9
and
learning
experiences are moved
from low-level to high-
level thinking.
At the first of the
seven full-day sessions,
we spent the entire day
digging into the “Why?”
We engaged in the
thought
experiment,
“Because of digital
technologies, our world
today is more…” We
talked
about
the
implications for learning
and schooling, and
through the process we
came to a shared
understanding of why we need to change education.
Perhaps even reinvent it, as Tony Wagner suggests.
We also discussed the importance of providing
ongoing consistent feedback to our teachers, utilizing
reflective questions to trigger professional reflection
and growth. In the end, we are creating ownership
through a process of doing the work together. Not buy
-in, but ownership.
Our team ended our first training session by
joining a Google+ Community we set up for the group
to continue the collaborative conversations and
dialogue that we all share with an outcome of building
a shared understanding, collaboration and
professional growth.
During the coming year, CCSD 59 will focus on
movements in education and what they mean for our
school district. To frame our discussions, we will
utilize the National Educational Technology
Standards for Administrators (NETS-A), ISTE’s list of
Essential Conditions for successful technology
integration and implementation, NCTE’s 21st Century
Literacies framework, and other helpful models.
Throughout our conversations, we will focus on
meaning-making
and
practical leadership,
including:
Competency-based education and methods of
feedback that shift the focus from seat time to
learning mastery.
Project-
and
inquiry-based
learning
environments that emphasize greater student
agency and active application of more
cognitively-complex thinking, communication,
and collaboration skills.
1:1 computing initiatives (and concurrent
Internet bandwidth upgrades) that give
students powerful digital learning devices and
access to the world’s information, individuals,
and organizations.
The expansion of digital and online (and often
open access) information resources that
increase the availability of higher and deeper
learning opportunities.
Online communities of interest that
supplement and augment more-traditional
learning communities that are limited by
geography and time.
Adaptive software and data systems (and
accompanying organizational models) that
can facilitate greater individualization of
learning content and pace.
Alternative credentialing mechanisms that
enable individuals to quickly reskill for and
adapt to rapidly-evolving workforce needs and
economic demands.
Simulations and problem-based learning
experiences that foster students’ ability to
engage in authentic, real-world work.
Laptops are required at all sessions and all
participants are expected to be an active contributor
and hands-on participant.
Thus far, the Leadership Academy has surpassed
my expectations in terms of creating opportunities for
professional dialogue, problem solving, at times
debate, and ultimately improving our collective
practice. Think about the power of having the entire
administrative team together to engage in crucial
conversations and wrestle with the concepts. We
have a great deal of learning, and thinking, and
challenging, and inspiring ahead. We are incredibly
excited for what that will mean for our students.
(Continued from page 8)
