assessment, professional development and 21 st century skills valerie greenhill, moderator karen...

Assessment, Professional Development and 21st Century Skills

Valerie Greenhill, ModeratorKaren BruettPam BergerStuart Kahl

ASCD: San Antonio, TXMarch 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’sticket 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.

21st Century Skills Framework


Core Subjects•Economics•English•Government•Arts•History•Geography•Reading or Language•Arts•Mathematics•Science•World Languages•Civics

21st Century Themes•Global Awareness•Financial, Economic, Business & Entrepreneurship Literacy•Civic Literacy•Health Literacy•Environmental Literacy


Learning & Innovation Skills

• Critical Thinking & Problem Solving

• Creativity & Innovation

• Communication & Collaboration


Information, Media &Technology Skills

• Information Literacy

• Media Literacy

• ICT (Information, Communications & Technology) Literacy


Life & Career Skills

• Flexibility & Adaptability

• Initiative & Self-Direction

• Social & Cross-Cultural Skills

• Productivity & Accountability

• Leadership & Responsibility


Standards & Assessment

Curriculum & Instruction

Professional Development

Learning Environments

Resources

1.College and Work Ready Assessment (cae.org)2.Assessment and Teaching of 21st Century Skills (atc21s.org)3.ETS ICT Literacy Assessment (ets.org)4.Rubrics on Route 21 (21stcenturyskills.org)5.ASCD’s Capacity Building Model

MILE Guide: Overview

Purpose:1.Identify where the district sits on the continuum of 21st century learning2.Plan future progress


For who?1.District leaders2.Educators3.Policymakers


Contains:1.Self-Assessment Tool2.Recommendations3.Examples4.Link to online tool


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

1.Complete the MILE Guide self-assessment tool.

2.Use the self-assessment results to generate a shared vision for future progress.

3.Develop a comprehensive, aligned plan of action.

4.Implement your plan!5.Institute a cyclical review of the MILE

Guide self-assessment process to track your progress, monitor, and revise your strategic plan as needed.

6.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:

1. Assessment;2. Professional development;3. Curriculum and instruction;4. Learning environments; and5. Standards.

Guiding Recommendations


Assessment:1.Build 21st century skills into formative assessment strategies. 2.Create an aligned accountability system: all assessment strategies should align with 21st century skills standards, professional development and curriculum and instruction.3.Consider ICT literacy assessment as a starting point.4.Create open repositories for assessment items and rubrics that help measure 21st century skills.


Professional Development:1.Develop intensive teacher professional development programs that focus intentionally on 21st century skills instruction. 2.Build capacity.3.Develop district leadership teams to infuse 21st century skills throughout the school district. 4.Invest in ICT (information communications technologies) excellence. 5.Develop professional learning communities around specific 21st century skills. Train administrators around how to lead 21st century skills initiatives.

Karen BruettDirector, Strategic Alliances & Marketing

Council of Chief State School Officers

71% believe the most important goal was to prepare all students for careers in the 21st 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 Schoolhttp://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


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


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


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


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 ProjectAn Innovative Measure of Student Skills


ObjectiveTo support the teaching and assessment of college and career-readiness skills in schools

StrategyStudent 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 BergerDirector of Information and the School Library System

Southern Westchester BOCESElmsford, New York

[email protected]

What are the characteristics of effective professional development?

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 teachersProfessional 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

SpacesSocial Bookmarking

– Del.icio.us, DiigoContent Collaboration

– Wiki, Google DocsMedia Sharing

– Voicethread, Flickr, PodcastsSocial 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

Stripling Inquiry Process• 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* 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

Manage & Organize Information

http://Diigo.com a social bookmarking tool

Diigo.com

Social Networking

http://ning.com

Media Sharing

http:www.voicethread.com

Voicethread

Voicethreads

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-EmbeddedPerformance Assessment

Stuart KahlMeasured Progress

A Little History• Performance assessment definition• Authentic assessment in the 90s

o Why it happenedo What it looked likeo What happened to it

New Forces at Work• Economic competitiveness• 21st century skills• Common standards• School reform• Interim assessment counting toward AYP

Interim Assessment Counting – Two Directions• More of same• Curriculum-embedded performanceassessment

Curriculum-EmbeddedPerformance 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/projects3. Reviewers revise/improve4. Tasks/projects piloted, student work gathered5. Piloted tasks/projects with associated materialsposted 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 scores9. Schools submit student work for scoring audit sample

(electronic portfolios)10. Subsequent years, 7-9 repeated for multiple windows11. Scores combined with on-demand state assessmentscores

Overview of Sample Project for CEPA

1. Students receive instruction on methods of heat transfer OR refresh memories via online research

2. 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 labreports4. Individual students investigate and write paperson related topics (e.g., properties of insulators,home insulation, home heating, animal coats)5. Individuals prepare and deliver oral/PowerPointreports on topics above 6. Students respond to follow-up questions on heattransfer 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 [email protected]

Twitter: val_green

assessment, professional development and 21 st century skills valerie greenhill, moderator karen...

Documents

century skills framework

assessment tool slide

online tool slide

century learning

mile guide

ict literacy assessment

plan future progress

ready assessment