4. What will change in education because
of your being here today?
What will you go back and …
Make a stand for?
Create an awareness of?
5. Mantra …
We are stronger together than apart.
None of us is as smart, creative, or
productive as all of us.
8. • Letting go of control
• Willing to unlearn &
• Mindset of discovery
• Reversed mentorship
• Distributive leadership
• Co-learning and co-creating
• Messy, ground zero, risk taking
Maybe a first change
step could be
your own Manifesto
practice in your school.
What strong assertions
do you and others who
serve there feel
(believe) about the
12. Wonder is both a sense of awe
and capacity for contemplation.
Wonderment begins with
curiosity but then goes deeper
beyond the surface to a place of
possibility. A place we look for
patterns and testing of ideas we
had closed to our more
Wonder is to leave aside our
peel away our biases, and to
willing explore aspects and angles
we wouldn't have seen before.http://bit.ly/1g9YEec
13. It also helps to ask yourself questions like:
1) Why am I planning to do this?
2) How will I initiate this change?
3) Who can I connect with online in my network that can help me?
4) How will I measure my progress? Or how will I know if I am learning?
5) Am I using various social media tools for different purposes?
14. Networks are very “me”
purpose pick and
choose who is in your
network to learn from
Learning with networks
happens through BOTH
social and cognitive
15. Developing Your Tribe
A group of people connected to one another,
connected to a leader (you), connected to
Need two things:
1) Shared interest (mission)
2) A way to communicate
16. Personal Learning Networks (building of your tribe)
Are you mobilizing and contextualizing what you are
learning? Can I find you and learn from you?
It’s out of networks that community falls. ~ Nancy
18. Dynamics of Different Network Types
Project Teams Informal networks
Boundary Knowledge domain Assigned projector
Connections Common application
Commitment to goal Interpersonal
Membership Semi - permanent Constant for a fixed
Links made based
on needs of the
Time scale As long as it adds
value to the its
Fixed ends when
20. • THE CONNECTED EDUCATOR
Method Often organized for
Do-it-yourself Educators organize
Purpose To collaborate in
subject area or
grade level teams
For individuals to
gather info for
construction and to
bring back info to
interests and goals.
Individual, face to
face, and online
Collective, face to
face, or online
Personal growth Systemic
21. Community is the New Professional Development
Cochran-Smith and Lytle (1999a) describe three ways of knowing and constructing
Knowledge for Practice is often reflected in traditional PD efforts when a trainer shares
with teachers information produced by educational researchers. This knowledge
presumes a commonly accepted degree of correctness about what is being shared. The
learner is typically passive in this kind of "sit and get" experience. This kind of knowledge
is difficult for teachers to transfer to classrooms without support and follow through.
After a workshop, much of what was useful gets lost in the daily grind, pressures and
isolation of teaching.
Knowledge in Practice recognizes the importance of teacher experience and practical
knowledge in improving classroom practice. As a teacher tests out new strategies and
assimilates them into teaching routines they construct knowledge in practice. They learn
by doing. This knowledge is strengthened when teachers reflect and share with one
another lessons learned during specific teaching sessions and describe the tacit
knowledge embedded in their experiences.
22. Community is the New Professional Development
Knowledge of Practice believes that systematic inquiry where teachers create
knowledge as they focus on raising questions about and systematically studying
their own classroom teaching practices collaboratively, allows educators to
construct knowledge of practice in ways that move beyond the basics of
classroom practice to a more systemic view of learning.
I believe that by attending to the development of knowledge for, in and of
practice, we can enhance professional growth that leads to real change.
Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge and
practice: Teaching learning in communities. Review of Research in Education, 24,
Passive, active, and reflective knowledge building in local
(PLC), global (CoP) and contextual (PLN) learning spaces.
24. Virtual Community
A virtual space supported by
technology, centered upon
communication and interaction
of participants to generate
resulting in relationships being
built up. (Lee & Vogel, 2003)
25. A Definition of Community
Communities are quite simply, collections of individuals who
are bound together by natural will and a set of shared ideas
“A system in which people can enter into relations
that are determined by problems or shared ambitions
rather than by rules or structure.” (Heckscher, 1994, p.
The process of social learning that occurs when people who have a
common interest in some subject or problem collaborate over an extended
period to share ideas, find solutions, and build innovations. (Wikipedia)
26. A Community of Practice is a network of individuals with common
problems or interests who get together to explore ways of working,
identify common solutions, and share good practice and ideas.
• puts you in touch with like-minded colleagues and peers
• allows you to share your experiences and learn from others
• allows you to collaborate and achieve common outcomes
• accelerates your learning
• Improves student achievement
• validates and builds on existing knowledge and good practice
• provides the opportunity to innovate and create new ideas
27. Looking Closely at Learning Community Design
4L Model (Linking, Lurking, Learning, and Leading)
inspired by John Seeley Brown
This model is developed
around the roles and
interactions members of a
community have as
participants in that
35. Critical friends: Form a professional learning team who come together
voluntarily at least once a month. Have members commit to improving
their practice through collaborative learning. Use protocols to examine
each other’s teaching or leadership activities and share both warm and
cool feedback in respectful ways.
Curriculum review or mapping groups: Meet regularly in teams to
review what team members are teaching, to reflect together on the
impact of assumptions that underlie the curriculum, and to make
collaborative decisions. Teams often study lesson plans together.
36. Action research groups: Do active, collaborative research focused
on improvement around a possibility or problem in a classroom,
school, district, or state.
Book study groups: Collaboratively read and discuss a book in an
Case studies: Analyze in detail specific situations and their
relationship to current thinking and pedagogy. Write, discuss, and
reflect on cases using a 21st century lens to produce collaborative
reflection and improve practice.
37. Instructional rounds: Adopt a process through which
educators develop a shared practice of observing each other,
analyzing learning and teaching from a research perspective,
and sharing expertise.
Connected coaching: Assign a connected coach to
individuals on teams who will discuss and share teaching
practices in order to promote collegiality and help educators
think about how the new literacies inform current teaching
39. Are you (is your school)
Future Ready Pledge
40. "Imagine an organization with an employee who can accurately see the truth,
understand the situation, and understand the potential outcomes of various
decisions. And now imagine that this person is able to make something happen." ~