Leading Modern Learning Sample

L E A D I N G

Modern S E C O N D

E D I T I O N

A Blueprint for Vision-Driven Schools

Jay McTighe | Greg Curtis Foreword by Yong Zhao

©2025 Grift Education. All rights reserved.

Learning

© 2025 Grift Education. All rights reserved.

This work is copyright. Apart from fair dealings for the purposes of study, research, criticism or review, or as permitted under the Copyright Act 1968 (Cth), no part should be reproduced, transmitted, communicated or recorded, in any form or by any means, without the prior written permission of the copyright owner.

PO Box 3160 Mentone East, Victoria 3194, Australia Phone: (03) 8686 9077 Website: www.grifteducation.com Email: orders@grifteducation.com Code: SOT8784 ISBN: 9781923198784 Printed in Australia

©2025 Grift Education. All rights reserved.

Originally published in 2019 by Solution Tree Press

Dr. Grant Wiggins (1950–2015).

Grant was an intellectual force and beloved friend who challenged educators to question the status quo, examine “unthinking habits,” envision the future, and always plan with the end in mind. While no longer with us, his influence permeates the book.

©2025 Grift Education. All rights reserved.

We dedicate this book to the memory of

“Making a remarkably timely contribution to the modernization of learning organizations, McTighe and Curtis provide clear and creative guidance on how to move from ‘old school’ to new. The transition is a challenging one, requiring specifics on operationalizing fresh visions coupled with practical, realistic steps.

Administrators, teachers, curriculum designers, and community members will find solutions and imaginative possibilities here. Learning Modern Learning: A Blueprint for Vision-Driven Schools is a must-read for the right-now educator.”

—Heidi Hayes Jacobs, Author, Director of Curriculum 21 Project “Both practical and aspirational, this book provides a clear, detailed, and informed plan for closing the considerable gap between how teaching and learning are often planned and implemented and how they would be designed and enacted if we were determined to do what we already know to do. This is no Jetson-like school of the future, but rather a familiar place made extraordinary through deep thinking and sustained planning. Leading Modern Learning provides the tools and guidance to for leaders with the vision and courage to use them.”

©2025 Grift Education. All rights reserved.

What the Experts Are Saying About Leading Modern Learning

—Carol Ann Tomlinson, William Clay Parrish, Jr. Professor, Curry School of Education and Human Development, University of Virginia

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“School staffs and educational leaders wishing to modernize their curriculum will profit from following the logical and detailed processes offered in this practical guide to curriculum design. It is built around three essential curriculum decisions: what’s worth learning (outcomes), how to determine if the outcomes have been achieved (assessment), and what instructional strategies best facilitate students acquiring those outcomes (instruction). It all starts, however, with creating and committing to a vision—not only for learners and schools but also for a more thought-full world.”

—Art Costa, Professor Emeritus, California State University, Sacramento

—Bena Kallick, Cofounder and Codirector of Institute for Habits of Mind, Program Director for Eduplanet21.com “The one certainty for which we must prepare students now and in the future is change. This book offers a powerful, systemic framework for guiding educators in the move from vision to action in school revitalization. Practical strategies, tools, and examples guide the evolution of a modern learning institution toward greater relevance, authenticity, and personalization to best prepare today’s learners for the challenges and opportunities of the future.”

—Judy Willis, Neurologist, Former Teacher, Neuroeducation Speaker “An amazing tool for schools—clear, practical, and intentional. Leading Modern Learning: A Blueprint for Vision-Driven Schools will empower schools to move toward excellence through a deliberate process by providing a complete blueprint designed to impact student learning from every element of the school experience. From vision to mission, learning targets, authentic assessment, and instruction—a complete system.”

—Gail Seay, Director of Teaching and Learning, American School of Doha, Qatar

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“This book makes a significant contribution to the current thinking about transforming schools into systems where thoughtful work takes place at every level. Jay McTighe and Greg Curtis refresh the original book with new insights and field notes from their practice. Regardless of the programs you are considering, this book provides a critical roadmap for change. Thank you, Jay and Greg, for writing this second edition. It is a real commitment to sharing your continuous learning journey.”

W hat Ex per ts A re Say i ng

“This second edition of Leading Modern Learning provides a fresh lens for looking at contemporary education. Jay McTighe and Greg Curtis peel away the layers of quality schooling to reveal the most critical steps necessary for our contemporary context. The style and substance of this book both engage and challenge the reader, often simultaneously—it is a call to action for educational leaders. This book offers so much more than theory, and it should be a book club choice for educators worldwide.”

—Elizabeth Rossini, Director of Teaching and Learning, The Nueva School, Hillsborough, California

—Ken Kay, CEO, and Valerie Greenhill, President, EdLeader21

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“When a community commits to their vision for 21st century student success, they are embarking on one of the most important challenges in education—transforming teaching and learning practices. This updated edition by Jay McTighe and Greg Curtis provides school leaders with the necessary roadmap to classroom practice that teachers have been waiting for.”

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Acknowledgments

Greg Curtis would like to acknowledge his wife, Cindy, and his two sons, Max and Ethan, for putting up with him through this process.

Jay McTighe acknowledges his young granddaughters, Sage and Hendrix Alcoke, for representing the ultimate beneficiaries of this book—modern learners.

Solution Tree Press would like to thank the following reviewers from the first edition: Cynthia Matte Assistant Superintendent SAU 41 Hollis, New Hampshire Kelly Schofield Principal Dana Elementary School Hendersonville, North Carolina Bob Shirley Head of School Woodlawn School Davidson, North Carolina Grift Education • 9781923198784 • SOT8784

Don Smith Principal Fond du Lac STEM Academy and Fond du Lac STEM Institute Fond du Lac District Coordinator of Assessment Fond du Lac, Wisconsin

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hank you to our editors and support people at Solution Tree, namely Sarah Payne-Mills, Todd Brakke, Rian Anderson, and Kendra Slayton. You were a pleasure to work with! We are also excited by the co-publishing arrangement with ASCD and wish to acknowledge the assistance of Stefani Roth and Genny Ostertag in this collaboration.

Dana Tabor Associate Principal for Instruction Carl Wunsche Senior High School Spring, Texas

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Table of Contents

Foreword by Yong Zhao. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 About This Second Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 About This Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Chapter 1: Creating a Futures-Oriented Vision and Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Developing a Knowledge Base and a Future-Focused Orientation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Engaging in a Community-Based Inquiry Into the Future. . . . . . . . 11 Consolidating a Community-Based and Informed View of the Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Communicating Futures Research With Key Stakeholders . . . . . . . 24 Moving From Vision to Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

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About the Authors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv

Chapter 2: From Mission to Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 The Input-Output-Impact Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Backward Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 An Example: Developing Self-Directed Learners. . . . . . . . . . . . . . . . . 46 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

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Chapter 3: Curriculum for Modern Learning . . . . . . . . . . . . . . . . . 55 Principles of a Modern Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 A Curriculum Blueprint. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Chapter 4: An Assessment System for Modern Learning . . . . 79

Chapter 5: Instruction for Modern Learning . . . . . . . . . . . . . . . . . 113 Learning Principles to Guide Instruction. . . . . . . . . . . . . . . . . . . . . . . . 114 Backward Design of Instruction at the Classroom Level. . . . . . . . . 118 Backward Design of the Learning Plan . . . . . . . . . . . . . . . . . . . . . . . . . 121 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Chapter 6: A Reporting System for Modern Learning . . . . . . 141 Principles to Guide Reporting of Modern Learning . . . . . . . . . . . . . 144 A Modern Approach to Reporting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

Chapter 7: Leadership for Modern Learning. . . . . . . . . . . . . . . . . 165 A Definition of Change Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 A Theory of Action. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Principles of Change Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 Abrupt or Incremental Change? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

Appendix A: Sources for Futures-Oriented Thinking Tools and Processes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Appendix B: Sample Sources to and Performance Indicators for 21st Century Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 Resources to Develop the Four Cs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 Sample Performance Indicators for 21st Century Skills. . . . . . . . . 191 xii

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Principles of Effective Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 The Importance of Assessing Transdisciplinary Outcomes. . . . . . . . 94 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Ta ble of Contents

Appendix C: Sample Map of Cornerstone Performance Tasks and Transfer Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 References and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

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About the Authors ©2025 Grift Education. All rights reserved.

Jay McTighe brings a wealth of experience developed during a rich and varied career in education. He served as director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Prior to this position, Jay was involved with school-improvement projects at the Maryland State Department of Education, where he helped lead Maryland’s standards-based reforms, including the development of performance-based statewide assessments. He also directed the development of the Instructional Framework, a multimedia database on teaching. Well known for his work with thinking skills, Jay has coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking. In addition to his work at the state level, Jay has experience at the district level in Prince George’s County, Maryland, as a classroom teacher, resource specialist, and program coordinator. He also directed a state residential-enrichment program for gifted and talented students.

Jay is an accomplished author, having coauthored seventeen books, including the award-winning and best-selling Understanding by Design series with Grant Wiggins. His books have been translated into six languages. Jay has also written more than forty articles and book chapters and been published in leading journals, including Educational Leadership and Ed Week.

Jay has an extensive background in professional development and is a regular speaker at national, state, and district conferences and workshops. He has made

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presentations in forty-seven states within the United States, in seven Canadian provinces, and internationally to educators in thirty-seven countries on six continents.

To learn more about Jay’s work, visit www.jaymctighe.com or follow @jaymctighe on Twitter.

Greg Curtis is an author and independent educational consultant. He is based in Beijing and has spent much of his career working with schools around the world in systemwide capacities. Greg has been a technology director, a curriculum and professional learning director, and a strategic planner for international schools in Europe and Asia. He also works with organizations such as EdLeader21, the New England Association of Schools and Colleges, Jay McTighe & Associates Educational Consulting, Mastery Transcript Consortium, and many schools and districts around the world. His work focuses on long-term, systems-based change and strategic transformation in schools and districts around Impacts and modern learning. He is the author of Moving Beyond Busy and coauthor of Learning Personalized: The Evolution of the Contemporary Classroom with Allison Zmuda and Diane Ullman.

Greg holds a bachelor of arts from Wilfred Laurier University, a bachelor’s of education from Queens University, and a master’s of education from the Ontario Institute for Studies in Education at the University of Toronto.

To learn more about Greg’s work, visit www.gregcurtis-consulting.ca or follow @jgcurtis on Twitter.

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Jay received his undergraduate degree from the College of William and Mary, earned his master’s degree from the University of Maryland, and completed postgraduate studies at Johns Hopkins University. He was selected to participate in the Educational Policy Fellowship Program through the Institute for Educational Leadership in Washington, DC, and served as a member of the National Assessment Forum, a coalition of education and civil rights organizations advocating reforms in national, state, and local assessment policies and practices.

Foreword

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he 21st century was once the distant future. Hence 21st century used to be a popular phrase for marketing products, ideas, and policies by evoking hopes and fears that may eventually exist. As a result, 21st century education has become a vision that compels bold actions—actions that ensure a safe departure from the past and guarantee success in the future.

The 21st century has arrived. The once-distant future has become our reality.

While 21st century education has gained a diverse set of definitions that transcend the scientific meaning of 21st century as simply a reference of time, conversations about 21st century education can no longer be futuristic, driven by bold claims, fanciful imaginations, or fearmongering rhetoric. It is no longer meaningful to argue why we need or why we do not need 21st century education, nor is it productive to continue the debate over how 21st century education may differ from the education in the 20th, 19th, or 15th century.

©2025 Grift Education. All rights reserved.

By Yong Zhao

It is time that we delivered a modern education that both meets the challenges and takes advantage of the realities of the 21st century. However, this is not an easy task, because while we are living in the 21st century, the institution of education started in the 19th or 20th century. It was built to meet the challenges of the past. It was built with the resources we had before. And once it was built, society spent the last century perfecting it. As Winston Churchill said, “we shape our buildings; thereafter they shape us”—the already-built institution has shaped our education mindset.

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However, we cannot flip a switch and change our mindset instantly. It takes time to change. But just spending time waiting for the arrival of a new mindset also does not work. We need to engage in real actions that are neither random nor sporadic. They need to be well-organized, carefully designed, and deliberately planned. They also need to be understood and undertaken by all members of an education community. For this to happen, we need a blueprint, just like the blueprints that architects create to guide the construction of modern buildings.

This is just what Jay McTighe and Greg Curtis offer in this text: a blueprint for modernizing education.

Jay and Greg present a design process schools can follow to redesign education for 21st century learning. The process guides schools to engage in strategic moves that can ultimately lead to a new type of education needed for the 21st century. From vision to mission and from mission to action, Jay and Greg lay out a systematic process of redesigning schools with abundant evidence, proven strategies, and practical tools.

To be sure, this is not the first book I have seen that claims to provide practical guidance to education redesign. I have seen plenty of “blueprints” in education, and not all are equal; they can be good or bad. What makes me think this is a good blueprint is much more than the extensive practical strategies and actions.

It is the sound research base behind the suggested strategies and actions and the ambitious goals these strategies and actions can help achieve. But most important, it is the bridge Jay and Greg build between distant, abstract, and grand ambitions and present, immediate, and small steps. They make the daunting task of

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This mindset accompanied us into the 21st century. It continues as a persistent force that shapes our views and defines our actions in education. In essence, we are prisoners of the past. To create a modern institution of education, we have to escape from the past first. We have to look at education with a fresh perspective, a new mindset. This new mindset must be grounded in today’s realities, yesterday’s lessons, and tomorrow’s possibilities. The new education must start with the most recent discoveries about human beings: why they learn, how they learn, and where they learn. It must take into consideration the resources we have, all the learning opportunities we can harness in a globally connected society. It must also consider new outcomes—people not only able to cope with the 21st century but also able to create a better future for all.

Foreword

designing a brand-new education achievable. It gives me, and all who desire a better education, confidence.

Education is in the futures business in that it is responsible for preparing students to live successfully in the future; however success is defined. But it should not be about preparing them to cope with the future or simply wait for the arrival of the future. It should be preparing them to proactively create their future. To train future-creators, we need future-oriented educational institutions, which are drastically different from institutions of the past and present. To create future-oriented educational institutions, we need to have a process, a plan, and a set of tools. This book offers such a blueprint and an excellent one at that.

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A blueprint can run the danger of being overly prescriptive and imposing a uniform view. As we know too well, educational institutions differ a great deal, as do people’s views of what constitutes 21st century education—outcomes, processes, institutional structures, students’ experiences, and pedagogy. For example, while I agree with Jay and Greg, I do think education should push even further in the areas of student autonomy and personalization as well as turning schools into global campuses. Still, Jay and Greg deal with these issues masterfully. While they have their version of a curriculum blueprint, assessment framework, and pedagogical approach for the 21st century, they do not impose them. I treat them as examples rather than as prescriptions. The process they suggest is about helping each school develop its own vision and mission. It is about schools working out strategies and actions of their own.

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Introduction

The term 21st century learning has itself become something of a cliché; and, as with many clichés, people sometimes dismiss it as “been there, done that,” thereby losing some of its original potential as an agent of change. We use the term modern learning interchangeably with 21st century learning (and more commonly, 21st century skills) to highlight the fact that we are not simply writing about implementing a trend; rather, we are outlining ways in which education and learning can remain relevant, vital, and connected with the future.

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any researchers and authors, both within the field of education and beyond, have made the case for educational change to prepare today’s students for the challenges and opportunities they will encounter tomorrow. Indeed, the press for 21st century schools has flourished for years under various names. We will not rehash the arguments, nor try to make the case. Rather, we begin with the simple premise that education needs to undertake major reform to meet the needs of our students, our countries, and our planet in the years to come. If you do not agree with this basic premise, we doubt this book is for you. However, if you agree that the world is changing and that educational institutions are obligated to acknowledge and address the future, read on.

Leading Modern Learning, Second Edition examines a central question: How might we determine and enact necessary educational changes in a systemic and lasting way? Our contribution focuses on process. We offer a thoroughly reviewed and revised blueprint of practical and proven approaches to redesign your educational environment, whether a district, school, or single department.

We’ve used all these methods in a variety of contexts. While you may have heard of them and even used some, we contend that these approaches are unlikely

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to lead to substantial change on their own. Although each can add value, their transformative power must be realized collectively.

About This Second Edition

Many elements remain the same, but we chose these because they have proven to be logical and effective. We removed some elements to focus the work and keep from overloading this edition, and we added new elements and much new content.

We also added a new feature, Notes From the Field. These sections allow us to highlight key observations from our first-hand work with schools. This includes potential missteps, misunderstandings, and time wasters we have derived from our ongoing work with schools. We include Notes From the Field sections when appropriate to share insight we have gained in our work with teachers, schools, and districts.

About This Book We wrote this book with district and school leaders in mind, but it is also a valuable resource for educational policymakers, such as board of education members or school trustees. More specifically, educators in the following roles will benefit from this book: district administrators (superintendents and assistant superintendents; directors of curriculum, assessment, and professional learning; subject-area supervisors); school-based administrators (principals and assistant principals), and teacher leaders (grade and department chairs and instructional coaches).

Educators are in the learning business, not just for our students but also for ourselves. As such, we designed this book to be a learning resource. We seek to engage all those who have a vested interest in a big-picture view of the shifts and structures necessary to move toward a conception of modern learning. Leadership

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For this second edition, we move beyond a simple reprinting and toward a refreshing of the ideas and processes. We do this for the simple reason that we continue to learn more about these models and frameworks as we continue to work with schools. As such, we have refined our approaches and tools, developed new experiences and insights, and most of all, we have had the privilege to work with some outstanding organizations and individuals who have contributed to the clarity of this work from the practitioners’ perspective.

I n troduction

and interested participants at all levels—be they at a district of several schools, an individual school, or even specific departments and teams of teacher leaders—are the audience we want to support in their journeys.

There is a logic to this arrangement, and you should consider the book as describing a series of linked steps. Although you may want to concentrate on certain chapters that most directly align with your interests, the premise we outline in the first few chapters is central to the alignment of all the components we discuss in subsequent chapters. In fact, one of the goals of this book is to encourage a systemic approach to school change and improvement.

We recommend that district and school teams read this book together so that the work of different team members is better linked and mutually supporting. A guiding question frames the beginning of each chapter to focus readers’ attention and stimulate thinking and discussion.

Following is a brief overview of each chapter.

Chapter 1: Creating a Futures-Oriented Vision and Mission How do we develop a powerful and informed view of the future to drive our vision for modern learning?

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We organized this book into seven chapters framed by specific guiding questions. The first two chapters take us from vision to mission to action and introduce two frameworks that we employ throughout the book: Input-OutputImpact (I-O-I)® and backward design. The next four chapters look at four critical components of any comprehensive educational system: (1) curriculum, (2) assessment, (3) instruction, and (4) reporting. The final chapter reflects on all of these in the context of theories of action for and principles of change leadership.

Although we cannot predict the future, we can examine the various trends and drivers of change that lead to a future-focused vision of modern learning.

In this chapter, we introduce some of the major forecasts and thinking about the future and examine the implications for teaching and learning. Our goal is to help educators and institutions to develop an informed view (a vision) of the future. This, in turn, will drive a clear articulation of necessary learning goals and produce a mission that exists at the heart of your concept of modern learning.

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Chapter 2: From Mission to Action How do we collaboratively plan backward from the mission to purposeful actions?

Chapter 3: Curriculum for Modern Learning What are the building blocks for a curriculum that anchors modern learning, and how do we develop them?

A key element in achieving your mission is the development of a curriculum blueprint. The curriculum we propose emphasizes the development of conceptual understandings and the capabilities to transfer learning, which are key outcomes of modern learning. Our blueprint illustrates how to integrate transdisciplinary 21st century skills with disciplinary content, because both are key outcomes of modern learning.

Chapter 4: An Assessment System for Modern Learning How can we assess progress toward both disciplinary and transdisciplinary outcomes?

Too often, 21st century skills fall through the cracks of conventional testing of academic content. Indeed, one of the most frequently missing elements of a school’s reform effort is a rich and comprehensive assessment system that captures evidence of modern learning, not simply content acquisition. We show a process for joining one or more transdisciplinary outcomes together (what we call grafting) to ensure that everything we proclaim to value is appropriately assessed.

Chapter 5: Instruction for Modern Learning How do we align instruction practices, resources, and tools with our goals for modern learning?

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An educational mission declares an educational institution’s values and specifies what it purports to achieve in terms of students’ accomplishments. We must act on these intentions purposefully. The inability to translate great intentions into purposeful actions unravels many powerful visions and missions. We will explore the Input-Output-Impact and backward design frameworks as ways to help us distinguish means from ends and always keep the end in mind. In this chapter, we present a three-stage backward design process with a corresponding template to guide your strategic actions.

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Teaching is a means to an end. Clarity influences the nature and practice of the learning experiences necessary to reach the end goals from your mission. In this chapter, we explore the value of an established set of learning principles to guide the selection of teaching strategies and learning resources, and we describe the acquisition, meaning making, transfer (A-M-T) framework.

Chapter 6: A Reporting System for Modern Learning How do we communicate student achievement and growth within the context of modern learning?

Chapter 7: Change Leadership for Modern Learning How might we lead adaptive change across the complex environment of learning organizations?

As with many things in the modern world, the demands and processes of leadership in schools have changed and will continue to do so. We cannot lead transformational change in the same way as we may have led more linear, technical change in the past. In this chapter, we explore several principles for change leadership, an essential element of acting on the processes and frameworks outlined in this book.

In addition, we include three resource-rich appendices: (1) “Sources for FuturesOriented Thinking Tools and Processes,” (2) “Sample Sources and Performance Indicators for 21st Century Skills,” and (3) “Sample Map of Cornerstone Performance Tasks and Transfer Goals.”

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Traditional grading practices and report cards are inadequate for reporting on modern learning. We explore an alternative grading system and a digital LearningBoard® (https://learningboard.co) platform that better communicates student growth and achievement of our mission for modern learning.

In this book, we seek to support meaningful reform through practical methods, and we are confident that the strategies and tools we outline are replicable and scalable in varied school settings and contexts. We believe that you and your colleagues can apply these steps in multiple contexts, both large and small.

Individually, each is an achievable implementation step for your 21st century vision. Collectively, they will make your vision come to life.

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