Assessment, Professional Development and 21st Century Skillsills
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Assessment, Professional Development and 21st Century Skillsills

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  • John – as part of the welcome feel free to allow panelists to introduce themselves as we start.
  • (John) A quick description of the MILE Guide can be described here: The Milestones for Improving Learning and Education (MILE) Guide is a practical, hands-on tool designed to help districts evaluate their integration of 21st century skills into current and future policies and practices.   The Guide helps districts determine where they are on the spectrum of ensuring students have the knowledge and skills required for success in today’s world.   Over the last 5 years, no tool of the Partnership has been more popular. This new release is likely to be even more valuable than the original because it is based on five years of experience with our framework and watching districts implement 21st century skills. The Guide also includes a set of accompanying implementation suggestions.
  • (Dave) Every Student Deserves …First Class Knowledge And World Class Skills The future won’t wait --- we should be integrating knowledge and skills, in every classroom, for every student   We are losing too many opportunities to prepare our students to succeed in the 21 st century - the rest of the world is passing us by. Our students are not performing as well as their international peers on global assessments like TIMMS and PISA.   Parents and kids are waiting for us to come to a consensus and work together.   The P21 framework describes the knowledge and skills EVERY child needs in the 21 st century. It is based on mastery of core academic subjects Also asks: are students good communicators? Collaborators? Critical thinkers? Financially literate and civically engaged?
  • (Dave) No skills implementation can be successful without developing core academic subject knowledge and understanding among all students. For this reason, core academic subjects are a bedrock component of the MILE Guide Self-Assessment Tool. All 21st century skills can and should be taught in the context of core academic subjects. In addition, core subjects can and should be taught in ways that support the themes of global awareness, financial literacy, civic literacy, health literacy & environmental literacy.
  • (Dave) These skills are crucial for every student. Even entry-level jobs require these skills – the days of rote skills and routine jobs are over.
  • (Dave) These are the skills that are most aligned with AASL’s mission and AASL has been a great champion of these skills within P21 (Julie Walker is P21 board member). As she would say - the importance of information literacy in the P21 framework cannot be overstated—students must be able to access, evaluate, use and manage information effectively. This is a basic requirement for success in the 21 st century.
  • (Dave) Everyone has a story to tell about a student, a son or daughter or an employee who needs to refine this skill set. Self direction is one that we often hear about from the business community. In a flat world, organizations are becoming leaner. We hear: “if someone needs to be managed, we can’t use them.” Today’s employers expect even entry-level employees to be self-starters, to take the initiative and be productive and accountable with their work without too much hand-holding. Citizens today, too, need to be flexible. The rapid pace of change – whether it’s technology, or the culture – requires adaptability.
  • (Dave) Note the “pools” underneath. The rainbow represents the student outcomes. The pools represent the support systems that enable these outcomes. P21 spends a lot of time working on standards, assessments, curriculum, instruction, professional development and learning environments. This is where we work to leverage change.
  • (Bill) The purpose of the Milestones for Improving Learning in Education (MILE) Guide: The MILE Guide is another example of the Partnership’s goal to provide practical resources to help educators. While the recently released Implementation Guides were geared largely toward state leaders, the MILE Guide supports educators at the district and school level.   P21 state partners asked to update this tool so they could better help their districts and schools ascertain where they are today toward implementing a knowledge and skills initiative.   This is an invaluable resource to support educators as they prepare students to succeed in life and work in today’s ever-changing world.  
  • (Bill) The purpose of the Milestones for Improving Learning in Education (MILE) Guide: The MILE Guide is another example of the Partnership’s goal to provide practical resources to help educators. While the recently released Implementation Guides were geared largely toward state leaders, the MILE Guide supports educators at the district and school level.   P21 state partners asked to update this tool so they could better help their districts and schools ascertain where they are today toward implementing a knowledge and skills initiative.   This is an invaluable resource to support educators as they prepare students to succeed in life and work in today’s ever-changing world.  
  • (Bill) This tool is primarily directed at district and school educator leaders. Policymakers at all levels should find it useful as well.
  • (Bill) Point participants to the different sections as you move through the next several slides.
  • (Bill)   To provide districts with a yardstick as to where they are in ensuring students graduate high school with the knowledge and skills required to be successful in today’s world, the MILE Guide provides key indicators for the early stage, transitional stage and 21st century stage. The benchmarks measure how far along schools and districts are in terms of: Student knowledge and skills; Education support systems; Leading and teaching; Policy-making; Partnering; and Continuous improvement/strategic planning.   For example, when looking at student knowledge and skills, an early stage indicator is that student work primarily demonstrates rote factual knowledge in core academic subjects, while a transitional stage indicator is that student work demonstrates mastery of core academic subject knowledge.   At the 21st century stage, two indicators are that all student work demonstrates mastery and understanding of core academic disciplinary knowledge and over 75 percent of student work demonstrates the ability to think critically, problem solve, create, innovate, communicate and collaborate.
  • (Bill) No 21 st century skills implementation can be successful without developing core academic subject knowledge and understanding among all students. Students who can think critically and communicate effectively must build on a base of core academic subject knowledge .
  • (Bill) Benefits of using the MILE Guide include: Generate broad-based support for a 21 st century skills initiative Set benchmarks and goals Apply for grants Continuous improvement
  • (Valerie)
  • (Valerie) After completing the self-assessment, districts are encouraged to consider the included Implementation Guiding Recommendations, which were adapted from the State Implementation Guides . There are recommendations for each support system area, accompanied by specific examples from districts around the country.   For example, the guide recommends districts develop intensive teacher professional development programs that focus on enhancing skills and knowledge acquisition in the teaching of core subjects, for example Iowa’s Authentic Intellectual Work and the New Literacies Collaborative at the Friday Institute (Raleigh, N.C.).   Another recommendation is for districts to build capacity by working with educators to create an environment of differentiated professional learning, risk taking and collaborative relationships, as evidenced by ASCD’s Teacher Leader Capacity-Building Model .
  • (June) States and districts should provide teachers with rubrics and checklists—along with the necessary professional development—to assess student mastery of 21 st century skills in ways that impact, inform, and improve learning in real time. The goal here is to create an aligned system that enhances student learning and satisfies accountability requirements; for example, combining large-scale and classroom assessments using curriculum embedded performance tasks allows educators at every level to understand how students are progressing and why , and to use this information to enhance student learning in real time. Assessment strategies that measure 21 st century skills must be developed in concert with standards, curriculum, instruction and professional development approaches. Darling-Hammond, Linda. Powerful Learning: What We Know About Teaching for Understanding . San Francisco: John Wiley & Sons, Inc., 2008. pps 210-2-11. ICT literacy assessment, both formative and summative, provides an effective starting point for many states due to the fact that commercial testing products are already available. State departments of education should become recognized as centers of excellence for measuring 21 st century skills, creating open repositories for sharing assessment items, rubrics and promising practices.
  • (June) Consider developing PD sessions that focus on enhancing authentic 21 st century skills outcomes in the teaching of core subjects and interdisciplinary themes; for example, training that helps educators integrate critical thinking and communication in the context of mathematics lessons and instruction, or creativity and ICT literacy in the context of language arts lessons and instruction. Work with administrators and teacher leaders to create an environment of differentiated professional learning, risk taking, and collaborative relationships. Work with district superintendent to develop district-level institutes for school leadership teams around 21 st century skills. Teams should be trained and empowered to develop district-level 21 st century skills strategies. Such institutes should also be places where teachers can be trained as leaders able to pass on their expertise to other teachers within their district. Develop a PD program focused on ensuring school and district technology directors are fully trained in the area of ICT literacy. Invest in creating professional online learning communities to support teachers, administrators and state department of education employees in the creation of online support groups for 21 st century skills.
  • (John to facilitate/moderate)
  • (John) Stress the overall federal shift in priorities: Race to the Top, Common Core, emphasis on performance and looking ahead to ESEA reauthorization, the 21 st century knowledge and skills agenda is a major focus of this administration. And it is being reflected by states.
  • (John) Stress the overall federal shift in priorities: Race to the Top, Common Core, emphasis on performance and looking ahead to ESEA reauthorization, the 21 st century knowledge and skills agenda is a major focus of this administration. And it is being reflected by states.
  • (John) Stress the overall federal shift in priorities: Race to the Top, Common Core, emphasis on performance and looking ahead to ESEA reauthorization, the 21 st century knowledge and skills agenda is a major focus of this administration. And it is being reflected by states.
  • (John) Stress the overall federal shift in priorities: Race to the Top, Common Core, emphasis on performance and looking ahead to ESEA reauthorization, the 21 st century knowledge and skills agenda is a major focus of this administration. And it is being reflected by states.
  • Poll: What are the characteristics of effec... Press F5 or use the tool bar to enter presentation mode in order to see the poll. If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
  • (John to facilitate/moderate)

Assessment, Professional Development and 21st Century Skillsills Assessment, Professional Development and 21st Century Skillsills Presentation Transcript

  • Assessment, Professional Development and 21 st Century Skills Valerie Greenhill , Moderator Karen Bruett Pam Berger Stuart Kahl ASCD: San Antonio, TX March 7, 2010
    • Four things to remember:
    • P21 is about fusing the three “R”s with the four “C”s
    • Building professional capacity is essential
    • Assessments that measure these skills exist and more are being developed
    • Organizations like P21, CCSSO, AASL are working to scale promising practices
    Overview
  • P21 Members
  • WE MUST FUSE THE THREE “R”s WITH THE FOUR “C”s.
    • The four “C”s
    • Critical thinking and problem solving
    • Communication
    • Collaboration
    • Creativity and innovation
    As the three “R”s serve as an umbrella for other subjects, the four “C”s do for other skills.
  • The four “C”s are a student’s ticket up the economic ladder in the 21st century.
    • Arizona
    • Illinois
    • Iowa
    • Kansas
    • Louisiana
    • Maine
    • Massachusetts
    • Nevada
    • New Jersey
    • North Carolina
    • Ohio
    • South Dakota
    • West Virginia
    • Wisconsin
    Current State Partners P21 State Leadership Initiative
  • The Framework for 21st Century Learning describes the skills, knowledge and expertise students must master to succeed in work and life. 21 st Century Skills Framework
  • 21 st Century Skills Framework
    • Core Subjects
    • Economics
    • English
    • Government
    • Arts
    • History
    • Geography
    • Reading or Language
    • Arts
    • Mathematics
    • Science
    • World Languages
    • Civics
    • 21 st Century Themes
    • Global Awareness
    • Financial, Economic,
    • Business &
    • Entrepreneurship Literacy
    • Civic Literacy
    • Health Literacy
    • Environmental Literacy
  • 21 st Century Skills Framework
    • Learning & Innovation Skills
    • Critical Thinking & Problem Solving
    • Creativity & Innovation
    • Communication & Collaboration
  • 21 st Century Skills Framework
    • Information, Media &
    • Technology Skills
    • Information Literacy
    • Media Literacy
    • ICT (Information, Communications & Technology) Literacy
  • 21 st Century Skills Framework
    • Life & Career Skills
    • Flexibility & Adaptability
    • Initiative & Self-Direction
    • Social & Cross-Cultural Skills
    • Productivity & Accountability
    • Leadership & Responsibility
  • 21 st Century Skills Framework Standards & Assessment Curriculum & Instruction Professional Development Learning Environments
  • Resources
    • College and Work Ready Assessment ( cae.org )
    • Assessment and Teaching of 21 st Century Skills ( atc21s.org )
    • ETS ICT Literacy Assessment ( ets.org )
    • Rubrics on Route 21 ( 21stcenturyskills.org )
    • ASCD’s Capacity Building Model
  • MILE Guide: Overview
    • Purpose:
    • Identify where the district sits on the continuum of 21 st century learning
    • Plan future progress
  • MILE Guide: Overview
    • For who?
    • District leaders
    • Educators
    • Policymakers
  • MILE Guide: Overview
    • Contains:
    • Self-Assessment Tool
    • Recommendations
    • Examples
    • Link to online tool
  • MILE Guide: Overview Self-Assessment Tool
  • MILE Guide: Important Note
    • Core academic subjects are a bedrock component of the MILE Guide self-assessment tool.
    • The MILE Guide also encourages each school district to ask – are your students:
          • Critical thinkers?
          • Problem solvers?
          • Good communicators?
          • Good collaborators?
          • Information and technology literate?
          • Flexible and adaptable?
          • Innovative and creative?
          • Globally competent?
          • Financially literate?
  • MILE Guide: Benefits “ Kansas educators are anxious to put the revised MILE Guide to work.  As we create professional development for our staff and as we share “exemplary practices” among colleagues, the MILE Guide will be exactly that – a guide to plan our work and a benchmark to better assess how we are doing. Quite simply, the MILE Guide provides teachers and education leaders with meaningful, practical guidance as we plan the kind of learning experiences that will help our students apply 21st century skills to solving real world problems.” -Blake West, ED.D., president, Kansas National Education Association
  • MILE Guide: How to Use
    • Complete the MILE Guide self-assessment tool.
    • Use the self-assessment results to generate a shared vision for future progress.
    • Develop a comprehensive, aligned plan of action.
    • Implement your plan!
    • Institute a cyclical review of the MILE Guide self-assessment process to track your progress, monitor, and revise your strategic plan as needed.
    • Communicate Progress.
    • Implementation Recommendations:
    • In addition to the Self-Assessment tool, the MILE Guide includes a set of recommendations organized around five support system areas:
    • Assessment;
    • Professional development;
    • Curriculum and instruction;
    • Learning environments; and
    • Standards.
    Guiding Recommendations
  • Guiding Recommendations
    • Assessment:
    • Build 21 st century skills into formative assessment strategies.
    • Create an aligned accountability system: all assessment strategies should align with 21st century skills standards, professional development and curriculum and instruction.
    • Consider ICT literacy assessment as a starting point.
    • Create open repositories for assessment items and rubrics that help measure 21st century skills.
  • Guiding Recommendations
    • Professional Development :
    • Develop intensive teacher professional development programs that focus intentionally on 21st century skills instruction.
    • Build capacity.
    • Develop district leadership teams to infuse 21 st century skills throughout the school district.
    • Invest in ICT (information communications technologies) excellence.
    • Develop professional learning communities around specific 21 st century skills. Train administrators around how to lead 21 st century skills initiatives.
  • Karen Bruett Director, Strategic Alliances & Marketing Council of Chief State School Officers
    • 71% believe the most important goal was to prepare all students for careers in the 21 st century
    • Most believe that fewer than 75% will graduate from high school ready to succeed in college and work
    • Don’t want to see students judged on the results of one test and also want their own performance graded on multiple measures
    • A majority of teachers would like to see tougher academic standards and have them be the same in every state
    Primary Sources: America’s Teachers on America’s School http://www.scholastic.com/primarysources A recent survey of teachers
    • Growing and converging interest and engagement in designing strategies for thoughtfully redesigning our nations education systems
    • An recognition of the need to build a more robust pipeline of knowledge workers and thinkers to spur innovation in the US economy
    • The desire to create a more robust PK-20 system of education
    • A realization that this will require public-private engagement, an rethinking of education policy
    Education – Policy – Business/Industry
  • Council of Chief State School Officers
    • A nationwide, nonpartisan, non profit membership organization that brings together the public officials who lead departments of elementary and secondary education across the United States
    • Provides a national voice
    • Advocates on behalf of states
    • Leads collective action
  • Council of Chief State School Officers 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 Recommendations These sets of standards should define the knowledge and skills students need for success in college and careers. College and Career Readiness Standards were released for public comment in September 2009.  K12 English Language Arts and Mathematics standards will be 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 consortia have formed to collaborate on the development of new strategies for student assessment Encouraged to build transformative assessment systems – that provide information to inform instruction as well as state policy, and help guide instruction, curriculum, and professional development integration http://www.corestandards.org
  • The Ed Steps Project An Innovative Measure of Student Skills Guiding Recommendations Objective To support the teaching and assessment of college and career-readiness skills in schools Strategy Student work presented in a continuum — a gradual progression — from emerging to accomplished work Five Skill Areas Writing, Global Competence, Creativity, Problem Solving, and Analyzing http://www.edsteps.org/CCSSO/Home
  • The Perfect Storm: Professional Development, Inquiry and Web 2.0 Pam Berger Director of Information and the School Library System Southern Westchester BOCES Elmsford, New York [email_address]
  • What are the characteristics of effective professional development?
  • Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: What are the characteristics of effec... 80503
  • What are the characteristics of effective professional development? To participate: Text 80503 and your message to 99503 80503 ongoing
  • Research: Effective Professional Development
    • Intensive and ongoing
    • Connected to practice and other school initiatives
    • Content related
    • Builds strong working relationships among teachers
    Professional Learning in the Learning Profession, National Staff Development Council 2009
  • “ It’s time for our education workforce to engage in learning the way other professionals do - continually, collaboratively and on the job – to address common problems and crucial challenges where they work.” -- Gov. James B. Hunt, Jr
  •  
    • Students should be able to:
    • Apply technology effectively
      • Use technology as a tool to research, organize, evaluate and communicate information.
      • Use digital technologies, communication/ networking tools and social networks appropriately to access, manage, integrate, evaluate and create information in order to successfully function is a knowledge society.
    ICT Literacy
    • Information Searching
      • Google, Pagebull, Ask, Aftervote…
    • Managing and Organizing
      • Calendars, To Do Lists, Student Information Spaces
    • Social Bookmarking
      • Del.icio.us, Diigo
    • Content Collaboration
      • Wiki, Google Docs
    • Media Sharing
      • Voicethread, Flickr, Podcasts
    • Social Networking
      • My Space, Ning, Twitter
    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, Pam Berger, Sally Trexler, Libraries Unlimited, 2010
    • Connect
      • Connect to self, previous knowledge
      • Gain background knowledge to set context for new learning
      • Observe, experience
    • Wonder
      • Develop questions
      • Make predictions
    • Investigate
      • Find and evaluate information to answer questions, test hypotheses
      • Think about the information to illuminate new questions and hypotheses
    Stripling Inquiry Process * Barbara Stripling , Inquiry-Based Learning in Curriculum Connections Through the Library. Libraries Unlimited
  • Stripling Inquiry Process
    • Construct
      • Construct new understandings connected to previous knowledge
      • Draw conclusions about questions and hypotheses
    • Express
      • Express new ideas to share learning with others
      • Apply understandings to a new context, new situations
    • Reflect
      • Reflect on own process of learning and on new understandings gained from inquiry
      • Ask new questions
  • Stripling Inquiry Model Searching Managing and Organizing Social Bookmarking Content Collaboration Media Sharing Social Networking
  • Stripling Inquiry Model Searching Managing and Organizing Social Bookmarking Content Collaboration Media Sharing Social Networking
  • Manage & Organize Information
    • http://Diigo.com
    • a social bookmarking tool
  • Diigo.com
  • Social Networking http://ning.com
  •  
  • Media Sharing http:www.voicethread.com
  • Voicethreads Voicethread
  • The Best Websites for Teaching and Learning honors websites, tools and resources of exceptional value to inquiry-based teaching and learning as embodied in the American Association of School Librarians' Standards for the 21st-Century Learner . http://www.ala.org/aasl/bestlist
  • Curriculum-Embedded Performance Assessment Stuart Kahl Measured Progress
    • A Little History
    •   Performance assessment definition
    • Authentic assessment in the 90s
      • Why it happened
      • What it looked like
      • What happened to it
    • New Forces at Work
    • Economic competitiveness
    • 21 st century skills
    • Common standards
    • School reform
    • Interim assessment counting toward AYP
    • Interim Assessment Counting – Two Directions
    • More of same
    • Curriculum-embedded performance
    • assessment
    • Curriculum-Embedded
    • Performance Assessment (CEPA)
    • On-demand tasks
    • Project-based products/performances
    • Project-Based Assessment Characteristics
    • Alignment
    • Team and individual work
    • Resources readily available in schools,
    • homes, or online
    • Multiple individual products/performances
    • Big score range
  • Steps Toward Counting – An Approach 1. State posts models (standards addressed, 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 associated materials posted for local use (1-5 repeated for several years)
  • Steps Toward Counting – An Approach (continued)
    • 6. Year 4 or 5, state “holds back” tasks/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)
    • 10. Subsequent years, 7-9 repeated for multiple windows
    • 11. Scores combined with on-demand state assessment
    • scores
  • Overview of Sample Project for CEPA
    • Students receive instruction on methods of heat transfer OR refresh memories via online research
    • Student team conducts “survival investigation” (experiment to determine best fabric for coat in cold weather)
  • Overview of Sample Project for CEPA (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 prepare and deliver oral/PowerPoint reports on topics above 6. Students respond to follow-up questions on heat transfer concepts  
  • Q & A Question and Answer Session
  • Contact Us www.21stcenturyskills.org 177 North Church Ave. Suite 305 Tucson, AZ 85701 (520) 623-2466 Valerie Greenhill [email_address] Twitter: val_green