Raymond McNulty, Senior Vice President,

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Follow the Child Leadership Institute, NH
Leading The Work
Raymond McNulty, Senior Vice President,
International Center for Leadership in Education
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Outline for the Talk

• Some opening thoughts about education today
• Key learnings from the field
• Items to leave behind
• A few closing thoughts

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Thoughts..
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CLASS OF 2020
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13 Higher SES children (professional)
23 Middle/lower-SES children (working class)
6 Welfare children
Cumulative Vocabulary words
Hart, Betty Risley, Todd Meaningful Differences
in the Everyday Experiences of Young American
Children Baltimore Paul H. Brooks (1995) p. 234
Age of child in months
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The primary aim of education is not to enable
students to do well in school, but to help them
do well in the lives they lead outside of school.
SKILLS
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• Applied Skills
• Critical Thinking/Problem Solving
• Oral Communication
• Written Communication
• Teamwork/Collaboration
• Diversity
• Information Technology Application
• Leadership
• Creativity/Innovation
• Lifelong Learning/Self Direction
• Professionalism/Work Ethic
• Ethics/Social Responsibility

• Basic Knowledge/Skills
• English Language (spoken)
• Reading Comprehension
• (in English)
• Writing in English
• (grammar, spelling, etc.)
• Mathematics
• Science
• Government/Economics
• Humanities/Arts
• Foreign Languages
• History/Geography

Are They Really Ready To Work?
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Job Outlook 2002, National Association of
Colleges and Employers (NACE)
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To Deliver 21st Century Skills Content The
Common Core

• Ready for Work
• Youth Employment Outcomes

Ready for College Academic Outcomes
21st Century Skills Content Information
Media Literacy Communication Critical Systems
Thinking Problem Solving Creativity, Intellectual
Curiosity Interpersonal Skills Self-Direction Acco
untability and Adaptability Social
Responsibility Financial Literacy Global
Awareness Civic Literacy
Specific Vocational Knowledge Skills
Subject Matter Knowledge
Cultural, Physical Behavioral Health Knowledge
Skills
Ready for Life Youth Development Outcomes
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The primary aim of education is not to enable
students to do well in school, but to help them
do well in the lives they lead outside of school.
Students
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What got us to where we are today,will not get
us there!
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AGENTS OF CHANGE
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Key Learnings from the Field
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1. BIG BANG THEORY

• It doesnt work
• Fix whats not working by using dataand advise
  about change in advance

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THE IMPLEMENTATION DIP. THE POSSIBILITY CURVE..
Fullan--1990
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1. BIG BANG THEORY

• It doesnt work
• Fix whats not working by using dataand advise
  about change in advance
• Versions..
• Tweaking practice. Something doable..
  Ambidextrous Organization

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2. INSTRUCTION NOT STRUCTURE

• Every close study of actual classroom practice
  reveals that instruction is typically mediocre.
  The gap to attack here is between effective
  practice and actual practice.

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Some Ideas

• Align Learning Expectations

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Some Ideas

• Align Learning Expectations
• Teach Reading and Writing

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Breaking the Failure Cycle
In working with students who had not become
competent readers by middle and high school it
was clear that they had two significant problems
with respect to reading
Inability to decode and read connected text
fluently.
Inability to create mental models from text.
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What is Fluency?

• Fluency can be defined as the ability to perform
  skills and demonstrate knowledge both accurately
  and quickly, without hesitation. Fluency is the
  building block of expertise in all things that we
  do well.

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Importance of Fluency
. . . the automaticity with which skillful
readers recognize words is the key to the whole
system. The readers attention can be focused on
the meaning and message of a text only to the
extent that its free from fussing with the words
and letters
Marilyn Adams
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Mental Models
Three turtles rested on a floating log, and
a fish swam beneath them.
A mental model consists of mental tokens arranged
in a structure that depicts the situation
described by a text. McNamara, Miller
Bransford, 1991)
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Mental Models
A large part of comprehension ability rests on
the ability to construct appropriate mental
models.
(Bransford, Goin, Hasselbring, Kinzer, Sherwood
and Williams, 1988)
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21st Century Work Force Literacy The Knowledge
Economy

• As much as 80 of all literacy tasks at work
  require document and quantitative information,
  text, media, and responses to nonfiction prose
  text.
• Who in your school is responsible for teaching
  document, quantitative and technological
  literacy?
• Where is it assessed in your curriculum?
• 1982 study showed that high schools spend only 2
  of instructional time on this type of literacy.
• There is an increase, largely due to Internet
  use however, such instruction is still under 20.

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Startling Facts

• 25 of adults in the United States cannot
  understand their pay stub.
• 58 cannot determine the differences between two
  medical benefit options.
• 78 of adults in the United States cannot figure
  out how much interest is paid on a loan.
• 71 cannot figure how many miles per gallon their
  vehicle gets.
• 55 of adults in the United States cannot
  determine the correct dosage of liquid aspirin
  substitute to administer to their child, given a
  label with ages and weights.
• From the 1992 NAL, similar results for 2003 NAAL

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What We Spend Time Doing Gets Done

• Schools now focus on
• Learning Literacy (learning to read, write, speak
  and listen)
• Literacy Learning (using literacy skills to learn
  content)
• We need to spend time, much more time, on
• Literacy to Do (using documents and electronic
  sources to take action, create, and problem solve)

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Literacy is the ability to use printed and
written information to function in society, to
achieve ones goals, and to develop ones
knowledge and potential. - White and McClosky
National Assessment of Adult Literacy, 2003 U.S.
DOE
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Comprehending Literacy in a Global Era

• Quantitative Literacy
• Identify numerical representations and ideas
• Perform computations and solve problems either
  alone or sequentially
• Use numbers embedded in printed materials
• Act with mathematical intent to complete tasks
• Technological Literacy
• Navigate and search using electronic sources
• Production and problem solving
• Compare and use ever-changing media and
  information
• Act upon media and technology based information

• Prose Literacy
• Search
• Comprehend
• Use continuous text
• Documents Literacy
• Search
• Comprehend
• Act upon
• Use non-continuous text in various formats

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Some Ideas

• Align Learning Expectations
• Teach Reading and Writing
• Supervise Teachers

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If You Care About Learning, These Findings Are
Chilling Mike Schmoker

• Classrooms in which
• there was evidence of a clear learning objective
  4 percent
• high-yield strategies were being used 0.2
  percent
• there was evidence of higher-order thinking 3
  percent

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If You Care About Learning, These Findings Are
Chilling

• Classrooms in which
• students were either writing or using rubrics 0
• fewer than one-half of students were paying
  attention 85 percent
• students were using worksheets 52 percent
• Non-instructional activities were occurring 35
  percent

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Some Ideas

• Align Learning Expectations
• Teach Reading and Writing
• Supervise Teachers
• Organize Teachers to Work in Teams

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3. LEARN FROM OTHERS

• Even if they dont look like you!!! (DNA)
• Listening to customers is generally a good idea,
  but not the whole story.
• User centric innovation is nice, but sometimes
  you should ignore what the market or customers
  are saying. The Economist June 9, 2007,

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Outing The Mind

• This according to researcher Andy Clark at
  Edinburgh University is actually how the brain
  works best.

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extended mind through interaction,
collaboration and teamwork

• Richard Ogle
• Smart Mind

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4. PERSONALIZATION

• Not AVERAGES One size doesnt fit all, it fits
  one!

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It is virtually impossible to make things
relevant for or expect personal excellence from a
student you dont know.

• Carol Ann Tomlinson

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You cant teach kids you dont know.
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• Rigor
• Relevance
• Relationships

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• Relevance
• Relationships
• Rigor

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• Relationships
• Relevance
• Rigor

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R x R x R LCWRS

• Relationships X Relevance X Rigor
• Life, College, Work Ready Students

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Increasing Rigor/Relevance
D
C
RIGOR
High
B
A
Low
High
Low
RELEVANCE
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Rigor/Relevance Framework
Relationships
D
C
RIGOR
High
B
A
Low
High
Low
RELEVANCE
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Rigor, Relevance Relationship Framework (3-D
Model)
Rigor
Relationship
Grand Junction, Colorado
Relevance
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Rigor, Relevance Relationship Framework (3-D
Model)
The capacity for student learning is the volume
we created within our 3-D model.
Rigor (20)
20 x 5 x 5 500 learning units
Relationship (5)
Relevance (5)
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Rigor, Relevance Relationship Framework
Relationship
Rigor
Relevance
High Relevance with Low Rigor Low
Relationship We might push students into the high
levels of application without providing them the
foundation of core knowledge coupled with the
safety to take risks.
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Rigor, Relevance Relationship Framework
Relationship
Low Rigor and Low Relevance with High
Relationship.
Rigor
Relevance
If students do not experience high expectation
for learning the content as well as applications
for their learning, we may become more like a
friend than a facilitator of their learning.
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Rigor, Relevance Relationship Framework
Rigor
Relationship
Relevance
To maximize a students learning, it is critical
to keep the balance between all three dimensions.
To optimize the learning for each student, we
must adjust the dimensions to best fit the
situation at hand.
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5. CULTURE

• Culture trumps strategy

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• The culture needs to be supportive, nurturing and
  focused on high expectations for all.
  Collaboration is evident and is seen as the way
  we do business.
• Everyone has a voice.
• Administration and faculty are responsible for
  all students.

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By example, a vision statement helps get people
on board if they already agree on where their
organization should go. Without that consensus,
vision statements wont change behavior?aside
from provoking a collective rolling of
eyes. What You Really Need to Know About Change
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Gauge how strongly your people agree on1.)
Where they want to go 2.) How to get there
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5. CULTURE

• Culture trumps strategy
• When a new strategy is initiated the culture is
  impacted in a number of ways.

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Managing Complex Change
CHANGE
Vision
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Managing Complex Change

Vision
Skills
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Managing Complex Change

Vision
Skills
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Managing Complex Change

Vision
Skills
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Managing Complex Change

Vision
Skills
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Managing Complex Change

Vision
Skills
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6. FOCUS ON STUDENTS

• Make decisions based on the needs of the students
  and use data
• Let students know what the goals of the school
  are
• Listen to the students.

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Selected DataMy Voice Survey (n 150,000)
SCHOOL/CLASSES

• 64 School is a welcoming and friendly place.
• 37 I know the goals my school is working on.
• 49 I enjoy being at school.
• 21 I have never been recognized for something
  positive at school.
• 46 School is boring.
• 58 At school I am encouraged to be creative.
• 38 Students council represents all students at
  school.
• 40 My classes help me understand what is
  happening in my everyday life.

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NATIONAL DATA
Delusional Discrepancies
I am proud of my school. T 81 S 47 I am
excited to be working with students. T
94 Teachers enjoy working with students. S
53 Students have fun at school. T 78 School is
boring. S 48 Students make school an exciting
place to work. T 88 Teachers make school an
exciting place to learn. S 27 I have fun at
school. T 83 Teachers have fun at school. S
36 Learning can be fun. T 99 S 64
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THINGS TO LEAVE BEHIND

• Industrial model of education
• Low expectations for students, especially special
  education and ELL
• Pure disciplines

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THINGS TO LEAVE BEHIND

• Trainings not attended by leadership
• This is the way we have always done it
• Assigning teachers based on seniority

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THINGS TO LEAVE BEHIND

• Using state assessments as the solution to the
  problem

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Outline for the Talk

• Some opening thoughts about education today
• Key Learnings from the Field
• Items to Leave Behind
• A Few Closing Thoughts

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Is my desire for success to improve my system or
classroom strong enough to prompt me to change my
thinking?
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Am I unleashing the enthusiasm of possibility
thinking to find solutions for even seemingly
impossible situations?
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The things we fear most in organizations,
fluctuations, disturbances, imbalances, are the
primary sources of innovation.

• Meg Wheatley

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The Invisible Difference
Passion
Commitment
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Follow the Child Leadership Institute, NH
Leading The Work
Raymond McNulty, Senior Vice President,
International Center for Leadership in Education