professional development and 21st century skills

8/7/2019 Professional Development and 21st Century Skills

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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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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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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


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

[email protected]

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


Social Bookmarking


Media Sharing

Social Networking

Stripling Inquiry ModelSearching


Social Bookmarking


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

[email protected]

Twitter: val_green

professional development and 21st century skills

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