Raymond J' McNulty

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LEADERSHIP SKILLS FOR THE 21st CENTURY

• Raymond J. McNulty
• Senior Vice President

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• Not an expert
• Im a learner and I change my opinion based on
  what I learn.

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• In times of change, learners inherit the Earth
  while the learned find themselves beautifully
  equipped to deal with a world that no longer
  exists.
• Eric Hoffer, American Social Writer

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• Learning is the work for everyone.

- Michael Fullan
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• Learning is developing the individual and the
  organization day after day within the culture.

- Michael Fullan
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Motivation is a key ingredient for success in
learning.
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Question

• How do we teach our children to live and work in
  this society?

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• We have to collaborate to get better.

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Theres no silver bullet!!NO EPIPHANY
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Traits of Top Performers
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Break the self-limiting mindset

• MENTAL TOUGHNESS

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Roger BannisterDara Torres
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Love pressure

• Devote yourself passionately to improvement

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Focus on what you can control

• Dont get distracted

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Fixate on the long term

• The trick is to meticulously plan
• short- term goals

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• Break the self limiting mindset
• Love pressure
• Focus on what you can control
• Fixate on the long term

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Key Strategies
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Key Strategies

• Innovation
• Leadership and Leadership Density
• Attend to the Big Three

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1. Innovation
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A Story.

• Not a bad idea, but to earn a grade more than a
  C, the idea has to be viable! (Yale Professor)

• Fredrick Smith
• The idea FedEx

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In the beginners mind there are many
possibilities in the experts mind there are
few.
-Shurnyu Suzuki
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Sustaining Innovation And Disruptive Innovation
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System
Innovation
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Sustaining Innovation
Disruptive Innovation
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Coherence
Fidelity
Adaptable
Scalable
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Coherence
Fidelity
Adaptable
Scalable
Sustaining Innovation
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Coherence
Fidelity
Adaptable
Scalable
Disruptive Innovation
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BANKING

• Sears
• IBM
• Digital. In Search of Excellence
• Xerox

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2. Leadership and Leadership Density
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Leadership is action, not position.

• - Donald H. McGannon

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Too many managers, not enough leaders. Managers
keep the current system in place and minimize
risk.
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The fundamental task of a leader is to develop
confidence in advance of victory, in order to
attract the investments that make victory
possible.
-Rosabeth Moss Kanter
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INTEGRATIVE THINKING
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How Leaders Think

• Not what they do but what produces their actions.
• Ability to hold two opposing ideas in their heads
  at once.
• You must fight thinking either/or.
• Integrative thinkers dont mind messy problems.
  In fact, they welcome complexity, because thats
  where the best answers come from.

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Leaders know how to wield the right change tools,
at the right time? The secret is to gauge how
strongly your people agree on 1. Where they
want to go? 2. How to get there?
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Broad consensus
Where they want to go?
No consensus
Broad consensus
No consensus
How they want to get there?
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THE IMPLEMENTATION DIP. THE POSSIBILITY CURVE..
Fullan--1990
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4 Reasons People Resist Change

• Desire not to lose something of value
• Misunderstanding of the change and its
  implications
• Belief that change doesnt make sense for the
  organization
• Low tolerance for change

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3. Attend to the Big Three
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What are they?

• LITERACY
• NUMERACY
• WELL-BEING OF THE LEARNER

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Components of School Excellence
Learning Criteria to Support 21st Century
Learners
Rigor/Relevance Framework

• Embrace a Common Vision and Goals
• Inform Decisions Through Data Systems
• Empower Leadership Teams to Take Action and
  Innovate
• Clarify Student Learning Expectations
• Adopt Effective Instructional Practices
• Address Organizational Structures
• Monitor Progress/Improve Support Systems
• Refine Process on an Ongoing Basis

Core Academic Learning Stretch Learning Learner
Engagement Personal Skill Development
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Using the Learning Criteria to Support 21st
Century Learners

• Raymond J. McNulty
• Senior Vice President

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The primary aim of education is not to enable
students to do well in school, but to help them
do well in the lives they lead outside of school.
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What got us to where we are today in
education,will not get us to where we need to
be!
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21st Century

• We are already there!!

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Three Question Exercise

• What will the world be like 20 years from now?
• What skills will your child need to be successful
  in that world?
• What would learning look like if it was designed
  around your answers?

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How do you want learning evaluated?
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Evaluation Systems

• Many of our systems are incomplete because we
• - over- measure some things
• and
• - dont measure others enough.

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What is it that you will stand for as Learning
in Your School?What makes your school different
from others?

• How do you communicate learning to the public?
• What do you tell parents their children will
  achieve?
• What will your graduates be like?

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Success Beyond the Test

• Core Academics
• Stretch Learning
• Learner Engagement
• Personal Skill Development

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Learning Criteria to Support 21st Century Learners

• Every school has its own DNA.
• School success is measurable beyond the tests.
• Data must drive school improvement initiatives.
• School growth and continuous improvement must be
  an ongoing, collaborative process.

International Center for Leadership in Education,
Inc.
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Dimensions

• Core Academic Learning (Achievement in the core
  subjects of English language arts, math and
  science and others identified by the school)

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K8 Core Academic Learning Sample Data Indicators

• Percentage of students meeting proficiency level
  of state testing requirements (required)
• Achievement levels on standardized
  tests/assessments other than state exams e.g.,
  Lexile, Developmental Reading Assessments, STAR,
  Scholastic Reading Inventory, etc.
• Percentage of performance-based assessments
  aligned with state and district standards used in
  reading, math, writing, and science (portfolio
  development, student-led conferencing, etc.)
• Percentage of students requiring remediation
  (summer school or tutorial) in reading,
  mathematics
• Follow-up surveys of academic achievements of
  students as they move to middle school/high
  school

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9-12 Core Academic Learning Sample Data Indicators

• Percentage of students meeting proficiency level
  on state tests (required)
• Average scores on ACT/SAT/PSAT
• Achievement levels on standardized tests other
  than state assessments
• Percentage of students requiring English/math
  remediation in college
• Percentage of students graduating high school in
  four years

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Dimensions

• Core Academic Learning (Achievement in the core
  subjects of English language arts, math and
  science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and
  relevant learning beyond the minimum requirements)

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K- 8 Stretch Learning Sample Data Indicators

• More than one years growth in literacy per grade
  
• Interdisciplinary work and projects (problem
  based learning)
• Students reading at least 60 non-fiction each
  day and using research-based comprehension
• Students participate in daily enrichment courses
  (music, art, physical education, foreign
  language, etc.)
• Completion of three or more years of world
  language before grade 6
• Number of students enrolled in choice-based
  academic explorations e.g. electives, clubs,
  independent studies, expert groupings, etc.
• Number of students involved in self-regulated
  learning opportunities such as peer coaching,
  student-led conferencing, student teacher data
  notebooks, peer data conferencing, etc.

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9-12 Stretch Learning Sample Data Indicators

• Interdisciplinary work and projects (e.g., senior
  exhibition)
• Participation/test scores in International
  Baccalaureate courses
• Average number of college credits earned by
  graduation (dual enrollment)
• Enrollment in AP courses/scores on AP
  exams/percentage achieving gt2 (online)
• Percent of students completing career majors or
  career/technical education programs
• Four or more credits in a career area (online)
• Four or more credits in arts (online)
• Earning of specialized certificates (e.g.,
  Microsoft, Cisco Academy) (online)

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Penn FosterVirtual High School

• Credit Recovery
• Increase Graduation Rates
• Decrease Dropout Rates
• Career Training Programs

For more information please call Don Kidd at
352-212-1395 or email don.kidd_at_pennfoster.edu.
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Criteria

• Core Academic Learning (Achievement in the core
  subjects of English language arts, math and
  science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and
  relevant learning beyond the minimum
  requirements)
• Learner Engagement (The extent to which students
  are motivated and committed to learning have a
  sense of belonging and accomplishment and have
  relationships with adults, peers, and parents
  that support learning)

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K8 Learner Engagement Sample Data Indicators

• Student satisfaction surveys
• Student risk behaviors (Asset Survey)
• Attendance rate
• Discipline referrals
• Tardiness
• Student participation in classroom and school
  leadership (Junior Leadership Team, etc.)

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9-12 Learner Engagement Sample Data Indicators

• Student satisfaction surveys
• Student risk behaviors (asset survey)
• Attendance rate
• Participation rate in extracurricular activities
• of students taking ACT/SAT
• Tardiness rate
• of students going to two and four year colleges

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Criteria

• Core Academic Learning (Achievement in the core
  subjects of English language arts, math and
  science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and
  relevant learning beyond the minimum
  requirements)
• Learner Engagement (The extent to which students
  are motivated and committed to learning have a
  sense of belonging and accomplishment and have
  relationships with adults, peers, and parents
  that support learning)
• Personal Skill Development (Measures of personal,
  social, service, and leadership skills and
  demonstrations of positive behaviors and
  attitudes)

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K-8 Personal Skill Development Sample Data
Indicators

• Participation or hours in service learning
• Students holding leadership position in clubs,
  classrooms, or sports
• Time management
• Ability to plan and organize work
• Respect for diversity
• Reduction in number of student incidences of
  conflict
• Follow-up survey of middle school students on
  development of personal skills

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9-12 Personal Skill Development Sample Data
Indicators

• Participation or hours in service learning
• Students holding leadership positions in clubs or
  sports
• Assessment of personal skills time management,
  ability to plan and organize work,
• Leadership/followership, etc.
• Respect for diversity
• Work as a member of a team
• Trustworthiness, perseverance, other character
  traits
• Follow-up survey of graduates on development of
  personal skills

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Criteria

• Core Academic Learning (Achievement in the core
  subjects of English language arts, math and
  science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and
  relevant learning beyond the minimum
  requirements)
• Learner Engagement (The extent to which students
  are motivated and committed to learning have a
  sense of belonging and accomplishment and have
  relationships with adults, peers, and parents
  that support learning)
• Personal Skill Development (Measures of personal,
  social, service, and leadership skills and
  demonstrations of positive behaviors and
  attitudes)

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Learning CriteriaStudent Evaluations

• Student-centered not School-centered

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Core Academics

• State Achievement Test Results
• SAT/ACT Results
• Grade Point Average
• Full Schedule in Four Core Subjects

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Stretch Learning

• Advanced Placement (AP) Results
• IB Participation
• CTE Program Participation
• 3 or More Years in a 2nd Language Course
• Specialized Certification
• National Student Organization Membership
• College-Sponsored HS Course Credits
• 3 or More Science Lab Courses
• Special Education Declassification
• Specialized Art and Music
• Advanced Diploma Sequence Options
• Growth in Lexile Reading Measure

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Learner Engagement

• On Schedule to Graduate with Cohort Group
• Attendance Rate
• Tardiness Rate
• Submits Homework Assignments on Time
• Community Service
• No Discipline Referrals
• Participation in Clubs/Extracurricular Activities
• Participation in Athletics

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Personal Skill Development

• Internships/Shadowing Opportunities
• Service Learning Opportunities
• Career Planning Activities
• Soft Skills Curriculum
• JROTC
• Portfolio
• Research Project
• Quadrant D Activities

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Learning CriteriaStudent Evaluations

• Core Academics
• Stretch Learning
• Learner Engagement
• Personal Skill Development

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Learner Engagement (15 pts. Max for Each)

• On Schedule to Graduate with Cohort Group
• Attendance Rate
• Tardiness Rate
• Submits Homework Assignments on Time
• Community Service
• No Discipline Referrals
• Participation in Extracurricular Activities
• Participation in Interscholastic Sports

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Measure what mattersAchieve what you believe.
Learning Criteria to Support 21st Century Learners
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HOPE is not a PLAN
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ADVICE
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Is my desire for success to improve my system or
classroom strong enough to prompt me to change my
thinking?
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The things we fear most in organizations,
fluctuations, disturbances, imbalances are the
primary sources of innovation.

• - Meg Wheatley