Tough Choices or Tough Times calls for first redesign of the American education system in a century. This report of the New Commission on the Skills of the American Workforce shows how the dynamics of the global economy will lead to a steady decline in the American standard of living if this country does not undertake the first thorough overhaul of its education system in a century. It shows how our country can graduate 95% of our students (not two-thirds, as it does now) after 12 years and the majority after only 10 years of grade school. It reveals how billions of dollars can be saved by changing the way students progress through the grades and how the money saved could be used to build high quality early childhood education systems, attract the best and brightest teachers, and provide the resources for even the most disadvantaged students to reach world class standards. This hard-hitting analysis describes the kind of economy needed to sustain our current standard of living and kinds of skills and knowledge that American workers need to make that economy work. It also details the dramatic changes in governance, finance, organization, and management of the American education and training systems that are needed.

Tough Choices or Tough Times was written for anyone concerned with the future of this country and the state of our schools and our job training systems. It provides a well-researched analysis of the issues and a compelling set of proposals for changing our system of education.

National Center in Education and the Economy (NCEE) is a not-for-profit organization dedicated to providing young people with the world-class skills that will allow them to succeed in a global economy. The 26-member commission includes former Cabinet secretaries of labor and education, Senators, Members of Congress, school superintendents, CEOs of major firms, union leaders, and governors.

Where WE ACT came from.....

August 19, 2014

WE ACT RIGHT:The Five Core

Competencies and the Five Core Values

5

What we ought to learn?“A curriculum defines what we ought to learn. For what? To become

competent to live a life that we freely chose, for which we are fully responsible, and that brings us realization. A curriculum, therefore, is not a set of subject matters (‘disciplines’) we need to assimilate, but a matrix of competencies we need to build” - Eduardo Chaves, 2008

“There is a strong degree of consistency between the school core values, vision, mission. The schoolwide learner outcomes, and the school program that reflects the school’s explanation of global competencies” – WASC Focus on Learning, International Edition, p. 68, 2014

The following Five Core Competencies have been found by experts to be necessary for students to be successful in this 21st century. Hence, NJIS is being modeled after and built for the ideal knowledge-worker educational model by offering a rigorous academic program based upon these competencies as an exemplar for international curriculum with appropriate supplements of the most innovative curriculum materials available in the international educational arena.

1.Worldview 2.Emotional Intelligence

3.Academics in balance4.Creativity5.Technology

6Just remember “WE ACT” which implies Action versus simply Preparation

Worldview is a perspective guided by a thorough knowledge of current global issues and an understanding of individual responsibility on the local, national, and international levels as a global citizen.

Learner Understandings:

• An increasingly interconnected world creates new complexities, realities, responsibilities, and opportunities.

• Each person has a responsibility as a global citizen in taking action on the 20 Global Issues.

• All cultures have value, and cultural diversity has to be maintained.

• Collaboration is essential for the solution of global problems.

• There are both positive and negative effects of globalization.

• There is a commonality of all human beings.

71. WE ACT – Worldview

82. WE ACT - Emotional Intelligence

Emotional intelligence is the ability to perceive self and others as unique and valuable to the world. There are five domains of emotional intelligence: knowing your emotions, managing your emotions, motivating yourself, recognizing and understanding other people’s emotions, helping others to manage their own emotions.

Learner Understandings:

• Internal motivation and self-direction are essential.• Empathy and respect for others are essential.• Each person has a responsibility to self and others• Each person must practice self-discipline, self-assessment and proper social

skills.• Each person must know and accept himself.• Self-expression is an important part of developing emotional intelligence.• There is a continuum of respect from top to bottom level: adapting

behavior, cooperating, valuing difference, accepting other viewpoints, tolerating.

• One’s emotional intelligence affects the quality of one’s relationships.• A lack of emotional intelligence can cause social and personal problems.

9

Academics in balance are project based learning experiences that foster the development of the multiple intelligences, creating lifelong learners who are inquiring, knowledgeable, and caring people who will make the world a better place.

Learner Understandings:

• A broad range of knowledge and skills is required for personal success and the ability to contribute positively to the human community.

• There are many ways to acquire knowledge and skills.• Learning can be differentiated to accommodate

individual learning styles and needs.• The human mind is a combination of various

intelligences.• Education is a continuous, lifelong process.

3. WE ACT - Academics in Balance

104. WE ACT - Creativity

Creativity is a mindset characterized by a willingness to generate new ideas, possibilities and outcomes. It is multi-faceted, ranging from cognitive to aesthetic.

Learner Understandings:

• Creativity is stimulated by asking new questions while generating new ideas to apply to various situations and challenges.

• Every human being has the capacity to be creative.• Environment has a dramatic effect on creativity. • People may not exhibit the same level of creativity in all areas.• Self-assessment and self-motivation are needed to allow the

learners to foster creativity in all facets of their education.• Creativity takes many forms.• Creativity is applied imagination, a step into creating something

new and /or putting it into action.• Creativity takes various forms: it can be an ability, an attitude or a

process.

115. WE ACT - Technology

Technology is a tool which allows an individual learner to enhance or to facilitate his or her learning process.

Learner Understandings:

• Technology expands our ability to communicate through a wide range of media.

• Technology allows us to efficiently access, store, and use information.

• Technology supports self-directed learning.• Technology supports differentiated learning.• Technology is a tool to assist human

intelligence, not a substitute for it.

12WE ACT

WorldviewEmotional Intelligence

Academics in BalanceCreativity

Technology

The Five Core Competencies.

13But HOW do WE ACT?

Core Competencies are fine……but we need Core Values for students to

uphold everyday.

So……how do WE ACT?

WE ACT RIGHT!

Respect for your self and othersIntegrity in making the correct decisions

Good Deeds to help others in needHard Work leads to certain

masteryTeam Spirit to help

everyone

14The Five Core Competencies and the Five Core Values

Competencies = WE ACT Values = RIGHT

WE ACT RIGHT at NJIS.

Right?

Right!

August 19, 2014

WE ACT RIGHT