Keene State College

Keene State College and their K12 partners developed their action plans and posted them here:


One Response to Keene State College

  1. Melinda D. Treadwell says:

    Consider the obstacles and barriers to transforming schooling and educator development.

    Obstacles and barriers:

    Our top #2 obstacles–
    1. Limited clear and shared leadership vision (and accountability expectations that match the vision) about what transformation is needed and how to establish expectations that support the change of the P-20 culture.

    2. Funding to support the vision and accountability expectations, and the procedural barriers that limit the adaptive change necessary.

    Our brainstorming:

    The New England region tends to react, respond, adapt to change more slowly than other regions in the country.

    Technology and information access needs to be balanced with deeper capacity to “filter” information, to achieve information literacy and deeper learning.

    We must bridge and develop faculty, staff, and administrators to understand how to transform our curriculum and learning outcomes expectations first….leveraging and integrating technology to transform the classroom environment without that work and development will limit our success.

    We need to foster information filtering (literacy) and deeper learning through student-centered learning efforts.

    Professional development—less to do with tools…should be focused on shifting our pedagogy and our curriculum to support students to be effective consumers of information–to support information literacy.

    Barrier to transforming the pedagogy and curriculum is about considering what knowledge is being sought? What are the essential questions to be investigated? If tools are provided without an expectation that support will be provided (i.e. the HelpDesk) will create limited self-reliability in using these tools.

    The creation of instructional teams will require changes in current staffing models in higher education. Challenges are our existing attitudinal beliefs of faculty (as experts in disciplinary domains) a challenge to team teaching—locus of control.

    Releasing faculty expectations of ownership of knowledge and their role as responsible “experts” who deliver content will be a significant culture change in this effort.

    Higher education is slow to adapt curriculum with procedural requirements and curriculum / program approval processes.

    A cultural shift and adjustment in historical belief systems to support a respect of the equal partnership and contribution from across the P-20 spectrum in supporting transformation of teacher preparation and deeper learning for our students.

    We need to invest time and energy into developing teacher leaders to support this work.

    Our systems, structures, and procedures are often significant barriers to nimble change processes.

    Funding and new staffing models will be required across the P-20 spectrum to support the transformation. Funding is a continuing challenge.

    We will need to have synergistic alignment of educational goals, objectives, outcomes, and measurement methods to limit conflict.

    We need educators to be participating in decision-making roles (school boards, legislative efforts, and assessment expectations).

    Some options to support transformation:

    In other states of the country change agents are being brought into districts to support change processes. This can be successful or it can be limiting….helping existing teacher leaders to support the change may be more effective across the P-20 collaboration.

    Technology integration and training/educator support is an expectation for in service educators and administrators.

    Leadership needs to establish the expectation and support the team in the evolution. Those schools with strong, clear leadership with systemic transformation expectations may be more successful.

    Support and invest in clear and purposeful partnership to create teaching teams across the P-20 spectrum.

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