UIC World Class Education Colloquium Summarizing Our Path – Reviewing the December 5, 2011 Session...

UIC World Class Education Colloquium

Summarizing Our Path –Summarizing Our Path –

Reviewing the December 5, 2011 Reviewing the December 5, 2011 SessionSession

Launching Today’s SessionLaunching Today’s Session

Concluding the Colloquium SeriesConcluding the Colloquium Series

Moving ForwardMoving Forward


Why this Why this colloquium series?colloquium series?

Why now?Why now?


Potential Colloquium Outcomes – Most to Least Potential Colloquium Outcomes – Most to Least AmbitiousAmbitious

1. Gathered key presenters at local, national, and international levels to address what world class education means in Illinois

2. Demonstrated impact on state & local educational policy, practice, and goals

3. Clear recommendations for policy change

4. Documented consensus commitment: of significant number of participants to action on one or more specific educational initiatives

5. Support of selected participant organizations’ efforts to create strategic plans aligned with colloquium proceedings

6. Inventory of illustrative priority actions

7. Consensus inventory of current policies and practices in Illinois that warrant deeper examination

8. Dedicated website to support awareness and planning post colloquium

9. Evidence of awareness among Colloquium participants about the distinctions between the U.S. and higher-performing nations


Birth to 20: What will it take in Illinois and Birth to 20: What will it take in Illinois and Chicago?Chicago?

September 26, 2011September 26, 2011ThemeTheme

December 5, 2011December 5, 2011ThemeTheme

April 2, 2012April 2, 2012ThemeTheme

ExemplarExemplarss

EquityEquity ActionAction

Who is Who is “doing it “doing it right” and right” and how are they how are they doing it?doing it?

How do we How do we ensure ALL ensure ALL Illinois Illinois children get children get the best?the best?

What must What must WE do now WE do now to leverage to leverage the changes the changes we we envision ?envision ?


Christopher Koch, Illinois State Superintendent of Schools

Jean-Claude Brizard, Chief Executive Officer, CPS

Lon S. Kaufman, Provost and Vice Chancellor, UIC

Marc S. Tucker, President, National Center on Education & the Economy

Charles E. Pascal, Professor, Ontario Institute for Studies in Ed (OISE)

Noemi Donoso, Chief Education Officer, CPS

Diana Mendley Rauner, President, Ounce of Prevention Fund

José Torres, Superintendent, Elgin School District U-46

All of their presentations and remarks may be found on our website, All of their presentations and remarks may be found on our website, worldclasseducationillinois.org.worldclasseducationillinois.org.

Session I – September 26, 2011 Session I – September 26, 2011 Speakers and PanelistsSpeakers and Panelists


Session II – December 5, 2011 Session II – December 5, 2011 Speakers and PanelistsSpeakers and Panelists

Paula Allen-Meares, Chancellor, UIC, Vice-President, University of Illinois

Steven E. Tozer, Professor, Educational Policy Studies, UIC, Director, Ed.D.

Pasi Sahlberg, Director General, Finland Ministry of Education

Charles M. Payne, Jr., Professor, University of Chicago, Social Service Admin.

Christopher Koch, Superintendent, Illinois State Board of Education

Carol D. Lee, Professor, Northwestern University, Education & Social Policy

Karen V. Saffold , Chief of Elementary Schools, Rock Island Network, CPS

All of their presentations and remarks may be found on our website, All of their presentations and remarks may be found on our website, worldclasseducationillinois.org.worldclasseducationillinois.org.


Yong Zhao, Professor, University of Oregon

Jean-Claude Brizard, Chief Executive Officer, CPS

Miguel del Valle, Chair, Illinois P20 Council

Jennifer Gill, Principal, McClernand School, Springfield IL

Beverly Gulley, Co-Chair, Council of Chicago Area of Deans

Linda Lenz, Publisher, Catalyst Chicago

Gillian McNamee, Director of Teacher Education, Erikson Institute

Sharon Thomas Parrot, Senior Vice-President, DeVry, Inc.

Sylvia Puente, Director, Latino Policy Forum

Kojo Quartey, Provost, Chicago City Colleges

Darren Reisberg, Deputy Superintendent and General Counsel, ISBE

Session III – April 2, 2012: Speakers and Session III – April 2, 2012: Speakers and PanelistsPanelists


Major Take Aways from December Major Take Aways from December 5:5:

The Finnish WayAcademics v. Holistic

Standardization v. PersonalizationCompetition v. Community

Choice v. EquityAccountability v. Trust

Three Questions for Illinois:1. Do we need all that standardized testing?2. Can we do more to improve well-being?3. Could vocational education options be enhanced?


The U.S. has slipped well behind other nations in literacy, math, and science.The U.S. has slipped well behind other nations in literacy, math, and science.

The reform strategies in successful countries are significantly different from The reform strategies in successful countries are significantly different from the reform strategies used in the United States.the reform strategies used in the United States.

U.S. initiatives are neither systemic nor cost effective.U.S. initiatives are neither systemic nor cost effective.

What We Learned in Session #1:What We Learned in Session #1:


7 Strategies for 7 Strategies for SuccessSuccess

From Marc. S. Tucker’s From Marc. S. Tucker’s Standing on the Shoulders of Standing on the Shoulders of GiantsGiants

Aggressive international benchmarking Powerful, coherent, aligned instructional systems Systems designed to get all students to high

standards Funding systems that put more money behind

students who are harder to educate High quality teaching force Workplace organized and managed along

professional lines, not industrial lines Coherent education systems


Major points:

U.S. should try to learn from other countries’ educational reform processes and results

U.S. should view other countries’ successes in cultural contexts – ours and theirs

“Fixing” schooling will require commitment beyond the education arena.

Public and private sectors should collaborate with education agencies on a few priorities that have the greatest promise of genuine impact

Looking ahead to April 2: Keynoter Yong Looking ahead to April 2: Keynoter Yong Zhao, Author of Zhao, Author of “Catching Up or Leading “Catching Up or Leading

the Way”the Way”


Achieving Whole System Reform: The Right DriversAchieving Whole System Reform: The Right Drivers (Fullan)(Fullan)

“Drivers are those policy and strategy levers that have the least and best chance of driving successful reform.”

Criteria for successful drivers: Foster intrinsic motivation of teachers and studentsFoster intrinsic motivation of teachers and students Engage educators and students in continuous Engage educators and students in continuous

improvement of instruction and learningimprovement of instruction and learning Inspire collective or team workInspire collective or team work Affect all teachers and students – 100%Affect all teachers and students – 100%


Today’s theme: Today’s theme: ActionActionWhat must WE do now to What must WE do now to leverage the changes we leverage the changes we envision ?envision ?One of the many definitions of “action” in the Merriam-Webster online dictionary is, “the accomplishment of a thing, usually over a period of time, in stages….”

This is the type of action we envision as we aim to improve education for all Illinois children.


How are these two questions related?How are these two questions related?

For our children, we want fulfillment as:For our children, we want fulfillment as:

WorkersWorkers

CitizensCitizens

PersonsPersons

What can we expect education to contribute to this What can we expect education to contribute to this fulfillment? fulfillment?

What does it mean to be What does it mean to be educated?educated?

What do we want for our What do we want for our children?children?


What “Actions” has the Colloquium What “Actions” has the Colloquium generated?generated? Some envisioned colloquium goals were witnessed; Some are yet to be

realized. Among colloquium outcomes were:

Gathered key presenters at local, national, and international levels to address what world class education means in Illinois

Supported selected participant organizations’ efforts to create strategic plans aligned with colloquium proceedings

Created a dedicated website to support awareness and planning post colloquium

Evidenced awareness among Colloquium participants about the distinctions between the U.S. and higher-performing nations

Motivated dialogue about the current state of education in Illinois and how effective change may occur


What are the most important What are the most important issues we should now issues we should now address?address?

What should we start doing?What should we start doing?

What should we stop doing?What should we stop doing?

What should we do differently?What should we do differently?


We know what a classroom should look We know what a classroom should look likelike

We know what a school should look like We know what a school should look like

Do we know what a system should look Do we know what a system should look like?like?

Enlarging the Education Enlarging the Education PicturePicture


What is Systems Thinking?What is Systems Thinking?

Systems thinking is the process of understanding how things influence one another within a whole….In organizations, systems consist of people, structures, and processes that work together to make an organization healthy or unhealthy.

Systems thinking offers a powerful perspective and a set of tools that can be used to address the most stubborn problems.

Adapted from Systems Thinking, Wikipedia, 2012


A Fantasy SystemIdeally, a healthy system would operate like a “well-oiled machine.”

•Each person would know and understand their roles and how their work contributes to the system’s successful conduct.

•The connections among parts in the system would be clear and needed adjustments, therefore, more easily achieved.

•Outcomes would be more predictable because it would be easy to see what was “fed” into the system.

This is a greatly oversimplified scenario but the graphic does demonstrate that the actions/ movement of any one component continues to have an impact on every other part to a greater or lesser degree across time.


Richard Elmore cites the term “loose coupling” as frequently used Richard Elmore cites the term “loose coupling” as frequently used to describe the manner in which education and our schools are to describe the manner in which education and our schools are organized. organized.

In short, it means there is a serious disconnect between In short, it means there is a serious disconnect between components and that many people/parts are not exercising their components and that many people/parts are not exercising their assigned functions in ways that would make the system work assigned functions in ways that would make the system work optimally. There is a great deal of “silo-ing” and deliberate optimally. There is a great deal of “silo-ing” and deliberate buffering – none of which leads to either long-term or whole buffering – none of which leads to either long-term or whole system improvement.system improvement.

Education Systems – A “Loose Coupling” at Best

Elmore states, “Schools are Elmore states, “Schools are almost always “aboil” with almost always “aboil” with ‘change,’ but they are rarely ‘change,’ but they are rarely involved in any deliberate involved in any deliberate process process of improvementof improvement.”.”


Per Michael Fullan, education systems are dynamic and Per Michael Fullan, education systems are dynamic and complex. Educational change will continue to be non-linear – complex. Educational change will continue to be non-linear – unfolding in a broken back-and-forth fragmented manner. unfolding in a broken back-and-forth fragmented manner. Further challenging change endeavors is that education Further challenging change endeavors is that education institutions are nested in the broader context of community and institutions are nested in the broader context of community and politics. Fullan advocates “turning systemic thinking on its politics. Fullan advocates “turning systemic thinking on its Head.”Head.”

Educational Systems – An Alternate ViewEducational Systems – An Alternate ViewNot so Simple – In Fact, Highly ComplexNot so Simple – In Fact, Highly Complex

Ask, “How can we focus our efforts Ask, “How can we focus our efforts at the bottom so that there is at the bottom so that there is some chance to achieve some chance to achieve widespread improvement under widespread improvement under the conditions of nonlinearity in the conditions of nonlinearity in the ‘big’ system?”the ‘big’ system?”

Fullan, Michael. Turning Systemic Thinking on its Head


Broadly, Fullan’s suggested strategies are:Broadly, Fullan’s suggested strategies are:

Networking Networking – action-oriented and purposeful; can lead to – action-oriented and purposeful; can lead to “coherence-making” if there are the right mechanisms, skills, and “coherence-making” if there are the right mechanisms, skills, and supports to build capacity. Reculturing and restructuring are needed supports to build capacity. Reculturing and restructuring are needed so that networking does not become another fragmentation.so that networking does not become another fragmentation.

Reculturing and RestructuringReculturing and Restructuring – – ReculturingReculturing is the process of is the process of developing new values, beliefs, and norms; building new conceptions developing new values, beliefs, and norms; building new conceptions about instruction and new forms of professionalism for teachers. about instruction and new forms of professionalism for teachers. RestructuringRestructuring concerns changes in roles, structures, and other concerns changes in roles, structures, and other mechanisms that enable new cultures to thrive.mechanisms that enable new cultures to thrive.

Fullan, Michael. Turning Systemic Thinking on its Head

Where WE Might BeginWhere WE Might Begin

Fullan further cautions that neither top-down nor bottom-up Fullan further cautions that neither top-down nor bottom-up strategies will work by themselves. The bottom and the top must strategies will work by themselves. The bottom and the top must work in combination to maximize impact on learning outcomes on a work in combination to maximize impact on learning outcomes on a large scale.large scale.


Education Policy

Early Childhood Education

Teacher Preparation

Instructional Practice

School Leader Preparation

Elementary Education

Secondary Education

Career Education

Standards

Assessment

Higher Education

Some of the many components to be considered Some of the many components to be considered “systemically”!“systemically”!

•Selected system components below are in random order.

•How will the change you advocate interact productively with these elements?

Family & Community

Social & Emotional Supports

The Whole Child

Special Needs

Professional Development

Data/Evidence

ResearchDiverse

Populations

Funding

Curriculum Content

Equity

Birth to 20 Continuum


Keeping our Eye on the Prize… Keeping our Eye on the Prize… Improving Instruction and LearningImproving Instruction and Learning

Per Richard Elmore, “You don’t change performance without Per Richard Elmore, “You don’t change performance without changing the instructional core….The relationship of the teacher and changing the instructional core….The relationship of the teacher and the student in the presence of content must be at the center of the student in the presence of content must be at the center of efforts to improve performance.”efforts to improve performance.”

“If you push an organization and you don’t have a theory about how If you push an organization and you don’t have a theory about how it shows up in teaching and learning, you’re basically causing it shows up in teaching and learning, you’re basically causing people to do rain dances.” people to do rain dances.” Richard Elmore

Elmore’s strategies for increasing learning and Elmore’s strategies for increasing learning and performance are:performance are:

Increase the knowledge and skills of teachersIncrease the knowledge and skills of teachers

Change the contentChange the content

Alter the relationship of the student to the teacher Alter the relationship of the student to the teacher and the contentand the content Elmore, Richard. Usable Knowledge


Sample Resources on the Current Status of Educational Policy Sample Resources on the Current Status of Educational Policy and Practice to Prompt Reflection on Your Vision of Changeand Practice to Prompt Reflection on Your Vision of Change

National: ESEA Reathorization http://www.ed.gov/blog/topic/esea-reauthorization/

Regional Educational Policy: CMAP Go to 2040

http://www.cmap.illinois.gov/2040/main State Educational Policy:

Common Core Standards http://www.isbe.net/common_core/default.htm Illinois P 20 Council http://www2.illinois.gov/gov/P20/Pages/default.aspx Illinois Educational Research Council http://ierc.siue.edu/ Advance Illinois http://www.advanceillinois.org/ Illinois Race-to-the-Top

http://www.isbe.state.il.us/racetothetop/default.htm


Our Challenge:Our Challenge:

Rethinking the path from -

Policy Practice Outcomes

-and acting on what we now know and believe.


Mini Grant AwardeesMini Grant Awardees

Associated Colleges of Illinois (ACI)Associated Colleges of Illinois (ACI)

Collaborative for Academic, Social and Collaborative for Academic, Social and Emotional Learning (CASEL)Emotional Learning (CASEL)

School District U-46School District U-46

Fox Valley Montessori SchoolFox Valley Montessori School

Illinois P-20 CouncilIllinois P-20 Council


AcknowledgmentsAcknowledgmentsWe wish to acknowledge the following for their immeasurable contributions, leadership, partnership, and support of the UIC World Class Education Colloquium series:

Victoria Chou, Dean, UIC College of Education

Terry Mazany, President & CEO, The Chicago Community Trust

David Hiller, President & CEO, McCormick Foundation

Christopher Koch, Superintendent, ISBE

Jean-Claude Brizard, CEO, Chicago Public Schools

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