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Change Leadership in Education: Creating Knowledge-Generating School Cultures Cottonwood-Oak Creek School District Governing Board Retreat July 25, 2008 Many Materials Provided by: Tony Wagner, Co-Director Change Leadership Group  Harvard University, Graduate School of Education  [email_address] www.clg.harvard.edu
Retreat Goals ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Five Big Ideas Knowledge-Generating Schools ,[object Object],[object Object],[object Object],[object Object],[object Object]
Understanding the Changing World ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What the National Data Tells Us… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The “Basics” Perception Gap % saying a high school diploma means students have learned the basics  (PAF Reality Check 2000)
Understanding the Changing World  (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Understanding the Changing World  (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Understanding the Changing World  (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
“ No shame, no blame, no excuses!” ,[object Object],[object Object],[object Object]
Implications for Leadership ,[object Object],[object Object],[object Object]
A “Theory of Change” ,[object Object],[object Object],[object Object],[object Object]
Identify Our Strengths and Weaknesses ,[object Object],[object Object]
THE NEW WORK: 7 DISCIPLINES FOR STRENGTHENING INSTRUCTION  ,[object Object],[object Object],[object Object]
7 DISCIPLINES FOR STRENGTHENING INSTRUCTION  Cont. ,[object Object],[object Object],[object Object]
7 DISCIPLINES FOR STRENGTHENING INSTRUCTION  Cont. ,[object Object],[object Object]
7 DISCIPLINES FOR STRENGTHENING INSTRUCTION  Cont. ,[object Object],[object Object]
Recognizing Good Teaching ,[object Object],[object Object]
Excellent Instruction: A Point of View ,[object Object],[object Object],[object Object],[object Object],[object Object]
The New 3 R’s of  Rigor, Relevance, & Relationships ,[object Object],[object Object],[object Object]
Benchmarking Rigor: College View of What is Needed ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Benchmarking and Assessing Rigor: Core Competencies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Rigor in the Classrooms: 5 “Habits of the Mind” Learning to Ask the Right Questions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Motivating Rigor ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Using 3-Minute Walk-Throughs ,[object Object]
Some “Walk-Through” Purposes ,[object Object],[object Object],[object Object],[object Object],[object Object]
Governing Board “Walk-Through” ,[object Object],[object Object],[object Object],[object Object]
Two Focus Groups ,[object Object]
How Do We Create  Knowledge-Generating School Cultures  ,[object Object],[object Object],[object Object],[object Object]
The Core Tasks of Change Leadership ,[object Object],[object Object],[object Object],[object Object]
Where Are You? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Cultural “Drivers” A Bureaucratic School Culture A Knowledge-Generating School Culture Relationships Isolated and Competitive Highly collaborative Responsibility Blame Others Shared Motivation Rule-driven Relationship-driven Agreements Contracts Covenants
The Cultural “Drivers” A Bureaucratic School Culture A Knowledge-Generating School Culture Accountability Anonymous, Compliance-based Face-to-face, Commitment-driven  Learning Limited and Sporadic Attention To Skill Development Sustained Support for Individual and Organizational Learning Expertise Private and  Hierarchical Collaboratively Developed and Widely Shared Outcomes Passive or Partial Replication of Old/Others’ Ideas Generation of New Knowledge and Solutions
Implications for Change Leadership ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Wrap It Up – Five Big Ideas ,[object Object],[object Object],[object Object],[object Object],[object Object]
Wrap-up Reflection/Discussion Questions ,[object Object],[object Object]
Sources/Resources/Further Readings ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Sources/Resources/Further Readings  (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Change Leadership In Education

  • 1. Change Leadership in Education: Creating Knowledge-Generating School Cultures Cottonwood-Oak Creek School District Governing Board Retreat July 25, 2008 Many Materials Provided by: Tony Wagner, Co-Director Change Leadership Group Harvard University, Graduate School of Education [email_address] www.clg.harvard.edu
  • 2.
  • 3.
  • 4.
  • 5.
  • 6. The “Basics” Perception Gap % saying a high school diploma means students have learned the basics (PAF Reality Check 2000)
  • 7.
  • 8.
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
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  • 32. The Cultural “Drivers” A Bureaucratic School Culture A Knowledge-Generating School Culture Relationships Isolated and Competitive Highly collaborative Responsibility Blame Others Shared Motivation Rule-driven Relationship-driven Agreements Contracts Covenants
  • 33. The Cultural “Drivers” A Bureaucratic School Culture A Knowledge-Generating School Culture Accountability Anonymous, Compliance-based Face-to-face, Commitment-driven Learning Limited and Sporadic Attention To Skill Development Sustained Support for Individual and Organizational Learning Expertise Private and Hierarchical Collaboratively Developed and Widely Shared Outcomes Passive or Partial Replication of Old/Others’ Ideas Generation of New Knowledge and Solutions
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