Creating A Vision for the High School of Tomorrow

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Creating A Vision for the High School of Tomorrow

• March 2006

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What Am I Going To Do?

• Talk about visions
• Frame the vision building process
• Make some process suggestions
• Q A

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Visions are

• Descriptions of what success looks like
• Statements of shared principles
• Persistent themes
• Statements of what you/we stand for (shared
  values)

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Visions May Include
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Visions Create for Individuals and Organizations
. . .

• Sense of Direction
• Purpose
• Satisfaction
• Self Actualization

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Visions Empower

• People
• Right things

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Visions . . .

• Stretch us
• Help us see what we have not
• Pull us
• Help people do
• Things differently
• More
• Rationality
• Makes sense
• Help us enjoy being stretched, pulled and rational

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Opening Windows . . .

• Comfort the afflicted afflict the comforted
• Questions more important than answers
• Answers are in the struggle
• Turn up the heat

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What does opening windows look like?

• Sense of the need
• Knowledge that there is a better way
• Openness to new ideas/ways
• Receptivity to new behaviors

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Visions

• Not the content thats important. Its having
  one!
• Its not what visions are, its what they do
• Always developmental
• Must be public
• No results within

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Creating Change . . .

• Create a clear and compelling vision
• Create model of schooling . . .
• Create process of innovations and improvement
• Create community around the school

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. . . CREATE
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• High Schools arent what they used to be!

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• 1920s steam engine
• 1990s search engine
• . . . Did we get schooling so right?

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• URGENCY
• If we snooze, we will lose.

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Systems Theory 1

• Systems designed for purpose
• Systems do what they are designed to do
• Systems will only do what they are designed to do

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Systems Theory 2

• Nobody gets to make change against nothing
• What you want to do is up against something that
  is already in place

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Systems Theory 3

• Systems Change . . .
• requires getting down to the organizations
  pathology

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Systems Theory 4

• Traditional organizations tend to pull
  responsibility up
• . . . Take responsibility away from those who
  should have it

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K 1 2 3 4 5 6 7 8 9 10 11
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• Linear
• Sequential
• Time defined (13 years)

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SCHOOLING
ORGANIZATION/ GOVERNANCE
TIME
CURRICULUM
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Time determines . . .

• Curriculum
• Achievement

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TIME

• Design flaw?
• Prison walls?
• Fatal flaw?

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• ACHIEVEMENT
• f (time money curriculum)

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Results . . . Never better

• Top ACT scores
• NAEP Top 10
• Proficiencies at 80

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The Rest of the Story

• Top 1/3 never better
• Middle 1/3 flat-lined
• Bottom 1/3 never as bad off

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The Rest of the Story

• College-Going rate declined
• 1990 72 ()
• 2000 60 (-)

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Challenging Demographics

• Could capsize the system
• 90,000 high school kids
• 13,000 Hispanic/Latino/ELL
• 35,000 poor
• 10,000 with disabilities
• 10,000 are mobile
• 25,000 minorities

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What are the fundamental principles we will begin
with?

• Can system do better?
• Is system for all kids?
• A high school education is for?
• ______________?
• ______________?
• ______________?

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K 12

• Maxed out?
• Dump it?
• Re-energize it?
• Create new capacity?

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How to re-energize it or create new capacity

• Connect to sources
• Connect to customers and outcomes

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Connections create new systems

• K 12
• 16
• 13
• Pre K

Transitions
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Transitions

• learning
• earning
• living

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Connections create new systems

• K 12
• 16
• 13
• Pre K
• P
  16

Transitions
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• Think outside the box?
• Think outside the box
• Create new box to think inside of

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SCHOOLING
ORGANIZATION/ GOVERNANCE
TIME
CURRICULUM
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CORE VALUES
EDUCATION
OPPORTUNITIES
OUTCOMES
PROGRESS BY DEMONSTRATION
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CORE VALUES
EDUCATION
OPPORTUNITIES
OUTCOMES
PROGRESS BY DEMONSTRATION
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OUTCOMES

• Standards
• 21st Century Learning Skills
• 21st Century Content
• I/CT skills
• Authentic tasks

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OUTCOMES

• 21st Century Learning Skills (continued)
• Global literacies
• Global context
• Embedded assessment
• Learning, Earning Living

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CORE VALUES
EDUCATION
OPPORTUNITIES
OUTCOMES
PROGRESS BY DEMONSTRATION
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CORE VALUES
EDUCATION
OPPORTUNITIES
OUTCOMES
PROGRESS BY DEMONSTRATION
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OPPORTUNITIES (To Learn)

• Essential Education
• P16

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Variables

• Time
• Curriculum
• Instructional Strategies

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Three Rs

• Relevance
• Rigor
• Relationships

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Three Cs

• Curriculum
• Culture
• Coherence

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Matrix Thinking
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Matrix Thinking
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Matrix Thinking
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Matrix Thinking
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Matrix Thinking
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Matrix Thinking
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Or
Rigor
Relevance
Curriculum
Relationships
Coherence
Culture
Culture
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Process . . .

• Conversations change people
• learning communities
• This is Adaptive, not technical work
• Reinvent the wheel (over over over)
• Design work
• Hold self in struggle
• Work requires eagles
• . . . no hunting zones
• Go slow to go fast

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