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Minding the Future
A joint publication with Learning Forward
- Grade Level: PreK-12
- ISBN: 9781544318288
- Published By: Corwin
- Year: 2018
- Page Count: 168
- Publication date: September 11, 2018
Price: $39.95
Review Copies
Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.
Description
Harness the power of teacher collaboration and engagement to see real results for students!
Welcome to Transform Academy, where committed teachers become teacher leaders, empowered to revitalize learning cultures while keeping the future in mind. This boundary-breaking professional-learning process—centered on teacher voice and grounded in foundations of collaboration and data-informed planning—challenges schools to move beyond accountability standards and toward innovative learning that ignites student engagement.
As you follow the story of Transform Academy, you’ll find accompanying action steps to help you implement the process, along with strategies to inspire personalized instruction and redesign learning environments. Other supports include:
- Detailed and inspiring vignettes
- Relevant research connections
- Questions for discussion
- Activities and prompts for individuals and teams
- Links to professional-learning standards
Follow Transform Academy’s journey of discovery, and see the results for yourself.
Minding the Future outlines a very clear framework for how a school might reimagine professional learning in support of results for students. What’s especially helpful are the tools and resources that will help educators through every step of the process. Thank you for bringing this great resource to the field!
Frederick Brown, Deputy Executive Director,
Learning Forward
If you’ve been searching for proven strategies on creating a vision, planning, and establishing a learning culture ready for transformation, this is it. Written with knowledge only gained from experience, Minding the Future presents readers with clear plans, brought to life with anecdotes and stories, to lead their own professional learning transformations. This book is for educators wishing to embrace the future head-on and hand in hand!
Linda Macias, Associate Superintendent,
Cypress-Fairbanks ISD, Houston, TX
Key features
- Story - each chapter begins with WHY this is important with a story to illustrate key ideas while focusing on an example application of the chapter theme. The stories will contain example situations to assist the reader in picturing the ideas in a school or classroom.
- Research - each chapter contains WHAT research from reputable authors is relevant to the chapter theme as well as action research in schools to support the ideas presented.
- Plan for Professional Learning - each chapter provides the HOW to and application and connection to the stories and research and the experiences in the school and classroom.
- Questions for Discussion - each chapter contains guiding questions for the participants to consider when discussing and implementing the innovative change process.
- Professional Learning Activities - each chapter includes activities designed to engage individual teachers, teacher teams, campus leadership teams and district leadership teams in making their thinking visible and providing a stimulus for conversations that lead to action.
- Standards for Professional Learning - each chapter is linked to the professional development standards of learningforward . This will assist readers with connections needed for professional growth and evaluation systems as well as requirements for funding agencies.
Author(s)
Angeline A. Anderson
Angeline Anderson, Ph.D. is currently an independent educational consultant. She is formerly the Executive Director for Instruction in a large suburban school district in Texas, where she oversaw the activities of 124 staff members whose mission was to provide high quality curriculum, assessments, media services, and professional development to district teachers and staff. Her experience as an educator includes classroom teacher, counselor, administrator, program evaluator, statistician, and district leader. Dr. Anderson has served students and teachers in Florida, Texas, and California. Her work and interests include social cognitive theory, quality schools, strategic planning, curriculum development, instructional technology, response to intervention, and leadership. She has presented at state and national conferences on a variety of strategies to transform instructional processes using technology integration.
Susan K. Borg
Susan K. Borg, EdD, is a clinical assistant professor at San Houston State University where she supervises the superintendent certification program and teaches graduate-level principal preparation courses. Susan is also a senior associate at N2 Learning, an educational consulting company. She is formerly the associate superintendent for instruction and student services in a suburban school district in Texas, supervising the academic programs for approximately 50,000 students. Dr. Borg facilitated the collaboration of six instructional and data accountability departments at the district level with 44 campuses, prekindergarten through Grade 12. Dr. Borg served the field of education for 34 years in a variety of roles as a teacher, assistant principal, principal, executive director, and associate superintendent. She has presented at state and national conferences on the importance of the integration of the innovation and technology into instructional processes for the education preparation of future-ready students.
Stephanie L. Edgar
Stephanie Edgar, M.Ed. is currently an associate at N2 Learning, an educational consulting company. She is formerly the Director of Campus Instructional Support in a large suburban school district in Texas. Her team provided direct support to campuses through professional development, specialist training, video production, adaptive and benchmark assessments, campus planning, and embedded technology. Mrs. Edgar has provided in-depth training in the areas of planning, professional learning communities, assessments for learning, collaborative consultations, critical conversations, instructional best practices, student and teacher portfolios, and online professional development. She has served students and teachers for 38 years as a teacher, instructional specialist, and district administrator. Her presentations at state and national conventions focus on leading innovative professional learning, student engagement, and opportunities for transformative teacher leadership.
Table of Contents
PREFACE
Professional Learning to Inspire Vision and Voice
Audience
Transform Academy Design
Who We Are
Organization of This Book
ACKNOWLEDGMENTS
ABOUT THE AUTHORS
Introduction to the Transform Academy
Scope, Purpose, and Goals
Transform Academy Design: Informing Our Driving Vision
Participant Selection
Transform Academy at a Glance
Becoming Comfortable With the Unknown
CHAPTER 1. Is Your Learning Culture Ready to Transform? Academy Pre-Session
Ask the Teachers
Establishing Your Vision for the Future
Essential Aspects of a Learning Culture Ready to Transform
Framework for Transforming a Learning Culture
Planning and Chronicling Your Transform Academy
Differentiated Approaches for Professional Learning
Key Ideas
Discussion Questions
Transform Academy Pre-Session Activities
Suggested Action Items
CHAPTER 2. Developing Collaborative Innovators: Session 1
Culture of Innovation: How Do You Define It?
Becoming a Collaborative Innovator
Professional Learning for Transform Academy Session 1
Key Ideas
Discussion Questions
Transform Academy Session 1 Activities
Suggested Action Items
CHAPTER 3. Teacher Voice: Session 2
Celebrating Teacher Innovation
Three Components of an Emerging Vision
Inspiring Teacher Voice
Teacher Leadership
Collaborative Innovator Mindset
How Mindsets Influence Teacher Voice
Professional Learning for Transform Academy Session 2
Developing Teacher Voice
Tapping Student Potential: It’s Time!
Key Ideas
Discussion Questions
Transform Academy Session 2 Activities
Suggested Action Items
CHAPTER 4. Open Permission to Dream: Sessions 3–6
If Only We Could . . .
Opening the Doors to Dreaming
Research and Risk Taking
Field Trips, Conferences, and Experts
Implementing New Learning Standards
Professional Learning for Transform Academy Sessions 3–6
Key Ideas
Discussion Questions
Transform Academy Sessions 3–6 Activities
Suggested Action Items
CHAPTER 5. Flexible Learning Environments: Session 7
Now Ask the Students
Promoting Differentiated Innovative Ideas
Encouraging Student Voice and Choice
Student Learning Communities and Personalized Learning
Classrooms Growing Toward Flexible Learning Environments
Professional Learning for Transform Academy Session 7
Key Ideas
Discussion Questions
Transform Academy Session 7 Activities
Suggested Action Items
CHAPTER 6. Student-Led Learning: Session 8
Teachers Learn to Code
Fostering Student-Led Learning
Essentials for Implementing Student-Led Learning
Professional Learning for Transform Academy Session 8
Key Ideas
Discussion Questions
Transform Academy Session 8 Activities
Suggested Action Items
CHAPTER 7. Sustaining the Momentum: Session 9
Welcome to the Learning Fair
Multi-Year Planning Cycle
The Significance of the Learning Fair
Key Ideas
Discussion Questions
Transform Academy Session 9 Activities
Suggested Action Items
CHAPTER 8. Parting Thoughts
Open Doors and Minds
Building Your Transform Academy
REFERENCES
INDEX
Reviews
The true leaders in education are the ones who have the most direct contact with learners – our teachers. They represent the most significant influencer of student outcomes, which is supported by a vast amount of research. Angie Anderson, Susan Borg, and Stephanie Edgar not only highlight this fact but present strategy after strategy on how to cultivate teacher leadership and leverage its impact to improve learning for all students.
Eric Sheninger, Author and ConsultantThe true leaders in education are the ones who have the most direct contact with learners – our teachers. They represent the most significant influencer of student outcomes, which is supported by a vast amount of research. Angie Anderson, Susan Borg, and Stephanie Edgar not only highlight this fact but present strategy after strategy on how to cultivate teacher leadership and leverage its impact to improve learning for all students.
Author and Consultant
Minding the Future outlines a very clear framework for how a school might reimagine professional learning in support of results for students. The authors do an excellent job of providing a specific set of strategies to help educators innovate responsibly and transform their teaching. What’s especially helpful are the tools and resources that will help educators through every step of the process. Thank you for bringing this great resource to the field!
Frederick Brown, Deputy Executive Director, Learning ForwardMinding the Future outlines a very clear framework for how a school might reimagine professional learning in support of results for students. The authors do an excellent job of providing a specific set of strategies to help educators innovate responsibly and transform their teaching. What’s especially helpful are the tools and resources that will help educators through every step of the process. Thank you for bringing this great resource to the field!
Learning Forward
If you’ve been searching for proven strategies
Linda Macias, Associate Superintendent, Cypress-Fairbanks ISD, Houston, TXIf you’ve been searching for proven strategies
on creating a vision, planning, and establishing a learning culture ready for transformation, this is it. Real ideas from actual practitioners! Written with knowledge only gained from experience, Minding the Future presents readers with clear plans to lead their own professional learning transformations. The anecdotes and stories happily bring these plans to life. This book is for educators wishing to embrace the future head-on and hand in hand!
Cypress-Fairbanks ISD, Houston, TX
There is no handbook to transforming school culture. Leaders will need to know their culture and drive meaningful change from the point of their learners. That being said, in Minding the Future, the authors start some very compelling conversations and give practical ways you can initiate, maintain, and adapt the transformation process, leading to amazing learning opportunities for all stakeholders in your organization.
George Couros, Innovative teaching, learning, and leadership consultant and Author of The Innovator’s MindsetThere is no handbook to transforming school culture. Leaders will need to know their culture and drive meaningful change from the point of their learners. That being said, in Minding the Future, the authors start some very compelling conversations and give practical ways you can initiate, maintain, and adapt the transformation process, leading to amazing learning opportunities for all stakeholders in your organization.
Author and Consultant
Minding the Future encourages communication, collaboration, and problem-solving through the engagement of teachers in professional learning academies that will inspire creativity, risk-taking, and transformation of the learning environment. It is a practical guide to changing the culture of learning in American schools to ensure that all students are future-ready.
Johnny L. Veselka, Executive Director, retired; Texas Association of School AdministratorsMinding the Future encourages communication, collaboration, and problem-solving through the engagement of teachers in professional learning academies that will inspire creativity, risk-taking, and transformation of the learning environment. It is a practical guide to changing the culture of learning in American schools to ensure that all students are future-ready.
(retired) Texas Association of School Administrators
If you have been inspired to ask if there is a better way to approach improvement in our schools and put the focus on learning, this is the book for you. Anderson, Borg, and Edgar provide readers with a plethora of authentic examples that empowers all stakeholders to take action.
Peter DeWittIf you have been inspired to ask if there is a better way to approach improvement in our schools and put the focus on learning, this is the book for you. Anderson, Borg, and Edgar provide readers with a plethora of authentic examples that empowers all stakeholders to take action.
Finding Common Ground blog (Education Week)
Minding the Future is a clearly and passionately rendered story of one district’s endeavor to engage teacher leaders in imagining and co-creating learning to ready today’s students for living, learning, and flourishing in constantly changing tomorrows. Both a road map outlining strategically designed professional learning experiences and a travel log taking readers inside the sojourners’ transformed classrooms and schools, this book is an invaluable guidebook for educational leaders seeking to design and lead a similar expedition.
Jackie A. Walsh, Author and ConsultantMinding the Future is a clearly and passionately rendered story of one district’s endeavor to engage teacher leaders in imagining and co-creating learning to ready today’s students for living, learning, and flourishing in constantly changing tomorrows. Both a road map outlining strategically designed professional learning experiences and a travel log taking readers inside the sojourners’ transformed classrooms and schools, this book is an invaluable guidebook for educational leaders seeking to design and lead a similar expedition.
Author and Consultant
Written by designers and facilitators of professional learning, these three authors share their thinking behind the Transform Academy—as well as agendas, facilitator notes, and resulting participant actions and reactions. The authors’ enthusiasm and successful design of this year-long academy is conveyed energetically, creating a desire to give their design a try. Knowing that deep and lasting change doesn’t just happen through mandates, these leaders recruited teams (principal and teacher-leaders) from interested schools to establish their vision of a future-ready school. Honing skills of collaboration among adults and students, bringing in teacher and student voice to engage learners, celebrating successes, and planning for sustaining mindsets that change is the only constant in an improving school.
Beth Sattes, Author and ConsultantWritten by designers and facilitators of professional learning, these three authors share their thinking behind the Transform Academy—as well as agendas, facilitator notes, and resulting participant actions and reactions. The authors’ enthusiasm and successful design of this year-long academy is conveyed energetically, creating a desire to give their design a try. Knowing that deep and lasting change doesn’t just happen through mandates, these leaders recruited teams (principal and teacher-leaders) from interested schools to establish their vision of a future-ready school. Honing skills of collaboration among adults and students, bringing in teacher and student voice to engage learners, celebrating successes, and planning for sustaining mindsets that change is the only constant in an improving school.
Author and Consultant
This book provides practical ways to utilize the presented concepts in an effective and personalized professional development program. It could serve as a model for a strong professional development program that incorporates much collaboration, especially at the local level.
Keith Mason, Curriculum consultant, New Providence, NJThis book provides practical ways to utilize the presented concepts in an effective and personalized professional development program. It could serve as a model for a strong professional development program that incorporates much collaboration, especially at the local level.
New Providence, NJ
The authors present a systematic approach to change, as well as the necessary tools, to allow educators to apply this process to their own districts. The stories, examples, and visuals make the work relevant and practical.
Jacie Maslyk, Assistant Superintendent, Hopewell Area School District; Aliquippa, PAThe authors present a systematic approach to change, as well as the necessary tools, to allow educators to apply this process to their own districts. The stories, examples, and visuals make the work relevant and practical.
Hopewell Area School District; Aliquippa, PA
WOW! – Where was this book when I became a principal?!? Within these pages is a delightful blend of background narrative and concrete processes that will assist you in bringing meaningfully and intentionally engaging instruction to every student. A compelling read, this book offers the instructional leader something that will help you change the game!
Rich Hall, Director of Elementary Education, Henrico County Public Schools; Henrico, VAWOW! – Where was this book when I became a principal?!? Within these pages is a delightful blend of background narrative and concrete processes that will assist you in bringing meaningfully and intentionally engaging instruction to every student. A compelling read, this book offers the instructional leader something that will help you change the game!
Henrico County Public Schools; Henrico, VA
This insightful step-by-step guide provides a roadmap for how one district was able to make this change, and how it can be duplicated in other districts or schools that are willing to accept this challenge.
Laura Von Staden, ESE Lead Teacher; Franklin Middle Magnet Boys Preparatory Academy; Tampa, FLThis insightful step-by-step guide provides a roadmap for how one district was able to make this change, and how it can be duplicated in other districts or schools that are willing to accept this challenge.
Franklin Middle Magnet Boys Preparatory Academy; Tampa, FL
Review Copies
Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.
Related Resources
- Access to companion resources is available with the purchase of this book.