“What’s in a name? That which we call a rose by any other name would smell as sweet. ”
As I reflect on 21st century learning and the support systems (in the form of people) new education leadership roles have emerged across our state. Here are just a few titles I am aware of:
- Data Coach
- Instructional Coach
- Curriculum Instruction and Assessment Coach
- Personalized Learning Coach
- Technology Integrationist
- Digital Learning Coach
- Innovation Coach
- Media Specialist (Suggested by @blueskunkblog – added 1-8-2015)
- and dozens of others….
After reading A Rich Seam, by Michael Fullen and Maria Langworthy, it is clear to me, that new pedagogies are emerging that blend pedagogy, technology and innovation, and new partnerships between teachers and students. Technology is no longer an addition to pedagogy but instead meld a new pedagogy. Fullan and Langworthy (2014) share the following graphic and explanation:
“The above diagram helps summarise this discussion of how the new pedagogies and deep learning differ from the model of education that dominated much of the last century. First, this model is new because it aims to achieve deep learning goals that involve the creation and use of new knowledge in the real world. Second, this model becomes manifest in the new learning partnerships that emerge between and among students and teachers when the learning process becomes the focal point for the mutual discovery, creation and use of knowledge. Third, this model responds to and is enabled by digital access inside and outside of schools.”
This work also aligns to a post by Scott McLeod – 3 Big Shifts – in which Scott shares there are 3 shifts that are or need to happen in schools today.
As we think of these shifts in education and/or the new pedagogies that focus on the deep learning – are our leadership roles also shifting to support these new pedagogies? For instance, do technology integrationalists also coach these new instructional models? Do our instructional coaches have discussions about technology? Do we still need separate roles or are these roles becoming a blend as well?
So it leaves me to ask you – Has your leadership role evolved to support these new pedagogies?
- If so, how was support given to you? What kind of development did you receive? What resources were you given? What challenges have you overcome?
- If not, do you find value in this idea? Or do you think we still need separate people (tech, instruction, data, ect) to support these new learning environments? If you like the idea, what support do you need? What roadblocks would you encounter?
Fullan, Michael, and Maria Langworthy. How New Pedagogies Are Different. Digital image. A Rich Seam: How New Pedagogies Find Deep Learning. N.p., Jan. 2014. Web. Nov. 2014. <http://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf>.
Mcleod, Scott. 3 Big Shifts. Digital image. Dangerously Irrelavent. N.p., 22 Sept. 2013. Web. 21 Dec. 2014. <http://dangerouslyirrelevant.org/2013/09/3-big-shifts.html>.