A COMMUNITY OF LEARNERS 1 AAESQ IDC Conditions

A COMMUNITY OF LEARNERS 1 AAESQ / IDC Conditions for Reform May 16, 2007

OUTLINE 1 2 3 4 3 Vl. SIONS OF CHANGE CURRICULAR COMPONENTS MANAGING SCHOOL REFORM TAKING THE CHANGE DIP

1 5 V I S B I O N C M A K I 7 N G I S T H E P R O C 10 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 4 20 A D E F G H I

1 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. 5 from “Visionary Leadership”, Burt Nanus, Jossey-Bass, 1992

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. ” 6 “Reaffirming the Mission of Our Schools”

Mission of the School 7 to Instruct transmission of knowledge to Socialize development of responsible citizens in society to Qualify providing skills for future schooling and careers “Québec Schools on Course” / Education Act - Art. 36

Agents of Change 8 Law 107 Establishment of Linguistic School Boards Law 180 Establishment of Community Schools “Reaffirming the Mission of Our Schools” Initiation of Curriculum Reform

the Knowledge Inversion ANCIENT ROME 9 RENAISSANCE 1700 -1800’s 20 th Century Cultural Change

the Knowledge Inversion Life Expectancy 25 30 ANCIENT ROME 10 40 RENAISSANCE 50 1700 -1800’s 70’s 20 th Century Cultural Change

A Constructivist Reform CONSTRUCTIVISM 11 CURRICULUM INSTRUCTION Content Knowledge Teaching Repertoire LEARNING OUTCOMES

The critical question: What’s 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? 12

Skills Children Will Need 13 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 Work…Getting Kids Ready”, Richard Worzel, Trimark Investment, 1999

2 Curricular Components Compentecy Generic Defined Skills Cross-Curricular 14 Themes

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. . ” 15

16 (Cross-Curricular Competencies) Generic Skills STUDENT’S World View

Intellectual & Methodological Skills 17 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.

Personal & Social Skills 18 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.

Language Skills 19 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 interpret various documents. Use different technologies to transmit and receive messages.

Life–long Learnings 20 Intercultural Education Environmental Education Social Sciences Tech. Science & Maths. Personal Development Health, Safety & Sex Education Languages The Arts Media & Information Technology Education Consumer Education Career Information & Education

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. ” 21 “Agir autrement “- Politique de l’autoroute de l’information

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. ” 22 “General Guidelines for the Development of the Québec Education Program”

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. ” 23 “Reaffirming the Mission of Our Schools”

Intercultural Education “Along with citizenship education and international understanding; this field is related to exercising one’s responsibility as citizens in a society marked by cultural diversity and globalization. ” 24 “General Guidelines for the Development of the Québec Education Program”

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. ” 25 “Reaffirming the Mission of Our Schools”

Environmental Education “. . . Aims at conserving resources and promoting sustainable development by inviting students to take concrete action to help protect the environment. ” 26 “Reaffirming the Mission of Our Schools”

3 27 Managing School Reform Change of Attitudes Re-Organisation of School Program Development Coherence of Components Professional Development Collaborative environment

“Program establishment is one of the most sensitive elements. . . it has a significant structural impact on the curriculum as applied in the classroom” 28 Québec Schools on Course - Policy Statement

“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. ” 29 “Québec Schools on Course “- Policy Statement

“. . . schools must break with traditional views of schooling, existing educational structures, the current division of responsibilities and certain acquired privileges. ” 30 Final Report of the Estates General

A 4 -Dimensional View We must create the conditions which empower principals to take the risks required for successful school reform. 31

CURRICULAR • • • GOALS FRAMEWORK CONTENT CONTEXT INTEGRATION GENERIC SKILLS CONTINUITY TRANSPARENCY FLEXIBILITY SCHOOL BASED REFORM 32

Curricular Dimension This is the perspective that outlines the expectations and sequence of learning within the settings of formal schooling. 33

Curricular Dimension 34 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 learner’s 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

CURRICULAR STRUCTURAL • • • • • GOALS FRAMEWORK CONTENT CONTEXT INTEGRATION GENERIC SKILLS CONTINUITY TRANSPARENCY FLEXIBILITY SCHOOL BASED REFORM 35 CULTURE GOVERNANCE POLICY ENVIRONMENTS TEACHING TEAMS TIME FRAMES WORKLOADS REPORTING SUPPORT

Structural Dimension This perspective defines the settings and conditions within which learning takes place. 36

Structural Dimension 37 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

CURRICULAR STRUCTURAL • • • • • GOALS FRAMEWORK CONTENT CONTEXT INTEGRATION GENERIC SKILLS CONTINUITY TRANSPARENCY FLEXIBILITY CULTURE GOVERNANCE POLICY ENVIRONMENTS TEACHING TEAMS TIME FRAMES WORKLOADS REPORTING SUPPORT SCHOOL BASED REFORM PERSONAL 38 • • • LEARNER TEACHER PARENT PRINCIPAL PARTNERSHIPS PROFESSIONALS SCHOOL BOARD COMMUNITY SOCIETY

Personal Dimension This perspective portrays the stakeholders and their roles in the implementation of the school’s mission. 39

Personal Dimension 40 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

CURRICULAR STRUCTURAL • • • • • GOALS FRAMEWORK CONTENT CONTEXT INTEGRATION GENERIC SKILLS CONTINUITY TRANSPARENCY FLEXIBILITY CULTURE GOVERNANCE POLICY ENVIRONMENTS TEACHING TEAMS TIME FRAMES WORKLOADS REPORTING SUPPORT SCHOOL BASED REFORM INTERACTIVE • • • VALUES VISION EXPLORATION DIALOGUE NETWORKS CONSENSUS ED. PROJECT FEEDBACK RE-LEARNING 41 PERSONAL • • • LEARNER TEACHER PARENT PRINCIPAL PARTNERSHIPS PROFESSIONALS SCHOOL BOARD COMMUNITY SOCIETY

Interactive Dimension This perspective illustrates the contexts within which partners in the school community communicate and co-operate. 42

Interactive Dimension 43 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

CURRICULAR STRUCTURAL • • • • • GOALS FRAMEWORK CONTENT CONTEXT INTEGRATION GENERIC SKILLS CONTINUITY TRANSPARENCY FLEXIBILITY CULTURE GOVERNANCE POLICY ENVIRONMENTS TEACHING TEAMS TIME FRAMES WORKLOADS REPORTING SUPPORT SCHOOL BASED REFORM INTERACTIVE • • • VALUES VISION EXPLORATION DIALOGUE NETWORKS CONSENSUS ED. PROJECT FEEDBACK RE-LEARNING 44 PERSONAL • • • LEARNER TEACHER PARENT PRINCIPAL PARTNERSHIPS PROFESSIONALS SCHOOL BOARD COMMUNITY SOCIETY

4 Coping with Change Transformational Leadership Taking the Change Dip Windows of Change Vehicles for Change 45

Transformational Leadership THE HALLMARK OF PUBLIC CONFIDENCE 46 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.

em • pow • er • ment 1. to give or delegate power or authority to; authorize. 2. to give ability to; enable or permit. Collins New English Dictionary 47

the Change Dip ENDING NEW START DENIAL ANXIETY ENERGY ANGER CHANGE SHOCK FEAR FRUSTRATION HOPE IMPATIENCE ACCEPTANCE CONFUSION CRITICISM STRESS CREATIVITY AVOIDANCE 48 EXPLORATION Adapted from DBM Consultants

Windows of Change 49 Team Drive Goals Styles

TEAM DEVELOPMENT 50 FORMING STORMING PERFORMING NORMING adapted from “Developmental Sequence in Small Group” B. W. Tuckman, Psych. Bulletin, 1965

fast PERSONAL DRIVE GET IT RIGHT GET ALONG slow PACE GET IT DONE GET APPRECIATED 51 solo CONTEXT group

LEADERSHIP STYLES 52 FORMING STORMING Directing Coaching PERFORMING NORMING Delegating Facilitating adapted from “Developmental Sequence in Small Group” B. W. Tuckman, Psych. Bulletin, 1965

slow PACE fast INTERRELATED GOALS 53 FORMING STORMING Directing Coaching GET IT DONE GET APPRECIATED PERFORMING NORMING Delegating Facilitating GET IT RIGHT GET ALONG solo CONTEXT group

Vehicles for Change 54 Reform “Plan of Action” School Self-Assessment School’s Educational Project Staff Professional Development School Improvement Partnerships Classroom Technology Projects Innovation Projects & Grants

? Answer Period 55