The Changing Context Using the events listed add

A tour of the last 50 years. n n 1950’s: Brown vs. Bd. Of

What about this decade? n n n What will be the key event framing

From Access to Accountability n 1950’s through 1990’s: The function of school reform was

From Access to Accountability n The 2000’s: The function of school reform is student

The BCPDC & Cont. Improvement n When the function of an organization changes, its

The BCPDC & Cont. Improvement n n Based on the idea of a system,

Implications for Our Work n n As a system, our work must be done

Implications for Our Work n Leadership must support the new system. This is why

Standardization ©Pickering/Corson, BCPDC 2003 +/- +/+ -/- -/+ Customization

Professional Development: Implementing Effective Instructional Strategies. Standardization Every teacher focuses on the same strategy.

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The Changing Context Using the events listed (add others that are relevant if you wish) discuss each decade’s impact on educational policy and practice. As a group, identify trends and patterns and make a list. ©Pickering/Corson, BCPDC 2003

A tour of the last 50 years. n n 1950’s: Brown vs. Bd. Of Education; Sputnik 1960’s: The Great Society; Civil Rights, Vietnam 1970’s & 80’s: Title IX; IDEA; A Nation at Risk 1990’s: OBE; Standards-Based Reform; Character Education ©Pickering/Corson, BCPDC 2003

What about this decade? n n n What will be the key event framing this decade? No Child Left Behind At it’s core NCLB is about ACCOUNTABILITY. ©Pickering/Corson, BCPDC 2003

From Access to Accountability n 1950’s through 1990’s: The function of school reform was focused on providing access to opportunity. The focus was on teaching. n Often the balance swung back and forth from emphasis on academics to an emphasis on the “whole person. ” n ©Pickering/Corson, BCPDC 2003

From Access to Accountability n The 2000’s: The function of school reform is student achievement and outcomes. The focus is on learning. n As professionals, we must strive to maintain a balanced approach in the face of “pendulum” type initiatives like NCLB. In most cases, things are not “either/or” but rather “AND. ” n ©Pickering/Corson, BCPDC 2003

The BCPDC & Cont. Improvement n When the function of an organization changes, its processes and structures must change. ©Pickering/Corson, BCPDC 2003

The BCPDC & Cont. Improvement n n Based on the idea of a system, parts must work together to accomplish a common aim. It is a process for improving. It relies on data analysis at all organizational levels. We seek to reduce unwanted variation. ©Pickering/Corson, BCPDC 2003

Implications for Our Work n n As a system, our work must be done at all 3 levels: district, building, classroom. We must build leadership capacity through the development of people. (skills & opportunity) ©Pickering/Corson, BCPDC 2003

Implications for Our Work n Leadership must support the new system. This is why you are here and why we will bring 50 more people into the fold in over the next 4 months. ©Pickering/Corson, BCPDC 2003

Professional Development: Implementing Effective Instructional Strategies. Standardization Every teacher focuses on the same strategy. ©Pickering/Corson, BCPDC 2003 +/- +/+ -/- -/+ Every teacher decides on strategies for themselves. Customization