The document discusses three foundational questions for schools to consider: defining the essential outcomes for graduating students, determining the relationship between students, teachers, and knowledge, and identifying the differentiated value the school provides to clients. Answering these questions helps schools clarify their mission and priorities.

1. Prologue
In many organizations, a cultural change was
either a by-product or a primary factor in
achieving a new decision-making structure,
with leaders pushing isolated factions to work
together, and ensuring people knew that all
voices would be heard.
--- “Not So Lonely at the Top: Singular Vision, Collective
Action,” The Head’s Letter, January 2013

2. A Window Into 21st Century Leadership
Creating Value Through Empowerment
Nishant N. Mehta | NAIS Annual 2013 | February 28, 2013

3. Three Foundational Questions
✤ What are the essential learning outcomes or qualities
of your students when they graduate?
✤ What is the desired relationship at your school
between students, teachers, and knowledge?
✤ What is the differentiated value that your school
offers to your clients?
--- Grant Lichtman, learningpond.wordpress.com

4. Schools were
created to...

5. Schools were
created to...
• Deliver an education

6. Schools were
created to...
• Deliver an education

7. Schools were
created to...
• Deliver an education
Schools are now...

8. Schools were
created to...
• Deliver an education
Schools are now...
• Not the only way to
get an education
• 24/7/365

9. Value of an Independent Education

10. Value of an Independent Education
Individual Attention

11. Value of an Independent Education
Individual Attention
Small Class Sizes

12. Value of an Independent Education
Access
Individual Attention
Small Class Sizes

13. Value of an Independent Education
Access
Individual Attention
Leadership
Small Class Sizes

14. Value of an Independent Education
Access
Individual Attention
Whole Child
Leadership
Small Class Sizes

15. Value of an Independent Education
Access
Individual Attention
Whole Child
Leadership
College Prep
Small Class Sizes

16. Value of an Independent Education
Access
Individual Attention
Whole Child
Leadership
???
College Prep
Small Class Sizes

17. Value of an Independent Education

18. Value of an Independent Education
$254,600

19. Value of an Independent Education

20. Value of an Independent Education
$416,698

21. Value of an Independent Education

22. Welcome to our "moment of change"

23. Welcome to our "moment of change"
We must redefine what counts as learning in the 21st century.

24. Welcome to our "moment of change"
We must redefine what counts as learning in the 21st century.
We must redefine what we value and how we assess.

25. Welcome to our "moment of change"
We must redefine what counts as learning in the 21st century.
We must redefine what we value and how we assess.
And, our competition is no longer just other independent schools.

26. Managing and Mentoring Millenials

27. Managing and Mentoring Millenials
Engage, Empower, Mentor: “The 21 st Century
workplace is more about collaboration, cooperation, and
communication. More team skills are being taught in
s c h o o l s t o d a y. M a n y c u r r e n t g e n e r a t i o n a l
misunderstandings arise from crushing Boomer egos
when tasks and projects arise. Millenials can feel
demeaned or taken advantage of when as Boomers lay
on their “my way-or-the-highway” or “back-in-the-day”
operational styles. The key? Mentorship is a mutual
endeavor. It is neither top-down or bottom-up. At its
best, it is co-created with enthusiasm and dedication.”

28. Managing and Mentoring Millenials
Engage, Empower, Mentor: “The 21 st Century
workplace is more about collaboration, cooperation, and
communication. More team skills are being taught in
s c h o o l s t o d a y. M a n y c u r r e n t g e n e r a t i o n a l
misunderstandings arise from crushing Boomer egos
when tasks and projects arise. Millenials can feel
demeaned or taken advantage of when as Boomers lay
on their “my way-or-the-highway” or “back-in-the-day”
operational styles. The key? Mentorship is a mutual
endeavor. It is neither top-down or bottom-up. At its
best, it is co-created with enthusiasm and dedication.”
-- Jim and Matt Finkelstein in “Managing Millenials”

29. History: Before 2010-2011

30. History: Before 2010-2011
Curriculum Committee

31. History: Before 2010-2011
Curriculum Committee
Writing Task Force

32. Since January 2011...

33. Since January 2011...
Playground Safety Committee

34. Since January 2011...
Playground Safety Committee
Anti-Bullying Task Force

35. Since January 2011...
Playground Safety Committee
Anti-Bullying Task Force
Writing and Grammar Task Force (MS)

36. Since January 2011...
Playground Safety Committee
Anti-Bullying Task Force
Writing and Grammar Task Force (MS)
Spelling/Phonics Task Force (LS)

37. Since January 2011...
Playground Safety Committee
Anti-Bullying Task Force
1:1 iPad Initiative
Writing and Grammar Task Force (MS)
Spelling/Phonics Task Force (LS)

38. Since January 2011...
Teaching and Learning Center
Playground Safety Committee
Anti-Bullying Task Force
1:1 iPad Initiative
Writing and Grammar Task Force (MS)
Spelling/Phonics Task Force (LS)

39. Since January 2011...
Teaching and Learning Center
Playground Safety Committee
Anti-Bullying Task Force
1:1 iPad Initiative
Committee on Diversity & Inclusion
Writing and Grammar Task Force (MS)
Spelling/Phonics Task Force (LS)

40. Since January 2011...
Teaching and Learning Center
Playground Safety Committee
Anti-Bullying Task Force
1:1 iPad Initiative
Student Leadership Group Revamp
Committee on Diversity & Inclusion
Writing and Grammar Task Force (MS)
Spelling/Phonics Task Force (LS)

41. Since January 2011...
Teaching and Learning Center
Playground Safety Committee
Anti-Bullying Task Force
Lower School Steering Committee
1:1 iPad Initiative
Student Leadership Group Revamp
Committee on Diversity & Inclusion
Writing and Grammar Task Force (MS)
Spelling/Phonics Task Force (LS)

42. Since January 2011...
Teaching and Learning Center
Playground Safety Committee
Anti-Bullying Task Force
Lower School Steering Committee
Middle School Steering Committee
1:1 iPad Initiative
Student Leadership Group Revamp
Committee on Diversity & Inclusion
Writing and Grammar Task Force (MS)
Spelling/Phonics Task Force (LS)

43. Since January 2011…

44. Since January 2011…
90%

45. The Need to Innovate

46. The Need to Innovate
“We used to say if you don’t know where you’re
going, then any road will take you there…”
--- Twitter CEO, Dick Costolo

47. The Need to Innovate
“We used to say if you don’t know where you’re
going, then any road will take you there…”
--- Twitter CEO, Dick Costolo
“…The way out for Apple is not to
slash and burn, it’s to innovate.
That’s how Apple got to its glory,
that’s how it could return to it.”
--- Steve Jobs, 1996

48. Success vs. Failure of Initiatives
------ + Consensus + Skills + Incentive + Resources + Action Plan = Confusion
Vision + ------ + Skills + Incentive + Resources + Action Plan = Sabotage
Vision + Consensus + ------ + Incentive + Resources + Action Plan = Anxiety
Vision + Consensus + Skills + ------ + Resources + Action Plan = Resistance
Vision + Consensus + Skills + Incentive + ------ + Action Plan = Frustration
Vision + Consensus + Skills + Incentive + Resources + ------ = Treadmill
Vision + Consensus + Skills + Incentive + Resources + Action Plan = Change
*Adapted from T. Krosier’s “Managing Complex Change.”

49. Success vs. Failure of Initiatives
------ + Consensus + Skills + Incentive + Resources + Action Plan = Confusion
Vision + ------ + Skills + Incentive + Resources + Action Plan = Sabotage
Vision + Consensus + ------ + Incentive + Resources + Action Plan = Anxiety
Vision + Consensus + Skills + ------ + Resources + Action Plan = Resistance
Vision + Consensus + Skills + Incentive + ------ + Action Plan = Frustration
Vision + Consensus + Skills + Incentive + Resources + ------ = Treadmill
Vision + Consensus + Skills + Incentive + Resources + Action Plan = Change
*Adapted from T. Krosier’s “Managing Complex Change.”

50. Placing Small Bets on Fast Horses

51. Placing Small Bets on Fast Horses
“In many organizations, a cultural change was either a
by-product or a primary factor in achieving a new
decision-making structure, with leaders pushing isolated
factions together, and ensuring people knew that all
voices would be heard.”
--- The Head’s Letter

52. Placing Small Bets on Fast Horses

53. Placing Small Bets on Fast Horses

54. Portrait of an ACDS Graduate

55. Portrait of an ACDS Graduate
8th Grade
Community
Minded
4
3
Independent
Learner Balanced
2
1
Effective
Kindergarten Communicator

56. Portrait of an ACDS Graduate

57. Portrait of an ACDS Graduate
INDEPENDENT LEARNER: The ACDS Graduate actively engages in
the acquisition of academic, athletic and artistic skills. The ACDS
Graduate exhibits the abilities, knowledge, confidence and creativity
to complete a given task independently.

58. Portrait of an ACDS Graduate
INDEPENDENT LEARNER: The ACDS Graduate actively engages in
the acquisition of academic, athletic and artistic skills. The ACDS
Graduate exhibits the abilities, knowledge, confidence and creativity
to complete a given task independently.
COMMUNICATOR: The ACDS Graduate effectively exchanges ideas,
experiences and knowledge, confidently and appropriately, in person
and using a variety of media.

59. Portrait of an ACDS Graduate
INDEPENDENT LEARNER: The ACDS Graduate actively engages in
the acquisition of academic, athletic and artistic skills. The ACDS
Graduate exhibits the abilities, knowledge, confidence and creativity
to complete a given task independently.
COMMUNICATOR: The ACDS Graduate effectively exchanges ideas,
experiences and knowledge, confidently and appropriately, in person
and using a variety of media.
COMMUNITY MINDED: The ACDS Graduate demonstrates an
awareness of his or her impact on the community, values diversity,
and has the skills to understand, cooperate and empathize with
others. The ACDS Graduate exhibits moral courage and stands up for
the interests and well-being of the greater community.

60. Portrait of an ACDS Graduate
INDEPENDENT LEARNER: The ACDS Graduate actively engages in
the acquisition of academic, athletic and artistic skills. The ACDS
Graduate exhibits the abilities, knowledge, confidence and creativity
to complete a given task independently.
COMMUNICATOR: The ACDS Graduate effectively exchanges ideas,
experiences and knowledge, confidently and appropriately, in person
and using a variety of media.
COMMUNITY MINDED: The ACDS Graduate demonstrates an
awareness of his or her impact on the community, values diversity,
and has the skills to understand, cooperate and empathize with
others. The ACDS Graduate exhibits moral courage and stands up for
the interests and well-being of the greater community.
BALANCED: The ACDS Graduate demonstrates a healthy
understanding of the work/life balance and is open to opportunities
and risk.

61. Professional Excellence

62. Professional Excellence
I. II.
Teacher – School Teacher – Student
IV. III.
Teacher – Teacher Teacher - Parent

63. Professional Excellence
✤ Defines ACDS teachers as dedicated to their craft
but balanced in their approach.
✤ Teachers are creative thinkers, effective classroom
managers, and positive role models - all in an
effort to have their students develop and evolve into
the portrait of the ACDS graduate.
✤ ACDS Teachers recognize that they exemplify the
main attributes of successful education and learning,
and seek out professional development
opportunities to grow and develop as academics
while maintaining a healthy balance as individuals.

64. Example: 1:1 iPad Initiative

65. Example: 1:1 iPad Initiative
✤ Engage, Empower, Mentor:

66. Example: 1:1 iPad Initiative
✤ Engage, Empower, Mentor:
✦ Busting Silos

67. Example: 1:1 iPad Initiative
✤ Engage, Empower, Mentor:
✦ Busting Silos
✦ A Flexible Structure >>> Push and Pull

68. Example: 1:1 iPad Initiative
✤ Engage, Empower, Mentor:
✦ Busting Silos
✦ A Flexible Structure >>> Push and Pull
✦ Building Competencies >>> Skills and Vocabulary

69. Example: 1:1 iPad Initiative
✤ Engage, Empower, Mentor:
✦ Busting Silos
✦ A Flexible Structure >>> Push and Pull
✦ Building Competencies >>> Skills and Vocabulary
✦ Anticipating Roadblocks

70. Example: 1:1 iPad Initiative
✤ Engage, Empower, Mentor:
✦ Busting Silos
✦ A Flexible Structure >>> Push and Pull
✦ Building Competencies >>> Skills and Vocabulary
✦ Anticipating Roadblocks
✦ Rethinking Professional Development

71. Example: 1:1 iPad Initiative
✤ Engage, Empower, Mentor:
✦ Busting Silos
✦ A Flexible Structure >>> Push and Pull
✦ Building Competencies >>> Skills and Vocabulary
✦ Anticipating Roadblocks
✦ Rethinking Professional Development
✦ Sticking to the Roadmap

72. Roadmap, 2011-2012

73. Roadmap, 2011-2012
✤ Skills/Dispositions of a 5th Grader
✤ Curriculum Review
✤ Financial Readiness
✤ Technology Plan Approved
✤ iPads Purchased
✤ Apps Testing & Review
✤ Parent Communication
Spring 2011

74. Roadmap, 2011-2012
✤ Skills/Dispositions of a 5th Grader ✤ Curriculum Planning
✤ Curriculum Review ✤ Device Configuration
✤ Financial Readiness ✤ Protocols & Procedures
✤ Technology Plan Approved ✤ Apps Testing & Review
✤ iPads Purchased
✤ Apps Testing & Review
✤ Parent Communication
Spring 2011 Summer 2011

75. Roadmap, 2011-2012
✤ Skills/Dispositions of a 5th Grader ✤ Curriculum Planning ✤ Common Planning Time
✤ Curriculum Review ✤ Device Configuration ✤ Hindsight & Foresight
✤ Financial Readiness ✤ Protocols & Procedures ✤ ePortfolios & Student-led Conf.
✤ Technology Plan Approved ✤ Apps Testing & Review ✤ Adoption of Haiku LMS
✤ iPads Purchased ✤ Web 2.0 Tools
✤ Apps Testing & Review ✤ Parent Communication
✤ Parent Communication
Spring 2011 Summer 2011 Sep ’11-Jun ’12

76. Three Foundational Questions

77. Three Foundational Questions
✤ What are the essential learning outcomes or qualities
of your students when they graduate?

78. Three Foundational Questions
✤ What are the essential learning outcomes or qualities
of your students when they graduate? PoG

79. Three Foundational Questions
✤ What are the essential learning outcomes or qualities
of your students when they graduate? PoG
✤ What is the desired relationship at your school
between students, teachers, and knowledge?

80. Three Foundational Questions
✤ What are the essential learning outcomes or qualities
of your students when they graduate? PoG
✤ What is the desired relationship at your school
between students, teachers, and knowledge? CPE

81. Three Foundational Questions
✤ What are the essential learning outcomes or qualities
of your students when they graduate? PoG
✤ What is the desired relationship at your school
between students, teachers, and knowledge? CPE
✤ What is the differentiated value that your school
offers to your clients?

82. Three Foundational Questions
✤ What are the essential learning outcomes or qualities
of your students when they graduate? PoG
✤ What is the desired relationship at your school
between students, teachers, and knowledge? CPE
✤ What is the differentiated value that your school
offers to your clients? PoG + CPE

83. Innovative Practices at ACDS
✦ ADOPTING BACKWARD DESIGN AND MAPPING OF CURRICULUM
AROUND SKILLS RATHER THAN SUBJECTS
✦ DOCUMENTING STUDENT OUTCOMES VIA FORMATIVE ASSESSMENTS AND
“DEMONSTRATIONS OF LEARNING”
✦ CONNECTING AI, THE STRENGTHS APPROACH, AND GROWTH MINDSETS
✦ GLOBALIZING INDEPENDENT SCHOOLS
✦ STAGE II GREENING OF INDEPENDENT SCHOOLS

84. Innovative Practices at ACDS
✦ ADOPTING BACKWARD DESIGN AND MAPPING OF CURRICULUM
AROUND SKILLS RATHER THAN SUBJECTS
✦ DOCUMENTING STUDENT OUTCOMES VIA FORMATIVE ASSESSMENTS AND
“DEMONSTRATIONS OF LEARNING”
✦ CONNECTING AI, THE STRENGTHS APPROACH, AND GROWTH MINDSETS
✦ GLOBALIZING INDEPENDENT SCHOOLS
✦ STAGE II GREENING OF INDEPENDENT SCHOOLS

85. Innovative Practices at ACDS
✦ ADOPTING BACKWARD DESIGN AND MAPPING OF CURRICULUM
AROUND SKILLS RATHER THAN SUBJECTS
✦ DOCUMENTING STUDENT OUTCOMES VIA FORMATIVE ASSESSMENTS AND
“DEMONSTRATIONS OF LEARNING”
✦ CONNECTING AI, THE STRENGTHS APPROACH, AND GROWTH MINDSETS
✦ GLOBALIZING INDEPENDENT SCHOOLS
✦ STAGE II GREENING OF INDEPENDENT SCHOOLS

86. Innovative Practices at ACDS
✦ ADOPTING BACKWARD DESIGN AND MAPPING OF CURRICULUM
AROUND SKILLS RATHER THAN SUBJECTS
✦ DOCUMENTING STUDENT OUTCOMES VIA FORMATIVE ASSESSMENTS AND
“DEMONSTRATIONS OF LEARNING”
✦ CONNECTING AI, THE STRENGTHS APPROACH, AND GROWTH MINDSETS
✦ GLOBALIZING INDEPENDENT SCHOOLS
✦ STAGE II GREENING OF INDEPENDENT SCHOOLS

87. Innovative Practices at ACDS
✦ STEM AND BEYOND SIGNATURE PROGRAMMING
✦ PROFESSIONALIZING THE PROFESSION
✦ PUBLIC PURPOSE OF PRIVATE EDUCATION
✦ ONLINE LEARNING FOR INDEPENDENT SCHOOL
BRANDED COURSES
✦ INCORPORATING DESIGN THINKING

88. Innovative Practices at ACDS
✦ STEM AND BEYOND SIGNATURE PROGRAMMING
✦ PROFESSIONALIZING THE PROFESSION
✦ PUBLIC PURPOSE OF PRIVATE EDUCATION
✦ ONLINE LEARNING FOR INDEPENDENT SCHOOL
BRANDED COURSES
✦ INCORPORATING DESIGN THINKING

89. Innovative Practices at ACDS
✦ STEM AND BEYOND SIGNATURE PROGRAMMING
✦ PROFESSIONALIZING THE PROFESSION
✦ PUBLIC PURPOSE OF PRIVATE EDUCATION
✦ ONLINE LEARNING FOR INDEPENDENT SCHOOL
BRANDED COURSES
✦ INCORPORATING DESIGN THINKING

90. Contact Information
@NishantMehta
www.fb.com/NishantNMehta
www.edu21k12.net
nishantnmehta@gmail.com
www.slideshare.net/nishantmehta