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Leslie Wilson

Leslie Wilson

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Posted by on in Education Technology

stencil.twitter post 73

This June we will be releasing our Project RED III research.  The seventeen Signature Districts were identified as understanding and following a successful path for implementing their 1:1 programs.  They collected 3 years of data across several key factors including student achievement.  We are excited to see the results.

Signature Districts

These Signature Districts stood out through a competitive process across the country.  They rose to the top in each Key Implementation Factor from the original Project RED research.   They agreed to work with us for three years as they continued their implementations and data gathering. They have been pioneers.  And there have been changes along the way in how they did ‘school’. We’ve captured those and will be analyzing how/if those changes affected performance.  Their entrepreneurial spirits came to mind when I read about the companies below in the New York Times, Sunday, Feb. 14th.

New Genres Led by Technology

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Posted by on in Education Leadership

Change2

‘Change’ is a frequently used term (if not coherent activity) within industries – including education.  Many have taken positions, defined and researched in this arena.  I recall Tom McGreal, University of Illinois at Urbana, some years back calling for authentic school reform as being something more than simply ‘tinkering around the edges’.  

In our work and research ‘change’ is at the heart of our services, professional learning opportunities and consultancies.  Helping educators understand and drive to this threshold is often amorphous…we just don’t have a defined vision and understanding of what ‘change’ does or would mean.  Without that basic perception we cannot envision expectations – what change would be, how it would look, feel, etc.

Three Types of Change

Most of us think of ‘change’ via a repair and/or maintain lens.  Robert Marshak discussed three types:  developmental, transitional and transformational.  He notes that each ‘has its own characteristics and associated change technologies’.  These metaphors and their distinctions can help the work in schools and states.  The differentiators among the 3 types are key. They help determine the extent and levels of ‘change’ for which the organization will have an appetite, energy, will and commitment to pursue.

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