February 2011

Back now from the stimulating, fascinating, and exhausting frenetic whirlwind that was three days at NAIS Annual Conference 2011.

Time for some observations and take-aways.

1.  As many have already written and said, the Gaylord National Harbor site, while clean and pleasant, was strikingly out of sync with the Conference theme of public purpose, and I don’t want to leave unstated that disappointment.   Our message should be one of lowering the barriers and connecting to the community rather than perpetuating isolation, and this setting was a strike against this message.

I heard from many that it was particularly awkward in regards to teaching candidate recruitment, which was compromised by a location so challenging to access without an automobile.

2. The outstanding highlight of the conference for me was the excellent Ted-style talk by Salman Khan about his extraordinaryKhan Academy.   No individual, by my lights, is going to more greatly transform how learning works in the next decade than Khan, and in person he was charming, energetic, and inspiring.   At the core of his message is his argument that if we use technology effectively, we don’t diminish the interpersonal, face-to-face, relational, human qualities of the classroom, we enhance it.   (more…)

Yesterday I was very fortunate to be joined by two terrific fellow school-leaders, Josie Holford and Michael Ebeling, to discuss blogging as Heads at the NAIS Annual Conference; our session was excellently moderated by Sarah Hanawald, Dean of Academics at Cannon School (NC).
Jason Ramsden was kind enough to live-blog the panel, which I provide below.
One additional valuable link for school-heads and principals interested in blogging: check out Connected Principals.
Friday February 25, 2011

Welcome to the start of day three here at NAIS’ 2011 Annual Conference. This morning we kick start the day in Blogging Heads: Three Heads Discuss Why and How They Blog.

Michael Ebeling, Peak Experience blog (Summit School, NC)
Josie Holford Compass Point blog (Poughkeepsie Day School, NY)
Jonathan Martin (St. Gregory College Prep, AZ)


We’re about 4 mins from the start of this session and the room is beginning to fill.


Just learned this week of a new forthcoming documentary film I am eager to see and support, The Finland Phenomenon: Inside the World’s Most Surprising School System.

The film is a convergence of three particularly fascinating topics  & persons:

  • it profiles the remarkable story of Finland’s extraordinary educational success in international testing and the somewhat unexpected methodology by which it achieves this success;
  • it features Tony Wagner, my good friend and the author of the Global Achievement Gap, a book which regular readers of the blog here will immediately recognize as being an enormous influence on my educational vision;
  • and it is produced by Bob Compton, a film-maker best known for 2 million minutes and someone with whom some will remember I had a bit of debate with here on these pages in October 2009.

I should say how very happy I am that Bob Compton has taken this initiative to study Finnish schools and to work with Tony Wagner. Bob and I conducted a vigorous debate about our competing perceptions of best practices in 21st century learning, but I nobody can dispute his deeply held passion for improving education for all our students, and I respect and appreciate his open-minded effort to pursue, around the world, best practices in teaching and learning and to share them with his powerful film-making style.

It is not clear to me,  after the premier at the National Press Center March 24, when and how the film will be more widely available, but I know that we at St. Gregory would be thrilled to have the opportunity to screen it, and we certainly extend a warm welcome to Bob Compton to return to Tucson to share with us this new film.

My thanks to Sarah Hanawald for the following liveblog transcript of our session Friday at NAIS, where I was joined by CWRA administrator Chris Jackson and Lawrenceville Dean of Faculty (and Klingenstein Curriculum Instructor legend) Kevin Mattingly in presenting on the College Work Readiness Assessment.
At the end of the session, I mentioned my interest in forming a network of folks interested in working to develop a parallel, CWRA-Style assessment for middle school students, (as is being done in an interesting way in the Virginia Beach School District in a program there run by Jared Cotton).    If you are interested in being a part of this network, or being apprised of such activities, please let me know by entering your name and email here.
But first, the session slides:

CWRA Session is packed–folks are standing outside.
Chris Jackson: Opens with a book reference–Academically Adrift
Chris Jackson:

The mission, to help schools know how they are doing with what other tests don’t measure. Metrics for the schools.

Subscores on essential areas: critical thinking,  analytical reasoning, Effective writing, and problem-solving. (more…)

Thank you, all who attended our session today, and welcome all to a quick recap of our session.  The session was very well attended, and we had some terrific questions from the audience.

Some links and resources from the session:

As I noted in the session, I am building a list of school-heads and senior academic administrators who might be interested in being part of an NAIS network who wish to collaborate and communicate for the purpose of our schools in becoming true centers of 21st century learning, and Schools of the Future.  You are invited to share your interest by completing a line in this google doc spreadsheet: You can find it here. I will be following up in the next few weeks to those who sign up with ideas about next steps.

Day 1 is now at its end; it was a good day, with highlights including a strong 3 hour workshop this afternoon and a lovely evening spent with St. Gregory alumni at a charming pub in Dupont Circle.

All aspects of check-in were smooth; I thought it was terrific they had rooms for everyone, even before noon, checking in for tonight.  Very welcoming.  NAIS registration was easy and smooth, except for one ticket glitch for my wife.  Everything about the venue is warm, welcoming, clean, yet, perhaps, a little bit too clean.

It seems a bit funny to me that at a conference so emphatically and proudly dedicated to Public Purpose, we are so gated off and away from the public commons, from the city.  What a contrast to three years ago in NYC, two years ago in Chicago, one year ago in San Francisco, all of which were conferences situated smack in the city proper.

This Gaylord center, and I don’t mean to attack it, is a gated community, complete with a fenced in, all-too-clean,  village of shops safely secured within it.   It is a country club, an ivory tower:  it is in what it signifies by its setting and its interior exactly what private schools are negatively perceived to be, and it is exactly the image of private schools that this very conference strives to counteract and surmount.

Josie Holford writes with a similar skepticism in her post,

My first impression of National Harbor, Maryland is that it is an updated set for The Prisoner – that ground breaking TV series from the 1960’s…a tightly controlled and surreal holiday village where people ride penny farthing bicycles and no-one can be trusted. The perfect match of paradise and paranoia.

Nevertheless, I am happy to be here and it is a pleasant location. My session this afternoon was a three hour workshop, Schools of the Future, the Conversation Continues.   The session was ably overseen by Paul Miller, and was kicked off with presentations by the author and co-author of the new Guide to Becoming a School of the Future, Robert Witt and Jean Orvis.

Witt presented his case for the need for schools to reinvent themselves; he said bluntly, the verdict about most schools today is that we are doing a dismal job. (more…)

This is a five minute presentation I am making today as part of an NAIS 3 hour workshop, Becoming A School of the Future: The conversation continues.  The slides themselves are almost entirely image driven; my talking points for each slide are below.

Notes on slides:

Slide 2. What does reverse instruction reverse?  It reverses what is still the most conventional mode of teaching (but that it is conventional does not mean it is universal): in this mode, teachers lecture, using class-time for presenting and delivering content knowledge.

(NB: I love this particular photo of a lecturing teacher, but the teacher in question actually lectures rarely and is one of my school’s best practicioners of reverse instruction).

Slide 3. In the conventional mode, then, students having received “content delivery” in class during the school-day, work at home on their homework, applying what they have learned (or not) to the problems testing their acquired knowledge.   As they do, they are isolated in their work, potentially stymied by it, and do not have the teacher available to support or coach.

Slide 4. We have however fast-changing developments in the availability online of content delivery vehicles.   (more…)

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