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Redesigning for Deeper Learning [School Leadership Track; 4 hours]

Most schools are trying to reconfigure traditional structures to foster more ‘future-ready’ student learning. In a global innovation society, we know that we need to move beyond factual recall and procedural regurgitation and produce more graduates who are collaborative, creative critical thinkers and problem solvers. Brave and strategic leadership is critical to the success of these efforts. 


This track focuses on the leadership behaviors and support structures seen in ‘deeper learning’ schools and how those differ from what we see in more traditional schools. We

will engage in a robust conversation about how to lead schools that focus on deeper learning, greater student agency, more authentic work, and rich technology infusion. We also will examine some critical questions such as “Can we leverage the pandemic crisis to move in some new directions? How courageous are we willing to be as school organizations?” 

This workshop series is intended for Heads of School, Directors of Teaching and Learning, Curriculum Coordinators, and Principals at all grade levels. Participants should bring a willingness to rethink learning, teaching, and schooling. Join us as we delve into the 7 essential components of Scott’s new research-based Portrait of a Deeper Learning Leader! 


Session 1. Resilience, Reorientation, and Reinvention: Positioning ourselves after the pandemic


In Session 1 we will discuss how to position our schools as we emerge from the pandemic crisis. Some schools will revert back to the pre-pandemic status quo. Others will make small tweaks or shifts. And a few will reorient and begin to reinvent themselves. We will use a variety of concrete examples and scenarios from schools and classrooms to help frame our discussions, including resources from Scott’s most recent work with school leaders around the world during the pandemic. We also will be introduced to the 4 Shifts Protocol and will begin thinking about the importance of our instructional redesign efforts, both for learning transformations and to help address organizational and societal equity needs.


Session 2. Leadership for Deeper Learning: Facilitating school innovation and transformation 


In Session 2 we will conclude our conversations about instructional leadership and redesign and shift into larger discussions about effective leadership for deeper learning. In our discussions we will infuse concepts from interviews and site visits with school leaders from 30 innovative schools around the world. We will dive deeply into the 7 essential components of Scott’s new research-based Portrait of a Deeper Learning Leader and apply them to our own local contexts.




After participating in this workshop, attendees will be able to:


  • Understand how deeper learning opportunities are an essential component of instructional equity

  • Make concrete changes in their own leadership behaviors and school support structures to support deeper learning, greater student agency, more authentic work, and rich technology infusion

  • Identify key leverage points and leadership strategies for post-pandemic organizational transformation

  • Understand how to use the 4 Shifts Protocol as a coaching tool to redesign face-to-face, blended, or wholly online lessons and units for higher student engagement and deeper learning

  • Understand how the 4 Shifts Protocol can complement their schools’ use of SAMR, TPACK, Triple E, the ISTE Standards for Students, and other technology integration frameworks

  • Understand how to use the 4 Shifts Protocol to bridge existing classroom work to more complex project- and inquiry-based learning

  • Apply the 4 Shifts Protocol as a curriculum planning resource, not just a instructional design tool


Certificate Assignments


In order to receive the Certificate, participants must also complete the following assignment:


  • Within 2 weeks after Session 2, submit a reflection to Scott McLeod for comments and feedback that addresses the first three questions (a substantive paragraph each, please)

    • What did you learn and/or think more deeply about as a result of this workshop?

    • What changes in your own leadership could you perhaps make to better facilitate deeper learning, greater student agency, more authentic work, and rich technology infusion in your school?

    • How might the 4 Shifts Protocol be useful to your school’s instructional leadership and redesign work?

    • What questions / concerns do you have about doing this deeper learning work? [OPTIONAL; please submit if you want some ideas from Scott!]

Please contact
if you would like to offer this course for your faculty.



An Associate Professor of Educational Leadership at the University of Colorado Denver, Scott McLeod, J.D., Ph.D., is widely recognized as one of the world’s leading experts on P-12 school leadership, technology, and innovation. He is the Founding Director of the UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE), the only university center in the U.S. dedicated to the technology needs of school administrators, and is the co-creator of the wildly popular video series, Did You Know? (Shift Happens). He also is the co-creator of the 4 Shifts Protocol for lesson/unit redesign and the founder of both the annual Iowa 1:1 Institute and EdCampIowa, one of the largest EdCamp events in the United States. Dr. McLeod has worked with hundreds of schools, districts, universities, and other organizations and has received numerous awards for his technology leadership work, including the 2016 Award for Outstanding Leadership from the International Society for Technology in Education (ISTE). Dr. McLeod was one of the pivotal figures in Iowa’s grass roots 1:1 computing movement, which has resulted in over 220 school districts providing their students with powerful learning devices. Dr. McLeod blogs regularly about technology leadership and school innovation issues at Dangerously Irrelevant and is a frequent keynote speaker and workshop facilitator at national and international conferences. He has written or edited 4 books and 170 articles and other publications, and is one of the most visible education professors in the United States.



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