2. How will education be different tomorrow because of our meeting today? How will you contextualize and mobilize what you learn? How will you leverage, how will you enable your faculty to leverage- collective intelligence?
3. Principle of the Path “Direction-not intention-determines our destination.” Andy Stanley Are your daily choices as a 21st Century Administrator taking you and your school in the direction you want to go?
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6. New Media Literacies- What are they?http://newmedialiteracies.org/ Will the future of education include broad-based, global reflection and inquiry? Will your current level of new media literacy skills allow you to take part in leading learning through these mediums? What place does emerging media have in your role as a change savvy leader?
7. Community is the New Professional Development Cochran-Smith and Lytle (1999a) describe three ways of knowing and constructing knowledge that align closely with PLP's philosophy and are worth mentioning here. Knowledge for Practice is often reflected in traditional PD efforts when a trainer shares with teachers information produced by educational researchers. This knowledge presumes a commonly accepted degree of correctness about what is being shared. The learner is typically passive in this kind of "sit and get" experience. This kind of knowledge is difficult for teachers to transfer to classrooms without support and follow through. After a workshop, much of what was useful gets lost in the daily grind, pressures and isolation of teaching. Knowledge in Practice recognizes the importance of teacher experience and practical knowledge in improving classroom practice. As a teacher tests out new strategies and assimilates them into teaching routines they construct knowledge in practice. They learn by doing. This knowledge is strengthened when teachers reflect and share with one another lessons learned during specific teaching sessions and describe the tacit knowledge embedded in their experiences.
8. Community is the New Professional Development Knowledge of Practice believes that systematic inquiry where teachers create knowledge as they focus on raising questions about and systematically studying their own classroom teaching practices collaboratively, allows educators to construct knowledge of practice in ways that move beyond the basics of classroom practice to a more systemic view of learning. I believe that by attending to the development of knowledge for, in and of practice, we can enhance professional growth that leads to real change. Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge and practice: Teaching learning in communities. Review of Research in Education, 24, 249-305.
11. A Definition of Community Communities are quite simply, collections of individuals who are bound together by natural will and a set of shared ideas and ideals. “A system in which people can enter into relations that are determined by problems or shared ambitions rather than by rules or structure.” (Heckscher, 1994, p. 24). The process of social learning that occurs when people who have a common interest in some subject or problem collaborate over an extended period to share ideas, find solutions, and build innovations. (Wikipedia)
12. A Definition of Networks From Wikipedia, the free encyclopedia Networks are created through publishing and sharing ideas and connecting with others who share passions around those ideas who learn from each other. Networked learning is a process of developing and maintaining connections with people and information, and communicating in such a way so as to support one another's learning. Connectivism (theory of learning in networks) is the use of a network with nodes and connections as a central metaphor for learning. In this metaphor, a node is anything that can be connected to another node: information, data, feelings, images. Learning is the process of creating connections and developing a network.
14. What does it mean to work in a participatory 2.0 world?
15. PD of the 21st Century will be—teacher directed through: Connections (PLNs, PLCs & CoP)
16. Personal Learning Networks FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven
17. Communities Building capacity in both individuals and groups Self efficacy and collective efficacy Global citizenship within a local context
18. Professional Learning Communities The driving engine of the collaborative culture of a PLC is the team. They work together in an ongoing effort to discover best practices and to expand their professional expertise. PLCs are our best hope for reculturing schools. We want to focus on shifting from a culture of teacher isolation to a culture of deep and meaningful collaboration. FOCUS: Local , F2F, Job-embedded- in Real Time
19. Communities of Practice FOCUS: Situated, Synchronous, Asynchronous- Online and Walled Garden
20. “Some online communities emerge out of nowhere, are totally unplanned and blossom. But these are the minority. There is a good deal of evidence to suggest that careful planning is essential to the success of an online community” (Australian Flexible Learning Framework, What are the characteristics of effective online learning communities? pg 7, 2003)
21. Rethinking Leading and Learning Relationships first & capacity building Understand shift , movement and nature of change itself Power of mobilized collaboration and communication 4. Community and social fabric 5. Teacher as action researcher 6. Transparency, transparency, transparency
22. Powerful Learning Practice Delivery Model VLC Workshops Elluminate Where we deepen understanding, network, share resources and grow as a community of practice. Live meetings where teams meet, listen and then reflect in small groups. Two all day workshops that build capacity, community and develop 21st Century skills. Professional Learning Teams Job embedded teams who meet f2f and work towards scale and alignment of 21st C skills with school improvement goals
