From Theory to Practice

1. From Theory to Practice Sustaining a Culture of Rigor and Relevance Susan Gunderman International Center for Leadership in Education Susangunderman@comcast.net

2. Kennesaw Mountain High SchoolCobb County, Georgia A Model of • Effective leadership • Special education • Character-centered teaching • Service education • Rigor/Relevance Framework™ • Personalized learning • Supportive relationships • By the Numbers (2007) • 3,100 students • 29% minority • 9.8% students w/disabilities • 14% free/reduced lunch • 3% dropout rate

3. Mission • Prepare students for the world they will inhabit outside the schoolhouse walls. • Engage them in learning • that will develop skills • that are transferable • to the 21st Century • world.

4. Teaching is only as good as the learning that takes place.

5. Rigorous instruction prepares students to think critically so they can solve problems in unpredictable, real world situations. Thinking outside the car.

6. Intelligence v Relevance Students will own what is meaningful to them.

7. “What we can do is take the best features of the American system—openness, INNOVATION, creativity, and flexibility—and enhance them so that we can create new industries, new technologies, and new jobs.” ~Fareed Zakaria, 2006

8. 21st Century Skills • Communication and Information • Thinking and Problem Solving • Interpersonal and Self-Directional • Collaboration

9. 21st Century Classroom • Student focused • Engaging project-based activities • Integrated curriculum • Problem solving • Performance-based assessment

10. Vision and Implementation “There are no teachers with correct answers, only guides with different areas of expertise and experience that may help along the way.” ~ Peter Senge and Fred Kofman, 1995 Flip the funnel

11. Focus on Learning • Active engagement in learning • Primary and dynamic resources • Application of knowledge • Performance-based assessment

12. Rigor/Relevance Framework Shifts the focus from teaching to learning

13. Rigor/Relevance Framework 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Knowledge Application • 1. Knowledge of one discipline • 2. Application within discipline • Application across • disciplines • 4. Application to real world predictable situations • 5. Application to real world unpredictable situations

15. Rigor/Relevance Framework Knowledge High Application Low Low High

16. From Theory to Practice Moving Rigor and Relevance Into the Classroom

17. Theory to Practice • Focus on instruction through RR • Work with ICLE • Instructional Strategies Handbook • Common vocabulary • Collaboration for best practices Professional Development Groups Faculty meetings Snack ‘n Shares

18. Nurture relationships with teachers • who show potential • Involve students Make them part of expectations and celebrations

19. Instruction with High Expectations

20. Conceptual Physics • Why does pizza dough flatten when it is tossed? • Why do golf balls have dimples? • What causes high and low tides to occur at the beach? • How do barrels on interstates lessen the severity of a crash? • The physics of a piano

21. Romeo and Juliet AdaptationNinth Lit/Comp “In performance, students must understand the material at the highest level in order to write an original adaptation of a particular scene, and they must have the ability to work cooperatively in order to make the performance successful.” ~Writing America, 2004

22. Student Reflection “I think these skits gave us a chance to expand our knowledge of Romeo and Juliet in different ways. It made sure we really understood the basis of the play and it brought us closer together as a classroom community.”

23. WORDSEARCH

24. January 2006 • Dr. Daggett meets with students and teachers • Responses surprising • “I feel a little sorry for my teacher trying to get to D” • Teachers 4; students 2.5 • Clearly not there yet • The challenge

25. Answering the Challenge • Staff development task: Create a D quadrant lesson • Share with colleagues

26. Expectations and Resources • Work in collaborative groups 1.5 hours per month Workdays • Snack and Shares Rigor and Relevance 101 Graphic Organizers Movie Maker and Garage Band Designing Rubrics

27. Kennesaw Mountain IDOL • IDOL Committee • Plan • February workday: Department meetings to select “best in show” • Application and Rubric • Rigor and Relevance Framework • Reviewed by committee • Four finalists and six cameos • March workday: Final presentations

28. Judges • Superintendent • Assistant Superintendent • for Curriculum • Area Assistant Superintendent

30. Rubric

31. Kennesaw Mountain Model Lessons Presentation

32. Finalist Physical Education The Pit: Seasonal Sand Training PE Department

33. Finalist Biology II Human Anatomy Project Dr. Joanne Jezequel

34. Children’s Book ProjectAnatomy & Physiology

36. Finalist Honors Algebra II Money Management Graduation D-cisions Jimmy Whittemore & Dana Rogers

37. Overall Project Description These lessons have been designed to provide students with an opportunity to explore their post high school path of either attending college (Hon Alg II project) or immediately entering the job market (Money Management project). By collecting real world data, both groups of students evaluate the consequences of one of these decision paths utilizing mathematical concepts being explored in their respective curriculums.

38. Honors Algebra 2 students use the web to research the cost of a four year college education. The information is evaluated and analyzed using exponential and logarithmic models. In summary, this assignment requires the students to: Research real word data Make Computations using mathematical models Predict a variety of financial investments options Revise original plan based on imposed real world obstacles Organize findings into a Power point presentation in a way that validates the investment and mathematical models Money Management students use newspapers, the internet, and real life experiences to research projected income and cost of living expenses based on a chosen career path and self-designed lifestyle. Each student must prepare an extensive budget that will: Demonstrate how each expense decision can be justified Validate purchase decisions that are supported by mathematical calculations Prioritize the level of investment choices based on budget Present conclusions on the challenges faced with balancing a budget Individual Project Descriptions

39. English DepartmentModel Lesson Dramatic Conventions in Shakespeare

40. Sustaining High Expectations for Rigor and Relevance

41. Sustaining the Work • “Single-mindedness” • KFC not Baskin Robbins • Collaborative planning • Sharing resources, insights, challenges, success • Monitor progress “Inspect what you expect” Walkthroughs

42. Sustaining the Work • Keep the Foundation Strong • Revisit the research (ICLE Briefings) • Bridge the gaps of time and turnover -- CORR, Model Schools Conference • Avoid “educationese” • Buzz words • Name Dropping

43. Data • Standards and state tests will take care of themselves because you’re not changing fundamentals of good teaching, just changing focus from teacher to student (Bob Marzanno and John Antonnetti)

44. Involve Students and Community • Talk to the students • Monthly principal’s lunch Enrollment in AP/Honors classes What motivates you in a class? Interpret test data • Involve community • Authentic work requires authentic audience Help them understand the work you are doing

45. Sustaining the Work • Confront Active Negativity • Eye-rollers, “BMGs” and Toxic Dumpers • Involve students and community • Be creative • Have fun!

46. Email susangunderman@comcast.net