21ST CENTURY FRAMEWORKOVERVIEW

CYBER SUMMIT ON 21ST CENTURY SKILLS: NC SUPERINTENDENT JUNE ATKINSON

• http://www.youtube.com/watch?v=BqV7U5bJJq8

• http://www.youtube.com/results?search_query=cyber+summit+21st+century&aq=f

20th Century Education Model

21st Century Skills Framework

21st Century Skills Framework

21st Century Skills Frameworkhttp://www.p21.org/documents/P21_Framework.pdf

- English

- Reading or Language Arts

- Mathematics

- Science

- Foreign Languages

- Civics

- Government

- Economics

- Arts

- History

- Geography

Core Subjects

21st Century Skills Framework

Thinking and Learning Skills

• Critical Thinking & Problem Solving Skills• Creativity & Innovation Skills• Communication & Information Skills• Collaboration Skills

21st Century Skills Framework

ICT Literacy

Information and communications technology (ICT) literacy is the ability to use technology to accomplish thinking and learning skills:• Critical Thinking & Problem Solving Skills

• Creativity & Innovation Skills• Communication & Information Skills• Collaboration Skills

21st Century Skills Framework

Life Skills• Leadership• Ethics• Accountability• Adaptability• Personal Productivity• Personal Responsibility• People Skills• Self Direction (e.g. Lawrence Township)• Social Responsibility• http://www.lawrencetwp.com/

21st Century Skills Framework

21st Century Content

• Global Awareness• Financial, Economic, Business and

Entrepreneurship Literacy• Civic Literacy• Health & Wellness Awareness

21st Century Skills Framework

NC TEACHER STANDARDS AND EVALUATION INSTRUMENTDeveloped to meet the new demands of education and the 21st century framework.

NC Standards for Teachers• Standard 1: Teachers demonstrate leadership

• Standard 2: Teachers establish a respectful environment

for a diverse population of students

• Standard 3: Teachers know the content they teach

• Standard 4: Teachers facilitate learning for their students

• Standard 5: Teachers reflect on their practice

• http://www.ncptsc.org/StandardsDocs/Final%20Standards%20Document.pdf

• http://teacheracademy.org/NC_Professional_Teaching_Standards_11.pdf

PERFORMANCE DESCRIPTORS AND DEFINITIONS

The Rubric and Rating ScalePerformance Descriptors

Emergent - Candidate possesses limited or superficial knowledge and awareness of concepts associated with educational concepts

Developing – Candidate has mastered important concepts and demonstrated the ability to apply these to concrete problems, but in contexts of limited complexity

Proficient – Candidate has mastered important concepts and demonstrated the ability to apply these concepts consistently in real-world contexts – minimum performance level required to be recommended for licensure.

Accomplished – Candidate possesses and demonstrates truly exemplary understanding, mastery, and consistent integration of relevant concepts and skills in their professional practice – continually evaluate their own performance, and actively seek ways to improve their performance.

Source: North Carolina Teacher Candidate Evaluation Rubric

Performance Descriptors

Not Demonstrated – Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance

[NOTE: If the “Not Demonstrated” rating is

used, the evaluator must provide a comment

about why it was used.]

Source: North Carolina Teacher Candidate Evaluation Rubric

Definitions• Artifacts – products used to demonstrate a teacher candidate’s performance or proficiency

• Formal Observation – an observation of a teacher’s performance for a minimum of 45 minutes or one complete lesson

• Performance Descriptor - discrete statements of specific competency that collectively reflect a performance level in the rubric

• Performance Element - a paragraph that describes in detail one constituent aspect of a performance standard. The rubric contains twenty-five performance elements.

• Performance Level - the label (e.g., Emergent Candidate, Developing Candidate, Proficient Candidate, Accomplished Candidate) applied to each of four categories used to rate a teacher candidate’s overall performance for a performance element in the rubric

• Performance Standard – statement reflecting a domain of professional practice against which educator performance is judged. The rubric contains five separate performance standards (emergent, developing, proficient, accomplished, and non-demonstrated).

• Summative – evaluation conducted at the end of the program that leads to a concluding judgment about performance

• Source: North Carolina Teacher Candidate Evaluation Rubric

Resources:• NC Teacher Candidate Evaluation Rubric:

• http://www.ced.appstate.edu/newstandards/docs/final-teacher-candidate-rubric-as-approved-by-the-sbe.pdf

• NC 21st Century Skills:• http://

www.p21.org/route21/index.php?option=com_content&view=article&id=123&Itemid=199

• NC Common Core and Essential Standards:• http://www.dpi.state.nc.us/acre/standards/

• Marzano’s Taxonomy:• http://download.intel.com/education/Common/in/Resources/DEP/sk

ills/Marzano.pdf

• Revised Blooms’ Taxonomy:• http://www.waynecountyschools.org/147210622111220523/lib/1472

10622111220523/Revised_Blooms_Info.pdf