Liana+-+Lead+and+Learn+(Douglas+Reeves)

March 27, 2011

**Douglas B. Reeves, The Leadership and Learning Center, www.LeadandLearn.com**
The central challenge of 21st Century skills is not a matter of technology, curriculum, or desire. it is a matter of __**leadership and policy**__. You won't get 21st Century skills with Ming Dynasty assessments and Neanderthal era leadership and policy.

For copy of slides, please email: dreeves@leadandlearn.com or go to LeadandLearn.com

The Big Ideas -Rhetoric and reality -Implementation gap -New framework for assessing 21st Century skills -Practical ways to improve individual and organizational focus


 * number one dissatisfaction source for teachers is: TIME.**

2011 Research Update
 * Implementation Audits:
 * What is the intuitive inventory? Count every initiative (like an archaeology dig)
 * What is the range of implementation? - there are different levels of implementation and therein lies the difference
 * What is relationship to student learning? - What is working? plot it on an axis. implementation on one axis and student learning on other axis.

When you ask the right questions, it makes a huge difference.

The critical variable for professional learning is **DEEP IMPLEMENTATION**. more than program selection.
 * Efficacy - bone deep belief that teaching and leadership matters.
 * Priorization - six or fewer initiatives
 * Specificity
 * Measurability
 * Monitoring (adult actions, not just test scores)

We are drowning in test scores (analogy to Mrs. Obama NOT weighing kids once a year but planting a garden)

Only High Implementation Yields Gains (no matter what kinds of schools. Without good implementation children can lose ground rather than gain.)

Other Key Findings
 * More than six priorities inversely related achievement
 * 90% faculty participation, 3-5 times higher achievement gains than 10% faculty participation
 * PRACTICES, not PROGRAMS

We must distinguish assessment for learning for adults from evaluation. Coaching process. We need to make that distinction.

What is continually seen, even with new data, if you're not going to implement DEEP, don't bother.


 * 1) When ALL variables are considered simultaneously, relationships to student achievement are linear.
 * 2) When INDIVIDUAL variables are considered, relationships to student achievement are NON-LINEAR
 * 3) Practical impact for school leaders

Again, **DEEPER IMPLEMENTATION OF FEWER THINGS**

Weed - monies going in but no one really implementing (paying for online resources but not accessed) Evaluate - no good documentation of achievement. Lead - Making the hard decisions and following through INVEST - full force

people don't leave organizations, they leave BOSSES


 * Look up 90 90 90 Study (Reeves)

What is impact of tech on improving student achievement? - .31. YIKES! It's a troubling number. We need to be careful consumers of technology. Teachers are not clear on what they are doing.

Long Term Benefits of Kindergarten
 * March 2011, 50 state, 50 year large scale multivariate study
 * Hispanic children 17% less likely to be below grade level for age
 * 5% high watts as adults
 * Consistent with macroeconomic studies

tech and student impact -March 18, 2011 education WEEK 997 schools -tech based interventions for ELL, struggling readers, and special ed were top predictors of improved test scores, drop out rate...

Globalization - different cultures, collaboration, critical thinking, perspectives, problem solving.

21st century skills
 * Critical thinking
 * collaboration
 * communication
 * creative
 * relevance to real world
 * learning by doing
 * project-based
 * technology supported

Are these really 21st century skills????? They have existed for a while. They have been around for centuries. Bad teaching augmented with tech is still BAD TEACHING.

LEADERSHIP AND POLICY

Thinking about 21st century skills, and then an assessment that you use, how do the two intersect?

When students know that something DOESN'T count, they do better. What is best is getting regular feedback.

"Mullti-tasters are just lousy at everything...high multi tasters are suckers for irrelevancy."

Applying 21st century assessment principles to adults
 * three stacks of data:
 * student achievement
 * teacher practices
 * leadership practices


 * Keys: Formative and Reciprocal

And if the number one dissatisfaction of teachers is TIME what do we do with that information?
 * Reflection**: The main point to me was LESS is MORE. KS is famous for implementing new initiatives. And then they sort of fizzle on the wayside. But we need to be more selective in what we need to implement (system wide) and then DO IT WELL. And we really need to think about "21st century skills". What are they? Why are they important? Are they really 21st century skills or just good universal skills?


 * Implications for Ka Pi'ina**: Is Ka Pi'ina an initiative? If it is it is a necessary one. But how does it impact all the other initiatives or vice versa? And how do we effectively implement to ensure DEEP implementation? How do we implement the policy and how do we TRAIN and SUPPORT our leaders to be effective?