The document discusses three foundational questions for schools to consider: defining the essential outcomes for graduating students, determining the relationship between students, teachers, and knowledge, and identifying the differentiated value the school provides to clients. Answering these questions helps schools clarify their mission and priorities.
ISYU TUNGKOL SA SEKSWLADIDA (ISSUE ABOUT SEXUALITY
Redefining Learning for the 21st Century
1. Prologue
In many organizations, a cultural change was
either a by-product or a primary factor in
achieving a new decision-making structure,
with leaders pushing isolated factions to work
together, and ensuring people knew that all
voices would be heard.
--- “Not So Lonely at the Top: Singular Vision, Collective
Action,” The Head’s Letter, January 2013
2. A Window Into 21st Century Leadership
Creating Value Through Empowerment
Nishant N. Mehta | NAIS Annual 2013 | February 28, 2013
3. Three Foundational Questions
✤ What are the essential learning outcomes or qualities
of your students when they graduate?
✤ What is the desired relationship at your school
between students, teachers, and knowledge?
✤ What is the differentiated value that your school
offers to your clients?
--- Grant Lichtman, learningpond.wordpress.com
23. Welcome to our "moment of change"
We must redefine what counts as learning in the 21st century.
24. Welcome to our "moment of change"
We must redefine what counts as learning in the 21st century.
We must redefine what we value and how we assess.
25. Welcome to our "moment of change"
We must redefine what counts as learning in the 21st century.
We must redefine what we value and how we assess.
And, our competition is no longer just other independent schools.
27. Managing and Mentoring Millenials
Engage, Empower, Mentor: “The 21 st Century
workplace is more about collaboration, cooperation, and
communication. More team skills are being taught in
s c h o o l s t o d a y. M a n y c u r r e n t g e n e r a t i o n a l
misunderstandings arise from crushing Boomer egos
when tasks and projects arise. Millenials can feel
demeaned or taken advantage of when as Boomers lay
on their “my way-or-the-highway” or “back-in-the-day”
operational styles. The key? Mentorship is a mutual
endeavor. It is neither top-down or bottom-up. At its
best, it is co-created with enthusiasm and dedication.”
28. Managing and Mentoring Millenials
Engage, Empower, Mentor: “The 21 st Century
workplace is more about collaboration, cooperation, and
communication. More team skills are being taught in
s c h o o l s t o d a y. M a n y c u r r e n t g e n e r a t i o n a l
misunderstandings arise from crushing Boomer egos
when tasks and projects arise. Millenials can feel
demeaned or taken advantage of when as Boomers lay
on their “my way-or-the-highway” or “back-in-the-day”
operational styles. The key? Mentorship is a mutual
endeavor. It is neither top-down or bottom-up. At its
best, it is co-created with enthusiasm and dedication.”
-- Jim and Matt Finkelstein in “Managing Millenials”
36. Since January 2011...
Playground Safety Committee
Anti-Bullying Task Force
Writing and Grammar Task Force (MS)
Spelling/Phonics Task Force (LS)
37. Since January 2011...
Playground Safety Committee
Anti-Bullying Task Force
1:1 iPad Initiative
Writing and Grammar Task Force (MS)
Spelling/Phonics Task Force (LS)
38. Since January 2011...
Teaching and Learning Center
Playground Safety Committee
Anti-Bullying Task Force
1:1 iPad Initiative
Writing and Grammar Task Force (MS)
Spelling/Phonics Task Force (LS)
39. Since January 2011...
Teaching and Learning Center
Playground Safety Committee
Anti-Bullying Task Force
1:1 iPad Initiative
Committee on Diversity & Inclusion
Writing and Grammar Task Force (MS)
Spelling/Phonics Task Force (LS)
40. Since January 2011...
Teaching and Learning Center
Playground Safety Committee
Anti-Bullying Task Force
1:1 iPad Initiative
Student Leadership Group Revamp
Committee on Diversity & Inclusion
Writing and Grammar Task Force (MS)
Spelling/Phonics Task Force (LS)
41. Since January 2011...
Teaching and Learning Center
Playground Safety Committee
Anti-Bullying Task Force
Lower School Steering Committee
1:1 iPad Initiative
Student Leadership Group Revamp
Committee on Diversity & Inclusion
Writing and Grammar Task Force (MS)
Spelling/Phonics Task Force (LS)
42. Since January 2011...
Teaching and Learning Center
Playground Safety Committee
Anti-Bullying Task Force
Lower School Steering Committee
Middle School Steering Committee
1:1 iPad Initiative
Student Leadership Group Revamp
Committee on Diversity & Inclusion
Writing and Grammar Task Force (MS)
Spelling/Phonics Task Force (LS)
46. The Need to Innovate
“We used to say if you don’t know where you’re
going, then any road will take you there…”
--- Twitter CEO, Dick Costolo
47. The Need to Innovate
“We used to say if you don’t know where you’re
going, then any road will take you there…”
--- Twitter CEO, Dick Costolo
“…The way out for Apple is not to
slash and burn, it’s to innovate.
That’s how Apple got to its glory,
that’s how it could return to it.”
--- Steve Jobs, 1996
51. Placing Small Bets on Fast Horses
“In many organizations, a cultural change was either a
by-product or a primary factor in achieving a new
decision-making structure, with leaders pushing isolated
factions together, and ensuring people knew that all
voices would be heard.”
--- The Head’s Letter
57. Portrait of an ACDS Graduate
INDEPENDENT LEARNER: The ACDS Graduate actively engages in
the acquisition of academic, athletic and artistic skills. The ACDS
Graduate exhibits the abilities, knowledge, confidence and creativity
to complete a given task independently.
58. Portrait of an ACDS Graduate
INDEPENDENT LEARNER: The ACDS Graduate actively engages in
the acquisition of academic, athletic and artistic skills. The ACDS
Graduate exhibits the abilities, knowledge, confidence and creativity
to complete a given task independently.
COMMUNICATOR: The ACDS Graduate effectively exchanges ideas,
experiences and knowledge, confidently and appropriately, in person
and using a variety of media.
59. Portrait of an ACDS Graduate
INDEPENDENT LEARNER: The ACDS Graduate actively engages in
the acquisition of academic, athletic and artistic skills. The ACDS
Graduate exhibits the abilities, knowledge, confidence and creativity
to complete a given task independently.
COMMUNICATOR: The ACDS Graduate effectively exchanges ideas,
experiences and knowledge, confidently and appropriately, in person
and using a variety of media.
COMMUNITY MINDED: The ACDS Graduate demonstrates an
awareness of his or her impact on the community, values diversity,
and has the skills to understand, cooperate and empathize with
others. The ACDS Graduate exhibits moral courage and stands up for
the interests and well-being of the greater community.
60. Portrait of an ACDS Graduate
INDEPENDENT LEARNER: The ACDS Graduate actively engages in
the acquisition of academic, athletic and artistic skills. The ACDS
Graduate exhibits the abilities, knowledge, confidence and creativity
to complete a given task independently.
COMMUNICATOR: The ACDS Graduate effectively exchanges ideas,
experiences and knowledge, confidently and appropriately, in person
and using a variety of media.
COMMUNITY MINDED: The ACDS Graduate demonstrates an
awareness of his or her impact on the community, values diversity,
and has the skills to understand, cooperate and empathize with
others. The ACDS Graduate exhibits moral courage and stands up for
the interests and well-being of the greater community.
BALANCED: The ACDS Graduate demonstrates a healthy
understanding of the work/life balance and is open to opportunities
and risk.
62. Professional Excellence
I. II.
Teacher – School Teacher – Student
IV. III.
Teacher – Teacher Teacher - Parent
63. Professional Excellence
✤ Defines ACDS teachers as dedicated to their craft
but balanced in their approach.
✤ Teachers are creative thinkers, effective classroom
managers, and positive role models - all in an
effort to have their students develop and evolve into
the portrait of the ACDS graduate.
✤ ACDS Teachers recognize that they exemplify the
main attributes of successful education and learning,
and seek out professional development
opportunities to grow and develop as academics
while maintaining a healthy balance as individuals.
67. Example: 1:1 iPad Initiative
✤ Engage, Empower, Mentor:
✦ Busting Silos
✦ A Flexible Structure >>> Push and Pull
68. Example: 1:1 iPad Initiative
✤ Engage, Empower, Mentor:
✦ Busting Silos
✦ A Flexible Structure >>> Push and Pull
✦ Building Competencies >>> Skills and Vocabulary
69. Example: 1:1 iPad Initiative
✤ Engage, Empower, Mentor:
✦ Busting Silos
✦ A Flexible Structure >>> Push and Pull
✦ Building Competencies >>> Skills and Vocabulary
✦ Anticipating Roadblocks
70. Example: 1:1 iPad Initiative
✤ Engage, Empower, Mentor:
✦ Busting Silos
✦ A Flexible Structure >>> Push and Pull
✦ Building Competencies >>> Skills and Vocabulary
✦ Anticipating Roadblocks
✦ Rethinking Professional Development
71. Example: 1:1 iPad Initiative
✤ Engage, Empower, Mentor:
✦ Busting Silos
✦ A Flexible Structure >>> Push and Pull
✦ Building Competencies >>> Skills and Vocabulary
✦ Anticipating Roadblocks
✦ Rethinking Professional Development
✦ Sticking to the Roadmap
77. Three Foundational Questions
✤ What are the essential learning outcomes or qualities
of your students when they graduate?
78. Three Foundational Questions
✤ What are the essential learning outcomes or qualities
of your students when they graduate? PoG
79. Three Foundational Questions
✤ What are the essential learning outcomes or qualities
of your students when they graduate? PoG
✤ What is the desired relationship at your school
between students, teachers, and knowledge?
80. Three Foundational Questions
✤ What are the essential learning outcomes or qualities
of your students when they graduate? PoG
✤ What is the desired relationship at your school
between students, teachers, and knowledge? CPE
81. Three Foundational Questions
✤ What are the essential learning outcomes or qualities
of your students when they graduate? PoG
✤ What is the desired relationship at your school
between students, teachers, and knowledge? CPE
✤ What is the differentiated value that your school
offers to your clients?
82. Three Foundational Questions
✤ What are the essential learning outcomes or qualities
of your students when they graduate? PoG
✤ What is the desired relationship at your school
between students, teachers, and knowledge? CPE
✤ What is the differentiated value that your school
offers to your clients? PoG + CPE
83. Innovative Practices at ACDS
✦ ADOPTING BACKWARD DESIGN AND MAPPING OF CURRICULUM
AROUND SKILLS RATHER THAN SUBJECTS
✦ DOCUMENTING STUDENT OUTCOMES VIA FORMATIVE ASSESSMENTS AND
“DEMONSTRATIONS OF LEARNING”
✦ CONNECTING AI, THE STRENGTHS APPROACH, AND GROWTH MINDSETS
✦ GLOBALIZING INDEPENDENT SCHOOLS
✦ STAGE II GREENING OF INDEPENDENT SCHOOLS
84. Innovative Practices at ACDS
✦ ADOPTING BACKWARD DESIGN AND MAPPING OF CURRICULUM
AROUND SKILLS RATHER THAN SUBJECTS
✦ DOCUMENTING STUDENT OUTCOMES VIA FORMATIVE ASSESSMENTS AND
“DEMONSTRATIONS OF LEARNING”
✦ CONNECTING AI, THE STRENGTHS APPROACH, AND GROWTH MINDSETS
✦ GLOBALIZING INDEPENDENT SCHOOLS
✦ STAGE II GREENING OF INDEPENDENT SCHOOLS
85. Innovative Practices at ACDS
✦ ADOPTING BACKWARD DESIGN AND MAPPING OF CURRICULUM
AROUND SKILLS RATHER THAN SUBJECTS
✦ DOCUMENTING STUDENT OUTCOMES VIA FORMATIVE ASSESSMENTS AND
“DEMONSTRATIONS OF LEARNING”
✦ CONNECTING AI, THE STRENGTHS APPROACH, AND GROWTH MINDSETS
✦ GLOBALIZING INDEPENDENT SCHOOLS
✦ STAGE II GREENING OF INDEPENDENT SCHOOLS
86. Innovative Practices at ACDS
✦ ADOPTING BACKWARD DESIGN AND MAPPING OF CURRICULUM
AROUND SKILLS RATHER THAN SUBJECTS
✦ DOCUMENTING STUDENT OUTCOMES VIA FORMATIVE ASSESSMENTS AND
“DEMONSTRATIONS OF LEARNING”
✦ CONNECTING AI, THE STRENGTHS APPROACH, AND GROWTH MINDSETS
✦ GLOBALIZING INDEPENDENT SCHOOLS
✦ STAGE II GREENING OF INDEPENDENT SCHOOLS
87. Innovative Practices at ACDS
✦ STEM AND BEYOND SIGNATURE PROGRAMMING
✦ PROFESSIONALIZING THE PROFESSION
✦ PUBLIC PURPOSE OF PRIVATE EDUCATION
✦ ONLINE LEARNING FOR INDEPENDENT SCHOOL
BRANDED COURSES
✦ INCORPORATING DESIGN THINKING
88. Innovative Practices at ACDS
✦ STEM AND BEYOND SIGNATURE PROGRAMMING
✦ PROFESSIONALIZING THE PROFESSION
✦ PUBLIC PURPOSE OF PRIVATE EDUCATION
✦ ONLINE LEARNING FOR INDEPENDENT SCHOOL
BRANDED COURSES
✦ INCORPORATING DESIGN THINKING
89. Innovative Practices at ACDS
✦ STEM AND BEYOND SIGNATURE PROGRAMMING
✦ PROFESSIONALIZING THE PROFESSION
✦ PUBLIC PURPOSE OF PRIVATE EDUCATION
✦ ONLINE LEARNING FOR INDEPENDENT SCHOOL
BRANDED COURSES
✦ INCORPORATING DESIGN THINKING