Is Your District Ready for the 21st Century?
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Is Your District Ready for the 21st Century?



WASB presentation January 2008. (PDF format)

WASB presentation January 2008. (PDF format)



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Is Your District Ready for the 21st Century? Is Your District Ready for the 21st Century? Presentation Transcript

  • 21st Century Skills: Is Your District Preparing Students for the Demands of the Future?
  • Key question for most parents today: How do I insert my child into the middle class or higher?
  • Share with me your thoughts about the purpose and goals of American public education.
  • We are suffering from a “quiet crisis” or a “creeping crisis”. Our crisis is not the result of a one dimensional change. There is no one single wakening event, like Sputnik. The problem is the problems are like building a mosaic tile, they fall into place one tile at a time. None by itself sufficient to provoke action. The collection of problems however creates a disturbing picture.
  • Our collective reaction thus far seems to presuppose the citizens of the United States are entitled to a better quality of life than others, and that all Americans have to do is to circle the wagons to defend that entitlement. Such a presupposition does not reflect reality and neither recognizes the dangers nor seizes upon the opportunity of the current circumstances.
  • “Jobs we believed would always be available and even plentiful are disappearing. Most jobs have not fled across any border; they simply dissolved through efficiencies in process engineering, technology, and corporate strategy.” The Jobs Revolution: Changing How America Works
  • Outsourcing Facts Outsourcing accounts for less than 10% of the American jobs lost in the past three years.
  • Troubled American Economy OR Troubled Workforce
  • Here are the facts: In the past decade factory productivity has increased 47% in America. Historically, 12 years of school, then work. New model New skill set New attitudes and dispositions
  • Education: A Primary Economic Driver Education is workforce development. Workforce development is economic development. Education yields a phenomenal “ROI” (return on investment). Education Education Education Education Education Education Education
  • The time to act is now. “We are not planting alfalfa here, we are planting the forests for the future.” ~ David Ward, CEO of Northstar Economics “Even if you are on the right track, you will get run over if you just sit there.” ~ Will Rogers
  • Name this country . . .
  • • Richest in the World • Largest Military • Center of world business and finance • Strongest education system • World center of innovation and invention • Currency the world standard of value • Highest standard of living
  • England.
  • In 1900.
  • Independence Revolution (This revolution took five generations *) Agricultural Revolution (This transformation took five generations) Industrial Revolution (This transformation took five to six generations) Information Revolution *Remember the drastic changes in life expectancies during this period moving from 40 years to slightly over 70 years for current generations generations
  • The Three A’s Awareness Ambiguity Anxiety
  • “The transcending economic consideration as we move into the 21st Century is the globalization of the world’s economy into a single world market. The global economy is of paramount importance but no one yet knows how it will work. I think that is good news. If we don’t know how it works we can’t fix it” John Naisbitt - Megatrends China knows education is the platform on which you build a sound economy. A global economy is the reality. We are experiencing a jobs revolution.
  • Shortage of Workers, Shortage of Skills Today we have too many people willing to work in America. Tomorrow, we will not have enough. • “Boomers” will start retiring • Women will not be replenishing the pool in the record numbers of the past • The “skill gap” will set in
  • Civilian Labor Force by Generation 60% 50% 40% 30% 20% 10% 0% 2000 2010 Traditionalist (1900-1945) Baby Boomer (1946-1964) Generation X (1965-1975) Generation Y (1976-1994) Source: Bureau of Labor Statistics
  • Expected Labor Force and Labor Force Demand, 2002-2031. 210 200 190 180 Labor Needed 170 Labor Available 160 150 140 130 2002 2006 2010 2014 2018 2022 2026 2030 Source: Employment Policy Foundation analysis and projections of Census/BLS and BEA data.
  • Projected Skilled and Unskilled Worker Gap in 2010 and 2020 2010 2020 Skilled Worker Gap 5.3 million 14 million Unskilled Worker Gap 1.7 million 7 million Total Skilled & Unskilled Worker Gap 7 million 21 million Source: Anthony Carnevale, NAM White Paper, Reported in Business
  • Business Summit on 21st Century Skills Focus Groups Small group discussions were designed to encourage business leaders to answer focus group questions. • What are the 21st century skills that will sustain and grow a vibrant, global economy? • What should be expected of today’s students so they can be effective citizens and leaders in our communities?
  • What Did We Find? In identifying the skills students will need for the 21st century, business leaders most often cited: • learning, • thinking, and • life skills.
  • They also stressed an emphasis on: • critical-thinking and problem solving, • collaborative communication skills, • people skills, • contextual learning skills, • personal responsibility, • ethics, and • adaptability (nimbleness).
  • Five Major “Needs” 1. Well-rounded and adaptable individuals. 2. Balance of academic content and real- world skills. 3. Emphasis on 21st century skills. 4. Partnerships between schools, business, communities, and government. 5. Collaboration and team-building skills.
  • World Class Academic Standards The Wisconsin Model Academic Standards were established in 1998 for 18 subject areas. The Department of Public Instruction has begun a process of reviewing the model academic standards, building on the work of State Superintendent Burmaster’s High School Task Force. <>.
  • News Flash: More Education = Less Unemployment Percent of Workers with Some Postsecondary Training, 1959 to 2015. 80% 70% 60% 50% 40% 30% 20% 10% 0% 1959 1995 2015 Source: Carnevale, Anthony P. and Richard A. Fry. Crossing the Great Divide. Educational Testing Services, 2000.
  • The Dynamic That Education Can’t Manage: Speed Facts to ponder: 1) Knowledge is being outdated at rates that are still expanding. 2) While the number of new careers is expanding, the life span of applicable knowledge is decreasing. 3) What are the “targets” for K12 public education?
  • The Problem: No single institution is charged with the responsibility to manage the change of the jobs revolution. Without cooperation, collaboration and regionalism, the relationships and roadmaps will not take place.
  • The Action Plan: Schools need to be seen as the leaders in the economic and workforce development of this country. Effective education is a right in our country, not merely an opportunity.
  • It translates to this: World Class Schools = A Better Workforce = A Stronger Economic Future
  • It is not knowledge we lack. It is leadership. A major purpose of our public schools: • To prepare Americans for the world of work so they may support their families and acquire a quality of life that exceeds preceding generations.
  • Students, Schools and 21st Century Teaching and Learning Digital Natives in a Digital Immigrant world. Paradigm changing from “being taught by us” to “teaching themselves through our guidance” SELF DIRECTED LEARNERS • - Rubric for learners on website
  • Millenials/Digital Natives Want to Learn With technology With each other Online In their time In their place Doing things that matter
  • Digital Digital Immigrants Natives teach by learn from • Delivering content • Being Engaged • Presenting & Telling • Doing & Gameplay • Linear Stories • Random Access & Exploring Options • One Thing at a Time • Multi-tasking • One Size Fits All • Personalized to Them • Face-to-face • Going Online
  • But, given the right conditions, Students eagerly learn from: 1. each other 2. discussions 3. researching 4. solving problems and problem finding 5. finding their own solutions 6. sharing with their peers 7. listening to their peers 8. seeing and dialoging with experts
  • Digital Digital Immigrants Natives Nouns Verbs Use Blogs Share Use Podcasts Communicate Use Photoshop Create
  • Old New Paradigm Paradigm Kids Y OG KidsOGY OL OL N Hbeing EC ESN’T HN RED teaching EC UI T T O Dtaught EQ themselves R HE LP (with guidance) BOREDOM ENGAGEMENT
  • The e-Life
  • It’s important that teachers DON’T WASTE TIME Learning to Create With New Tools The students can learn new tools! (and they want to) “You’ll only “Don’t try to look stupid.” keep up with the technology -- you can’t” – A 14 year old girl – A 14 year old girl
  • Teachers need to: • Understand new technologies • Help students evaluate quality • Figure out what tools will help
  • 6 Keys to Engagement of Today’s Student 1. Being respected 2. Creating – what they imagine 3. Voicing their opinions 4. Making decisions / Having control 5. Collaboration, and competition 6. Interacting with and affecting the world –making a difference
  • SHARE THE WORK Let Students Let Teachers do what they do what they do well do well Use the technology, Evaluate, find quality, find content provide context
  • 21st Century Learners “Today’s education system faces irrelevance unless we bridge the gap between how students live and how they learn.” “Schools are struggling to keep pace with the astonishing rate of change in students’ lives outside of school.” Partnership for 21st Century Skills (2003)
  • Framework for Learning: Partnership for 21st Century Skills
  • 21st Century Literacy From: What should students be able to know and do about technology and information literacy? TO: What skills and competencies will our students need to live, learn and thrive in a workplace that demands innovation and creativity?
  • Framework: 21st Century Learning Core Subjects
  • Core Subjects and 21st Century Themes English Language Arts Global awareness World languages Financial, economic, Arts business and Mathematics entrepreneurial Economics literacy Science Civic literacy Geography Health literacy History Government and Civics
  • Framework: 21st Century Learning
  • Life and Career Skills Flexibility & Adaptability Initiative & Self-Direction Social & Cross-Cultural Skills Productivity & Accountability Leadership & Responsibility
  • Learning and Innovation Skills Creativity and Innovation Skills Critical Thinking and Problem Solving Skills Communication and Collaboration Skills
  • 21st Century Learning & Outcomes s ill Sk n s tio ill Core Subjects s va Sk ill no Sk y ac In er er d re Lit an Ca Current intersections? ng T d IC Should there be intersections? ni an ar e If so, at what level(s): Le Lif State Standards/Benchmarks District Curriculum Classroom
  • 21st Century Support Systems Standards & Assessment Curriculum & Instruction Professional Development Learning Environments
  • 21st Century Learning & Outcomes Standards and Assessment ills Core Curriculum and Instruction Sk s Content kill y Professional Development log S Areas ion no Learning Environments at ch s ov kill Te inn S & er dia & are ing Me &C arn o e Inf Le Lif
  • How will the intersections happen?
  • •Thought out policies for technology access and use (Ban?, Restrict?, Open with safeguards?) • Professional development towards the Learning Specialist • Utilizing proficiency based teaching and learning
  • Preparing students to succeed Agility at learning skills is what differentiates a 21st Century citizen and learner from a 20th Century citizen and learner. The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn. Alvin Toffler (2000) Has your district positioned and leveraged itself for the reality of the future of our students?
  • Categories of the New Middle Class Great collaborators Great leveragers (of technology) Great explainers Great localizers Great adapters Passionate personalizers Anything green Thomas Friedman: The World Is Flat
  • 21st Century Regional Workforce Learning Initiative Alliance Milwaukee 7 Research & Data Research & Data Research & Data Analysis Analysis Analysis Strategic Planning Strategic Planning Strategic Planning Regionally-Focused Regionally-Focused Regionally-Focused Initiatives Initiatives Initiatives Expertise Inventory Expertise Inventory Expertise Inventory •PK-16 Education •Workforce Development •Economic Development •Curriculum •Business Employment Development Solutions •Business Economic Solutions •Skill Training •Worker Skill Advancement •Workforce Preparation IDENTIFIED REGIONAL NEED REGIONAL COLLABORATIVE SOLUTIONS
  • The Center For Education Innovation and Regional Economic Development Mission Through regional economic development and the transformation of public education to world class twenty first century schools, the Center will improve the quality of life in Southeast Wisconsin.
  • What are our Hopes and Aspirations? “ We fundamentally believe that with this game changer strategy, we will be poised to break the cycle of poverty and economic despair encountered by many of the youth of the seven county region. “With increased economic standing and hope comes the opportunity to improve family support, reduce crime, stimulate regional economic growth through better skilled workers, who will in turn produce civic and community outcomes that will improve the region’s quality of life for all.”
  • Center Purpose The Center for Education Innovation and Economic Development is a game changer organization and service that enables public education to transform and evolve to promote economic development through 21st century skills and the preparation of our youth for the world of work.
  • What will the Center Do? A Leadership Brokerage: Designed to facilitate, train and support business and education leadership for future growth.
  • A Dynamic Catalyst: Focused on the change process and serving as a change agent.
  • A Transmission Line: Providing connections and access for broad regional educational services and business community interactions.
  • A Connector: Where regional educational services and the business community intersect and collaborate.
  • A Clearinghouse: For best practice and innovative design that produces higher quality results.
  • An Incubator: That houses think tanks, symposiums, research design, and other solution driven responses dedicated to changing how we do business.
  • The Game Changer: To promote a philosophy and a plan for changing the focus and resource allocations to better meet the future needs.
  • “They’ve got great defensive strategies, and they’re doing a magnificent job of managing decline”, said a longtime industry executive. “The trouble with doing a great job of managing decline is that you’re going to decline” (comments about paper industry in WI) --Milwaukee Journal Sentinel 12/09/07 Improving education must be the top priority “There are many needs in the region, but nothing is more important than developing school systems that adequately prepare kids for the world they will inherit. This a challenge for us all.” --Milwaukee Journal Sentinel 7/28/07
  • Services for Education Innovation Enterprise for World Class Schools Organizational Development Strategic Business Partnership Program Alignment of PK-16 Economic Regional Economic Development Development Future Business Needs Profile Systems Development 21st Century Learning Program Accelerated Solutions Lab
  • The First Strand We are out of sync as the workplace is gradually changing. •New skill sets are required •Fewer lower skill jobs •Changes in what workers need to know and how to use it
  • The Second Strand A New Understanding of Effective Education Mistaken Assumptions About How People Learn •They are not passive receivers of wisdom •Breaking down learning into smallest sequences •Getting the right answer is not the only purpose of learning
  • What can THE CENTER do for you? Bruce Connolly Kathy Onarheim
  • Bruce Connolly Kathy Onarheim Bruce brings over thirty years of Kathy has been in the education field innovation and game changer strategies since 1980. She has been with CESA #1 to the Center. He has served on numerous boards and in leadership roles since 2004. Prior to that she worked for of several statewide organizations Milwaukee Public Schools in a variety of including WASCD, WSPRA, Fair Aid areas, including the Director of School Coalition as well as many task forces and Technology Support. statewide committees. His background in education includes time as a teacher, Ms. Onarheim has been involved with principal, and district administrator in local, state and national projects Illinois and Southeast Wisconsin. including Harvard University’s River City As a trained Strategic Planner, he has Project, Preparing Tomorrow’s Teacher developed Balanced Scorecards and to Use Technology, TEACH Wisconsin, Strategy Mapping for schools as well as Business Process Plans. He is well Star Schools Project, and the Distributed versed in Breakthrough Performance Learning Objects Laboratory. She has Planning. He was involved with the also coordinated and maintained establishment of the first Youth partnerships focused on technology and Apprentice Model in the State of Wisconsin. Bruce was one of the learning with Harvard Graduate School founders of the Sally Ride Academy in of Education, UW-Madison, Academic 1995 and still serves today as its Co-Lab and UW Parkside, among others. president. Kathy received a B.A. from Alverno Bruce holds advanced degrees from College. She received a Masters of Northern Illinois University and the University of Northern Iowa. Science in Educational Change and Technology Innovation from Walden University, Minneapolis, MN.