Developing a Vision for Learning in the 21St Century.”

“Developing a Vision for Learning in the 21st Century.” A report to the ASB Bank Trust and the Auckland Primary Principals’ Association following a three months travelling fellowship during the months of March to May 1999. Ian Fox Principal Bucklands Beach Intermediate School Auckland New Zealand +09 5342896 (phone) +09 5342876 (fax) [email protected] (email) Further copies of this report can be downloaded from – www.ian.fox.co.nz Contents Acknowledgements.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 1 Introduction.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 3 Case Studies 1 Beaupré Community School.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..11 “It takes a whole village to raise a child.” 2 Bredbyskolan.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 19 “Teachers or Pedagogues?” 3 Brookfield Junior School.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .29 “To boldly go where no one has gone before.” 4 Clear Creek School.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..37 “Learning through living.” 5 Hjulsta Skolor.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..45 “Without self esteem you cannot go out in life.” 6 Kent School District.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 53 “We must open doors or nothing will happen.” 7 Kobi Nazrul School.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .59 “Poverty is not an excuse.” 8 Two-Mile Ash Middle School.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..65 “At my last school the children didn’t seem so important.” 9 Valley Stream School.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 73 “Information is not education.” 10 Woodlands Middle Schools.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 79 “Keep in mind what is right for kids.” Discussion.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 87 References.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 97 “Developing a Vision for Learning in the 21st Century.” Acknowledgements I must express my thanks to a number of people whose support enabled me to gain the professional knowledge and experiences reported here. Firstly I wish to acknowledge the ASB Bank Trust without whose financial support Auckland principals, such as myself, would not have the opportunity to travel and explore the wider fields of education beyond our boundaries. The opportunity to visit schools overseas is highly valued. It allows us not only to grow professionally from knowledge gained, but also to quietly measure our own performance against the best seen elsewhere. This can only benefit our schools both now and in the future. I also wish to thank the Auckland Primary Principals’ Association for my selection. It is humbling to be granted such an award from one’s peers. I sincerely hope the following report and the ongoing discussions and sharing of information justify my selection. Thanks to Trust Secretary, Barry Cashmore, for his genuine interest and ongoing belief in the worth of this study grant along with his clear, easy communication ensuring planning proceeded with no impediments. I would like to acknowledge assistance from the Ministry of Education enabling leave to be taken without the school being financially disadvantaged. Special thanks must go to the Bucklands Beach Intermediate School’s Board of Trustees, staff, students and community for their support. The regular contact maintained while I was travelling was much appreciated. In particular I would like to acknowledge the work of Judy Brown, deputy principal and Diane Parkinson, assistant principal, for ensuring BBI was in good heart on my return. It was particularly encouraging to see that goals for the school year were well on track ensuring targets set would be met. ASB/APPA Travelling Fellowship Report – 1999 1 “Developing a Vision for Learning in the 21st Century.” Thanks to Sarah, Richard, Howard and Carly for looking after things at home while we were away. The e-mails and phone contacts were looked forward to eagerly. Finally my very special thanks to Robyn who was able to take a break from work for the first time in many years to travel with me. This was great as travelling is always best done with someone special. With Robyn’s interest and involvement in education we were able to share experiences on a daily basis. I know this had a very positive impact on the outcomes reported here. ASB/APPA Travelling Fellowship Report – 1999 2 “Developing a Vision for Learning in the 21st Century.” Introduction In 1970 Alvin Toffler (1970) warned that as we approached the new millennium society as we knew it then would undergo significant change and that the pace of this change would increase at a faster and faster rate. Changes impacting on education would not be as visible as those having an effect on other sectors of society but schools would need to look at the curriculum offered and adjust programmes accordingly. Knowledge and skills generally being taught in schools would not necessarily be those adults would need in their future lives. In recent years much has been done to develop a new curriculum for our schools in order to prepare students for this future. The future however is still far from certain. The United States Bureau of Labour estimates that 70% of all jobs now require some minimal understanding of how to operate a computer. By the year 2010 all jobs will require significant computer skills and over 80% of these jobs have not even been created yet (Jackson, 1999). In spite of the significance of this information many classrooms continue to function in a very traditional way with teaching styles similar to those used early in this current century. In these rooms students are seen as empty vessels coming to school ready to be topped up with knowledge each day. This knowledge is poured in with the expectation it will be regurgitated at some later date. “The problem with education isn’t that schools aren’t what they used to be, the problem is that schools are what they used to be. Schools have not gotten worse, they have simply not changed for the better.” (Gerstner, et al 1994). We cannot know for sure what knowledge our students will need to best prepare them for the new millennium. What we do know however is that they will need to become life-long learners, able to adapt to the future changes which will inevitably have an impact on their lives. Teaching students how to learn is now more important than teaching them what to ASB/APPA Travelling Fellowship Report – 1999 3 “Developing a Vision for Learning in the 21st Century.” learn. Students should be developing thinking processes critical for the information age which enable them to know how to access the knowledge required, and more importantly, how to evaluate the veracity of the source and the knowledge itself. In order for schools to be effective in the future a clear vision for student learning is required. The “Mortimore Report” (1995), commissioned by the Office for Standards in Education in England, (OFSTED), reviewed school effectiveness research summarising current knowledge as to the key determinants of school effectiveness in both primary and secondary schools. This report listed eleven key determinants for school effectiveness. 1 Professional leadership 2 Shared vision and goals 3 A learning environment 4 Concentration on teaching and learning 5 Purposeful teaching 6 High expectations 7 Positive reinforcement 8 Monitoring progress 9 Pupil rights and responsibilities 10 Home-school partnership 11 A learning organisation One of the most significant findings in the research was the importance of the school principal’s leadership in facilitating positive change. It was determined that leadership was not simply about the quality of an individual leader, but was more about the role the leader played in the school. Issues such as the leader’s management style, relationship to the vision values and goals of the school, and the approach the leader took to change were more significant. ASB/APPA Travelling Fellowship Report – 1999 4 “Developing a Vision for Learning in the 21st Century.” Three characteristics for successful leadership were identified. 1 Effective schools leaders were firm and purposeful: Others working within the school can play a central role in bringing about change but most research has shown the headteacher or principal to be the key agent in bringing about change. Outstanding leaders tend to be proactive. They are able to bring together a high degree of consensus and unity amongst senior staff members. They are able to initiate and maintain the school improvement process. Most importantly effective leaders ensure effective change comes from within the school. 2 Effective school leaders adopt a participative approach: Effective leaders ensure leadership responsibilities are shared and all are involved in decision making. A collaborative culture exists. Effective leaders involve others in the development of a common vision with everyone encouraged to work towards its successful implementation. 3 Effective leaders become the leading professional: Effective leaders become the leading professional within the school. They are aware of what is happening in classrooms. They are visible and are seen in classrooms often. They engage in frequent conversations with staff on professional issues and project a high profile through their actions. A second key finding in Mortimore’s report was that schools are

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