Strategic Planning for Your 1:1 Program

1. Strategic Planning for Your 1:1 Program Stewart Crais - Director of Operations scrais@lausanneschool.com Stuart McCathie – Headmaster smccathie@lausanneschool.com

2. Introductions • School size/type • Your current position/authority • Your school’s predominant instructional style (traditional; innovative, etc) • Current status/use of technology at your school • Your school’s ability to confront change • What you hope to get out of session

3. Key Questions • Who are we? (Identity) • WE ARE ________ (unique, one word) • Innovators, international, willing to innovative, college prep, • Where are we going? (Vision) • 10 YEARS FROM NOW? • Best variety of opportunity for our students • Develop 21st Cent Skills • Lifelong learners • Every HS graduate matriculates to college of choice with full scholarship • How do we get there? (Strategic Plan) • How do we know we got there? (Assessment)

4. Lausanne Mission Our school's mission is to prepare each of its students for college and for life in a global environment.

5. The Lausanne Way (Values) We create a joyful and challenging learning process. We encourage continual self-reflection. We provide opportunities to succeed. We embrace global mindedness. We forge meaningful relationships. We build character through service to others. We empower individuals to seek their own journeys.

6. Lausanne Portrait of a Graduate A Lausanne graduate is… • a seeker of knowledge who understands the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. • a thinker able to recognize and approach complex problems, make ethical decisions and understand and capitalize on his or her strengths and limitations. • a confident risk-taker with understanding of a broad and balanced range of disciplines.

7. Lausanne Portrait of a Graduate • an open-minded global citizen with a strong sense of fairness, justice and respect for other individuals, communities and the environment. • an effective communicator who seeks and evaluates a range of viewpoints. • a caring and reflective person who respects the needs and feelings of others and acts to make a positive difference. • an inquirer with a passion to continue a lifelong love of learning.

8. Mission, Values and Outcomes School Type (Price-Value/Product/Process) School Mission Portrait of the Graduate Characteristics of Professional Excellence Executive Leadership Strategic Plan

9. Missteps • Clear sense of vision tied to mission • Inadequate software training and other professional development • Poorly planned Infrastructure • Right people on the bus who buy into the program • Parents • Teachers (unable vs. unwilling) • Students (many times they are not consulted) • Board (financial) • Alumni

10. More Missteps • “We need to add a 1:1 program, because the school down the street has one” • “Laptops will change our instructional culture” • We can provide limited $ to move ahead • “Launching a 1:1 program does not need to be in a Strategic Plan, because the Board Chair wants it.” • “We believe all of our faculty will love it!”

11. Right Steps • Clear sense of vision; well sold • Instructional culture assessment • Ease into it by taking the time to check temperature • Accepting the current and future cost • Provide adequate professional development • Don’t skimp on infrastructure • Tech team • Open communication • Tell people what you are going to tell them • Tell them • Tell them what you told them • Use expertise of other schools • Strong financial plan

12. Data Gathering • Readiness assessment • Curriculum and instructional style assessment • Important constituencies – teacher, master teacher use and receptivity. What are the concepts children in your class traditionally struggle with………… • Attitude/cultural audit – institutional change, we have been doing things this way for 100 years…….. • Comfortable being uncomfortable • Technology audit – hardware / software • Employee skill audit - beyond spreadsheets……

13. Strategic Planning • Involves stake holders – who, how? • Identifies essential priorities that are educationally based • Creates buy-in without getting bogged down in bureaucracy • No one person owns the plan • Who, how, when, how much, evaluation

14. Planning

15. The Lausanne Collaborative • Public and Private Partnership • Assessment, identity and planning • Customized to individual needs • Based on best practices • School-to-school and teacher to teacher • Peer-to-peer professional development