1. TheresaG

    I have read all the documents you posted today with great interest and wondered what the motivation behind them was! Working with districts on creating visions can be difficult – as you noted above. If you look at the one from Alberta Education – it might solicit 20 different answers from people about what that would look like, but is that a bad thing? A vision should be for something out in the future – and who knows what will change and emerge in between the time the vision was written and then revisited? You want a vision – not a goal.

    On the other hand the matrix – which I love and can't thank you enough for sharing – shows what it might "look like" with consistent language everyone can refer to and with example to illustrate the terms. I don't think that this will necessarily stifle creativity – but rather, allow everyone to do an assets inventory of where they are and where they want to be. Change is hard – to show what it might look like and help everyone grow in the same direction can be powerful. Eventually – as you learn more and as the matrix is put to use, it would have to evolve the closer that people come to the "top" of the matrix.

  2. dwees

    Interestingly enough, here in BC, we are grappling with the same issue. Our technology standards are from 1999, and while many of the standards are still current, some of them are hopelessly out date.

    Maybe we should all collaborate? What would a national set of standards look like? Would that be so incredibly ambiguous so as to be useless?

  3. Johnny Bevacqua

    I have had some experience with the visioning process. One strategy that was particularly effective was using an "appreciative inquiry" model. Stakeholders were asked to focus what was working rather than what wasn't. Unpacking the positive response was very enlightening. Stakeholders were also asked be extremely specific in their responses. At the end of the process, a detailed vision story was created. If you want more details feel free DM me via twitter (I did most of this research as part of my post grad work).

  4. katherinecmann

    Why not just: teaching kids how to think? Our new Director of Communications would be proud. Short, sweet, and to the point. And the average person gets what you mean.

  5. Blanca

    George, thank you for sharing your thoughts and your own dilemma about knowledge and helping come up with the “what does that mean” answer.

    I’ve been grappling with wanting to give enough information to get the conversation started but not so much that the answer is already given. I do like the idea that David provides and think that it allows for more freedom of expression without fear of the “right answer”. What would I have done differently? Sometimes it takes a whole lotta self control to “let it happen”.

    I’ve made it a goal this year to allow more things to just happen rather than take the approach of “leading to water”. I’m finding it’s a lot more fun and unconventional. In the process it’s the students that finds their own meaning and I’m fine with that!

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