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21st Century Learning: 9 Principles for Implementation: The B...

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on 2008-03-30 by datruss

It is about building capacity! That is where leadership on all levels is needed! It needs to happen across districts, in schools, and even 'one teacher at a time'!

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principles

Highlighted by judibea

Every blog, conversation, Ustream and conference session I engage in I always hear the same questions asked over and over-- How do we do this? It seems we know what and we know why- but PLEASE someone help us with the how!

Highlighted by pjhiggins

Highlighted by pjhiggins

Some would argue that the tension and irritation between "why" and "how" is by design. That these shifts are creating a permissive framework in education where there are no clear answers (Turner, 2004). And that in a changing educational environment the needed changes in education should be negotiated from a why approach rather than a how approach.

Highlighted by datruss

Rather in an era that is not about precision or predetermined ways of doing things- we need to adopt a anticipative approach, not  a prescriptive approach.The great thing about this shift is that even if we get some of it wrong-- (and we surely will) that those wrong approximations in and of themselves will help to create climate to support the needed shifts.

Highlighted by brasst

I am going to attempt to give you principles (not how to prescriptive steps)  by which to guide your why approach to managing the needed changes in your schools and school systems.

Highlighted by brasst

Long-term transformational change has four primary aspects: scale (the change affects all or most of the school), magnitude (the degree to which it challenges the status quo), duration (the change is incremental at first and then moves to exponential), and strategic importance (how ready the culture is for adapting to change). Yet schools will only see significant change when the change occurs first at the level of the individual educational leader- be that principal, superintendent, or teacher. Real change, transformational change happens when there is personal ownership of the new technologies and concepts. Today's new economy is all about human capital, which starts with the educators in a school and then extends outward to all members of the school community.

Highlighted by brasst

Long-term transformational change has four primary aspects: scale (the change affects all or most of the school), magnitude (the degree to which it challenges the status quo), duration (the change is incremental at first and then moves to exponential), and strategic importance (how ready the culture is for adapting to change).

Highlighted by judibea

1. People before Things (or test scores)

Highlighted by brasst

Trust will be developed overtime within the local community under an effective community leader. Once that happens, the community will become self-directed in how they help others through the change, and the leadership in the learning community will become shared.

Highlighted by brasst

2. Start at the Top

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Which means- the leaders must do more than talk a good game. They themselves must embrace the new approaches first, both to challenge and to motivate the rest of the faculty. They develop their own online voice and model the desired behaviors.

Highlighted by brasst

Which means- the leaders must do more than talk a good game. They themselves must embrace the new approaches first, both to challenge and to motivate the rest of the faculty.

Highlighted by loonyhiker

Remember- change is caught- not taught.

Highlighted by pjhiggins

3. Everyone is a Player in the Change Game

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At each layer of your school, create professional learning teams with leaders who have a shared vision and are motivated to make change happen and understand how the change relates to their area of influence and control.

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4. Garner Buy-in

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whether they want to commit personally to making change happen.

Highlighted by pjhiggins

Teachers and leaders who champion the change need to be able to articulate why and what they believe, as well as why it is in the best interest of children.

Highlighted by brasst

5. Can't Give Away What You Do Not Own

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Teachers and leaders who champion the change need to be able to articulate why and what they believe, as well as why it is in the best interest of children

Highlighted by judibea

Ownership is often best created by involving people in identifying potential problems and crafting solutions- which happens naturally in a community of practice.

Highlighted by brasst

6. Communicate and Often

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The best change programs reinforce core messages through regular, timely advice that is both inspirational and practical. Often this will require overcommunication through multiple, redundant channels.

Highlighted by brasst

best change programs reinforce core messages through regular, timely advice that is both inspirational and practical

Highlighted by judibea

7. Know Your Culture and Predict Possible Impact

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making it critically important that leaders understand and account for culture and behaviors at each level.

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Ask yourself, do you know your school's readiness factor in terms of accepting change? Does your school already have strategies in place for how to bring major problems to the surface, identify conflicts, and negotiate outcomes? Do learning teams, and ultimately your learning community know how to identify the core values, beliefs, behaviors, and perceptions that must be taken into account for successful change to occur?

Highlighted by judibea

8. Expect the Unexpected

Highlighted by brasst

embedding 21st Century skills into the core curriculum or determining what new literacies your students will need to know and how delivery of curriculum will need to change in order for students to be successful in mastery.

Highlighted by judibea

Data driven decision-making will help inform your strategies somewhat, but realize along the way that much of this is so new- that we do not know what we do not know.

Highlighted by brasst

9. As the Individual Grows so Will the Collective Wisdom of the Community

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But the truth is- so much of this change is emergent that we simply do not know how to answer these important questions. To quote Peter Vaill,"... it as if we are all in constant whitewater."

Highlighted by brasst

on 2008-03-28 by brasst

Reminds me of my former principal - Tom LeCloux

It is no longer about information management and prescriptive outcomes, but rather about building capacity- in ourselves, our faculty, our staff and in our students and then being able to contextualize the collective wisdom we gain through those relationships to making the world a better place.

Highlighted by datruss

But in the 21st Century, bottom line is that relationships are all that matter.

Highlighted by brasst

But in the 21st Century, bottom

Highlighted by wmcfischer

But in the 21st Century, bottom line is that relationships are all that matter.

Highlighted by alexanderhayes

But in the 21st Century, bottom line is that relationships are all that matter

Highlighted by speters

line is that relationships are all that matter.

Highlighted by wmcfischer