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Date: Thu, Jun 30, 1994 1:02 PM EST From: AECT-L@wvnvm.wvnet.edu Subj: CHANGE Newsletter-Part 1 (550 lines) To: CHARLIEWVT Hello, by now you probably know that the AECT has a new division, CHANGE. We have completed our first newletter, which follows. I highly encourage you to read through it, but I do warn you that it is a very long post, approximately 900 lines split between two messages. I hope you enjoy it and find it informative. Dean Dyer CHANGE Communications officer-elect ____________________________________________________________________________ _/ _/_/_/_/_/ _/_/_/ _/_/_/_/_/_/_/ _/_/ _/ _/ _/ _/ _/ _/ _/ _/ _/ _/ _/ _/_/_/ _/ _/ _/_/_/_/_/ _/ _/ _/ _/ _/ _/ _/ _/ _/ _/ _/ _/_/_/_/_/ _/_/_/_/ _/ ----------------------------------------------------------------------------- "CHANGE Connections" Division for Systemic Change in Education's Newsletter ----------------------------------------------------------------------------- Volume 1, Number 1 June, 1994 ----------------------------------------------------------------------------- CONTENTS 1. AECT Creates New Division for Systemic Restructuring in Education 2. Systemic Change: What Is It and Why Is It Needed? 3. CHANGE Division Provides Resources Clearinghouse 4. National Teleconference Series on Systemic Change in Education Proposed 5. Sources of Funding Information and Grant-Writing Pointers 6. Internet Connections... 7. Harmony School Is Value-Driven...Is That Bad? 8. School Restructuring Consortium Creates Information Resource 9. New Elementary School Offers Three Classroom Formats 10. HSEC Combines Faculty Development, Research, Public Policy and Teacher Education 11. Indiana Network of Total Learning: Communities 12. CHANGE Board of Directors (plus information on submitting news items and receiving this newsletter electronically) +----------------------------------------------------------------------+ | | | A good school is a place where I can learn easily and successfully | | what I need and want to know. Where I will be treated with respect | | and where I will be constantly urged, coached, and supported to be | | as good as I can be and not constantly compared to others. Where | | I can take risks with ideas and be allowed to fail without being | | judged a failure. Where I can learn in ways I learn best at a pace | | that fits me. That is my vision, as a learner, of what a 21st | | Century School would be. | | | | -Howard Mehlinger | | | +----------------------------------------------------------------------+ ====================================== AECT CREATES NEW DIVISION FOR SYSTEMIC RESTRUCTURING IN EDUCATION Are you restructuring your school? Would you like more resources and information about systemic change, such as what changes other schools are making, helpful videos, articles, and tools, and effective strategies for bringing about systemic change? If so, the CHANGE Division of AECT is an organization that can help you. Mission: The CHANGE Division exists to promote and facilitate systemic change in education, to better meet learners' needs, dramatically improve the quality of education, and enable technology to reach its potential contribution to education in all settings. The Division for Systemic Change (or CHANGE Division) is part of a national organization that brings together practitioners and researchers from across the United States to support each other in their efforts to facilitate systemic change in education. Membership includes primarily: teachers, administrators, educational policy makers, and change experts and researchers. This organization, by virtue of the experience and expertise of its members and their institutions, is in an excellent position to compile the existing knowledge about fundamental change in education and to put it in a form that will be most helpful to restructuring teams. Services include a regular newsletter (electronic and/or print) with information about upcoming events (conferences, workshops, etc.), other restructuring schools, qualified consultants/facilators, possible funding sources, and articles of interest to those engaged in systemic change, a clearinghouse of resources (electronically accessible through Gopher as well as available as hard resources) and information on systemic change including articles, videos, and tools (quote library, HyperCard programs, presentation tools), contacts and collaboration with other restructuring schools, and the Annual AECT Conference, with its workshops, presentations, informal meetings/discussions, and resource and tool demonstrations. For more information on joining The Division for Systemic Change in Education, contact: Charles M. Reigeluth, President School of Education Indiana University Bloomington, IN 47405 (812) 856-8464 Fax: 856-8239 Internet: reigelut@indiana.edu Alison A. Carr, President-Elect School of Education Western Michigan University Kalamazoo, MI 49008 (616) 387-3835 Internet: carr@gw.wmich.edu To apply for membership, contact: AECT, 1025 Vermont Ave., NW, Suite 820, Washington, DC 20005 (202) 347-7834. ======================================= SYSTEMIC CHANGE: WHAT IS IT AND WHY IS IT NEEDED? by Charles M. Reigeluth There has been much publicity about the need for systemic change in education recently. Increasing numbers of educational leaders are advocating it, including Ernest Boyer, John Goodlad, Theodore Sizer, Lewis Perelman, Ann Lieberman, Albert Shanker, and Bela Banathy. But what actually is systemic change? And why is it needed in education today? What Is Systemic Change? It is helpful to think in terms of two different kinds of change: o piecemeal change, often called tinkering, which entails modifying something (fixing a part of it), and o systemic change, often called paradigm shift, which entails replacing the whole thing. Systemic change is comprehensive. It recognizes that a fundamental change in one aspect of a system requires fundamental changes in other aspects in order for it to be successful. In education, it must pervade all levels of the system: classroom, building, district, community, state government, and federal government. And it must include the nature of the learning experiences, the instructional system that implements those learning experiences, the administrative system that supports the instructional system, and the governance system that governs the whole educational system. Such an approach to change is indeed radical, not to mention difficult and risky. Do we really need such a radical change? Why is Systemic Change Needed in Education? Daniel Bell (1973), Alvin Toffler (1980), Robert Reich (1991) and others have identified several massive changes that our society has undergone: from the agrarian age to the industrial age, and now entering into what some call the information age. The dawn of the industrial age brought with it massive changes in all of society's systems, including the family, business, and education. In fact, that is the only time in the history of the United States that education has undergone systemic change--from one-room schoolhouses to the industrial, assembly-line model we have today. The current system is substantially the same as it was when we became an industrial society. The reforms that have been made since then have all been piecemeal changes. The need for a new paradigm of education is based on massive changes in both the conditions and educational needs of an information society. Therefore, we must look at those changes in order to figure out what features the new system should have. Table 1 shows some of the major differences between the industrial age and the emerging information age. These differences have important implications for the features of the new educational system: how it should be structured, what should be taught, and how it should be taught. Table 1: Major Differences Between the Industrial Age and the Information Age that Affect Education _Industrial Age_ _Information Age_ Adversarial relationships Cooperative relationships Bureaucratic organization Team organization Autocratic leadership Shared leadership Centralized control Autonomy with accountability Autocracy Democracy Representative democracy Participative democracy Compliance Initiative One-way communications Networking Compartmentalization Holism (Division of Labor) (Integration of tasks) Our current system has adversarial relationships not only between teachers and administrators, but also between teachers and students and often between teachers and parents. Consolidated districts are highly bureaucratic, centrally-controlled "dictatorships" in which students get no preparation for participating in a democratic society. Leadership is vested in individuals according to a hierarchical management structure, and all those lower in the hierarchy are expected to obey the leader. Learning is highly compartmentalized into subject areas. Students are treated as if they are all the same and are all expected to do the same things at the same time. They are also forced to be passive learners and passive members of their school community. These features of our current system must all change (and are indeed beginning to change), for they are counterproductive--harmful to our citizens and our society--in the information age. In the industrial age we needed minimally educated people who would be willing and able to put up with the tedium of work on the assembly lines. However, those assembly-line jobs are rapidly becoming an endangered species. Just as the percentage of the work force in agriculture dropped dramatically in the early stages of the industrial age, so the percentage in manufacturing has been declining dramatically over the past few decades. As Robert Reich points out in The Work of Nations, even in manufacturing companies, a majority of the jobs today entail manipulating information rather than materials. Just as the industrial age represented a focus on, and extension of, our physical capabilities (mechanical technology), so the information age represents a focus on, and extension of, our mental capabilities (intellectual technology). This makes effective learning paramount. But, surprisingly, our current system is not designed for learning! Systems Thinking Applied to Learning Two things educators know for certain are that different children learn at different rates and different children have different learning needs, even from their first day at school. Yet our industrial-age system presents a fixed amount of content to a group of students in a fixed amount of time, so it is lik|e a race in which we see who receives the A's and who flunks out. Our current system is not designed for learning; it is designed for selection. To emphasize learning, the new system must no longer hold time constant and allow achievement to vary. It must hold achievement constant at a competency level and allow time to vary. There is no other way to accommodate the facts that different children learn at different rates and have different learning needs. But to have an attainment-based rather than time-based system, we must in turn have person-based progress rather than group-based progress. And that in turn requires changing the role of the teacher to that of a coach or facilitator/manager, rather than that of dispenser of knowledge to groups of students who pass by at the ring of a bell like so many little widgets on an assembly line. If the teacher is to be a facilitator and educational manager, then that requires that the system be resource-based, utilizing powerful new tools offered by advanced technology, rather than teacher-based. And it requires much more collaboration and teamwork among students, including cooperative learning and cross-age tutoring, rather than our traditional view that collaboration among students equates with cheating. The information age has not only made a new educational system necessary, but has also made a new system possible (with its information technologies). We now have powerful tools to facilitate learning that we did not have a few years ago. And the power of those tools continues to increase, while their cost continues to decline dramatically. Hence, based on changes in the work place, the emerging picture of the new educational system includes the changes shown in Table 2. Table 2: Emerging Picture of Features for an Information-Age Educational System Based on Changes in the Work Place _Industrial Age_ _Information Age_ Grade levels Continuous progress Covering the content Outcomes-based learning Norm-referenced testing Individualized testing Non-authentic assessment Performance-based assessment Group-based content delivery Personal learning plans Adversarial learning Cooperative learning Classrooms Learning centers Teacher as dispenser of Teacher as coach or facilitator knowledge of learning Memorization of meaningless Thinking, problem-solving facts skills and meaning making Isolated reading, writing skills Communication skills Books as tools Advanced technologies as tools Summary When we look at the ways society is changing as we evolve deeper into the information age, we can see definite trends in the work place, the family, and decision-making systems. From those changes, we can identify new features that an information-age educational system should have to meet the needs of society. Educators should take this kind of needs-based, systems-design approach to improving education. Without such an approach, we will almost certainly be condemned to a system that does not meet society's needs. *This article was excerpted from Reigeluth, C.M. (1994). The Imperative for Systemic Change. In C.M. Reigeluth & R.J. Garfinkle (Eds.), _Systemic_ Change_in_Education, Englewood Cliffs, NJ: Educational Technology Publications. =========================================== CHANGE DIVISION PROVIDES RESOURCES CLEARINGHOUSE The Division for Systemic Change in Education maintains a clearinghouse of resources helpful to systemic change. Some resources are only available as "hard" resources, such as videotapes and many articles and books on systemic change. Others are available in "soft" form from our gopher server at Florida State University. But even the hard resources are listed on that gopher server in an annotated bibliography. All soft resources are available free of charge, and the hard resources are available for a nominal fee. The soft resources can be accessed as follows: From gopher point your gopher to GOPHER.CET.FSU.EDU Port 70. Go into the folder called "AECT Change Division" From Mosaic/World Wide Web URL "gopher://GOPHER.CET.FSU.EDU/AECT Change Division" The hard resources can be obtained by sending a check or purchase order to: CHANGE Clearinghouse Education 2276 Indiana University Bloomington, IN 47405 If you do not have internet access to our gopher server, you can get an annotated list of hard resources and their prices from the same address for $5, including postage and handling. ======================================= NATIONAL TELECONFERENCE SERIES ON SYSTEMIC CHANGE IN EDUCATION PROPOSED The Division for Systemic Change in Education is developing a proposal for a National Teleconference Series on Systemic Change in Education and accompanying resource and support materials to be used by local restructuring teams across the country. Their goal is to put constructive resources in the hands of practitioners and laypeople currently or potentially involved in restructuring education. The proposed four teleconferences are: 1. What Systemic Change Is and Why It Is Needed, 2. Initiating the Change Process, 3. Designing the Information-Age Educational System, and 4. Implementing a New Educational System. They will occur over a year-and-a-half timespan and will incorporate 25 meetings worth of activity packets. These activity packets will build upon each other and address such topics as team- building and involving stakeholders, understanding future needs and necessary competencies, building an information-age mindset, exploring the need for a long-term, design process (as opposed to a quick fix, planning process), designing learning experiences, exploring instructional arrangements that could enable those learning experiences, and developing and implementing district-specific funding and vision plans. There is a growing body of knowledge about fundamental change in education. Some of this knowledge is rooted in business. In the corporate sector, many companies have been discovering that the global, post-industrial, information age is requiring them to make fundamental changes to meet the changing needs of their customers. Some of the knowledge comes out of systems theory and practice. And some of the knowledge comes out of trial and error in the educational arena. Currently knowledge from these three areas is difficult for restructuring teams to find because it is fragmented and dispersed among many publications, and it is difficult for them to use because it is not written specifically for education practitioners. However, all three of these areas--corporate restructuring, systems theory, and educational practice--provide insights that can greatly help a restructuring team. The challenge is to put that knowledge in a form that is most useful to restructuring teams and then to disseminate that guidance widely. Some work has begun along these lines. For example, the current president of the Division for Systemic Change, Charles Reigeluth, founded the Indiana University Restructuring Support Service two years ago. This Service has been synthesizing those sources into guidance for the process of systemic change and has been providing facilitators to restructuring teams in Indiana to help them use and improve that guidance. However, the guidance developed to date is in a form for an experienced process facilitator to use. It is not in the form of activity packets and videos that a restructuring team can use without such a facilitator. Yet most restructuring teams are not in a position to hire an experienced facilitator. The Restructuring Support Service has found two major considerations to be helpful to a restructuring team. One is gaining the capability to work effectively as a team. This often already difficult task is made even more difficult if the team is large or is convened and led by a person of authority, such as the principal or superintendent. Therefore, guidance is needed about team formation, team facilitation, and the use of group-process skills. A second consideration is gaining the understanding that a systemic change process is a journey in which some activities must be performed in a certain order (e.g., preparation before departure), some must be revisited periodically (e.g., maintenance and refueling), and others must be attended to continuously (e.g., monitoring for obstacles in the roadway ahead and monitoring the current location in relation to the short-term and long-term destinations). Therefore, guidance is needed about what must be done for each of these three types of activities. The proposed program will encompass three main phases of activity: initiation of the change effort, design of the new system, and implementation of the new design. The initiation phase will focus on three main concerns: building sufficient motivation to maintain the change effort, developing a mindset/culture for systemic change, and building the involvement and ownership of a broad range of stakeholders. The design phase will focus on reaching consensus on values about education, designing the kinds of learning environments and instructional support that will best meet learners' needs, and bringing about changes on the administrative and governance levels that are necessary for the learning environments to operate best. The implementation phase will focus on developing an incremental approach to bring about fundamental change, and the strategic planning necessary to carrying it out. The proposed program will begin with a national video teleconference to increase awareness of the Restructuring Support System. Three additional teleconferences will be held at key milestones in the change process to share progress and motivate the teams. Finally, there will be several internet resources available to participating teams, including, electronic mail, electronic bulletin boards, and gopher/mosaic servers, to foster the formation of support groups and sharing of ideas and experiences. Although the video teleconferences will be beneficial for introducing and initiating the support system, they are not a necessary component. In fact, the support system will be available to additional schools and communities any time after the initial offering. Sales of the support system will be used to collect data from the users to continually improve the system for future users. The CHANGE Division is looking for individuals and organizations interested in helping to create this valuable resource to help those interested in systemic change. If you are interested or would like more information, contact: Charles M. Reigeluth, President School of Education Indiana University Bloomington, IN 47405 (812) 856-8464 Fax: 856-8239 Internet: reigelut@indiana.edu =========================================== SOURCES OF FUNDING INFORMATION: A GUIDE TO FEDERAL FUNDING FOR EDUCATION, LIBRARIES AND OTHER INSTITUTIONAL PROGRAMS Federal Resources Advisory Service Association of American Colleges 1818 R Street NW Washington, DC 20009 THE FOUNDATION DIRECTORY The Foundation Center 888 7th Ave. New York, NY 10019 ANNUAL REGISTER OF GRANT SUPPORT Marquis Academic Media Marquis Who's Who, Inc. 200 E. Ohio Street Chicago, IL 60611 GRANT-WRITING POINTERS: When writing a grant, carefully read through and understand the scope of the RFP (request for proposal), making sure that your proposal CLEARLY matches the scope of the grant. Generally, the more people impacted by the grant the better. Highlight infrastructure and support systems that are already in place. Highlight in-kind contributions that you and your coworkers and your institution will make. Highlight successes. Write the proposal as if you were writing a resume--let them KNOW how good you are. Remember that you are competing against many others. Use wording which conveys conviction and confidence: Don't say, "We want to do such and such with this grant money"; Instead say, "We ARE currently doing such and such, and we WILL do such and such with this grant money". Finally, remember that very few first time grant writers' proposals succeed on the first try. If your proposal is rejected, seek others' input, revise it, and submit it again. Good luck! A winning grant: * shows importance, addresses a legitimate need * states explicitly what you are going to do * is well written in clear English * follows points in the RFP exactly For more information, contact: Sharon Gray, Communications Officer University of South Dakota 414 East Clark Vermillion, SD 57069 (605) 677-5330 FAX: (605) 677-6518 Internet: sgray@charlie.usd.edu ================================ INTERNET CONNECTIONS... Each issue, this section will be devoted to sharing information on resources available through the Internet, such as discussion lists, FTP sites, Gopher resources, journals, books and newsletters available online. Please send comments, additions, and questions to Sharon Gray (sgray@Charlie.usd.edu). Discussion Lists: This following is drawn from the BITNET List of Lists available from Listserv@uga.cc.uga.edu. I make no claims whatsoever about these discussion lists' content or applicability other than their titles sound like they have something to do with systemic change in education! I've noted the discussion list names, the addresses (which happen to all be bitnet addresses--if you have trouble accessing them, contact me and I'll try to help you get connected) and their main topic of discussion. Good luck, and let me know which ones pan out! CL-NEWS CL_NEWS@IUBVM News on Teaching with Collaborative Learning EDTECPOL EDTECPOL@UMDD Conference on Educational Technology Policy EDTECH EDTECH@MSU EDTECH Educational Technology EDNETNY EDNETNY@SUVM Educational Development Network of NY EDPOLYAN EDPOLYAN@ASUACAD Education Policy Analysis Forum EDSTYLE EDSTYLE@SJUVM The Learning Styles Theory and Research List EDUCATIONAL-R ERL-L@ASUACAD Educational Research List EDUPAGE EDUPAGE@BITNIC EDUCOM EDUPAGE List EDUTEL EDUTEL@RPITSVM Educational and Information Technologies EMD569-L EMD569-L@NMSUVM1 Educational Management and Development SYSCI-L SYSCI-L@UOTTAWA System Science Discussion List For more information, contact: Sharon Gray, Communications Officer University of South Dakota 414 East Clark Vermillion, SD 57069 (605) 677-5330 FAX: (605) 677-6518 Internet: sgray@charlie.usd.edu ======================================== GOODMAN SAYS HARMONY SCHOOL IS VALUE-DRIVEN... IS THAT BAD? >From IU News Bureau Bloomington, Ind. -- After Indiana University education Professor Jesse Goodman had immersed himself in an innovative, independent school he wrote "Elementary Schooling for Critical Democracy." The book called on schools to emphasize community ties and democratic values, rather than to mirror a society caught up in individualistic material gain. "Then I started thinking that it's too bad that educators at Harmony School, where I spent a year and learned so much, were not involved in discussions with other educators and policy makers about education," Goodman recalled. He decided to approach the leaders of Harmony School, a 19-year-old independent school in Bloomington that emphasizes student responsibility and community participation, with an idea to form a consortium. Goodman's notion was that there would be tremendous energy for reform unleashed if public and independent school teachers, administrators, parents, students and policy makers entered into a conversation about meaningful changes. Thus, the Harmony School Education Center was created to be a catalyst for, and to provide a place for, school reform discussions among teachers, administrators, policy makers and researchers. Although working closely with IU, the center is based at Harmony School rather than at the university. The vision Harmony Center offers differs from other reform efforts that are largely value-neutral, such as technology- driven school reform. "We do not believe reforming schools can occur in a neutral way," Goodman said. "All efforts to reform schools reflect social or pedagogical values, either overtly or covertly." Goodman added, "The ideal we're working toward is the reform of schools that will create a more caring and democratic society." "Unfortunately," he said, "those values have been largely ignored in popular school reform discourse. We are trying to interject another voice that stresses democracy in the discussion." (Source: School Restructuring Consortium, 10-93) ========================================== SCHOOL RESTRUCTURING CONSORTIUM CREATES INFORMATION RESOURCE The School Restructuring Consortium (SRC), dedicated to facilitating systemic change in education, has met the challenge of bringing education into the information age with the creation of the SRCHeadlines to help educators connect and collaborate for the goal of preparing learners for the 21st Century. You are invited to submit 20-line items that share your current restructuring research or activities, significant news items, or even a letter-to- the-editor opinion on hot topics. (Remember to include all the essential citation elements, such as your name, etc.) Some editing may occur in the interest of space and propriety. Full-length versions of the submitted stories are kept on file as a resource for the members. To make a contribution to SRCHeadlines or to subscribe to it, contact brownld@indiana.edu ====================================== NEW ELEMENTARY SCHOOL OFFERS THREE CLASSROOM FORMATS >From News Release by Principal David Frye Clear Creek Elementary serves the southern fringe of Bloomington and the south central portion of Monroe County in a new building which opened in 1990. Clear Creek classes are organized in three formats: (1) Multi-age classrooms where children remain in a stable instructional environment with the same teacher and classmates for three years. All multi-age classrooms are performance-based instructional programs. (2) Same age, two-year primary classrooms offering a two-year primary program for children in their first two years of school. Children enter the two-year primary as first year students, remain with the same classmates and teacher through the end of the second year of school. (3) Same-age, self-contained classrooms grades 1-6 where children enter the class in the Fall and remain with the same classmates and teacher throughout the year. Children then are re-assigned to another teacher and group of children for the following school year. The staff believe in teaching toward a child's strengths and providing extra support in areas of weakness. The schools' purpose is to provide for all students a warm and supportive environment and appropriate educational experiences which will prepare children intellectually, socially, emotionally and physically for a lifetime of continuous growing and learning. Their immediate goal is to build stronger family/school connections and to develop an instructional program which has clarity and consistency throughout the age levels of the school. (Source: School Restructuring Consortium, 10-93) For information about submitting news items for inclusion in this newsletter or about being put on the electronic mailing list to receive this newsletter, contact: Sharon Gray, Communications Officer University of South Dakota 414 East Clark Vermillion, SD 57069 (605) 677-5330 FAX: (605) 677-6518 Internet: sgray@charlie.usd.edu Dean Dyer dyer72@potsdam.edu