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Leadership for Transforming Gifted Education for the 21st Century'

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Redesigns classroom environments to meet the learning styles of all children ... It all begins with the principal modeling leadership behaviors (traits, ... – PowerPoint PPT presentation

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Title: Leadership for Transforming Gifted Education for the 21st Century'


1
  • Leadership for Transforming Gifted Education for
    the 21st Century.

2
Leadership Transforming Curriculum and
Instruction for 21st Century Students
  • Valorie Hargett, Section Chief
  • Secondary English/Language Arts Social Studies
  • Secondary Division
  • North Carolina Department of Public Instruction
  • Margaret Gayle, Executive Director
  • American Association for Gifted Children
  • Duke University
  • www.aagc.org

3
Academically or Intellectually Gifted Programs
Response to Underrepresented Populations
  • National Challenge
  • State Challenge
  • Darity Report

4
Race and Gender Child Count, NCDPI - 2005-2006
5
Ethnic Representation in Academically or
Intellectually Gifted Programs in North
Carolina1997-2005 (Official Collection of Dual
Exceptionalities by State)
6
Update From Dr. Darity
  • One out five, if a White kid
  • One out of twenty, if Black or Hispanic kid
  • State of Things - WUNC Radio - June 2006

7
All Kids Can Learn IF They
  • Have high ability
  • Take advantage of opportunity
  • Create a warm, fuzzy environment
  • OR
  • If we do whatever it takes to ensure they achieve
    the agreed-upon standards and to maximize their
    full potential by building upon and extending the
    standards in order to have productive, successful
    lives in the new flat world of Thomas Friedman.

8
All Students Can Learn
  • Very strong evidence supports
  • What happens to students does not depend on the
    school they attend - it depends on the principal
    and teacher they get.

9
Wanted Visionary Leaders as Principals
  • What traits, behaviors and attitudes do highly
    successful principals model as visionary
    curricular and instructional leaders?

10
A Successful Visionary Principal Will Model
  • Establishing high expectations for all
    students/faculty.
  • Setting no predetermined limits for
    students/faculty learning.
  • Embracing teachers and students as risk-takers in
    experimental, investigative and open-ended
    learning processes.
  • Creating life-long learners and thinkers capable
    of independent reflection, self-evaluation and
    reasoning.
  • Creating and supporting collaborative learning
    communities.

11

According to Experts
  • Highly successful principals develop
  • Leadership capacity of classroom teachers through
    high quality professional development, with
    sustained support over time.
  • A Focus on curriculum and instruction.

12
Another Perspective
  • Marzano, Effective teachers are effective with
    all students. The most important thing that a
    teacher can do is to design and implement
    classroom curriculum to facilitate student
    learning. The classroom teacher has the greatest
    impact on student achievement.

13
21st Century Curriculum and Instructional
Visionary Leaders
  • It can truly be said that nothing happens until
    there is vision
  • Vision paints the picture of what we want to
    create. _____Peter Senge

14
Transformational Response
  • Universalize the equivalent of the Gifted
    Program
  • Sandy Darity - State of Things - WUNC Radio -
    June 2006

15
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16
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17
Bright IDEA 2 - A Javits Program funded by the US
Department of Education NCDPI and AAGC - 2004-2009
18
Research Questions
  • What are the dispositions of teachers toward
    gifted children from diverse groups?
  • Can Bright IDEA impact the of children
    identified for AIG programs?
  • What impact will Bright IDEA have on the
    meta-cognitive levels of children?
  • Can the impact be linked to changing the
    dispositions of teachers?

19
Transforming Education for the 21st Century
Learner in K-2 Classrooms
  • In the research program, Bright IDEA,
    participants have 20 days of Intensive
    Professional Development(IPD) that includes
    central office personnel, school-based
    instructional specialists, principals and
    teachers.

20
Professional Development for ALL
  • Tailors gifted methodologies for regular
    classroom teachers to use with all children.
  • Builds on the most advanced research and
    practices.
  • Focuses on empowering regular classroom teachers,
    principals and curriculum specialists, though
    training and mentoring, to become curriculum
    architects for the future.
  • Trains teachers to design interdisciplinary,
    concept-based curricular units based on state
    standards.
  • Infuses thinking skills and Intelligent Behaviors
  • Redesigns classroom environments to meet the
    learning styles of all children

21
Project Bright IDEA II Curriculum and Instruction
  • All educators are taught
  • To unpack the standards for the Big Ideas
    that leads to un-coverage rather than coverage of
    factual knowledge.
  • To unpack the level of cognitive thinking in
    the standards in order to create defensible
    differentiated curricula for all students.
  • To design units of studies with the end in
    mind.
  • To align curriculum, instruction and assessment
    using the Revised Blooms Taxonomy.
  • To deliver instruction through the conceptual
    lens.

22
Findings Include
  • Overall satisfaction with the Bright IDEA program
    the Summer Institute experience
  • Writing the curriculum units achieved the highest
    level of satisfaction
  • Training from the researchers was positive
  • Presentation and involvement of mentors were a
    highlight of the overall program
  • Stress levels of participants were evident when
    complex training was presented
  • Most said that they would never go back to the
    way they had taught

23
Two Major Bright IDEA Lessons Learned in Research
Study
  • Present research and evidence support the
    classroom teacher has the greatest impact on
    student achievement and growth over time.
  • Research and evidence support there is a direct
    relationship between the visionary leadership of
    principals and the success of teachers with
    students

24
Critical Perspective
  • Ultimately there are two kinds of schools
    learning enriched schools and learning
    impoverished schools. I have yet to see a school
    where the learning curvesof the adults were
    steep upward and those of the students were not.
    Teachers and students go hand and hand as
    learnersor they dont do at all. _______Roland
    Barth

25
Final Thought for 21st Century Visionary
Leadership
  • Model
  • It all begins with the principal modeling
    leadership behaviors (traits, attributes and
    behaviors). If the principal wants others to be
    leaders in the school, he/she must demonstrate
    what leadership and life-long learning looks like
    - in action.
  • _______Edward McFarland
  • Project Bright IDEA Principal
  • Wake County Public Schools

26
Bright IDEA Principals..
  • Develop and articulate a shared vision for rigor,
    relevance, and relationships to the faculty and
    stakeholders in the community.
  • Is the instructional leader in the eyes of the
    faculty and the parents.
  • Articulates high expectations for all children.
  • Demonstrates, on a daily basis, the importance of
    concept-based curriculum and instruction.
  • Disseminates the ideas across the state to other
    administrators.

27
Essential Questions for Educators
  • How do we educate the child born in 2000 to live,
    work and compete in the flat world described by
    Thomas Friedman?
  • How will this generation of children grow up with
    the necessary knowledge and wisdom as defined by
    the new 21st century taxonomies, to address
    issues, problems and challenges when solutions
    are complex and not easily definable and
    accessible?
  • Most importantly, how will children have
    meta-cognitive prowess to explore deeper
    questions to ponder and seek solutions to
    problems not yet known?

28
Research Instruments
  • Educators
  • Disposition Questionnaire (pre, middle and post)
  • Satisfaction Survey (end of each year)
  • Reflections based on Specific Training (on-going
    through all the training)
  • Students
  • K-2 Assessments
  • Pre and Post Assessments on Intelligent Behaviors
  • Math Problem-Based Questionnaire - 3rd grade

29
Highlights from Teacher Evaluation of Training
Sessions
  • ? High satisfaction levels with most instructors
    workshops
  • ? These levels increased from first to second
    year due to targeted effort of the team
  • ? Powerful utilization of mentor teachers
  • ? Summer Institute promoted teachers confidence,
    competence, and understanding of the desired
    pedagogy
  • ? Significant differences among counties
    reflected differences in leadership
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