Strategy Design S D for Schools of the

Strategy & Design (S&D) for Schools of the Future Four Essential Questions Patrick F. Bassett, NAIS President bassett@nais. org

Historical Definitions of the Purpose of School: Educating for what? To what end? Competing philosophies over time: Schools designed to… o Produce educated citizens for the democracy and the economy (Thomas Jefferson to Horace Mann; and/or… o Sustain the culture via content that knowledge-rich and culture-rich (E. D. Hirsch & the classicists); and/or… o Develop the whole child by a focus is that is child-centered (John Dewey, Marie Montessori, Reggio Emilia, and the “Progressives”); and/or… o Nurture character with teachers who are moral mentors (From Aristotle on to CSEE, IGE, and Thomas Likona and the “character first” movement); and/or… o Serve the community with schools that are community-based (from Rousseau to Diane Ravitchthe expanded “social contract”); and/or… o Create “an intentional culture” with a “countercultural” climate that is safe, highly academic, achievement-oriented, intimate & stimulating. (PFB) Great schools have elements of all these components + a memorable mission statement (“Our goal is to prepare our students to succeed anywhere in a rapidly changing world” – Taipei American School or “Preparing students for ethical leadership in a global society. ” Oak Hill -CA) that offers “an implied promise. ”

Does School Fit Kids? • Kids love their parents; teachers hate their parents. • And, many kids hate school (well, class, that is): ü “It is a miracle that curiosity survives formal education. ” – Albert Einstein ü Intrinsic motivation declines starting in 4 th grade and tanks in high school. What happens to the boys? ü Brain-research confirms what thoughtful adults know-adolescents primed for “action, stimulation, and relevance, ” too little of which is perceived to be happening in typical classes.

Does School Fit Kids? ü Clash with pace and culture and topics of school—teenagers asked to accept a long waiting period before given real adult problems to solve (Cf. : “Escaping the High School ‘Twilight Zone, ’” by Joseph & Claudia Allen Ed. Week 03/03/10) ü Rethinking Student Motivation (Christensen, Horn & Johnson): Research shows… q Schools—just like businesses that are trying to make critical connections with their customers—must seek to understand what “jobs” students are trying to accomplish in their lives. q Two core “jobs” students set out to do each day are “feel successful” and “have fun with friends, ” but schools often fail at integrating these core jobs into their operations. q Schools can change to enable students to do these jobs through projectbased learning, blended “high tech – high touch learning, academic gaming and simulations, STEM projects; etc.

A Framework for School of the Future Discussions & Strategy The Four Essential Questions: § “What should we teach? ” (The content/canon/curriculum/standards question) § “How should we teach? ” (The pedagogy question) § “How should we assess? ” (The performance/outcomes question for students, staff, and schools). § How do schools embed the vision? (The leadership question. )

#1. What Should We Teach (The curriculum question) § From the Research: The Five Cs = Commonly agreed upon skills and values the 21 st C. will demand reward. – character (integrity & compassion/empathy) – critical thinking (and problem-solving) – creativity (gaming and entrepreneurship and invention) – collaboration (teaming & leadership) – communication (writing, public speaking, networking, technology). – cosmopolitanism: the sixth C § The “core curriculum”: What’s the balance between the core knowledge/identity base vs. the inclusive menu? § The “new” curriculum maps: Tied to skills, not silo-ed disciplines.

#2. How should we teach? (The pedagogy question) § Traditional instruction: lecture and seminar approaches (e. g. , Harkness Table; the academic disciplines & IB approach at middle school and secondary school). The charismatic teacher. § Differentiated instruction: customized IEP for each student; the strengths approach (Marcus Buckingham); expertise in one area; “just in time remediation” (the Finland model); use of adaptive technologies; etc. The coach: “identify, develop, leverage strengths. ” § Distance learning: Disrupting Class. The blended environment of placebased learning (teacher as role model and source of inspiration) with true 1: 1 online learning (digital delivery of content via laptops, tablets, notebooks, i. Pads, smart phones and web-based instruction (www. khanacademy. org). That which can be unitized and eventually monetized will be outsourced: e. g. , lessons. Flip teaching. Blended learning model: Carpe Diem School. The mapmaker. § Innovative instruction: experiential, immersion experiences; simulations; gaming; & real-world problem-solving. Traveling down the path from consumption of to engagement with to production of information & knowledge. The guide.

#3. How should we assess? (The performance/outcomes question) § Student assessment via teacher testing (& informal spot testing) vs. standardized normative testing (SATs & APs & IBs & “A-Levels”) § Student assessment via scholarship: "Student academic achievement has always been, and will always be, mainly dependent on diligent student academic work. " “Breakthrough, ” Will Fitzhugh, editor, The Concord Review. § Student assessment via PS-Gr 12 e-portfolios and “demonstrations of learning” (Sternberg @Tufts: the anti-SAT; colleges –Bowdoin-accepting videos as part of the school & college application). § Faculty assessment via digital portfolios of teaching and student projects, evaluated by “peer observation, ” “critical friends, ” and “project tuning” groups. § Student assessment via formative testing (MAP, the new ERBs-CPAA; CW&RA). See Khan Academy Exercise.

#4. How should we embed the vision? (The leadership question) § Change Agency Leadership § What will be obsolete? What won’t? § The Big Shifts: (cf. Mac. Arthur Foundation, 21. C. Learning) st – – – Knowing……………. Doing Teacher-centered…… Student-centered The Individual………. The Team Consumption of Info…Construction of Meaning Schools………………. . Networks Single Sourcing………. . Crowd Sourcing

Research &Design Small Group Discussions 1. Is this assessment above on Schools of the Future on mark? Is it comprehensive? Is it visionary? Is it achievable? Is there evidence of schools already moving in each of these directions? Is it measurable? Scalable? 2. “What’s missing? What are alternative visions of the School of the Future? ” 3. “How do we more deeply embed a future-focused vision? How do we help leaders come to their own conclusions and develop their own visions and plans for moving forward? How do we help them manage the change within their own faculty and culture? ”

ACCREDITATION: OUTCOMES & DESIGN CRITERIA v Making the Case for Schools of the Future v Essential Capacities for the 21 st Century v Model Projects, Programs, and Schools with Unifying Themes v Guiding Questions v Sample Process for Implementing v Accreditation Implications, New Model Core Standard, New Criterion v Bibliography

Related Slides PFB Tweet: “The end of education as we know it will be the birth of learning as students need it. ”

Demonstrations of Learning: “What you do, not what you know, the ultimate test of education. ” ~PFB Tweet 1. Conduct a fluent conversation in a foreign language about of piece of writing in that language. 2. Write a cogent and persuasive opinion piece on a matter of public importance. 3. Declaim with passion and from memory a passage that is meaningful, of one’s own or from the culture’s literature or history. 4. Demonstrate a commitment to creating a more sustainable and global future with means that are scalable 5. Invent a machine or program a robot capable of performing a difficult physical task.

Demonstrations of Learning 6. Exercise leadership in arena which you have passion and expertise. 7. Using statistics, assess if a statement by a public figure is demonstrably true. 8. Assess media coverage of a global event from various cultural/national perspectives. 9. Describe a breakthrough for a project-based team on which you participated in which you contributed to overcoming a human-created obstacle. 10. Produce or perform or interpret a work of art.

Demonstrations of Learning for 21 st. C. Schools By these demonstrations, schools… • Reunite content and action. • Backward-design curriculum from desired outcomes. • Demonstrate student outcomes recorded in electronic portfolios. • Facilitate student-led teacher/parent conferences. • Conduct action research and lesson study to grow professionally.

Life’s Real Tests: “Paper tests are poor proxies for the tests of life. ” ~PFB tweet Answer “Yes or No” 1. Under pressure, do you do the right thing? 2. Is your default attitude positive in your places and spaces (the workplace, the home, and the community)? 3. Do you see failures as growth opportunities? 4. When you witness bad behavior do you assume it’s a matter of situation rather than character? 5. Do you leave the trail cleaner than you found it? 6. Do you confront incivility when you find it in your midst?

Life’s Real Tests: “Paper tests are poor proxies for the tests of life. ” ~PFB tweet Answer “Yes or No” 7. Do core virtues win the daily battle for your soul? 8. Do you exceed the need when meeting your family and community obligations? 9. Do you give more than you take? 10. Are you playful? 11. Do you model that hard work trumps talent every time? 12. Do you believe in something larger than you and yours? PFB Tweet: “Values are the value-added of an independent school education. ”

Expeditionary Leadership Training Upper School “Borders” Project – Watershed School, CO NOLS-based Leadership Basics: Taking Care of… 1. Yourself… 2. Your Stuff… 3. Your Responsibilities to the Team In the context of real-world project-based learning and problem-solving Measured by CWRA criticalthinking assessment. Results: Outperformed 99% of college freshmen Also: See Journey School (WY)

What Some Parents (5%) Need that Schools CAN’T Provide cf. Time, 2/21/05 “Parents Behaving Badly”; Wendy Mogel’s The Blessings of a Skinned Knee; Michael Thompson’s For the Sake of the Children: An NAIS Guide to Successful Family-School Relationships. 2005 Met. Life Survey of The American Teacher: Public school teachers report very satisfied in working with students = 68%; in working with parents = 25%

http: //www. npr. org/templates/story. php? story. Id=129914162

Crowdsourcing Meets Gaming Return

Expert & Free Delivery of Content http: //www. cfr. org/publication/13129/crisis_guide. html - Darfur http: //www. cfr. org/publication/19710/crisis_guide. html - Global Economy http: //www. cfr. org/publication/18985/global_governance_monitor. html - Global Governance

Content commoditized and free changes everything. Return

Return Play Overview Play Lesson Play Brain-teaser Return Units on human rights, the French Revolution, genocide, the American Revolution & the Constitution; US Interests & the Mid East; the Age of Isolationism, etc.

Sustainable Schools that “Fit” Schools that are “built to last”, like other ecosystems, must seek resource diversification, conservation, renewal, and adaptation to changing circumstances. They have a “strategic vision” regarding sustainability: § Demographically Sustainable: Reflecting the diversity in their student body that is within the school-age population targeted by each school’s mission. § Environmentally Sustainable: Exemplifying the stewardship of the planet that will be required for its inhabitants to survive. § Financially Sustainable: Shifting from the old assumptions of conventional budgeting to revised assumptions for “the new normal. ” § Globally Sustainable: Connecting its students to those from other countries and cultures working on local solutions to solve the global problems of our “flat world. ” § Programmatically Sustainable: Creating the 21 st C. “Schools of the Future” that our children need and deserve.

www. nais. org/go/demography What does the Harvard College freshmen research say about diversity and schools? Scott Paige?

www. nais. org/go/green What happens when the buildings become the texts? Students and schools study energy, save energy, and create energy for the grid.

www. nais. org/go/finance What are the “new normal” assumptions about… • • the “price-break” point school needs adding new programs adding more staff the value proposition financial aid vs. enrollment budget starting point

www. nais. org/go/global What are the most pressing global problems to solve? Teleconferencing classrooms together from across the globe to problem-solve global challenges How do day schools internationalize the student body?

www. nais. org/go/21 century What are the critical questions to ask to create “schools of the future”? Return

The “New Normal": A Game Changing Model for Financially Sustainable Schools Is “setting tuition” a fiduciary (level 1), strategic (level 2), or generative (level 3) task of the board of trustees?

The Value Proposition Equation for Parents…and Donors Perceived Outcomes = Value Perceived Price For prospective parents, as perceived price goes up, value goes down unless perceived outcomes increase proportionately. For advancement, substitute “giving expectation” for “price” as the “value-proposition” for donors. Strategy: Do value-proposition surveying.

Required Reading for your Admin Team

CHANGE AGENCY: MOTIVATORS: CREATING THE CONDITIONS FOR SUCCESS § First Followers: How do you cultivate them? § Dan Pink on the “Science of Motivation. ”: How do you tap into the motivators? § Dan & Chip Heath on orchestrating change - Switch: How To Change Things When Change Is Hard: How do you align the head and the heart? § Robert Kegan on Immunity to Change: What militates against best intentions? § Pat Bassett on Seven Stages of the Change Cycle: What to anticipate. How to change decision making. § Message to Parents: “We preparing children for their future, not your past. ”

Creating a Movement ~ Derek Sivers, Ted Talk PFB: Of the first three dancing guys, how many are really good dancers?

CREATING A MOVEMENT – 4 PRINCIPLES 1. A lone nut does something great. . . (PFB: Leaders don’t have to be talented, just a bit crazy. ) 2. …but no movement without the first follower. (PFB: You can’t care about what others think or about the risk of looking crazy too. ) 3. Cultivate and celebrate the first follower… (PFB: Show the way, then honor the first followers. ) 4. …or have the courage to be the first follower. (PFB: Moral courage the 1 st virtue: Be the John Hancock to Thomas Jefferson or the Reverend Abernathy to Martin Luther King, Jr. ) Return

Play See 11: 00 – 13: 07 http: //www. ted. com/talks/dan_pink_on_motivation. htm Return

21 THINGS THAT BE WILL OBSOLETE IN EDUCATION BY 2020 WWW. TEACHPAPERLESS. COM BLOG, 12/15/09 1. Desks The 21 st century does not fit neatly into rows. Neither should your students. Allow the network-based concepts of flow, collaboration, and dynamism help you rearrange your room for authentic 21 st century learning. 2. Language Labs Foreign language acquisition is only a smartphone away. Get rid of those clunky desktops and monitors and do something fun with that room. 3. Computers More precisely this one should read: “Our concept of what a computer is. ” Because computing is going mobile and over the next decade we're going to see the full fury of individualized computing via handhelds come to the fore. Can't wait. i. Pads. 4. Homework The 21 st century is a 24/7 environment. And the next decade is going to see the traditional temporal boundaries between home and school disappear. And despite whatever Secretary Duncan might say, we don't need kids to 'go to school' more; we need them to 'learn' more. And this will be done 24/7 and on the move (see #3). 5. The Role of Standardized Tests in College Admissions The AP Exam is on its last legs. The SAT isn't far behind. Over the next ten years, we will see Digital Portfolios replace test scores as the #1 factor in college admissions.

21 THINGS THAT BE WILL OBSOLETE IN EDUCATION BY 2020 WWW. TEACHPAPERLESS. COM BLOG, 12/15/09 6. Differentiated Instruction as the Sign of a Distinguished Teacher The 21 st century is customizable. In ten years, the teacher who hasn't yet figured out how to use tech to personalize learning will be the teacher out of a job. Differentiation won't make you 'distinguished'; it'll just be a natural part of your work. 7. Fear of Wikipedia is the greatest democratizing force in the world right now. If you are afraid of letting your students peruse it, it's time you get over yourself. 8. Paperbacks Books were nice. In ten years' time, all reading will be via digital means. And yes, I know, you like the 'feel' of paper. Well, in ten years' time you'll hardly tell the difference as 'paper' itself becomes digitized. 9. Attendance Offices Bio scans. 'Nuff said. 10. Lockers. A coat-check, maybe.

21 THINGS THAT BE WILL OBSOLETE IN EDUCATION BY 2020 WWW. TEACHPAPERLESS. COM BLOG, 12/15/09 11. IT Departments as we currently know them. Cloud computing and a decade's worth of increased Wi-Fi and satellite access will make some of the traditional roles of IT -- software, security, and connectivity -- a thing of the past. Look to tech departments to instigate real change in the function of schools over the next twenty years. 12. Centralized Institutions School buildings are going to become 'home bases' of learning, not the institutions where all learning happens. Buildings will get smaller and greener, student and teacher schedules will change to allow less people on campus at any one time, and more teachers and students will be going out into their communities to engage in experiential learning. 13. Organization of Educational Services by Grade Education over the next ten years will become more individualized, leaving the bulk of gradebased learning in the past. Students will form peer groups by interest and these interest groups will petition for specialized learning. The structure of K-12 will be fundamentally altered. 14. Education School Classes that Fail to Integrate Social Technology Education Schools have to realize that if they are to remain relevant, they are going to have to demand that 21 st century tech integration be modeled by the very professors who are supposed to be preparing our teachers.

21 THINGS THAT BE WILL OBSOLETE IN EDUCATION BY 2020 WWW. TEACHPAPERLESS. COM BLOG, 12/15/09 15. Paid/Outsourced Professional Development No one knows your school as well as you. With the power of a PLN in their back pockets, teachers will rise up to replace peripatetic professional development gurus as the source of school-wide professional development programs. ISENnet. 16. Current Curricular Norms There is no reason why every student needs to take however many credits in the same course of study as every other student. The root of curricular change will be the shift in middle schools to a role as foundational content providers and high schools as places for specialized learning. 17. Parent-Teacher Conference Night Ongoing parent-teacher relations in virtual reality will make parent-teacher conference nights seem quaint. Over the next ten years, parents and teachers will become closer than ever as a result of virtual communication opportunities. And parents will drive schools to become ever more tech integrated. 18. Typical Cafeteria Food Nutrition information + handhelds + cost comparison = the end of $3. 00 bowls of microwaved mac and cheese. At least, I so hope so.

21 THINGS THAT BE WILL OBSOLETE IN EDUCATION BY 2020 WWW. TEACHPAPERLESS. COM BLOG, 12/15/09 19. Outsourced Graphic Design and Webmastering You need a website/brochure/promo/etc. ? Well, for goodness sake just let your kids do it. By the end of the decade -- in the best of schools -they will be. 20. High School Algebra I Within the decade, it will either become the norm to teach this course in middle school or we'll have finally awakened to the fact that there's no reason to give algebra weight over statistics and IT in high school for non-math majors (and they will have all taken it in middle school anyway). 21. Paper In ten years' time, schools will decrease their paper consumption by no less than 90%. And the printing industry and the copier industry and the paper industry itself will either adjust or perish. Return

What’s your PS-12 Curriculum Map for Public Speaking? Return

What’s your PS-12 curriculum map for critical thinking? Your problem-solving/project-based learning map? How do you document “demonstrations of learning”? How would your pre-schoolers tackle moving a 35 -pound pumpkin from the parking lot into the pre-school classroom and up onto a table? Return

Washington International School (DC) …problem-solving that is local, national and global that integrates the five C’s

Direction of Higher Ed: Active Players not Passive Recipients of Knowledge Return

The Case for the 5 C’s: critical thinking, communication (writing, speaking, technology), collaboration (& leadership), creativity, & character (and a bonus 6 th C: “cosmopolitanism”)

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http: //www. youtube. com/watch? v=m. F_ana. Vc. CXg Run Return

High Tech High ~Rob Riordan, Founder “There are three axioms of public education in this country: separate students from each other based on perceived academic ability; separate minds from hands; and separate schools from the world beyond. We seek to integrate students, integrate technical and academic disciplines, and connect students with the community. ” How? Organize the entire curriculum around project learning.

Teacher-Designed vs. Normed Tests

Teacher-Designed vs. Normed Tests

Teacher-Designed vs. Normed Tests Return

The Verdict on Homework

www. centerforinnovativeteaching. org Real World Math video Return

“Feeling Successful” (Inside Higher Ed, 1/11/11) Students Crave Success Indicators Above All, Research Finds A new study in the Journal of Personality finds that college students crave success indicators-- such as receiving praise or a good grade -- above all other activities.

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Meaning “I’ll go to college, although I think now the best thing for me would be to take a year out and work somewhere. I’ve never really worked--at something real, something that would make the slightest difference to somebody…. Okay, so I’ve done well, although I think anybody could do well at this place if they were half-way verbal. All the classes are small, and we don’t have that many exams, so all you have to do, like we always kid each other, is talk good. …So with all the studying and talking good, you know what I’d really like to do? Carpentry. I’d like to build a house, or fix someone’s stairs or porch. Something real. ” ~ from David Elkin’s The Hurried Child Mathew Crawford’s Shop as Soulcraft Return

e. Resumes = e. Portfolios

Informal Testing (cf. Rebecca Alber, Edutopia)

PLCs & Crowdsourcing Lessons & Curriculum

Othello – Orson Wells (1952) Othello – Laurence Olivier (1965) Othello – Laurence Fishbourne (1995) Othello – Cheers version (1983)

21 st C. Schools of the Future Case Studies § School of One (NYC) § Garrison Forest School – James Center (MD) § Cristo Rey Schools § High Tech High (San Diego) § Carpe Diem Charter School (Yuma, AZ) (see 21 c monograph)

Consortiums & Individual School Programs Foxcroft-K 12 Model

Inventor’s Camp 3 rd Grade Inventors Return

Circadian Rhythms

Creativity Crisis Singapore's Minister of Education 1. A recent IBM poll of 1, 500 Tharman Shanmugaratnam: CEOs identified creativity as Although Singapore students excel the No. 1 “leadership competency” of the future. on such math and science tests, American students do better in the 2. For first time student “CQ” scores down 10 points. real world. "We both have 3. Chinese Prof: ‘You’re racing meritocracies, " he explained. "Yours toward our old model is a talent meritocracy, ours is an (standardization). But we’re racing toward your model, as exam meritocracy. There are some fast as we can. ’ ” (problemparts of the intellect that we are not based learning – focus on able to test well - like creativity, creativity) curiosity, a sense of adventure, ambition. " http: //bit. ly/lz. Gl 1 F

Experiential Ed: • 21 st C. Skills & Values • Demonstrations of Learning- The 5 C’s. Return

Taking the Classroom Outdoors

COSMOPOLITANISM 1) Global cosmopolitans see change as normal. 2) As outsiders to fixed cultural rules, they rely on creative thinking. 3) They reinvent themselves and experiment with new identities. 4) They are experts at the subtle and emotional aspects of transition. 5) They easily learn and use new ways of thinking.