Aspiring Superintendents - MARCH 2021
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MARCH 2021 Aspiring Superintendents
WHAT IF…
S CHO O L S WE RE ABOUT L E ARN I NG
JA N E L . S I GFO RD
WELCOME
What is a Thought Leader?
Leadership= My role-
Factual Knowledge,
Vision
Process, Vision, +
Management Process
This presentation may cause
discomfort, rapid breathing,
excitement, creative thinking,
Surgeon revolutionary ideas, and exciting
General’s learning opportunities for children of
Warning: our public schools. If this occurs, write
down your ideas, share with a friend,
and DO SOMETHING ABOUT IT THAT
MAKES A DIFFERENCE.
. Learning Targets
Time for Vision and Process
Our time • Purpose of public education
• What have we learned:Supt. As
together Instructional Leader
• Caste and racist practices
• How people think & make decisions
• Case study on contemporary issue
• Recap and public speaking
Going on from Renee…. Camera lens: Go from her telephoto lens To a wide angle If we really want change, we have to make fundamental change, not incremental. Use a country school model
What is purpose of public
education?
Focus on literacy
Today’s
Learning
Targets Defining literacy
Realigning values based on
literacy“If we do not choose, we will end up with
none.” — Dr. Seuss
Opportunity to learn from the present
and choose a different future
Golden
Opportunity Pandemic and heightened awareness of
systemic racism—give us wonderful,
powerful opportunity to change.
Can we be leaders in creating a more
civil society?VISION QUEST: NOT A STATEMENT Always ask “How does this affect learning for our students?” as vision quest and guiding principle.
VISION QUEST FOR US AS PROFESSIONALS CREATE A CLEAR, COMMON VISION FOR THE PURPOSE OF PUBLIC EDUCATION THAT EVERYONE KNOWS— STUDENTS, PARENTS, COMMUNITY
3 Accelerations:
◦ Technology
◦ Climate Change
◦ Globalization
◦ I add Diversity—race, sexual orientation, immigration
status, etc.
Thomas Friedman
Thanks for Being Late•https://www.mnasa.org/uploads/4/7/7/
9/47793163/yong_zhao_slides.pdf
Education Failures –
◦ Equity – Excellence •
Yong Zhao— The Future is Waiting –
the Forces ◦ Technology – Globalization •
The Human Nature –
◦ Natural born learners – Diverse
learners – Intentional learners
The Homogenous and Homogenizing
EducationMichael Fullan Deep Learning: Engage the World, Change the World
https://www.mnasa.org/uploads/4/7/7/9
/47793163/corneille_ditch_the_curriculu
m_guides.pdf
Renee
Corneille Dr. Renee Corneille, Superintendent, St.
Anthony-New Brighton Schools
Heidi (rcorneille@isd282.org) Heidi
Haagenson Haagenson, Instructional Coach, St.
Anthony Middle School
(hhaagenson@isd282.org)● What story does the
● Are you comfortable
data in our district tell
Questions We Ask with the ● What strategic
us when it comes to
Ourselves (and that disproportionality (in thinking and planning
teaching and learning?
you should ask achievement, access, have you done to try to
How are you
yourself, too): success, resources, change the system?
triangulating your
etc.) in your school?
data?
● What are your non-
● What steps are you
● How do you, your ● In what ways are you negotiables when it
taking to bring all
teachers, your prioritizing teaching comes to teaching and
stakeholders together
students, and your and learning in your learning in your
to discuss and learn
families define district and in your district? And, how are
about effective
success? work? we communicating
instruction?
these expectations?
● How are you, as the
● What research are
● Who is carrying the instructional leader in
you and your teachers
cognitive load when it your district, modeling
reading around
comes to professional the type of learning
instruction, learning,
learning? you want to see in
and leadership?
classrooms?Effective (or not) uses of technology as an
instructional tool and content device
Changing role of teacher
What curriculum is necessary (contribute
Lessons to literacy)
from… What policies are unnecessary, outdated?
What new practices need to be
incorporated?
Does every district/school have to be the
same?Standards—theoretically basics all students
must know and do
Knowledge of standards—tested
Political What is tested is taught
Realities What is tested= data
Schools/districts judged based on data
Foundation aid based on student head count,
not learning successStandards change, Tests change every few
years—Therefore, reported data is not fair.
Nothing magical or true about grade level
assignments of discrete learning targets.
Learning is fluid, random, not only possible
Paradox in grade level assigned
Schools paid on head count, not learning.
Therefore, our reputation based on faulty
accounting system
Legislature keeps adding to our tasks, yet
continues old funding streamHow money is allocated, is based on
priorities and it becomes a padlock
against creative ideas and practices.
Money is now spent on how many
SCHOOLS students by age are in grade levels by a
ARE NOT time of year, not how much students
ABOUT have learned over time.
LEARNING Standards are meant to be guides. They
are now used to measure the quality of
education, not whether students have
truly become literate in core areas.Students were taught at instructional
levels in reading, math, science
With age mates in music, art, physical
education, social studies
Schools paid when students reach a
What if…. year’s worth of growth
Some graduate at 16
Some graduate at 21What if? Students taught at instructional level? Schools were paid when students learned? No Achievement Gap Students move at their learning pace Students more engaged.. CLEAR MESSAGE; SCHOOL IS ABOUT LEARNING
So let’s provide a clear definition of our purpose...
What is purpose of Public Education
Literacy in Literacy in
Literacy in Science
language arts mathematics
Literacy in social
sciences, e.g. Literacy in At age appropriate
geography, history, technology levels
governmentThat’s the what…
Here’s the How
THROUGH THE PHYSICAL CREATIVITY COLLABORATION CRITICAL
ARTS EDUCATION THINKINGMajor task:
Define literacy At age
as content and appropriate
process levelsNo “Yeah, buts” or cul-de-sacs
Cul-de-sacs take us
No yeah, buts— If we do something Nothing magical
on a path, around in
They trap us into once, it’s now a about age level
circles and out the
old thinking tradition. grades
same path
Those artificial
Nothing magical OUR TIME AND
constructs are
about knowledge MONEY SHOULD
where we spend so
assigned to certain BE SPENT ON
much time, money,
grade levels LEARNING
and energyWhat if schools were paid
when students learned?
Questions What are the positives?
What would have to
change?Breakout IN BREAKOUT
GROUPS DISCUSS
THE QUESTIONS
ABOVE.In your current position, what can you DO to
Assignment facilitate literacy in language arts, math,
( Thinking science, social sciences, technology?
Exercise)
If you were superintendent, what action can
you take to create this common vision quest
2 paragraphs for schools-literacy in language arts, math,
sciences, social sciences, technology?
email me
BE SPECIFIC
due by Apr. 15Today
Intro to Thought
Opportunity in Purpose of Public
Leader—processing
front of us Education
and visioning
What can YOU do in
your setting ?
What ifs?.... Visioning about
what you would do
if a superintendent?jlsigford@comcast.net
763.242.4880
“You have brains in your head. You have
feet in your shoes. You can steer yourself
any direction you choose.” — Dr. Seuss
Jane L.
Sigford The important point is that you CAN do
something; but you must CHOOSE to do
so.You can also read
