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Assessment,
Professional Development and 21st CenturySkills
Valerie Greenhill, Moderator
Karen Bruett
Pam Berger
Stuart Kahl
ASCD:San
Antonio, TX
March 7, 2010
Four things to remember:
y P21 is about fusing the three Rs
with the four Csy Building professional capacity is
essential
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y Assessments that measure these
skills exist and more are being
developedy Organizations like P21, CCSSO,
AASL are working to scale
promising practices
Overview
P21 Members
WEMUST FUSE THE THREE
Rs WITH THE FOUR
Cs.
The four Cs
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y Critical thinking and
problem solving
y Communicationy Collaborationy Creativity and
innovation
As the threeRs serve as an umbrella for other
subjects, the four Cs do for otherskills.
The four Cs
are a students
ticket up
the economic ladder
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in the 21st century.y Arizonay Illinoisy Ioway Kansasy Louisianay Maine
y Massachusettsy Nevaday New Jerseyy North Carolinay Ohioy South Dakotay West Virginia
y Wisconsin
Current State Partners
P21State Leadership Initiativ
e
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The Framework for 21st
Century Learning describes the skills,
knowledgeand expertise students must master to succeed in work and life.
21stCentury Skills
Framework
21stCentury SkillsFramework
Core Subjects
y Economicsy English
y Governmenty Arts
y Historyy Geography
y Reading or Languagey Arts
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y Mathematics
y Science
y World Languagesy Civics
21stCentury Themes
y Global Awareness
y Financial, Economic,
Business &
Entrepreneurship Literacy
y Civic
Literacy
y Health Literacyy Environmental Literacy
21stCentury Skills
Framework
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Learning
&InnovationSkills
y Critical Thinking &Problem Solving
y Creativity &Innovationy Communication &Collaboration
21stCentury SkillsFramework
Information, Media &
Technology Skills
y Information Literacyy Media Literacy
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y ICT (Information,Communications &Technology) Literacy
21stCentury Skills
Framework
Life &Career Skills
y Flexibility &Adaptability
y Initiative &Self-
Directiony Social &Cross-Cultural
Skills
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y Assessment and
Teaching of 21
st
Century Skills(atc21s.org)
y ETSICT Literacy
Assessment (ets.org)
y Rubrics on Route 21(21stcenturyskills.org)
y
ASCDs CapacityBuilding Model
MILEGuide: Overview
Purpose:
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y Identify where the
district sits on thecontinuum of 21stcentury learning
y Plan future progress
MILEGuide: Overview
For who?
y
D
istrict leaders
y Educators
y Policymakers
MILEGuide: Overview
Contains:
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y Self-Assessment Tooly
Recommendations
y Examplesy Link to online tool
MILEGuide: Overview
Self-Assessment Tool
MILEGuide:
Important Note
y Core academicsubjects are a bedrock component
of the MILEGuide self-assessment tool.
y The MILEGuide also encourageseach school district to ask are
your students: Critical thinkers?
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Problem solvers?
Good communicators? Good collaborators? Information and
technology literate?
Flexible and adaptable? Innovative and creative?
Globally competent? Financially literate?
MILEGuide: Benefits
Kansas educators are anxious to put
the revised MILEGuide to work. Aswe create professional development
for our staff and as we shareexemplary practices among
colleagues, the MILEGuide will be
exactly that a guide to plan ourwork and a benchmark to better
assess how we are doing. Quitesimply, the MILEGuide provides
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teachers and education leaders with
meaningful, practical guidance as we
plan the kind of learning experiencesthat will help our students apply 21stcentury skills to solving real world
problems.
-Blake West, ED.D., president,
Kansas National Education Association
MILEGuide: How to Use
y Complete the MILE Guide self-
assessment tool.y Use the self-assessment results
to generate a shared vision forfuture progress.
y Develop a comprehensive,aligned plan of action.
yImplement your plan!
y Institute a cyclical review of
the MILE Guide self-assessmentprocess to track your progress,
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monitor, and revise your
strategic plan as needed.
y Communicate Progress.
ImplementationRecommendations:
In addition to the Self-
Assessment tool, the MILEGuide includes
a set of recommendations organized around five support system areas:
y Assessment;
y
Professional development;y Curriculum and instruction;
y Learning environments; andy Standards.
Guiding Recommendation
s
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Guiding Recommendation
s
Assessment:
y Build 21st century skills intoformative assessment strategies.
y Create an aligned accountabilitysystem: all assessment strategies
should align with 21st centuryskills standards, professional
development and curriculum and
instruction.y Consider ICT literacy assessment
as a starting point.y Create open repositories for
assessment items and rubricsthat help measure 21st century
skills.
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Guiding Recommendation
s
Professional Development:
y Develop intensive teacherprofessional development
programs that focus intentionallyon 21st century skills instruction.
y Build capacity.y Develop district leadership teams
to infuse 21st century skills
throughout the school district.
y Invest in ICT (informationcommunications technologies)excellence.
y Develop professional learningcommunities around specific 21st
century skills.Train administrators around how to
lead 21st century skills initiatives.
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Karen Bruett
Director, Strategic
Alliances & Marketing
Council of ChiefState School Officers
y 71% believe the most important
goal was to prepare all students for
careers in the 21st
centuryy Most believe that fewer than 75%
will graduate from high school
ready to succeed in college andwork
y
Dont want to see students judgedon the results of one test and also
want their own performancegraded on multiple measures
y A majority of teachers would like to
see tougher academic standardsand have them be the same in
every state
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Primary Sources: Americas Teachers
on Americas School
http://www.scholastic.com/primarysources
A recent survey of teachers
y Growing and converging interest
and engagement in designingstrategies for thoughtfullyredesigning our nations education
systemsy An recognition of the need to build
a more robust pipeline ofknowledge workers and thinkers to
spur innovation in the US economyy The desire to create a more robust
PK-20 system of education
y A realization that this will requirepublic-private engagement, an
rethinking of education policy
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Education Policy
Business/Industry
Council of Chief State SchoolOfficers
A nationwide, nonpartisan,non profit membership organization th
at bringstogether the public officials who lead
departments of elementary and secondary education
across the United States
y
Provides a national voicey Advocates on behalf of states
y Leads collective action
Council of Chief State SchoolOfficers
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Four Strategic Initiatives
Standards Assesssment
Accountabilty
Education Workforce Development
Information Systems & Research
Next Generation Learning Systems
CCSSO and NGA leading the
Common Core State Standards
Initiative
Guiding Recommendation
s
These sets of standardsshould define the knowledge and skillsstudents need for success in college
and careers.
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College and Career Readiness
Standards were released for public co
mment in September 2009.K12 English Language
Arts and Mathematics standards will b
e
released for public comment later this
week at:http://www.corestandards.org
New Assessment Strategies to
Align to Common Standards
Guiding Recommendations
6 state assessment consortiahave formed to collaborate on the dev
elopmentof new strategies for student assess
ment
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Encouraged to build
transformative assessment systems
thatprovide information to inform instruction as
well as state policy, and help guideinstruction, curriculum, and profession
al development integration
http://www.corestandards.org
The Ed Steps Project
An Innovative
Measure ofStudent Skills
Guiding Recommendations
Objective
To support the teachingand assessment of college and career-readiness skills in schools
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Strategy
Student work presented in a continuum
a gradual progression from emerging to accomplished work
Five Skill Areas
Writing, Global Competence,
Creativity, ProblemS
olving, and Analyzing
http://www.edsteps.org/CCSSO/Home
ThePerfect Storm: Profess
ionalDevelopment, Inquiry
and Web 2.0
Pam Berger
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Director of
Information and the School Library Sy
stem
Southern Westchester BOCES
Elmsford, New York
What are thecharacteristics of effective professional developme
nt?Dont forget: You can copy-paste this slide
into other presentations, and move or resize the poll.
Poll: What are the characteristics of effec...
80503
Whatare the characteristics
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of
effective professionaldevelopment?
To participate: Text 80503 and
your message to 99503
80503
ongoing
Research:Effective
Professional Development
y Intensive and ongoing
y
Connected to practiceand other schoolinitiatives
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y Content relatedy
Builds strong workingrelationships amongteachers
Professional Learning in the Learning Profession, National StaffDevelopment Council 2009
Its time for oureducation workforce to
engage in learning theway other professionals
do - continually,collaboratively and on
the job to addresscommon problems and
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crucial challenges where
they work.
-- Gov. James B. Hunt, Jr
y Students should be able to:
Apply technology effectively
o Use technology as a tool toresearch, organize, evaluate
and communicate information.o Use digital technologies,
communication/ networking
tools and social networksappropriately to access,manage, integrate, evaluate and
create information in order tosuccessfully function is a
knowledge society.
ICT Literacy
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Information Searching
o Google, Pagebull, Ask,
Aftervote
Managing and Organizing
o Calendars, To Do Lists, Student
Information Spaces
Social Bookmarking
o Del.icio.us, Diigo
Content Collaboration
o
Wiki, GoogleD
ocs
Media Sharing
o Voicethread, Flickr, Podcasts
Social Networking
o My Space, Ning, Twitter
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Web 2.0 Social Tools
Stripling Inquiry Model
Inquiry is a framework for learning
Choosing Web 2.0 Tools to Support Teaching and Learning in a Digital World, PamBerger, Sally Trexler, Libraries Unlimited, 2010
Stripling Inquiry Process
y Connect
o Connect to self, previousknowledge
o Gain background knowledge to
set context for new learningo Observe, experience
y Wondero Develop questions
o Make predictions
y Investigateo Find and evaluate information to
answer questions, test
hypotheses
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o Think about the information to
illuminate new questions and
hypotheses
* Barbara Stripling, Inquiry-Based Learning in Curriculum Connections Through the Library. LibrariesUnlimited
Stripling Inquiry Process
y Constructo Construct new understandings
connected to previousknowledge
o Draw conclusions about
questions and hypotheses
y Expresso Express new ideas to share
learning with otherso Apply understandings to a new
context, new situationsy Reflect
o Reflect on own process of
learning and on new
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understandings gained from
inquiry
oAsk new questions
Stripling Inquiry ModelSearching
Managing and Organizing
Social Bookmarking
Content Collaboration
Media Sharing
Social Networking
Stripling Inquiry ModelSearching
Managing and Organizing
Social Bookmarking
Content Collaboration
Media Sharing
Social Networking
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Manage &
Organize Information
http://Diigo.com
a social bookmarking
toolDiigo.com
Social Networking
http://ning.com
Media Sharing
http:www.voicethread.com
Voicethread
Voicethreads
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The Best
Websites for Teaching and Learning
honors websites, toolsand resources of exceptional value toinquiry-
based teaching and learning as embod
ied
in the AmericanAssociation ofSchool Librarians' Standards for the 21st-Century Learner.
http://www.ala.org/aasl/bestlist
Curriculum-Embedded
PerformanceAssessment
Stuart Kahl
Measured Progress
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A Little History
y
Performance assessmentdefinition
y Authentic assessment in the 90so Why it happened
o What it looked likeo What happened to it
New Forces at Work
y Economic competitiveness
y 21st century skillsy
Common standards
y School reformy Interim assessment counting
toward AYP
InterimAssessment Counting
Two Directions
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y More of same
y Curriculum-embedded performance
assessment
Curriculum-Embedded
Performance
Assessment (CEPA)
y On-demand tasksy Project-based
products/performances
Project-BasedAssessment Characteri
stics
yAlignment
y Team and individual worky Resources readily available in
schools,
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homes, or online
y Multiple individual
products/performances
y Big score range
StepsToward Counting
An Approach1. State posts models (standardsaddressed, directions, scoring rubrics,
sample student work)
2. Teachers submit tasks/projects
3. Reviewers revise/improve
4. Tasks/projects piloted,student work gathered
5. Piloted tasks/projects with associatedmaterials
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posted for local use (1-5 repeated forseveral years)
StepsToward Counting
An Approach(continued)6. Year 4 or 5, state holds backtasks/projects for
accountability assessment
7. Tasks/projects
released for use during assessment
window
8. Schools submit scores
9. Schools submit
student work for scoring audit sample
(electronic portfolios)
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10. Subsequent years, 7-9 repeated for multiple windows
11. Scores combined with on-demand state assessment
scores
Overviewof Sample Project for
CEPA
y Students receive
instruction on methods of heat transfer
OR refresh memories via online res
earchy Student team conducts survival
investigation (experiment todetermine best fabric for coat in
cold weather)
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Overview
of Sample Project forCEPA(continued)
3. Individual students
prepare and submit lab
reports
4. Individual students
investigate and write papers
on related topics (e.g.,
properties of insulators,
home insulation, home
heating, animal coats)
5. Individuals prepareand deliver oral/PowerPoint
reports on topics above
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6. Students respond to follow-
up questions on heat
transfer concepts
Q &A
Questionand Answer Session
Contact Us
www.21stcenturyskills.org
177 North Church Ave.
Suite 305
Tucson, AZ 85701
(520) 623-2466 (520) 623-
2466
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Valerie Greenhill
Twitter: val_green