Introduction



ePortfolio

Becoming a 21st Century Leader

Mrs. Diane K. Burnside

Principal

East Dale Elementary

West Virginia Institute for 21st Century Leadership

“21st Century Learning for All…Whatever It Takes”

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Introduction

About the Institute

About the ePortfolio

Summer Institute

Power of Leadership

Rationale for Change

Culture

Correlates of Effective Schools

21st Century Curriculum

21st Century Instruction

Student Support

Fall Institute

Leadership Skills

Leadership Frames

Spring Institute

Forces of Change

Visioning

Professional Learning Communities

Strategic Planning

Tech Time

Area of Focus

Other Learning Activities

Implementation Progress to Date

Legacy Document

About the Institute

The West Virginia Institute for 21st Century Leadership is a key component of West Virginia’s systemic approach to developing 21st century schools. Rarely does an organization improve without knowledgeable, capable and visionary leadership.  There are no simple recipes for creating 21st century schools.  However, there are significant “road markers” that guide the way.  Thus, the Institute will provide in-depth professional development and support for West Virginia’s outstanding school leaders.  This year long experience promises to expand the principal’s understanding of the Frameworks for High Performing 21st Century Schools  and develop the leadership skills necessary to transform schools to engaging and rigorous 21st century learning environments for both students and staff.

The West Virginia Institute is a year long program for practicing principals.  The inaugural class of the Institute began in July of 2006. Initial membership for this Institute was 75 principals. The five day July residential session is coupled to two follow-up residential sessions of three days each in December 2006 and March 2007.  During the three residential experiences, principals have the opportunity to examine the urgency and rationale for changing the schools of today into 21st century Schools.  Using the Frameworks for High Performing Schools, and High Performing Classrooms for each programmatic level, the Principals begin to see the components of what the 21st Century school and classroom look like.  These understandings are further supported through keynote speakers and other activities to fully develop their knowledge base of what we must do to prepare our students for the challenging world of this century. Programmatic leaders and critical friends assigned to each programmatic group helped to fully develop and expand the knowledge base of the principals through their experience and understanding. The December residential experience focused on the leadership characteristics needed to transform organizations and to lead change.  The March residential experience focused on the systemic continuous improvement process and the components of that process that can be employed in schools.

          Between residential experiences, the principals will complete additional research topics of their choosing.  The Area of Focus is an opportunity for the West Virginia Institute for 21st Century Leadership Class of 2006 to enhance their knowledge of 21st century leadership and learning principles.  The on-line discussion forum and wiki is facilitated by West Virginia Department of Education staff members and by the staff of the Superintendent’s Center for 21st Century Schools as well as critical friends from higher education and other venues. The experience expands the personalization opportunities and learning of the Institute and connects professional development to the required principal evaluation process of Policy 5310.  This process should enhance collegiality among principals and create an on-line professional learning community using 21st century tools. Principals will complete two areas of focus topics in the course of their Institute year.

About the ePortfolio

Institute members complete an ePortfolio to document their learning throughout the Institute experience. This document serves as evidence that supports the learning goals they have mutually set with their immediate supervisor to meet the tenets of Policy 5310. The ePortfolio is a reflective journal of insights into the main ideas of each daily session. The ePortfolio also houses implications for their school, as they reflect upon the curriculum for each session, and will help them complete their strategic vision for their school.

The e-portfolio has the ability to archive the work each principal does between residential sessions to further the 21st century agenda in their school. Digital media developed by the Institute participant can be imported into and/or linked to their ePortfolio.

Summer Institute

The Summer Session of the West Virginia Institute for 21st Century Leadership was held at Glade Springs Resort and Conference Center on July 16 to 21, 2006. The Institute involved 73 principals from throughout West Virginia, eight programmatic principal discussion leaders, three nationally renowned critical friends, evaluators from West Virginia University and Marshall University and support staff from the eight RESAs and the West Virginia Department of Education.

The Summer Institute curriculum focused on four main topics: (a) the importance of the principal’s leadership in school improvement, (b) the rationale for creating 21st century schools, (c) the importance of school culture, and (d) high yield strategies for implementing 21st century curriculum, instruction, student support and school effectiveness. Special activities for the Summer Institute included an opening banquet with the WV Board of Education, culture field trips to various area businesses, daily technology time and an evening “Institute at the Movies.”

Power of Leadership

July 16, 2006

Focus Questions:

• How will the Institute develop and support 21st century leaders?

• What are the beliefs and premises that undergird 21st century high performing schools?

• Why is strong 21st century leadership essential to developing 21st century learners?

• Why must principals see themselves as leaders of the students?

Activities:

Overview of Core Beliefs and Premises of High Performing 21st Century Schools and Introduction to 21st Century Frameworks

Lydia McCue

Special Assistant to the State Superintendent

Vision for 21st Century Leadership

Dr. Steven L. Paine

State Superintendent of Schools

Development of the “Implications Wall”

Keynote Address:

Leadership for the 21st Century

Dr. Todd Whitaker

Professor, Indiana State University

Personal insights from the day’s activities:

Any great organization starts with a great leader, and great leaders see the big picture.

[pic]Click the Powerpoint for Presentation

Implications for my school:

Dr. Todd Whitaker presented the book, What Great Principals Do Differently. This gave me the opportunity to share his insights on making decisions on our most positive and productive people. I purchased the book, What Great Teachers Do Differently, for a book study at East Dale Elementary. This provided open conversations without pointing fingers at each other.

Rationale for Change

July 17, 2006

Focus Questions:

• What are the global, economic and demographic forces affecting the United States and West Virginia?

• How must education change to adequately prepare students for the 21st century?

Keynote Address:

Rationale for Change: Why We Must Prepare Students for the 21st Century (

Dr. David Thornburg

Director of Global Operations, The Thornburg Center

Panel Response:

Dr. Steven L. Paine

State Superintendent of Schools

David Lieving

Governor’s Office of Workforce Investment

Dr. Richard Hartnett

Professor, West Virginia University

Activities:

Development of the “Rationale Wall”

Personal insights from the day’s activities:

Communities often react strongly because there is no common base of understanding among all parties involved. Most community members think of education in terms of their own school experiences, and will consequently question any radical changes to the model of their youth.

The presentation by Dr. Thornburg brought a new awareness for me on the urgency for change.  I am looking forward to reading his book and sharing his beliefs with my staff. 

My field trip experience today was to a law firm.  They demonstrated a successful culture by building on relationships and celebrating each other's court case accomplishments.  The importance of studying the culture of other businesses was very beneficial as a leader.

Implications for my school:.

18 year olds spend over six hours a day with

media (multitasked)

● Nearly four hours per day with video

● Almost two hours with audio

● An hour a day on the computer (outside of

schoolwork)

● Fifty minutes a day with videogames/Forty minutes a day reading (outside school)

Culture

July 17-18, 2006

Focus Questions:

• What is culture and how does it affect the effectiveness of an organization?

• How does a leader shape the culture of a school?

• How does culture affect adult behavior and student outcomes?

• How is the culture of a 20th century school different that one of a 21st century?

Keynote Addresses:

Exploring and Understanding Culture (

Dr. Jerry Valentine

Professor, University of Missouri-Columbia

Leaders as Culture Shapers (

Dr. Roland Barth

Professor, Harvard University (Retired)

Activities:

Culture Field Trips: Identifying the Significant Elements of Culture

Development of the “Culture Wall”

Personal insights from the day’s activities:

The most important job of an instructional leader is to cultivate the culture of their school.

Dr. Roland Barth provided an School Culture Survey I will be using with my staff in August.  His discussion on the "non-discussables" opened my eyes to the importance of  having conversations about the leadership of the principal.

He also discussed the importance of adult relationship in schools. 

Implications for my school:

At the beginning of the school year our faculty/staff discussed our culture at East Dale Elementary. We answered the following questions:

What are our traditions?

What do we value?

What is the history of our school?

Our primary purpose is to promote learning in others and in ourselves.

Correlates of Effective Schools

July 18-19, 2006

Focus Question:

• What are the correlates of effective schools and how do correlates relate to school culture?

Keynote Address:

Seven Correlates of Effective Schools (

Muriel Summers

Principal, A.B. Combs Elementary School

Activities:

Development of the “Effective Schools Wall”

Personal insights from the day’s activities:

What are the correlates of effective schools and how do the correlates relate to school culture?

Implications for my school:

How does a leader shape the culture of a school? I tried to establish and maintain an atmosphere of teamwork that focused on continuous improvement. This school year I started Teacher Leaders and Student Leaders.

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Correlates of Effective Schools:

The First and Second Generation

by Lawrence W. Lezotte

A number of schools have been relying on effective schools research as the framework

for their school improvement program. After three or four years, many claim that they

have successfully met the criteria described in the research on the correlates of

effective schools. These educators ask if there is anything that comes after, or goes

beyond, these standards.

1. Safe and Orderly Environment

The First Generation: In the effective school there is an orderly, purposeful,

businesslike atmosphere which is free from the threat of physical harm. The school

climate is not oppressive and is conducive to teaching and learning.

The Second Generation: In the first generation, the safe and orderly environment

correlate was defined in terms of the absence of undesirable student behavior (e.g.,

students fighting). In the second generation, the concept of a school environment

conducive to Learning for All must move beyond the elimination of undesirable

behavior. The second generation will place increased emphasis on the presence of

certain desirable behaviors (e.g., cooperative team learning). These second generation

schools will be places where students actually help one another.

Moving beyond simply the elimination of undesirable behavior will represent a

significant challenge for many schools. For example, it is unlikely that a school’s faculty

could successfully teach its students to work together unless the adults in the school

model collaborative behaviors in their own professional working relationships. Since

schools as workplaces are characterized by their isolation, creating more collaborative/

cooperative environments for both the adults and students will require substantial

commitment and change in most schools.

2. Climate of High Expectations for Success

The First Generation: In the effective school there is a climate of expectation in which

the staff believe and demonstrate that all students can attain mastery of the essential

school skills, and the staff also believe that they have the capability to help all students

achieve that mastery.

The Second Generation: In the second generation, the emphasis placed on high

expectations for success will be broadened significantly. In the first generation,

expectations were described in terms of attitudes and beliefs that suggested how the

teacher should behave in the teaching-learning situation. Those descriptions sought to

tell teachers how they should initially deliver the lesson. High expectations meant, for

example, that the teacher should evenly distribute questions asked among all students

and should provide each student with an equal opportunity to participate in the learning

process. Unfortunately, this “equalization of opportunity,” though beneficial, proved to be

insufficient to assure mastery for many learners. Teachers found themselves in the

difficult position of having had high expectations and having acted upon them—yet

some students still did not learn.

In the second generation, the teachers will anticipate this and they will develop a

broader array of responses. For example, teachers will implement additional strategies,

such as reteaching and regrouping, to assure that all students do achieve mastery.

Implementing this expanded concept of high expectations will require the school as an

organization to reflect high expectations. Most of the useful strategies will require the

cooperation of the school as a whole; teachers cannot implement most of these

strategies working alone in isolated classrooms.

High expectations for success will be judged, not only by the initial staff beliefs and

behaviors, but also by the organization’s response when some students do not learn.

For example, if the teacher plans a lesson, delivers that lesson, assesses learning and

finds that some students did not learn, and still goes on to the next lesson, then that

teacher didn’t expect the students to learn in the first place. If the school condones

through silence that teacher’s behavior, it apparently does not expect the students to

learn, or the teacher to teach these students.

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Several changes are called for in order to implement this expanded concept of high

expectations successfully. First, teachers will have to come to recognize that high

expectations for student success must be “launched” from a platform of teachers having

high expectations for self. Then the school organization will have to be restructured to

assure that teachers have access to more “tools” to help them achieve successful

Learning for All. Third, schools, as cultural organizations, must recognize that schools

must be transformed from institutions designed for “instruction” to institutions designed

to assure “learning.”

3. Instructional Leadership

The First Generation: In the effective school the principal acts as an instructional

leader and effectively and persistently communicates that mission to the staff, parents,

and students. The principal understands and applies the characteristics of instructional

effectiveness in the management of the instructional program.

The Second Generation: In the first generation, the standards for instructional

leadership focused primarily on the principal and the administrative staff of the school.

In the second generation, instructional leadership will remain important; however, the

concept will be broadened and leadership will be viewed as a dispersed concept that

includes all adults, especially the teachers. This is in keeping with the teacher

empowerment concept; it recognizes that a principal cannot be the only leader in a

complex organization like a school. With the democratization of organizations,

especially schools, the leadership function becomes one of creating a “community of

shared values.” The mission will remain critical because it will serve to give the

community of shared values a shared sense of “magnetic north,” an identification of

what this school community cares most about. The role of the principal will be changed

to that of “a leader of leaders,” rather than a leader of followers. Specifically, the

principal will have to develop his/her skills as coach, partner and cheerleader. The

broader concept of leadership recognizes that leadership is always delegated from the

followership in any organization. It also recognizes what teachers have known for a long

time and what good schools have capitalized on since the beginning of time: namely,

expertise is generally distributed among many, not concentrated in a single person.

4. Clear and Focused Mission

The First Generation: In the effective school there is a clearly articulated school

mission through which the staff shares an understanding of and commitment to the

instructional goals, priorities, assessment procedures and accountability. Staff accept

responsibility for students’ learning of the school’s essential curricular goals.

The Second Generation: In the first generation the effective school mission

emphasized teaching for Learning for All. The two issues that surfaced were: Did this

really mean all students or just those with whom the schools had a history of reasonable

success? When it became clear that this mission was inclusive of all students especially

the children of the poor (minority and non-minority), the second issue surfaced. It

centered itself around the question: Learn what? Partially because of the accountability

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movement and partially because of the belief that disadvantaged students could not

learn higher-level curricula, the focus was on mastery of mostly low-level skills.

In the second generation, the focus will shift toward a more appropriate balance

between higher-level learning and those more basic skills that are truly prerequisite to

their mastery. Designing and delivering a curriculum that responds to the demands of

accountability, and is responsive to the need for higher levels of learning, will require

substantial staff development. Teachers will have to be better trained to develop

curricula and lessons with the “end in mind.” They will have to know and be comfortable

with the concept of “backward mapping,” and they will need to know “task analysis.”

These “tools of the trade” are essential for an efficient and effective “results-oriented”

school that successfully serves all students.

Finally, a subtle but significant change in the concept of school mission deserves notice.

Throughout the first generation, effective schools proponents advocated the mission of

teaching for Learning for All. In the second generation the advocated mission will be

Learning for All. The rationale for this change is that the “teaching for” portion of the

old statement created ambiguity (although this was unintended) and kept too much of

the focus on “teaching” rather than “learning.” This allowed people to discount school

learnings that were not the result of direct teaching. Finally, the new formulation of

Learning for All opens the door to the continued learning of the educators as well as

the students.

5. Opportunity to Learn and Student Time on Task

The First Generation: In the effective school teachers allocate a significant amount of

classroom time to instruction in the essential skills. For a high percentage of this time

students are engaged in whole class or large group, teacher-directed, planned learning

activities.

The Second Generation: In the second generation, time will continue to be a difficult

problem for the teacher. In all likelihood, the problems that arise from too much to teach

and not enough time to teach it will intensify. In the past, when the teachers were

oriented toward “covering curricular content” and more content was added, they knew

their response should be to “speed-up.” Now teachers are being asked to stress the

mission that assures that the students master the content that is covered. How are they

to respond? In the next generation, teachers will have to become more skilled at

interdisciplinary curriculum and they will need to learn how to comfortably practice

“organized abandonment.” They will have to be able to ask the question, “What goes

and what stays?” One of the reasons that many of the mandated approaches to school

reform have failed is that, in every case, the local school was asked to do more! One of

the characteristics of the most effective schools is their willingness to declare that some

things are more important than others; they are willing to abandon some less important

content so as to be able to have enough time dedicated to those areas that are valued

the most.

may need to be changed. The current system of compulsory schooling makes little

allowance for the fact that some students need more time to achieve mastery. If we

could get the system to be more mastery-based and more humane at the same time,

our nation and its students would benefit immensely.

6. Frequent Monitoring of Student Progress

The First Generation: In the effective school student academic progress is measured

frequently through a variety of assessment procedures. The results of these

assessments are used to improve individual student performance and also to improve

the instructional program.

The Second Generation: In the first generation, the correlate was interpreted to mean

that the teachers should frequently monitor their students’ learning and, where

necessary, the teacher should adjust his/her behavior. Several major changes can be

anticipated in the second generation. First, the use of technology will permit teachers to

do a better job of monitoring their students’ progress. Second, this same technology will

allow students to monitor their own learning and, where necessary, adjust their own

behavior. The use of computerized practice tests, the ability to get immediate results on

homework, and the ability to see correct solutions developed on the screen are a few of

the available “tools for assuring student learning.”

A second major change that will become more apparent in the second generation is

already under way. In the area of assessment the emphasis will continue to shift away

from standardized norm-referenced paper-pencil tests and toward curricular-based,

criterion-referenced measures of student mastery. In the second generation, the

monitoring of student learning will emphasize “more authentic assessments” of

curriculum mastery. This generally means that there will be less emphasis on the paperpencil,

multiple-choice tests, and more emphasis on assessments of products of student

work, including performances and portfolios.

Teachers will pay much more attention to the alignment that must exist between the

intended, taught, and tested curriculum. Two new questions are being stimulated by the

reform movement and will dominate much of the professional educators’ discourse in

the second generation: “What’s worth knowing?” and “How will we know when they

know it?” In all likelihood, the answer to the first question will become clear relatively

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quickly, because we can reach agreement that we want our students to be selfdisciplined,

socially responsible, and just. The problem comes with the second question,

“How will we know when they know it?” Educators and citizens are going to have to

come to terms with that question. The bad news is that it demands our best thinking and

will require patience if we are going to reach consensus. The good news is that once we

begin to reach consensus, the schools will be able to deliver significant progress toward

these agreed-upon outcomes.

7. Home-School Relations

The First Generation: In the effective school parents understand and support the

school’s basic mission and are given the opportunity to play an important role in helping

the school to achieve this mission.

The Second Generation: During the first generation, the role of parents in the

education of their children was always somewhat unclear. Schools often gave “lip

service” to having parents more actively involved in the schooling of their children.

Unfortunately, when pressed, many educators were willing to admit that they really did

not know how to deal effectively with increased levels of parent involvement in the

schools.

21st Century Curriculum

July 19, 2006

Focus Questions:

• What is the principal’s role in assuring that all students are taught a rigorous standards-based curriculum?

• What are the unique aspects of a curriculum that make it 21st century?

• What are the unique applications of a 21st century curriculum at each programmatic level?

Presentations:

Introduction to 21st Century Curriculum (

Lydia McCue

Special Assistant to the State Superintendent

21st Century Curriculum Applications by Programmatic Level

Dr. Steve Edwards

Professor, George Washington University

Dr. Jerry Valentine

Professor, University of Missouri-Columbia

Muriel Summers

Principal, A.B. Combs Elementary School

Using the Learning Community Digital Resource (

Sharon Flack and Lisa Youell, Superintendent’s Center for 21st Century Schools

Keynote Address:

The Importance of Personal Wellness (

Jean Blaydes Madigan

Consultant, Action Based Learning

Activities:

Development of the “Curriculum Wall”

Personal insights from the day’s activities:

Movement enhances learning.

Implications for my school:

Focus on wellness:

After school wellness seminars for faculty/staff by PE teacher, Mary Weikle

Second book study, “Sit and Get Don’t Grow Dendrites”

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21st Century Instruction

July 20, 2006

Focus Questions:

• How should 21st century instruction be different from 20th century instruction?

• What instructional practices should be pervasive at each programmatic level?

Keynote Address:

New Models of Learning in the 21st Century (

Dr. Bob Pearlman

Director of Strategic Planning, New Technology Foundation

Focus Clinics:

21st Century Assessments

Dr. Dennis King, Solution Tree, Inc.

21st Century Learning Skills

Cheryl Lemke, The Metiri Group

21st Century Content and Context

Dr. Susan Saltrick, Center for Children and Technology

21st Century Tools

Karen Bruett, Dell, Inc.

Activities:

Development of the “Instruction Wall”

Night at the Movies

Remember the Titans (

Personal insights from the day’s activities:

To implement 21st century skills………….what are the responsibilities of the principal?

Implications for my school:

Remember the Titans remind us to work as a team. “We do not have to like each other but we must respect each other”.

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Student Support

July 21, 2006

Focus Questions:

• Why are student support and family/community connections critical to developing proficient 21st century learners?

• What are effective methods at each programmatic level for structuring effective support systems?

Keynote Addresses:

Words Hurt the Heart: Understanding Bullying (

Bill Bond

Principal, Heath High School (Retired)

Developing a School That Serves All Children (

Dr. Steve Edwards

Professor, George Washington University

Activities:

Development of the “Student Support Wall”

Personal insights from the day’s activities:

I had the privilege of hearing Mr. Bill Bond speak at another conference. He gives hope to those who have been through trauma in the workforce.

Implications for my school:

Safe Schools was a priority for my school at East Dale. My Dean of Students was given our safe schools notebook to revise, update and present to faculty/staff.

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Fall Institute

The Fall session of the West Virginia Institute for 21st Century Leadership focused upon the leadership necessary to facilitate change in schools. Looking through the frames of adaptive, transformational and distributive leadership, participants examined the qualities that each frame espoused. When those qualities from each frame are taken as a whole, they constitute leadership practices that optimally serve the 21st century learning organization.

The curriculum for the Fall session was delivered in the context of a problem based learning scenario in which the participants had to determine the problems that their fictitious school was facing and the attributes of their leadership frame they would apply to address the problem. A “special tailgate “ dinner provided the participants the opportunity to hear Red Dawson, former Marshall University assistant coach, speak about the important leadership qualities that are required in a time of chaos.

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Leadership Skills

December 1, 2006

Focus Question:

• What are the skills of a 21st century leader?

Presentation:

Review of 21st Century Components

Lydia McCue

Special Assistant to the State Superintendent

Keynote Addresses:

Leadership for the 21st Century (

Ray McNulty

Center for International Leadership

Accepting the Challenge: Lessons of Leadership

Dr. Gerrita Postlewait

Superintendent in Residence, Stupski Foundation

Personal insights from the day’s activities:

Dr. Postlewait gave an insight to the complexities of change. What will be experienced as first-order change for some may be a second-order change for others. Different perceptions abot the implications of change can lead to one person’s solution becoming another persons problem.

*Habits are hard to give up because they give stability

*Change challenges a person’s sense of competence

*True leadership is risky Business

Implications for my school:

School leaders must know three critical parts of the system.

1. curriculum

2. instruction

3. assessment

These will provide effective learning. As leaders we must be ‘crystal clear” about expectations.

“The more complex society gets, the more sophisticated leadership must become.” Michael Fullen

“Leaders…..challenge people’s habits, beliefs, and values.” Ron Heifitz

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Leadership Frames

December 2-3, 2006

Focus Questions:

• How can we apply what we learn from leadership research to be more successful in creating 21st century schools?

• Why do great leaders self-reflect and build from their own strengths to improve performance?

Presentations:

Introduction to Leadership Frames (

Dr. Richard Hartnett

Professor, West Virginia University

“A Gift of Belief” – Sharpening the Saw

Muriel Summers

Principal, A.B. Combs Elementary School

Conversations with Experts:

Characteristics of the Adaptive Leader

Dr. Ron Heifetz, Harvard University

Characteristics of the Transformational Leader

Dr. Kenneth Leithwood, University of Toronto

Characteristics of the Distributive Leader

Dr. Joseph Murphy, Vanderbilt University

Keynote Address:

Developing 21st Century Schools

Selby Wellman

Vice-President, Cisco Systems, Inc. (Retired)

Activities:

Using Problem-Based Learning to Examine Leadership Frames

Personal insights from the day’s activities:

Using the graphic organizer to note the different 21st leadership frames helped me to see the characteristics for each frame.

Implications for my school:

Adaptive: visionary, cultural, ‘stick to your guns”, speak the truth.

Distributive: share the work, relationships, let go.

Transformational: courage, motivator, values, ethics, manager

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Spring Institute

The Spring session of the West Virginia Institute for 21st Century Leadership focused upon three main topics: (a) the fundamentals of the change process and the obstacles encountered in change, (b) the importance of crafting a vision for their school, and (c) operationalizing the vision into goals and action steps in a context of continuous improvement. The instructional design for this session focused upon Professional Learning Communities as a vehicle to move the school’s agenda for change forward. Participants were grouped by programmatic level and size of school to enable them to discuss strategic implementation of the vision with participants from like size schools.

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Forces of Change

March 23, 2007

Focus Questions:

• What are the eight forces that impact successful change initiatives?

• What are some practical leadership strategies related to these forces?

Keynote Address:

Unlocking the School’s Potential

Dr. Joanne Quinn

Consultant, Ontario Institute for Studies in Education

Personal insights from the day’s activities:

To unlock the school’s potential you must first cultivate learning and generate conversations about improving learning. To improve learning you must provide: purposes, learning and capacity building.

Implications for my school:

The article, 8 Forces for Leaders of Change, presented the core concepts that does not guarantee success, but their absence ensures failure.

These concepts are:

1. Engaging people’s moral purposes.

2. Building capacity

3. Understanding the change process

4. Developing cultures for learning

5. Developing cultures of evaluation

6. Focusing on leadership for change

7. Fostering coherence making

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Visioning

March 23-24, 2007

Focus Questions:

• Why is leadership vision so important for successful change?

• What is your vision of a 21st century school?

• What are some practical leadership strategies for “living the mission?”

• What vision do have for your school five years from now?

Keynote Address:

Understanding the Importance of Vision and Mission

Dr. Richard Hartnett

Professor, Wet Virginia University

Presentations:

Voices from the Field: Leadership Strategies for Living the Mission:

Lydia McCue

Special Assistant to the State Superintendent

Muriel Summers

Elementary Critical Friend

Dr. Jerry Valentine

Middle Level Critical Friend

Dr. Steve Edwards

High School Critical Friend

Personal insights from the day’s activities:

21st Century Learning Community Activity Packet.doc

Implications for my school:

To share the above learning packet with my faculty.

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Professional Learning Communities

March 25, 2007

Focus Questions:

• How can a professional learning community help to achieve the vision for your school?

• What are the practical concerns in organizing a professional learning community

Keynote Address:

Creating a Structure for Change: Introduction to Professional

Learning Communities

Tim Brown

Accelerated Schools Project

Conversations with Experts:

Tim Brown

Principal, Campbell Elementary School in Springfield, Missouri (Retired)

Clara Sale-Davis

Principal, Freeport Intermediate School in Freeport, TX

Richard Dewey

Principal, Eastview High School in Apple Valley, MN

Personal insights from the day’s activities:

Tim Brown provided activities that could be shared with faculty/staff. His presentation was very practical and useful.

Implications for my school:

For our end of the year strategic planning meeting I utilized Mr. Brown’s compass points activity. This helped to recognize our leadership roles.

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Tech Time

eLearning Platform

Using the WVLearns eLearning platform to complete surveys, post to a daily journal, and download Institute materials.

Notebook Computer

Overview of the configuration and capabilities of the Dell notebook computer provided to participants for use in completing Institute activities.

Podcasting

Planning, recording, editing, and posting audio files to the Internet.

Interactive Whiteboards

Introduction to the use of Intelliboard whiteboards for developing engaging and interactive lessons for the 21st century classroom.

Web 2.0

Introduction to “Read/Write” web components including blogs, wikis, and social networking applications.

Advanced Applications

Use of the advanced functionality for PowerPoint presentation application and Outlook email client.

Resources for Problem-Based Learning

Review of the compiled documents and web links that relate to the implementation of problem-based learning in the classroom and as a professional development tool.

Movie Maker

Planning, recording, editing, and distributing video files in a variety of formats.

ePortfolio

Use of the ePortfolio for documenting the Institute experience.

Resources for Professional Learning Communities

Review of the compiled documents and web links that relate to the implementation of professional learning communities as a professional development tool.

Personal insights from the Tech Time activities:

Excellent overview of the technology tools and programs to enhance learning.

Implications for my school:

Student teachers at East Dale provided a professional development session to teach podcating and blogging. They set up a blog on writing for teachers to discuss.

It was very beneficial! Teachers did not feel threatened by the technology.

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Areas of Focus

Round One:

21st Century Assessments Section 1

21st Century Assessments Section 2

Lisa Youell, Facilitator

Creating Learning Communities using the Digital Resource

Sharon Flack, Facilitator

Global Awareness

Nancy Brown, facilitator

Information and Communications Skills

Kathy Boone, Facilitator

Podcasting

Anne Meadows, Facilitator

Personal Health and Wellness

Melanie Purkey, Facilitator

Personal and Workplace Productivity Section 1

Personal and Workplace Productivity Section 2

Steve Edwards, Facilitator

Organizational Culture

Jerry Valentine, Facilitator

Correlates of Effective Schools

Muriel Schools, Facilitator

Round Two:

Lessons from Great Leaders

Ben Guido, Facilitator

Elementary Leadership and Problem-Solving

Roger Barker, Facilitator

High School Leadership and Problem-Solving

Steve Edwards, Facilitator

Correlates of Effective Schools, Part II

Muriel Summers, Facilitator

Face-to-Face Sessions:

Classroom Frameworks

Sharon Flack, Facilitator

Strategic Planning

Dave Scragg, Facilitator

Tech Time – Podcasting

Anne Meadows, Facilitator

Area(s) of Focus in which I participated:

Creating Learning communities using the Digital Resource

Face to Face Sessions with Sharon Flack, Dave Scragg and Anne Meadows

Personal insights from the Area of Focus activities:

Digital Resource was shared with staff and teacher ed students.

Implications for my school:

Area of focus was presented to Principals and Central office staff during modules.

Other 21st Century Learning Activities

Additional learning activities in which I have been involved (books I’ve read, presentations I’ve attended, etc.) that have complemented the Institute experience:

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Implementation Progress to Date

East Dale Elementary

Activities that I have implemented at my school to further the 21st century teaching and learning initiative (presentations, book studies, wikis, podcasts, changes in culture, new instructional strategies, etc):

[pic]Book Study, What Great Teachers Do Differently.

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Thank you to the institute for the most compelling experience in my 32 years as an educator. All of my conversations with colleagues, friends and community relates back to my experience as a 21st Century Learner.

This year was more than speakers, books and activities. It was about real people making lasting relationships with educators that will continue for a lifetime.

CONGRATULATIONS TO THE DESIGNERS AND DREAMERS OF THIS WONDERFUL INITIATIVE.

I AM PROUD TO BE ON YOUR WEST VIRGINIA TEAM!

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