st century Roger Pryor 2010 rogerpryorcommitmentcom Time to seriously look at moving from School Planning to Roger Pryor 2010 rogerpryorcommitmentcom PLANNING SCHOOL Roger Pryor 2010 ID: 551394
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Slide1
Some thoughts for the second decade of the 21st century
Roger Pryor 2010 –
roger@pryorcommitment.comSlide2
Time to seriously look at moving fromSchool Planning to:
Roger Pryor 2010 –
roger@pryorcommitment.comSlide3
PLANNING
SCHOOL
Roger Pryor 2010 –
roger@pryorcommitment.comSlide4
School planning, or planning School
?
School Planning
is focused on making
WHAT IS
look for ways to continually improve.
Planning School
is focused on creating optimum learning environments which have the greatest capacity for meeting the needs of
WHAT COULD BE.Slide5
Changing some of our paradigms about curriculum delivery and the demonstration of outcomes ?Roger Pryor 2010 – roger@pryorcommitment.comSlide6
Leadership is best informed by a big picture view, along with the ability to zoom between close and longer fields. We live in a world where curious dichotomies exist between close local communities and the longer distributed social networks and internet communities. It is this context which shows, in stark relief, a need to employ a construct which is ‘tight, loose, tight. That is: we need to be tight around our expectations, what we see as important, what we want to be the outcome of what we do. We also need to be tight around the expectation that we be able to measure our success, our growth, our level of frustration: our performance. Then, like some chocolates, it is the bit in the middle that creates the excitement. It is the bit which empowers, which says: ‘Within this framework of clarity around expectation and evaluation, you have permission to make this happen in ways which suit your context, and which are undertaken to provide the best ‘lift’ possible’
. – From ‘
Doing what’s BEST
‘ (Roger Pryor)Slide7
TIGHT
TIGHT
LOOSE
Being absolutely clear about expectations and gaining commitment from everybody to a set of common expectations about what ‘school’ might look and feel like: and do.
Our environment and accountability systems will ensure that we are very tight about how we measure effectiveness, and the standards against which we report.
Roger Pryor 2010 –
roger@pryorcommitment.comSlide8
CORE VALUES
SKILLS AND KNOWLEDGE
INTEGRATION
RE-CREATION
The 3 ring circus model for curriculum
Fundamentals which we need to know and be able to do. These will often be obviated by the choice of intended activity
Using skills and knowledge to create meaning and to build understanding. A constructivist concept.
Active and passive learning which seeks to allow us to re-create body, mind and spirit
Roger Pryor 2010 –
roger@pryorcommitment.comSlide9
SKILLS AND KNOWLEDGEFundamentals which we need to know and be able to do. These will often be obviated by the choice of intended activity
There will be times when this ring is the primary concern.
The significance of this ring will be enhanced for students when they, themselves, see the need to acquire skills and knowledge which are relevant to the action they wish to perform, or the learning they seek to demonstrate.
CORE VALUES
Should still be evident in every ring.Slide10
INTEGRATIONUsing skills and knowledge to create meaning and to build understanding. A constructivist concept.
The application and integration of skills and knowledge to demonstrate learning outcomes or to construct new understandings should be a key goal.
CORE VALUES
Should still be evident in every ring.Slide11
RE-CREATIONActive and passive learning which seeks to allow us to re-create body, mind and spirit
CORE VALUES
Should still be evident in every ring.
The importance of the human need for re-creation should not be understated. The opportunities to look for the universal languages in music and art and physical challenge characterise us as the special beings we are.Slide12
CORE VALUES
SKILLS AND KNOWLEDGE
INTEGRATION
RE-CREATION
The 3 ring circus model for curriculum
Fundamentals which we need to know and be able to do. These will often be obviated by the choice of intended activity
Using skills and knowledge to create meaning and to build understanding. A constructivist concept.
Active and passive learning which seeks to allow us to re-create body, mind and spirit