Principals were

paternalistic, deciding what needed to change in a school, explaining their decisions to teachers and others, and making sure the change was implemented. Their supervisors evaluated their ability to “make” the changes necessary to have a good school.

NOW: COLLABORATIVELY DETERMINED, DEVELOPED, and IMPLEMENTED. Principals understand first and second order change as well as the ups and downs and struggles of the change process. The change is driven by a vision and knowledge of best practices. In time, a culture that not only accepts change, but that embraces change evolves. Collaboration is a key process to implement and sustain the important changes.

WHAT HAVE WE LEARNED ABOUT HOW TO LEAD CHANGE?

If it’s not second order, it’s not going to make a difference for students…

First Order Incremental “Next most obvious step” Relatively quick-fix solutions Address simple problems where traditional solutions suffice Single-loop learning where previous strategies will work

Second Order Significant departure from the norm Deep change affecting values, beliefs and assumptions Slow, evolving process over time Addresses complex problems requiring new, thoughtful, and

often creative comprehensive solutions Double-loop learning where new strategies are needed to

solve the problem Becomes institutionalized in the culture of the organization

Faculty Emotions during Change

Comfort with

current conditions

Realization of needed change

Realization of urgency for change

Engagement & Problem Solving

Temporary Optimism

Frustrations of implementing the change

Persistence

Comfort w/ on-going change

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The importance of collaborative conversations… Build the Sense of Need and Urgency

Establish knowledge, understanding, and realization of need for change (collaborative conversations)

Empower Personnel Establish participative, problem-solving conversations

across teams, task groups, and whole faculty (collaborative conversations)

Build Direction and Unity of Purpose via Comprehensive Visions Establish goals and strategies involving all faculty

throughout the process (collaborative conversations) Monitor, Measure, and Assess Progress toward Visions

Engage all staff in the collection and analysis of various forms of data to monitor and change as needed (collaborative conversations)

Vision-Driven Leadership20th Century Leadership Districts seldom expected

and infrequently used a strategic plan

If a vision was developed, the principal wrote it and, then, usually filed it

The principal had the vision and persuaded the faculty to implement it

21st Century Leadership Strategic plans are the

written basis for school improvement

We understand improvement does not happen solely because of a written plan

We understand improvement happens because we collectively develop, implement, and are committed to it

Vision-driven Leadership

Five or ten years ago, who typically developed a school’s vision and goals?

In the future, how must we develop our school’s goals?

How do we keep ill-informed and misguided faculty values and beliefs from affecting our school vision?

VISION-DRIVEN LEADERSHIP

THEN:  PRINCIPAL ESTABLISHED VISION: Principals defined the school’s goals and were accountable to the superintendent’s expectations.

NOW:  VISION-DRIVEN LEADERSHIP: Principals engage teachers in collaborative conversations about what students need to know and be able to do as well as what faculty truly value, believe, and are committed to. Principals and teachers then collaboratively develop a vision and the goals and strategies to achieve that vision. They are accountable to their ethical/moral commitment to effectively prepare students for the 21st century.

WHAT HAVE WE LEARNED ABOUT ESTABLISHING A MEANINGFUL VISION?

How some people envision a good learning setting…

The vision we must realize in our schools for our students…

A new vision of curriculum and learning…

He has a vision…will our school’s vision prepare him for his vision?