General

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A COMMUNITY OF LEARNERS
FOCUS on PURPOSE
AAESQ / IDC Conditions for Reform May 16, 2007
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School Reform in Dimensions
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3
OUTLINE

• VlSIONS OF CHANGE

CURRICULAR COMPONENTS
MANAGING SCHOOL REFORM

TAKING THE CHANGE DIP
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• V
• I S
• I O N
• M A K I
• N G I S T
• H E P R O C
• E S S O F C O
• N N E C T I N G A
• C T I O N S T O V A L U E S

A B C D E F G H I
1 5 7 10 20
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Visions of Change

• There is no more powerful engine driving an
  organization toward excellence and long-range
  success than an attractive, worthwhile, and
  achievable vision of the future, widely shared.

from Visionary Leadership, Burt Nanus,
Jossey-Bass, 1992
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Vision for Schooling

• To educate successfully as many students as
  possible with the understanding that success is
  not defined in the same way for everyone.

Reaffirming the Mission of Our Schools
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Mission of the School

• to Instructtransmission of knowledge
• to Socialize development of responsible citizens
  in society
• to Qualifyproviding skills for future schooling
  and careers

Québec Schools on Course / Education Act - Art.
36
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Agents of Change

• Law 107 Establishment of Linguistic School
  Boards
• Law 180 Establishment of Community Schools
• Reaffirming the Mission of Our Schools
  Initiation of Curriculum Reform

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the Knowledge Inversion
ANCIENT ROME
RENAISSANCE
1700-1800s
20th Century
Cultural Change
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the Knowledge Inversion
Life Expectancy
70s
50
40
30
25
ANCIENT ROME
RENAISSANCE
1700-1800s
20th Century
Cultural Change
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A Constructivist Reform
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The critical questionWhats it all about?

• What is the one most important skill, competency
  or ability that you would want adolescents to
  take with them when they leave high school?

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Skills Children Will Need

• 1. The ability to learn.
• 2. The ability to communicate clearly, concisely
  and persuasively.
• 4. The ability to think and reason.
• 5. The ability to be creative.
• 6. The ability to get along with people.
• 7. The ability to lead, but also take directions.
• 8. The ability to speak in public.
• 9. An understanding of how business works.
• 10. The ability to use technology.
• 11. The ability to work for and by themselves.
• 12. The ability to harness their own talents.

adapted from The Future of WorkGetting Kids
Ready, Richard Worzel, Trimark Investment, 1999
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Curricular Components

• Compentecy Defined
• Generic Skills
• Cross-Curricular Themes

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Competency Defined

• A competency is the capacity to carry out
  activities or tasks by drawing on a variety of
  resources, including knowledge, skills,
  strategies, techniques, attitudes and
  perceptions..

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Generic Skills(Cross-Curricular Competencies)
STUDENTS World View
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Intellectual Methodological Skills

• Solve problems and make informed decisions based
  on critical and creative thinking.
• Research and process information from a variety
  of sources.
• Plan, carry out and evaluate an individual or
  group project.
• Work alone or with several other persons in order
  to arrive at a definite result with set
  conditions.

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Personal Social Skills

• Increase their knowledge of themselves, others
  and their environment to develop identity.
• Adopt preventative, safe behaviours that promote
  growth and living harmoniously with others.
• Use resources at their disposal to promote
  personal well-being and that of the group.
• Show sensitivity to aesthetics in their dealings
  with others and their environment.

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Language Skills

• Establish relationships with others by using
  means appropriate to situations and contexts.
• Use the language of instruction correctly in
  everyday situations.
• Communicate and express themselves clearly,
  verbally and in writing.
• Understand and interpret various documents.
• Use different technologies to transmit and
  receive messages.

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Lifelong Learnings
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Media Education Technologies

• At school, information and communications
  technologies must be considered a learning focus,
  a tool to facilitate learning and a means of
  accessing knowledge that is within the reach of
  all students.

Agir autrement - Politique de lautoroute de
linformation
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Health, Safety Sex Education

• Schools will encourage students to adopt safe
  and preventive behaviours that are conducive to
  maintaining or improving their health and that of
  others ... in the broader sense of physical,
  psychological, cultural, ethical and social
  well-being.

General Guidelines for the Development of the
Québec Education Program
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Educational Vocational Info.

• The goal of schools is to help students
  gradually anticipate the future and select the
  occupational path that best corresponds to their
  capacities and interests in a world that is
  undergoing far-reaching change.

Reaffirming the Mission of Our Schools
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Intercultural Education

• Along with citizenship education and
  international understanding this field is
  related to exercising ones responsibility as
  citizens in a society marked by cultural
  diversity and globalization.

General Guidelines for the Development of the
Québec Education Program
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Consumer Education

• ...Is related to the satisfaction of needs and
  the relationships of individuals with the
  environment and being aware of practices likely
  to ... prevent them from discharging their
  responsibilities as members of society.

Reaffirming the Mission of Our Schools
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Environmental Education

• ...Aims at conserving resources and promoting
  sustainable development by inviting students to
  take concrete action to help protect the
  environment.

Reaffirming the Mission of Our Schools
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Managing School Reform

• Change of Attitudes
• Re-Organisation of School
• Program Development
• Coherence of Components
• Professional Development
• Collaborative environment

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• Program establishment is one of the most
  sensitive elements ... it has a significant
  structural impact on the curriculum as applied
  in the classroom

Québec Schools on Course - Policy Statement
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• In order to allow the planned changes to
  improve the quality of students education, we
  must first alter the educational environment
  within which they are to take place.

Québec Schools on Course - Policy Statement
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• ...schools must break with traditional views of
  schooling, existing educational structures, the
  current division of responsibilities and certain
  acquired privileges.

Final Report of the Estates General
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A 4-Dimensional View

• We must create the conditions which empower
  principals to take the risks required for
  successful school reform.

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SCHOOLBASED REFORM
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Curricular Dimension

• This is the perspective that outlines the
  expectations and sequence of learning withinthe
  settings of formal schooling.

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Curricular Dimension

• GOALS
• instruction socialisation qualification
• FRAMEWORK
• policy / programs / timeframes / workloads /
  climate / settings
• CONTENT
• teacher students as collaborative sources of
  knowledge information
• CONTEXT
• situation of learning between learners
  perception global realities
• INTEGRATION
• use of projects, themes issues to propel
  cross-curricular learning
• GENERIC SKILLS
• social , life work competencies essential to
  productive citizenship
• CONTINUITY
• patterns of learning which are woven together
  with specific competencies
• TRANSPARENCY
• learning as a natural voluntary activity akin to
  pre-school development
• FLEXIBILITY
• instructional strategies attuned to individual
  interests, abilities styles

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SCHOOLBASED REFORM
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Structural Dimension

• This perspective defines the settings and
  conditions within which learning takes place.

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Structural Dimension

• CULTURE
• local global contexts within which learning
  activities take place
• GOVERNANCE
• school community develops implements the
  mission of the school
• POLICY
• framework is constructed which insures the vision
  of the collective
• ENVIRONMENTS
• settings for learning which are responsive to
  diverse learning needs
• TEACHING TEAMS
• collaboration must be reinforced by the provision
  of time resources
• TIME FRAMES
• provision of appropriate sufficient
  opportunities for successful learning
• WORKLOADS
• fluid application of global timeframes to provide
  for innovative groupings
• REPORTING
• reporting must reflect the dynamics of learning
  presentation styles
• SUPPORT
• expression provision of support become the
  indicators of leadership

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SCHOOLBASED REFORM
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Personal Dimension

• This perspective portrays the stakeholders and
  their roles in the implementation of the schools
  mission.

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Personal Dimension

• LEARNER
• responsible for learning within the range of
  personal maturity potential
• TEACHER
• acts as the co-ordinator of learning activities
  a facilitator of learning
• PARENT
• reinforces learning exploration by
  supplementing in-school activities
• PRINCIPAL
• sets the educational climate perpetuates the
  learning organisation
• PARTNERSHIPS
• groupings of critical interested stakeholders
  which facilitate learning
• PROFESSIONALS
• provide expertise resources to partnerships in
  classrooms schools
• SCHOOL BOARD
• sets the framework for the governance, mandate
  operation of schools
• COMMUNITY
• the environment support system within which the
  school evolves
• SOCIETY
• establishes collective values sets the
  expectations of citizenship

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SCHOOLBASED REFORM
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Interactive Dimension

• This perspective illustrates the contexts within
  which partners in the school community
  communicate and co-operate.

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Interactive Dimension

• VALUES
• societal expectations for appropriate conduct
  behaviour of constituents
• VISION
• expression of the collective sense of
  determination, direction destiny
• EXPLORATION
• freedom to learn discover in natural,
  un-prescribed relational patterns
• DIALOGUE
• the capacity to interact, share compromise on
  issues of importance
• NETWORKS
• establishment of groups which share common views,
  needs resources
• CONSENSUS
• the art of generating a collective viewpoint
  without polarising partners
• EDUCATIONAL PROJECT
• the expression of the character, culture vision
  of the school community
• FEEDBACK
• reacting to inviting reaction to a variety of
  perspectives viewpoints
• RE-LEARNING
• the ability to explore established assumptions
  with a critical perspective

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SCHOOLBASED REFORM
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Coping with Change

• Transformational Leadership
• Taking the Change Dip
• Windows of Change
• Vehicles for Change

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Transformational LeadershipTHE HALLMARK OF
PUBLIC CONFIDENCE

• Collaboratively identify new vision for the
  school.
• Promote a consensus on group goals.
• Set high expectations for teachers (pupils).
• Set examples to follow by their behaviour.
• Respect the teacher (pupil) as an individual.
• Cause teachers to adapt teaching for improvement.
• Promote a school culture focusing on continuous
  improvement of services for students.
• Structure school to enhance group decision making.

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• empowerment

1. to give or delegate power or authority to
authorize. 2. to give ability to enable or
permit.
Collins New English Dictionary
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the Change Dip
Adapted from DBM Consultants
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Windows of Change


Drive
Team

Styles
Goals
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TEAM DEVELOPMENT
FORMING
STORMING
NORMING
PERFORMING
adapted from Developmental Sequence in Small
Group B. W. Tuckman, Psych. Bulletin, 1965
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PERSONAL DRIVE
GET APPRECIATED
GET IT DONE
GET ALONG
GET IT RIGHT
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LEADERSHIP STYLES
Directing
Coaching
Facilitating
Delegating
adapted from Developmental Sequence in Small
Group B. W. Tuckman, Psych. Bulletin, 1965
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INTERRELATED GOALS
solo CONTEXT group
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Vehicles for Change

• Reform Plan of Action
• School Self-Assessment
• Schools Educational Project
• Staff Professional Development
• School Improvement Partnerships
• Classroom Technology Projects
• Innovation Projects Grants

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Answer Period
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