Managing for Today, Leading For Tomorrow
Ray McNulty, President [email protected] International Center for Leadership in Education Rexford, NY 12148 November 17, 2011
“The future is not some place we are going to,
but one we are creating.
The paths are not found, but made, and the activity of making
them changes both the maker and the destination.”
--John Schaar
The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.
Unless we unlearn some of our
traditional practices, we will never get
beyond an improvement mindset.
Key Balance
• Leadership today requires a balance of
traditional skills mixed with innovation
skills
• Stability, control and standardization
mixed with uncertainty, ambiguity and
disruptive thinking
Key Trend in Education • Our roles as educators is challenged by
easy access to an abundance of resources
• Sense Making
• Coaching
• Credentialing
Key Trend in Education
People expect to be able to learn, study and work whenever and wherever they want.
Themes
•Best and Next Practices
•Innovation Skills
•Divergent Skills
•Four Leadership Lessons
•Systems Approach
•Closing Point
Best practices allow you to do what you are currently doing
a little better.
Next practices increase your organization’s capability
to do things it has never done before.
We have a flawed perspective of always listening to our best
customers… They tell us how good the system is working
for them!
A Story…. • Not a bad idea, but to
earn a grade more
than a C+, the idea
has to be viable!
(Yale Professor)
• Fredrick Smith
• The idea FedEx
-Shurnyu Suzuki
“In the beginner’s mind there are many possibilities;
in the expert’s mind there are few.”
Henry Ford quote…
“If I had asked the public what they wanted,
they would have said
a faster horse.”
21st Century Skills • Learning &
Innovation Skills – Creativity & Innovation
– Critical Thinking & Problem-solving
– Communication & Collaboration
• Information, Media & Technology Skills – Information Literacy
– Media Literacy
– ICT Literacy
• Life & Career Skills – Flexibility & Adaptability
– Initiative & Self-direction
– Social & Cross-cultural Skills
– Productivity & Accountability
– Leadership & Responsibility
www.21stcenturyskills.org
The skill set to do this is:
Current Leadership works hard to efficiently
deliver the next thing that should be done
given the existing system. Current
leadership shines at converting a vision or
goal into actions to achieve that vision or
goal.
Innovators seek to fundamentally change
the current model.
• Why accept the status quo?
• Look for new and better ways!
• Steve Jobs, “I want to put a ding in the
universe!”
• Are you good at generating innovative
ideas?
• Do you know how and where to find
innovative people in your system?
• Do you know how to train your people to
be creative and innovative?
• Delivery Skills
• Analyzing
• Planning
• Detailed Oriented
Implementing
• Disciplined Executing
• Discovery Skills
• Questioning
• Observing
• Networking
• Experimenting
• Associational
Thinking
Highly Innovative Systems
• In your system is innovation everyone’s
job?
• Is disruption part of your system’s
innovation portfolio?
• Are small project teams central to taking
innovative ideas to scale?
• Does your system take smart risks in the
pursuit of innovation?
“The fundamental task of a leader is to develop confidence in advance of victory, in order to attract the investments that make victory possible.” - Rosabeth Moss Kanter
Managing for Today, Leading For Tomorrow
Ray McNulty, President [email protected] International Center for Leadership in Education Rexford, NY 12148 November 17, 2011
•Overview of Text Complexity
Reading Standards include exemplar texts (stories and
literature, poetry, and informational texts) that illustrate
appropriate level of complexity by grade
Text complexity is defined by: 1. Qualitative measures – levels of meaning,
structure, language conventionality and
clarity, and knowledge demands
2. Quantitative measures – readability and
other scores of text complexity
•Reader and Task
3. Reader and Task – background knowledge
of reader, motivation, interests, and
complexity generated by tasks assigned
Text Complexity Grade Bands and Associated Lexile Ranges
Text Complexity Grade Band in the Standards
Old Lexile Ranges Lexile Ranges Aligned to CCR expectations
K-1 N/A N/A
2-3 450-725 450-790
4-5 645-845 770-980
6-8 860-1010 955-1155
9-10 960-1115 1080-1305
11-CCR 1070-1220 1215-1355
NAEP Writing Framework
Grade To Persuade To Explain To Convey Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
3 Mis-Conceptions on Rigor
• That rigor means ‘ more’
• Raising a grade is not ‘rigor’
• Being stricter and enforcing tighter
policies
Knowledge Taxonomy
1. Recall Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Relevance
• To determine a lesson’s level of Relevance
you must ask the following questions…
1. Is it application?
2. Is it real world?
3. Is it unpredictable?
Application Model
1 Knowledge of one discipline
2 Application within discipline
3 Application across disciplines
4 Application to real-world predictable situations
5 Application to real-world unpredictable situations
Acquisition
of knowledge
Application
of knowledge
Action
Continuum
Relevance of learning to life and work
Example:
–Analyze how Abraham Lincoln in his “Second
Inaugural Address” examines the ideas that led
to the Civil War, paying particular attention to the
order in which the points are made, how Lincoln
introduces and develops his points, and the
connections that are drawn among them.
– CCSS Match: 9-10.RI.3 and 9-10.RI.9
– Source: CCSS Appendix B: Text Exemplars
and Sample Performance Tasks
Awareness 1
Comprehension 2
Application 3
1
Knowledge
in one
discipline
2
Apply
knowledge
in one
discipline
A
Acquisition
Students gather and store bits of knowledge/information and are
expected to remember or understand this acquired knowledge.
Low-level Knowledge
A Quadrant
• name
• label
• define
• select
• identify
• list
• memorize
• recite
• locate
• record
• definition
• worksheet
• list
• quiz
• test
• workbook
• true-false
• reproduction
• recitation
Verbs Products
Awareness 1
Comprehension 2
Application 3
B
Application
3
Apply
knowledge
across
disciplines
4
Apply to
real-world
predictable
situation
5
Apply to
real-world
unpredictable
situation
Students use acquired knowledge to solve problems,
design solutions, and complete work.
Low-level Application
B Quadrant
• apply
• sequence
• demonstrate
• interview
• construct
• solve
• calculate
• dramatize
• interpret
• illustrate
• scrapbook
• summary
• interpretation
• collection
• annotation
• explanation
• solution
• demonstration
• outline
Verbs Products
Application 3
Analysis 4
Synthesis 5
Evaluation 6
1
Knowledge
in one
discipline
2
Apply
knowledge
in one
discipline
C
Assimilation
Students extend and refine their knowledge so that they can use it
automatically and routinely to analyze and solve problems and create
solutions.
High-level Knowledge
C Quadrant
• sequence
• annotate
• examine
• report
• criticize
• paraphrase
• calculate
• expand
• summarize
• classify
• diagram
Verbs Products
essay
abstract
blueprint
inventory
report
plan
chart
questionnaire
classification
diagram
discussion
collection
annotation
3
Apply
knowledge
across
disciplines
4
Apply to
real-world
predictable
situation
5
Apply to
real-world
unpredictable
situation
Application 3
Analysis 4
Synthesis 5
Evaluation 6
D
Adaptation
Students think in complex ways and apply acquired knowledge and
skills, even when confronted with perplexing unknowns, to find
creative solutions and take action that further develops their skills and
knowledge.
High-level Application
D Quadrant
• evaluate
• validate
• justify
• rate
• referee
• infer
• rank
• dramatize
• argue
• conclude
• evaluation
• newspaper
• estimation
• trial
• editorial
• radio program
• play
• collage
• machine
• adaptation
• poem
• debate
• new game
• invention
Verbs Products
Quadrant A
Ask questions to recall facts, make observations or demonstrate understanding.
• What is/are__?
• How many__?
• How do/does__?
• What did you observe__ ?
• What else can you tell me__?
• What does it mean__?
• What can you recall__?
• Where did you find that__?
• Who is/was__?
• In what ways_?
• How would you define that in your own terms?
• What did/do you notice about this __?
• What did/do you feel/see/hear/smell __?
• What do you remember about _?
• What did you find out about __?
Quadrant B Ask questions to apply or relate. • How would you do that? • Where will you use that knowledge? • How does that relate to your experience? • How can you demonstrate that? • What observations relate__? • Where would you locate that information? • Calculate that for __? • How would you illustrate that? • How would you interpret? • Who could you interview? • How would you collect that data? • How do you know it works? • Can you show me? • Can you apply what you know to this real world problem? • How do you make sure it is done correctly?
Quadrant C Ask questions to summarize, analyze, organize, or evaluate. • How are these similar/different?
• How is this like___?
• What's another way we could say/explain/express that?
• What do you think are some reasons/causes that _____ ?
• Why did __ changes occur?
• How can you distinguish between__?
• What is a better solution to__?
• How would you defend your position about__?
• What changes to __ would you recommend?
• What evidence can you offer?
• How do you know?
• Which ones do you think belong together?
• What things/events lead up to __ ?
• What is the author’s purpose?
Quadrant D
Ask questions to predict, design, or create. • How would you design a __ to __?
• How would you compose a song about__?
• How would you rewrite the ending of the story?
• What would be different today, if that event occurred differently?
• Can you see a possible solution to__?
• How could you teach that to others?
• If you had access to all resources how would you deal with__?
• How would you devise your own way to deal with__?
• What new and unusual uses would you create for__?
• Can you develop a proposal which would_?
• How would you have handled__?
• How would you do it differently?
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