Leadership Matters January 2014

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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

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.

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

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