CEPRI Presentation Master Plan Committee on Career Education and Development By Dr. John R. Porter...
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Transcript of CEPRI Presentation Master Plan Committee on Career Education and Development By Dr. John R. Porter...
CEPRI Presentation
Master Plan Committee on Career Education and Development
By
Dr. John R. Porter Jr.
References “A Capital Theory of School Effectiveness and Improvement”
[David H. Hargreaves, Cambridge University, UK] “Transforming the American High School” [Michael Cohen,
Senior Fellow, The Aspen Institute] Research from the Career Academy Support Network (CASN) Research from New Standards Project and the America’s
Choice School Design Model (NCEE) Research by the Matthew Project: National Report (Ohio State
University, Marshall University, Appalachia Educational Lab., 1999)
Author’s experiences as a superintendent of schools, national consultant with the National Center on Education and the Economy (NCEE)
Desired Results Review the context and best practices
lessons from the global “standards” movement in the 1980s and 1990s
Discuss effective design principles and models in the following areas: Governance and Structure Basic Achievement and Literacy Integration of Academic and Career Education
Lessons Learned Overseas Chinese Epigram from Confucius
“A person who learns but does not think is lost.”
“A person who thinks but does not learn is in great danger!”
Recognition of ‘The Knowledge Society’
Globalization and the new information technologies have created a new economic and social order: the “Knowledge Society”
The old factors of production (capital, labor and resources) have largely been replaced with a new set of “knowledge” related factors
Information currently is doubling every five years and by 2020 is expected to double every 73 days.
Much of what is now taught in schools is already, or soon will become, “obsolescent”
Knowing how to learn and create useful knowledge out of the growing mass of information is the key
Global Success Means
Success in the knowledge society and in a world of change requires: Large numbers of citizens need the
capacity to be autonomous, life-long learners
Everyone needs the ability to solve problems and create new solutions
Everyone needs the ability to work with and through others
Educational Challenge
These nations were being asked to do something they have never been asked to do before and were never designed to do: to ensure that all students, without exception and without excuses, attain high standards.
They found that the goal cannot be achieved by working harder at what they have done in the past; it meant working smarter and completely redesigning schools and what happens in them.
9
Change In Belief Systems Old Paradigm
Success is determined by your background (e.g., family income, race, etc.)
The ‘Bell-Shaped Curve’ Lower expectations and
standards for some students (poverty, language barriers)
Schooling has a minor influence on results
Separate concepts from applications
New Paradigm Success is determined
by your effort All students can reach
high standards–if time, instruction and materials are modified
Schools can be designed to make students “smarter”
Integrate concepts with applications
Benchmarking Research on High Performing Systems Overseas
The schools in these countries are: Standards-driven (national standards in all
subjects) Organized to honor effort first; Humanities-based the first 8-10 years of schooling Combine strong academics with contextual and
applied learning strategies Align their standards with the curriculum and all
assessments Designed to have students “demonstrate”
knowledge through exhibitions, oral as well as written assessments, and projects
Benchmarking (Continued # 2)
Organized to have core teachers stay with students for two or more years
Structured to allow common planning time for all core teachers
Designed to have longer school calendars for students (190 – 210 days), hours per day are about the same
Equal emphasis on intellectual and social capital Have students leave high school with either an
“academic,” “technical,” or “dual” credential(s) [e.g., like AP / IB endorsements but in all disciplines]
Benchmarking (continued # 3) Teachers have 11-12 month contracts (at least 15-20
professional development days per year) Governing and structural entities that exist between the
“state” and individual “schools” are there only for monitoring and support
Separate entities at the State-level for standards/accountability/assessment vs. operations and support (Scottish Qualifications Authority vs. Ministry of Education and Economics)
Changes and best practices are systemically implemented (e.g.,many local directors of education-equivalent to our superintendents-stay in their position 12-15 years)
Examples:Intellectual Capital
Create learning communities within departments, teams, the school and the district (system)
Enhance “internal” and “external” professional networks among teachers [e.g., national professional teaching networks in various subject areas.]
Develop and model a “standards-based” culture of practice [ e.g., strong rituals and routines by subject areas, focus on student work]
Examples: Social Capital Expand “real life” extra-curricular activities
in adult-like roles [e.g., internships, cross-age teaching, assisting with the various school offices, more student leadership within vertical teams]
You cannot have strong “intellectual” capital without strong “social” capital within a school or district
Change Leverage-Overseas
ExhaustedFrustration
Short-termeffectivenessand burn-out
Cynicaltokenism
Highleverage
Diagram 1: Leverage Output––Quality and
QuantityLow High
High
Low
Input––Energy
The Future Challenge! What if…...
Through a new Gates Foundation grant to the State (20 million dollars a year for twenty years...), the Governor,State Board of Education and other key stakeholders have accepted the ‘challenge’ to graduate 70% or more of Florida’s students from high school to either be ready for entering the ‘sophomore’ year at a Florida state college or university campus or successfully complete their associate of science degree (AS Degree) in an occupational or technical field (upon graduation from high school).
50% of the grant may go to enhance the current state incentive funds (for academic performance or improvement).
10% bonus funding if a ‘high percentage’ of Florida’s high school graduates successfully complete college within ‘five years’ and/or stay in their career path for the same length of time.
This starts with the 9th grade class of 2005!
What Would Have to Change? Select Any Two
Expectations Standards Curriculum Organization Partnerships Professional
Development Resources Other
Schools Districts/Communities
State
The Purpose Schooling
What criteria should be used in crafting a mission statement for the new Gates Foundation challenge?
Mission Statement Examples Example One: Success in today’s society requires the
development of a sense of human dignity, an understanding of social responsibility, an appreciation for the benefits of civic participation, and the ability to think critically. The mission of _______School District will be to challenge its students to attain the knowledge, skills, and attitudes necessary to become productive citizens in the twenty-first century.
Example Two: Our mission is to offer an exceptional academic program embedded in the communication arts as an integral part of an enriching curriculum that develops students’ abilities to communicate effectively, to reason critically, and to analyze and solve problems logically.
Mission Statement Examples Example 3:The mission of this school district
is to make sure that all those who enter in elementary, middle or high school graduate with the skills and knowledge needed to attend college without remediation and, once having achieved that, have an opportunity to pursue, at their own choice, either a program preparing them for a selective college or a demanding technical and professional program leading to a high school diploma.
Effective Design Principles Governance and Structure Basic Achievement and Literacy Integration of Academic and Career
Education
Governance and Structure (1) In high performing systems, school
governance has been redesigned to: Promote high expectations and standards Focus on results-not process Implement incentives (rewards and consequences
that make sense) Create devolution of authority (meaningful site-
based leadership)
Governance and Structure (2) Redesigned to:
Minimize centralized bureaucracy (shift from regulation and compliance to service and technical assistance)
Focus on policy issues (not management-except for the Chief Administrative Officer)
Have resources re-directed to the most “accountable” entity (teachers and schools)
Advocate market-driven approach (reasonably convenient school choice in a cluster or region)
Governance and Structure (3) District Size and Achievement
Mixed data from the 1980’s to present A community’s relative poverty or affluence is a likely
indicator of size-relevant variability (small districts have positive gain primarily in low SES communities)
District structure that supports strong community, parent/home involvement (e.g.,US Military Schools)
Generally, districts that have sustained leadership, are part of a strong-community identity, foster strong school autonomy and focus on support are more successful
The search for the optimal district size continues!
Governance and Structure (4)
Examples of large systems that behave ‘small’: Edmondon, Alberta, Canada (decentralized
authority and resources) Scotland/UK (integrate with local jurisdictions) Victoria, Australia (no school districts) Kentucky (district/board accountability) North Carolina (strong partnerships) Hawaii (cluster concept)
Governance and Structure (4) Reasons for dealing with school size
Poor student attendance Low student achievement (many students below the 25% on
accountability testing) High drop-out rate (60% or more in some urban settings) Poor engagement in learning Weak academic environment Teacher alienation Bureaucracy in large schools organizes for failure
Review of the Literature Students in small schools are more likely to stay in school, pass
major subjects, graduate and go onto college Disadvantaged students in small schools significantly out
perform those in large schools on standardized tests Size has more influence on student achievement than any other
factor controllable by educators The larger the school the lower the test scores in reading and
mathematics No study found student performance in large schools better than
in small schools The generally advantaged students are less penalized by large
schools than students from poorly educated or low-income families
Review of Literature In small schools, at-risk students are much more likely to
become involved, make an effort and achieve Small schools narrow the gap between advantaged and
disadvantaged students Students are better behaved and less likely to be involved in
violent acts in small schools or after school Small schools personalize learning and schooling, and create a
sense of community and belonging that is essential for most adolescents
Small schools influence students’ post-high school behavior, including college attendance
Small schools create greater collegiality among the adults, build teacher ownership and commitment, and foster a true learning community between students and teachers
School Design and Size (4) THE SUCCESS OF SMALL SCHOOLS IS ATTRIBUTABLE TO:
An unconventional organizational structure A setting that operates more like a community than a
bureaucracy Small size (but not at the expense of good teaching and
learning) Autonomy (facilities, budget, etc.) Teachers staying with the same students for longer periods
of time Meaningful “focus-areas” or themes (not just on paper)
School Design and Size (5) SOME IMPORTANT CAUTIONS
No magic bullet
No fail-safe solution
School Design and Size (6) Hard choices for districts and schools
Internationally effective grade-level configurations are: 1) K-12 (same campus), 2) K-8 along with 9 -12, 3) K-6 along with 7-12. Recommended maximum school size =1453 students
Options for large schools: 1) create a series of multiplexes of small separate schools or 2) create a series of small schools-within-schools (all with separate autonomy and identity)
Designing Small Schools for ResultsStructural Components
Double Periods of ELA andMath
Teachers stay with the samestudents for at least two years
Students work in a portfolio-based culture
Year-to-year decision on ramping-up needs
Tutoring by the same core teachers
Instructional Components
Standards-based
Strong rituals and routines
Leveled text
Literacy and math skills taught Across the curriculum
Relearning skills taught in context
Class and individual performancetargets
Basic Achievement and Literacy
Connected to an effective school design structure
Good strong principles of teaching and learning
Research-based strategies Strong curriculum Connected safety nets and support services Meaningful parent engagement
High-Performing Schools
Instruction is aligned.
Student performance really matters.
School culture focuses on student work.
Professional development is aligned to
bring about system-wide change.
12
Focused Teaching
Level of challenge
Level of competence
Zone of p
roxim
al develo
pment
Anxiety
Boredom
Scaffolding occurs through
the support of the “more knowing
other”
Source: Zone of proximal development, Vygotsky, 1978
Matching the difficulty of the task to the ability of the student
31
Three Elements of Effective Pedagogy
InstructionalStrategies
ManagementTechniques
Effective Pedagogy
CurriculumDesign
Our Challenge in America
Help bring all students to high levels of performance, including:
Students whose first language is not English
Special Education students
Struggling students (literacy and math)
Gifted students who are bored
Where We Need To Go
State Content Standards [Knowing and Doing]
National PerformanceStandards [Work that meets standards]
Teach to the “Highest Standards”
Literacy and Math Acceleration Strong rituals, routines and artifacts Research-based Literacy program
Readers Workshop Writers Workshop
Research-based Mathematics program Tutoring by the same core teachers (ELA, Math) Safety-nets (during the week and Saturdays) Summer Bridge (some students should never have
‘Summer-Off’)
1
Example:Research-Based Literacy Program
2
Writers Workshop Monographs Genre Studies Writers Workshop Lessons
Readers Workshop Monographs Author Studies
Ramping up
Writers Workshop
3
Readers Workshop
9
Conceptual Understanding Standards Number and operation concepts Geometry and measurement concepts Function and algebra concepts Statistics and probability concepts
Problem Solving and Mathematical Reasoning Mathematical Skills and Tools Mathematical Communication Putting Mathematics to Work
10
Example: Research-Based Math Program
Safety-Net Consideration
Curriculum and program Organization and operations Staffing and staff training Student identification and enrollment Facilities and resources
17
Integration of Academic and Career Curriculum Responsibility of K-12
all students meet high academic standards Academic concepts should be taught in some context
(applied learning, K-12) Strong humanities-based curriculum up to Grades 9 or
10 (with an earned credential) All students should have a meaningful career
exploration experience (e.g., project-based learning, internship, service learning, etc.)
Very adult-like options in Grades 11-12 (with a focus) Best practice and model (Danish Educational System)
Integration (continued 1) Options in high school would include:
Humanities-based focus or major Math/science-based focus or major Career/technical focus or major Dual focus (any combination above) All options have students ready for college (no
remediation) Some students should spend last two years in a
community college (plus receive their high school diploma)
Partners Responsibilities Community College
All career, technical and professional certificates and credentials
Seamless articulation with high schools on all technical/vocational course offerings (no duplication)
Link to industry sectors for standards, new equipment and certification
Assist high schools with “readiness” academic standards in English and Math (joint faculty professional and curriculum development)
Partners Responsibilities (2) Chambers of Commerce
Coordinate all connecting activities between high schools/community colleges and employers
Coordinate and supervise meaningful exploratory career experiences (e.g., job shadowing, guest speakers, mentorship program, internships)
Sustain relationships with employers and providers within a community or region
Partners Responsibilities (3) Workforce Investment Boards (WIB)
Endorse all industry and training certification needs within their region
Fund connecting activities (via the local chambers) Fund planning grants for Career Academies Match funds with local school districts on
acceleration initiatives in literacy and mathematics, Grades 4-9
Where to Start! Career Academies
Best American high school design model connecting strong academics to careers
Strong evidence that the model works (when implemented correctly):
Reduces the drop-out rate Improves academic performance (GPA) Improves daily attendance and credits earned Gets students into college and a career
Career Academy Design (1)
Small learning community (cluster of students and teachers that stay together for at least two years)
College-preparatory curriculum with a career theme (e.g., health, bio-tech, finance, geo-space, education)
Partnerships with community groups, including employers, parents, and higher education
Career Academy Design (2)
ConnectingActivities
Core Academics
Core Subjects
Career Foundation
Electives
Core Subjects
Career Foundation
Electives
Core SubjectsCollege Courses
Paid internship
Mentorship
Program
Job Shadowing
Guest Speakers
Real
Applications
Tutoring
Guidance
WIB/Chamber
Community
CollegeDistrict
StateNew High School Diploma
Career Academy Design (3) System-level recommendations
FLDOE cabinet-level position but housed with the State Director for Workforce Investment
Keeper of the design (state endorsement criteria) New name (e.g., Florida Partnership Academies) Works through regional WIB’s and chambers to drive
the design Oversees “planning grant applications” for WIB funding Oversees professional development training jointly
funded through DOE and Workforce Investment Districts with “endorsed academies” then are eligible
for matching WIB acceleration funds
The Goal for Florida’s Future
“Everyone Needs To Think For A Living!”