1. Emerging new models of teaching and learning

3. a bit of economic history “The new jobs require a good deal of formal education and the ability to acquire and to apply theoretical and analytical knowledge. They require a different approach to work and a different mind-set. Above all, the require a habit of continual learning.” – Peter Drucker

5. Design for clearly defined outcomes

6. tabula rasa Tabula rasa is the epistemological thesis that individuals are born without built-in mental content and that their knowledge comes from experience and perception.

7. elements in play Time: Where (all) can learning happen? What schedules work best? Roles: students, teachers, parents, leaders – who can be an ‘educator’ Location: is “school” a location? Outcomes: individualized learning paths, what it means to ‘graduate’ Assessments: diagnostic and variable to fit learning paths; competency focused; embedded, continuous

8. Which outcomes do we want? Parents and Communities more engaged in learning, their own and their children’s Teachers empowered to do higher order tasks and exemplify learning Parents & students as peer educators Experts as educators (Technology serving mundane tasks) Students drive & own their learning Students with 21C competencies Students who are great citizens Students who are life-long learners ENABLING POWERFUL LEARNING FOR ALL

9. new models School of One Synapsis

10. key tactics New forms and models of assessment: begin implementations now Enables curricular and pedagogical changes Leadership and professional development: setting expectations that all groups must be learning all the time Transparency kills isolation Focus on student-centered pedagogy aligned with clear learning goals Measure and reward effective change (and risk-taking) at the system level School Leaders Teachers Students

11. Its closer than we think Source: ITL Research 2010 Pilot Year, Teacher survey: % of responding teachers reporting "moderate" or "significant" barrier