Learning and Leading in the 21st Century

This four -module program applies a collaborative inquiry approach that will increase your 21st Century pedagogical content knowledge, improve your professional practice by bridging theory and practice, and offer opportunities to personalize your own professional learning. Candidates will be expected to reflect upon and discuss assigned readings and resources, regularly contribute to online discussions, write short responses in an online journal, develop and/or expand a digital portfolio using resources from the course and resources shared with each other, and participate in two face-to-face sessions. Open to education professionals including teachers, principals, ECE, Teacher Assistants and others interested in Learning and Leading in the 21st Century education setting.

Program Format

  • Each module is 25 hours in length
  • Module One is fully online
  • Modules Two and Three adopt a blended learning design and include both online learning and a one day face-to-face Knowledge Construction Seminar at TVO
  • Module Four is fully online
  • It is recommended candidates take the four modules in a consecutive fashion, as the identification and co-construction of practical strategies to drive change build throughout the program A certificate of completion will be provided upon completion of each of the modules

Module 1: Signals of Educational Change

This module offers teachers, school and district leaders learning that develops agile mindsets and practical strategies to drive the shift from teaching to learning in today’s K-12 learning environments. Participants will develop a personalized toolbox of strategies and resources to implement in their classrooms and schools that will shift the responsibility for learning to the learner. These strategies and resources will directly impact student voice, empowerment and success, building cultures of collaboration and innovation, and inspiring authentic professional learning to renew teaching, learning and leadership practices.

By participating in this module, candidates will:

  • Engage in a collaborative inquiry to build your pedagogical content knowledge and improve your teaching practice
  • Consider your own theories of learning, and how they influence your approach to pedagogy
  • Critically reflect upon your own personal pedagogical assumptions, and share those assumptions with others and build new understandings
  • Examine a variety of perspectives regarding the current state of education, such as the need for educational change, the global learning landscape, and digital learning technologies, and recognize these perspectives are varied
  • Articulate your own beliefs regarding the rational for rethinking learning and identify what you believe effective learning looks like in classrooms and schools for students, teachers, and school leaders

Module 2: Today’s Learning Environment

Driven by knowledge construction amongst the candidates this module will determine key characteristics of effective learning environments today. Candidates will apply their personal professional knowledge of those characteristics to identify what those characteristics mean in day-to-day practice in classrooms, schools and workplaces. Candidates will explore their role as learning leaders, identify experiences that promote the type of thinking required for learning today, and share practical strategies to create authentic co-learning environments in their classrooms and schools.

By participating in this module, candidates will:

  • Engage in a collaborative inquiry to build your pedagogical content knowledge and improve your teaching practice
  • Reflect upon your own practice and be empowered to advance your practice and student learning
  • Co-construct the key characteristics of effective learning environments and determine what they can look like in today’s classrooms and schools
  • Understand the expectations of today's learners and how to meet them
  • Assess the difference between preconditions to learning, and responsive factors of learning in the 21st Century that deepen learning
  • Identify key traits, skills and the roles of successful leaders of learning in 21st Century classrooms and schools, and develop strategies to practice these traits
  • Identify classroom, school and district learning and leading experiences that promote the type of thinking required for learning today, and strategies to support this learning

Module 3: Driving Deeper Learning in Classrooms and Schools

This module focuses on the pedagogy required to drive deeper learning, to increase student engagement, voice and empowerment, and to prepare students for a globalized and technology-rich society. To empower real-time change that results deeper learning, candidates will examine the practical application of four key interconnected themes (personalization, global competency, technological literacy and well-being) to shift in their personal professional practice, and develop student learning that reflects this shift. Specific instructional strategies, activities and technological tools to support authentic teaching and learning and student success will be explored and shared.

By participating in this module, candidates will:

  • Engage in a collaborative inquiry to build your pedagogical content knowledge and improve your teaching practice
  • Develop a toolbox of effective evidence-based strategies you can use to shift from teaching to learning in your own classroom, school or workplace
  • Share your understanding of how personalization, global competency, a growth-mindset and well-being in learning drive engagement, empowerment and cultures of innovation in your classroom, school or district, and refine your practice
  • Describe the place of technology in learning, and its implications on the moral, ethical and social complexities of learning in a digital age (issues of citizenship, privacy, participatory culture, and equity)
  • Co-construct learning strategies that support digital citizenship and well-being in a technology and communications driven world

Module 4: Moving the Learning Agenda Forward

Module Four uses a strong future oriented perspective, and enables candidates to become the drivers of their own professional learning. By critically analyzing the possibilities and impediments of shaping learning in classrooms, schools, districts and the province today, candidates will identify and discuss practical strategies to move the learning agenda forward so that it is more responsive to today's realities.

By participating in this module, candidates will:

  • Engage in a collaborative inquiry to build your pedagogical content knowledge and improve your teaching practice
  • Reflect on your personal learning in terms of ownership and agency
  • Identify leadership skills and behaviours, and organizational practices and structures that enable change and/or support resistance to change
  • Demonstrate openness to alternative approaches and solutions and integrate them in your responses and practices
  • Critically analyze the possibilities and limitations for transforming learning in your own local, district and provincial context
  • Identify changes to your own and your colleagues’ professional practice that can help transform learning, and renew our vision of education today
  • Collaborate on the design of innovative approaches to continuous improvement

Program Details

Instructors
Dr. Karen Grose

Date & Time
For actual dates, locations and session offerings, search from the list of available courses.

Tuition Fee per Module
$225 + $29.25 HST = $254.25

Cancellation Policy

Withdrawals are effective on the date withdrawal notice is received and
course fees refunded subject to $50 non-refundable amount. No withdrawals
or refunds on or after the course start date.

Registrants are advised that parts or all of the in-class sessions may be photographed and/or digitally recorded where the intended use may be to reproduce, use, exhibit, display, broadcast and distribute these images and recordings in any media for promoting or publicizing the Faculty of Education, York University and their activities for administrative, educational or research purposes. Photographs, video images and voice recordings are the property of York University.