Presented to the Canadian Association of School Administrators July 9, 2011.

1. Building Capacity for Learning Technology LeadershipThe CASS Network of 21st Century School Systems Jim Brandon and Gary Strother CASA Niagara Falls – July 9, 2011

3. transformational leadership

4. IT governance

6. The CASS Framework for School System Success A. VISION and DIRECTION SETTING Jurisdiction-Wide Focus on Student Achievement Targeted and Phased Focuses for School Improvement Strategic Engagement with the Government’s Agenda for Change and Associated Resources B. ORGANIZATION DESIGN and ALIGNMENT Infrastructure Alignment C. CAPACITY DEVELOPMENT Jurisdiction-wide sense of efficacy Investing in Instructional Leadership District-wide, job embedded professional development for leaders and teachers

7. The CASS Framework for School System Success D. RELATIONSHIP BUILDING Building and Maintaining Good Relations Engaging Parents E. THE PRIMACY of CURRICULUM and INSTRUCTION Approaches to Curriculum and Instruction Use of Evidence for Planning, Organizational Learning and Accountability

8. The best available evidence suggests that High Performing School Systems focus on CAPACITY DEVELOPMENT Dimension 6: Investing in Instructional Leadership Change the conceptions of leadership expected of senior staff and others. Hold principals directly accountable for the quality of instruction in their schools. Encourage principals to supplement the instructional leadership in their schools with central office expertise as needed. Provide opportunities in the district for principals to further develop their instructional leadership capacities. Use external expertise to develop instructional leadership in the district.

9. Looking at research in 4 areas connected to High Performing School Jurisdictions in the Application of 21st Century Learning Technology 12th Dimension: System Leadership for Learning Technology Success A Shared Vision of 21st Century Learning and Teaching Transformational School and System Leadership IT Governance School Systems as Knowledge-building Organizations FOUNDED ON RESEARCH BY Drs. Sharon Friesen and Jennifer Lock – U of C – 2010 Dr. Maurice Hollingsworth – U of L – 2008 Jeff Rawlings – Alberta Education – 2010 Charmaine Brooks – U of A – 2010 ADDINGPRACTICAL WISDOM THROUGH CONVERSATION

10. Cass NETWORK of 21st CENTURY SCHOOL SYSTEMS Rocky View Schools, Airdrie Oct 19, 2010 & Feb 15. 2011 Focusing on jurisdiction implementation of 21st century learning and teaching Generative network for districts highly committed to the application of learning technologies toward 21st century learning and teaching Sharing insights, challenges and supporting each other’s work Learning with and from other Alberta school jurisdictions Dialogue and inquiry on evidence based leadership practice http://cass.rockyview.ab.ca/

11. Koehler, M. & Misha, P. (2008). Introducing TPCK. In AACTE (Eds) Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. Routledge: New York, NY

12. A Shared Vision of 21st Century Learning and Teaching Binkley et. al (2010) Ways of Thinking Creativity, critical thinking, decision making, problem-solving Ways of Working Including communication and collaboration Tools for Working Ability to recognize and exploit the potential of new technologies Ways of Living Together The capacity to live in a multifaceted world as active, participating and contributing citizens

13. A Shared Vision of 21st Century Learning and Teaching Embedding technology in rich, robust learning by nurturing active and in-depth learning requiring authenticity fostering collaboration utilizing prior knowledge and experience organizing knowledge around key concepts and connections supporting the development of meta-cognitive skills

14. Learning from Studies of 7 High Performing Jurisdictions TEACHERS as DESIGNERS OF 21st CENTURY LEARNING developed strong authentic discipline-based inquiry work for students scaffolded student work with robust instructional practices that conformed to the learners and assessment practices that aided each child to improve, grow and thrive called upon networked digital technologies to create knowledge-building classrooms created strong relationships with their students and other teachers. Created processes so that students built strong relationships with each other and with experts in the field as they learned together worked with peers to critically reflect on their practice and work on improving their practice in the company of peers.

15. Shared Vision of 21st Century Learning and Teaching “Aspiring to be barebones…” New Direction IT Lead Team At the Table External Audit $ to Fund Hand in Hand with Instructional Services

16. A Shared Vision of 21st Century Learning and Teaching What are your district’s strengths in this area? What next steps do you foresee for your district in this area?

17. Transformational School and System Leadership What ways of thinking about technology, teaching and learning need to be cultivated in the leadership community? Brooks, 2010

18. Transformational School and System Leadership Transformational approaches emphasize emotions and values and share in common the fundamental aim of fostering capacity development. Leithwood and Janzi, 2009, p. 38

19. Transformational School and System Leadership Attending to the instructional core and the ways in which technology impacts the instructional core Building strong learning and leading relationships Guiding and coaching other leaders Knowing and fostering 21st century learning environments

20. Learning from Studies of 7 High Performing Jurisdictions TRANSFORMATIONAL LEADERSHIP APPROACHES Leaders in the seven initiatives collaboratively created a shared vision: support for technology within a strong vision for learning from the learning sciences. ensured access to current networked digital resources ensured that all involved became skilled technology users ensured technical assistance ensured those involved had subject and content knowledge in combination with pedagogical skill ensured student-centered learning approaches generated and maintained community support ensured policies to sustain and strengthen the initiative

21. Transformational School and District Leadership Why Not: I.T’s About Teaching and Learning! Start with IT Department Shift in thinking Snapshot Get leaders (principals) involved 5 Year Plan

22. Transformational School and System Leadership What are your district’s strengths in this area? What next steps do you foresee for your district in this area?

23. IT Governance Addresses these questions Are the objectives of IT aligned with the objectives of the school jurisdiction? Are we managing the risks? Are we managing our resources effectively and responsibly? While still enabling the jurisdiction to achieve its goals? How do we know when we have achieved our goals? IT Governance Institute Board Briefing on IT Governance, 2nd Edition

25. Ensuring that IT goals are achieved

26. Ascertaining that risks are managed appropriately

27. Verifying that the jurisdictions resources are used responsiblyIT Governance Institute Board Briefing on IT Governance, 2nd Edition

28. IT Director/Manger Who is responsible? IT governance is the responsibility of the senior school jurisdiction leaders

29. IT Governance Need a new SIS… Necessity of strong infrastructure Educate district leaders Candy example ‘At the table’

30. IT Governance What are your district’s strengths in this area? What next steps do you foresee for your district in this area?

31. School Districts As Knowledge Building Organizations

32. School Districts As Knowledge Building Organizations A knowledge building environment, virtual or otherwise, is one that enhances collaborative efforts to create and continually improve ideas. It exploits the potential of collaborative knowledge work by situating ideas in a communal workspace where others can criticize or contribute to their improvement. Scardamalia, et.al., 2010

33. Learning from Studies of 7 High Performing Jurisdictions SCHOOL SYSTEMS AS KNOWLEDGE-BUILDING ORGANIZATIONS A complex systems-based approach, wherein leaders paid attention to emerging learning, collected evidence along the way and made decisions informed by evidence and research created adaptable structures understood that knowledge-building is created through connections and relationships, not its flow chart. Mindset of inquiry, not certitude short term processes focused toward vision, monitoring and adjustments in response to evidence

34. School Jurisdictions as Knowledge Building Organizations Professional Development: Teachers Learning from Teachers… District Leadership Council Partnership with ATA for PD Partnering with Students

35. School Systems as Knowledge-building Organizations What are your district’s strengths in this area? What next steps do you foresee for your district in this area?