21st-Century Teaching This issue of the Teacher PD Sourcebook won’t likely resolve the arguments around 21stcentury

skills. But we hope it gives you greater knowledge and inspiration as you navigate your own path as an educator in a time of momentous change.

21st-Century Teaching
By Anthony Rebora

The term “21st-century skills”—generally used to refer to such competencies as digital literacy, critical thinking, and problem solving—is a loaded one in education today. It often seems to pit advocates of constructivist, technology-enhanced learning against traditionalists who stress the centrality of content knowledge. In thinking about the concept for this issue, however, we’ve tried to take a less black-and-white approach. The world has changed a great deal in the last two decades, particularly as a result of developments in information technology. We wanted to look at how conscientious teachers and schools are integrating these changes into their classrooms, and how teachers’ own work is affected. Fittingly, we begin in our From the Field section with a pair of essays by distinguished veteran teachers who reflect on how they are working to enhance their practice in light of the changes in our society and economy. Our Features section opens with an extensive Q&A with Will Richardson, an English teacher-turned-tech expert who believes that innovations in digital technology present a whole new—and still largely unrealized—dynamic for K-12 instruction. To get additional perspective on how education is changing (and how it’s not), we asked 11 prominent educators for their personal definition of the term “21st-century learning.” Turning from theory to practice, we explore how one Massachusetts district is cultivating new learning priorities, in large part through specialized professional development and a process of cultural change. Finally, we preview a new book that looks at how the role of teacher leaders might be transformed as a result of technology changes and new models of schooling. This issue won’t likely resolve the arguments around 21st-century skills. But we hope it gives you greater knowledge and inspiration as you navigate your own path as an educator in a time of momentous change

Initiatives Foster Discovery-Based Lab Experiences New efforts aim to help science students interact more directly with the natural world.

Initiatives Foster Discovery-Based Lab Experiences

New efforts aim to help science students interact more directly with the natural world.
By Erik W. Robelen

The postings on the National Lab Day website are akin to something you might find through an online dating service. Only these aren’t from lonely singles looking for a soul mate. They’re from teachers seeking help with hands-on science projects, whether the expertise of a scientist or engineer or money to help pay for a special activity or lab equipment. The titles give a flavor of what teachers are after: “Extreme Science Lab Make Over,” from a teacher in Webster, Texas. The “Butterfly Garden,” from Aurora, Ill. “Cells R Us,” from Port Charlotte, Fla. “ ‘Do’ Science Not ‘View’ Science,” in Summerville, Ga., and “Cadaver Lab,” in Missoula, Mont.

As part of a National Lab Day project, Chemical Engineering Professor Benjamin Davis of The Cooper Union Albert Nerken School of Engineering works on a chemical experiment with students at the East Side Community High School in New York. —Emile Wamsteker

National Lab Day is a public-private initiative (and not a one-day event, despite the name) launched last school year to bring more “authentic, hands-on, discovery-based lab experiences to students,” according to organizers. “We’re putting aside the textbook for a little bit,” said Jack D. Hidary, an entrepreneur in the finance and technology sectors who is chairing the initiative. “We’ve got astronomers working with kids. We’ve got doctors coming in, ... scientists from NASA.” Amid growing national attention to promoting education in the STEM fields of science, technology, engineering, and mathematics, a number of recent efforts have emerged to address what’s seen as a critical component: helping students get access to high-quality laboratory experiences. They range from the advent of National Lab Day, to plans to rethink and enhance the lab component of Advanced Placement courses as part of an ongoing AP science redesign, to an initiative by the nonprofit Center for Excellence in Education to promote new models for fostering effective lab education in up to a dozen states.


Connecting with Scientists Organizers of National Lab Day have worked hard to drum up attention for their initiative, a partnership among federal agencies, foundations, professional societies, and other STEMrelated organizations, such as the National Science Teachers Association, the American Chemical Society, and the National Science Foundation. Launched in conjunction with the actual National Lab Day on May 12 last spring, the website is an ongoing community-building platform for science educators and students. The emphasis of the project is not only on promoting hands-on science, but also on connecting students with professionals to inspire them. Teachers register online and describe the projects they’re looking for help with. Once a request is posted, a teacher is matched with a list of local volunteers and potential funders who have registered and get notified. Volunteers can browse requests online. The site includes searchable lists of both live and archived projects, as well as map of project locations. Hidary, the initiative’s chairman, who likens the design of the website to online dating, said: “One out of eight marriages are from dating websites.” Thinking Like Scientists Several experts also point to the ongoing AP science redesign as a powerful lever for transforming lab education. The College Board, in close consultation with outside experts, is working to redesign AP courses and exams in biology, chemistry, physics, and environmental science—work that is expected to bring a reformulated and enhanced role for lab education. Overall, the redesign seeks to foster students’ understanding of science by limiting the breadth of content covered and emphasizing the practice of scientific inquiry and reasoning. The changes would take place no sooner than the 2012-13 academic year.

10th grade science students at the East Side High School in New York look at a water sample during an experiment. —Emile Wamsteker

As part of that work, the definition of a lab in AP courses is being expanded and aligned with the vision laid out in a 2005 report


96 Add to Cart PDF Your Price PDF Download [1.3 MB] PDF Chapters PDF? What am I buying? $38. she said.” She added: “We want students to be able to think like scientists.” Lab investigations in AP courses. Sharpe.. said Tonya D.. .50 $5. We also have a great emphasis on student-directed and inquiry-based activities.95 $44. “We use that as our foundation. 7 x 10 Publication Year:2005 PAPERBACK + PDF$58.” Building New Lab Models 4 . will be “integrated throughout the curriculum. not treated as discrete activities. the director of AP science at the New York City-based College Board.America's Lab Report: Investigations in High School Science Status: Available Now Size: 254 pages.50 Αρχή φόρμας buy it 11311 0-309-13935-X 1 Τέλος φόρμας Print List Price Your Price PAPERBACK ISBN-10: 0-309-13934-1 ISBN-13: 978-0-309-13934-2 $49.20 Add to Cart Select by the National Research Council that called for lab experiences that enable students to interact more directly with material world.

state officials. (ETS). With Time Teachers who received two years of comprehensive induction services boosted student scores in reading and math more than teachers in a comparison group who didn’t receive the support. corporations. from high school educators to universities. 04. “because one state is not like another. a study by the U. has plans under way to ratchet up its work promoting high-quality labbased experiences for students. Issue 01. N. “Comprehensive” teacher induction programs—which are intensive. organizes the annual USA Biology Olympiad competition for high school students. Study: Induction Works. in a different form. It will promote promising models of hands-on and virtual-based science education. 2010 Contact: Cheryl Pedersen. the ceter’s president. Study: In 2004.” This article originally appeared. Department of Education’s Institute of Education Sciences. This is the study’s third and final report on the program’s impacts. among other activities. and others.Meanwhile. Department of Education’s Institute of Education Sciences Two Years of Comprehensive Teacher Induction Can Boost Student Achievement Mathematica Study Finds No Impacts on Other Outcomes. (609) 275-2258 Issue: High teacher turnover and poorly prepared teachers. Researchers studied induction programs provided by Educational Testing Service of Princeton. Va. replicable.009 teachers in 418 elementary schools in 17 medium and large urban school districts in 13 states. Single Year of Intervention Has No Impact Media Advisory: June 30. Page 4 Study: Induction Works. With Time Teachers who received two years of comprehensive induction services boosted student scores in reading and math. Mathematica Policy Research began conducting a large-scale evaluation of comprehensive teacher induction for the U. and sequentially delivered through experienced.S. instructionally focused. and measurable. a nonprofit organization based in McLean. trained full-time mentors—represent one approach to attracting.J. can hurt student achievement. retaining. 5 . This study aimed to determine whether comprehensive teacher induction improves teacher and student outcomes.. The group is planning to work with eight to 12 states. but often the support is limited. the Center for Excellence in Education.S. and the New Teacher Center at the University of California. particularly in urban school districts. beginning with Indiana and Virginia. Many districts offer beginning teachers some form of teacher mentoring or orientation. • • The study involved 1. “We are not doing a cookie-cutter approach. with an eye toward practices that are cost-effective. that. through public-private partnerships to improve lab education. The effort will target key players in each state. structured. Vol. and promoting high quality teaching. DiGennaro. Santa Cruz (NTC). in Education Week. a study finds.” said Joann P.

Eric Isenberg.J. the two-year intervention raised test scores.. employment. In the remaining 7 districts. N. senior researcher and lead author of the report.” Report: “Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study. However. finds. provides a full range of research and data collection services. Martha Bleeker. In the third year. and private-sector and international organizations. Neither exposure to one year nor exposure to two years of comprehensive induction had a positive impact on teacher attitudes. research assessment and interpretation. treatment teachers were offered two years of such services. Calif.J. Sarah Dolfin. D. a nonpartisan research firm. and program performance/data management. Chicago.” said Steven Glazerman.” Steven Glazerman. treatment teachers received more support than control teachers. and release time for mentors to observe their charges and provide feedback on their instruction. Ill. to improve public well-being. For teachers who received two years of comprehensive induction. Mich... In 10 districts. a Princeton. nutrition. June 2010. N. did not help districts retain teachers or make them feel more satisfied or better prepared to teach compared to usual levels of new teacher support. Conducted by Mathematica Policy Research. which can be quite expensive. Comprehensive induction programs take a more-structured approach to new-teacher support and include a careful selection of teacher mentors. retention or the composition of the workforce. During the comprehensive induction program. attitudes. including program evaluation and policy research. Researchers used longitudinal surveys to measure a cohort of beginning teachers’ receipt of induction and related support services.-based evaluation firm. survey design and data collection.. They observed classrooms and collected student test scores from districts to measure impacts in the classroom. has conducted some of the most important studies of education. The employee-owned company. health care.. international. the study compares outcomes for teachers who received comprehensive induction provided by trained mentors with those who received typical novice-teacher supports provided by their district.. • • Findings: • • • • Quote: “There is both good news and bad news in this study for policymakers. disability. foundations. Its clients include federal and state governments. Matthew Jacobus.• The study design used random assignment to form one group of teachers exposed to the more intensive and comprehensive teacher induction (treatment) and an equivalent group exposed to the district’s prevailing set of induction services (control). “Comprehensive induction. Cambridge. For teachers who received one year of comprehensive induction. with offices in Princeton.C. there was no impact on student achievement in the first two years. 6 . Executive Summary. the treatment teachers were offered one year of comprehensive services. Mary Grider. there was a positive and statistically significant impact on student achievement. formative assessments to gauge teacher progress. family support. About Mathematica: Mathematica Policy Research. Amy Johnson. Ann Arbor. and mobility patterns. Mass. and that is often the bottom line for policymakers. and early childhood policies and programs. Oakland. equivalent to increases of 4 percentile points in reading and 8 percentile points in math. there was no impact on student achievement. and Washington.

however. The “2009 High School Survey of Student Engagement.” with “lack of relevance” of the material following not too far behind. induction programs had no effect on scores. reveals that 66 percent of the students surveyed said they are bored at least on a daily basis in school. Earlier iterations of the study had found that. Some 35 percent of the bored students. such programs led to statistically significant improvements on student test scores in both reading and mathematics.. with 17 percent reporting that they are bored in every class. the students gave the highest positive ratings 7 . the factor students most frequently cited as the cause of their boredom was that the “material wasn’t interesting. raising suspicions that they could be Russian spies.. after the two years. Anyone?' A recent annual survey on student engagement has found that U. "2009 High School Survey of Student Engagement" Indeed. Vol. the report suggests that providing greater interaction of some sort might be at least part of the answer to relieving students’ malaise. high school students continue to be bored. The Engagement Factor The Center for Evaluation and Education Policy asked high school students to rate the degree to which various types of instructional methods excite or engage them. SOURCE: Center for Evaluation and Education Policy. (Kidding about that last part. indicated that the source of their boredom was a lack of interaction with their teacher.. Asked to rate the degree to which various types of classroom work excite or engage them. 04.S. 'Anyone?. Issue 01. Page 'Anyone?. in the first two years.pdf conducted by the Center for Evaluation and Education Policy at Indiana University.) Perhaps not surprisingly.” 28pp HSSSE_2010_Report.According to the study. Anyone?' By Anthony Rebora A recently released annual survey on student engagement has found that. high school students continue to be bored. in the grand American tradition. Two percent of the students said they are never bored in school..

how would it be distributed? SOURCE: Nielsen NetView.to “Discussion and Debate” (especially when “there are no clear answers”) and “Group Projects. Internet time were condensed into one hour. and support an environment where students can be heard. and administrators. Web Time If all U. California educator Matt Levinson has a few tips. Levinson acknowledged that computer abuse—cyberbullying. and addictive digital behaviors around gaming—can hamstring a school community and create a climate of fear among parents. Listen to Students Schools need to take student concerns and interests seriously. By contrast. The students also indicated. June 2010 8 . teachers. Vol. hacking. Levinson uses his own school as a case study to offer suggestions for getting students up to speed on healthy Internet behavior. In an e-mail exchange with the Teacher PD Sourcebook. “Teacher Lecture” received the lowest ratings.” “Projects and Lessons Involving Technology” also scored well. Creating School-Wide Netiquette By Elizabeth Rich If the idea of social networking sends chills down your spine. Issue 01. 04. or if you’re concerned about how to stem poor Web etiquette in the classroom. From Fear to Facebook: One School’s Journey (ISTE).S. plagiarism. Page 7 Creating School-Wide Netiquette A California-based educator gives five suggestions for getting students up to speed on healthy Internet behavior. with only 26 percent of students responding positively. In his recently published book. that they would welcome more opportunities to be creative at school. But he also suggested five steps schools can take to shift the cultural tide “from peril to possibility”: 1. with a whopping 82 percent in agreement.

and scores on licensure examinations. creative possibilities that digital media generates. Alternative measures of teacher qualifications and different kinds of reward systems might be more effective at improving teacher quality. 04. RAND researchers found no evidence that these standards have a substantial effect on student achievement in Los Angeles public elementary. it has been difficult to understand how to raise the overall quality of classroom teaching. School communities need to be open to learning about the latest tools with students. As a result. Issue 01.2. Keep Learning With Your Students Technology is moving at lightning speed. To break this cycle. Partner with Parents Schools need to work in partnership with parents so that school and home are on the same page when it comes to computer use. 3. parents. However. Urban schools serve a large number of low-income. middle. Remember That Kids Are Kids Students will make mistakes and test boundaries. at-risk students and tend to employ teachers with qualifications and credentials lower than their peers in more affluent suburban schools. Parents and teachers set the tone through their willingness to sit next to and learn from students. Urban school districts face special challenges in educating youth. 5. A new study What Teacher Characteristics Affect Student Achievement? Findings from Los Angeles Public Schools Abstract Teacher effectiveness is typically measured by traditional teacher qualification standards. Past studies have been unable to account for why some teachers are more successful than others in 9 . such as experience. and high schools. Vol. Will the Real Effective Teacher Please Stand Up? By Anthony Rebora What makes some teachers better than others? Well. and introducing the imaginative. and policymakers have sought to improve teacher quality in urban schools. 4. urban schools are at risk of providing weak instruction for those students who are most in need of opportunities for academic success. Find a Balance Schools must maintain a balance between keeping students safe with digital media. Page 6 Will the Real Effective Teacher Please Stand Up? What makes some teachers better than others? It depends on which research study you happen to be reading. it depends on which research study you happen to be reading. They need guidance from their teachers and parents. educators. education.

Education experts might wish to rethink the current knowledge requirements of new teachers and develop alternative measures that will more accurately predict classroom performance. The RAND researchers then compared these data with teacher-specific information. while it is evident that some teachers are much more effective than others in improving student academic achievement. such as LAUSD teacher licensure test scores for new teachers and other measures traditionally assumed to indicate teacher effectiveness. This suggests that simply reshuffling teachers from one school to another is unlikely to produce substantial improvement in student achievement in low-performing schools. Policymakers Should Consider Other Measures to Predict Performance The study offers several policy implications. level of professional development. subject-matter.pdf from the nonprofit Rand Corporation.000 students per year in more than 800 schools. other incentives. However. for example. and reading instruction competency tests. The State of California requires new elementary teachers to pass general aptitude. middle. That includes years of experience. Therefore. it might be promising to reward teachers for their performance rather than for qualifications that are not associated with their ability to improve student achievement. such as degrees obtained and years of experience. The results of the study. effective teachers by redistributing teachers among schools. The study's findings suggest. 2010 10:19 AM| 4 Comments|Recommend 10 . which were similar for elementary. and these characteristics are commonly assumed to correlate with greater teacher effectiveness. When the researchers compared teacher licensure test results with teacher performance in terms of student test scores. Second.raising achievement. LAUSD is the second-largest public school district in the United States. These findings suggest that the measured basic skills. they found that a five-year increase in teaching experience affected student achievement very little — less than 1 percentage point. The traditional compensation system might provide too little incentive for the more effective teachers to deliver their best performance. RAND researchers examined the relationship between teacher quality and student achievement by analyzing five years of math and reading standards tests and other records from students in elementary. RAND_RP1410.and high-performing schools is only about 1 percentage point. These findings have implications for the way in which teacher quality and effectiveness should be assessed and valued by a school district. and higher-level educational degrees. there was no direct connection between the traditionally assumed measures of teacher effectiveness and student achievement over time. examines data from the Los Angeles Unified School District over a five-year period and concludes that there is little correlation between teacher effectiveness (as measured by student test-score progress) and any particular qualifications or credentials. Using the multilevel data gathered. While such characteristics as experience and education should remain valued. allowing the researchers to examine student progress from year to year and across classrooms led by different teachers. implying that new methods of teacher assessment might be needed. it is important to assess whether these qualities positively affect student achievement scores to ensure that the reward system is in fact helping school districts attract and retain the teachers who will achieve the desired effects. such as pay-for-performance programs. On the other hand. and it provides incentives for further education that does not appear to contribute to student performance. education level attained. First. and they have not identified any direct links between student achievement scores and specific teacher characteristics. the study's findings suggest that traditional measures of teacher quality do not predict classroom performance. Licensure tests restrict entry into the teaching profession. and high schools in the Los Angeles Unified School District (LAUSD). Some education reform efforts focus on improving low-performing schools' repertoires of high-quality. or licensure test scores. Even failing a licensure exam showed no “statistically significant link” to a teacher’s future effectiveness. however. most compensation systems reward teachers for their years of experience and education. Teacher pay is typically based on teacher experience and education level. Efforts to Improve Teaching Cannot Rely Entirely on Traditional Measures of Teacher Quality There is little evidence to suggest that the teachers who can increase student achievement are concentrated in a few high-performing schools. and high schools. with K–12 enrollments reaching 730. the level of education held by a teacher proved to have no effect on student achievement in the classroom. while the teacher is an important determinant of a student's achievement. Similarly. If a candidate fails one or all of these examinations on the first attempt. might help further motivate teachers in the classroom. Student achievement is unaffected by teacher licensure scores. such as experience. suggest that. Traditional teacher qualifications have little influence on classroom achievement. Moreover. subject-matter knowledge. he or she may opt to retake one or all of the examinations in order to obtain licensure. Currently. The data linked individual students to their classroom teachers each year. considerable resources are expended on these exams. Read the Full Report 48pp. They found that the teachers who were effective at raising achievement were in fact evenly distributed across schools in LAUSD and that the teacher effectiveness gap between low. they found no relationship between student achievement and teachers' test scores. the researchers assessed whether teachers who are effective at raising test scores are indeed unevenly distributed. The researchers also analyzed whether failing the exam before later passing it was related to student achievement and found no statistically significant link. it also encourages them to develop other ways to improve teaching in low-performing urban areas. While this finding poses a problem for educators and policymakers seeking to enhance teacher quality. when the researchers analyzed student achievement data along with teacher qualifications. and reading pedagogy scores of elementary teachers do not contribute to improved student achievement. that these factors do not accurately predict a teacher's effect on student achievement. middle. a newly published study Study: Teaching Credentials Still Matter By Debra Viadero on July 21.

such as holding a traditional license or having earned a master's degree. Getting a high score on the subject-matter tests that teachers take for certification also was linked to greater student learning gains—especially in algebra and geometry. most measurable teacher credentials do indeed matter. don't seem to matter much when it comes to improving student achievement. which suggests that the process itself may improve teaching. Duke University researcher Helen F.If you listen to a lot of policy discussions on education. as have previous studies in other states. The data showed that black teachers teaching white students and male teachers teaching female students were linked to negative effects on student achievement. But what's worth noting here is that the learning gains begin to show up in the year during which teachers are making their applications. the researchers turned up some unexpected findings that puzzled and disturbed them. Ladd and her research partners took a look at scores from the end-of-course exams that all high school students are required to take in North Carolina. With regard to master's degrees. that the end-ofcourse exam scores used for this study may actually be a better barometer of what goes on in a classroom than the broader exams that students take in earlier grades. The studies are: 1) old. But teachers who got a master's degree after they began teaching were found to do a better job at boosting students' test scores than did their less-educated teaching peers. Ladd says that there are two problems with those studies. the North Carolina data show that teaching experience matters—up to a point. They were less likely to have teachers with high test scores or degrees from competitive schools. Ladd and her colleagues say. Teachers who had earned a master's degree before entering the field were no more effective than those without master's degrees. the researchers found. They looked in particular at statewide data for four cohorts of 9th and 10th graders for whom they could find and match up data on their teachers. After five years on the job. In keeping with previous studies on teacher quality. And they have a large enough impact on student achievement. 11 . The researchers also found that teachers who had graduated from more-selective colleges spurred bigger learning gains in students than those from less-selective schools. and 2) focused mostly on elementary school children. was that at the high school level. Now for the bad news: The researchers found. to suggest that they ought to figure into policymakers' decisions on how to raise the quality of instruction in schools. While based on data for just one state. the researchers' findings were a bit more nuanced. (The final sample included tens of thousands of students. these results suggest other factors may useful markers of teacher quality. too. teachers who were certified in the subject they taught were found to be more effective than those who were not. To gather newer data on the impact of teacher credentials and characteristics on high school students' achievement. Schools with high concentrations of poverty were more likely than schools serving wealthier populations to have alternatively certified teachers and novices. All of this is worth keeping in mind because many experts are calling for judging teaching effectiveness based mostly on students' test scores. these researchers say. chances are that you've heard one scholar or another stand up to talk about how teacher credentials. that teachers who had the "right" test scores and credentials were unevenly distributed among schools.)The bottom line. another year of experience didn't seem to make that much more difference. Teachers' earning certification from the National Board for Professional Teaching Standards also helped boost students' scores. Likewise. And black males taking Algebra I were about 22 percent more likely than white females to be taught by a beginner. And It's possible. Finally. The study also found that teachers with a "lateral"—or alternative—license were slightly less effective than teachers with traditional teaching licenses.

more attention by school officials. teacher-survey-25th-anniv-2008. And yet raising international knowledge does not appear to be among many U. Vol.pdf is the company’s 25th annual survey of educators." The full study is in the current issue of the Journal of Human Resources. According to a 2009 survey Survey Shows Teacher Satisfaction Climbing Over Quarter Century By Anthony Rebora Teachers’ views on their profession have become markedly more positive over the past quartercentury. 04. Glad that’s all cleared up. global awareness is one of the key competencies advocated by proponents of the 21st-century skills movement. and Future” 191pp. The 12 . Indeed. Issue 01. by Duke University researcher Helen F.S. are associated with everything from whether a teacher has a master’s to where he or she went to college to how well he or she was scored on subject-area certification tests. assuming they hold up in other studies. Page 11 World-Wise Classrooms How well does your school teach "global competency"? World-Wise Classrooms By Anthony Rebora Few adults would disagree that today’s students need to be prepared for an increasingly global world—a world that is vastly more interconnected and internationally competitive than it was even 10 years ago. "We would not recommend rearranging teachers and students to avoid those pairings. Present." Ladd writes in an e-mail response to my query on that last point. better known as CALDER. this study finds. at least partially validating the widespread school improvement efforts of the period."We find those results quite distressing and worthy both of more research and. make sure you check more than one source. … Moral of the story: When it comes to improving teacher quality. “The MetLife Survey of the American Teacher: Past. which is a subscriber-only publication. But an earlier version of the study can also be found on the website for the National Center for Analysis of Longitudinal Data in Education Research. schools’ strong suits. but rather would support efforts to minimize the adverse effects in the future. Test-score boosts. concludes a retrospective-survey report released this week by MetLife Inc. Ladd cross-checks North Carolina high school students’ scores on required end-of-course exams against their teachers’ records and finds that—hold on a second—teachers’ credentials matter quite a bit.

SOURCE: Metlife Inc. (The MetLife Foundation also provides funding to teachermagazine.org. Perhaps even more provocatively. according to the report. according to MetLife. has been consistent over that period. to 66 percent. a sister publication of Education Week. The sampling error is plus or minus 3 percentage points. A “Decent Salary” Perception of Rigor Teachers today say that academic standards are higher than in 1984. according to the report. For the most part. as a way of capturing teachers’ unique and sometimes overlooked perspectives on the conditions in schools and the impact of reform initiatives. and lack of parental support. limited English-language proficiency. a year after the catalytic A Nation at Risk report by the National Commission on Excellence in Education. Teachers also feel better equipped now than in past years when it comes to addressing student-learning challenges such as poverty. and far more teachers today (75 percent. two-thirds of today’s teachers affirm that they were well prepared for the profession. offers a composite look at how those perspectives have changed over the past 2½ decades.) SEE ALSO Read stories from Education Week's yearlong series examining the impact of A Nation at Risk. the percentage of teachers agreeing that they can earn a “decent salary” has nearly doubled since 1984. even surprising in some cases. In addition. based in part on telephone interviews of a nationally representative sample of 1. the trend lines are encouraging.series was begun in 1984. while more teachers today (66 percent) feel respected by society than did their counterparts back then (47 percent). 13 . compared with 45 percent in 1984) say they would recommend a career in teaching to a young person. compared with 46 percent in 1984.000 teachers conducted by Harris Interactive. The current report. The survey method. The proportion of teachers saying they are “very satisfied” with their careers increased from 40 percent in 1984 to 62 percent in 2008.

teachers in urban and secondary schools. While a majority of teachers say their students’ skills in reading. from 39 percent in 1988 to 43 percent now. with the level reaching 30 percent for urban teachers.” Mary Brabeck. For example. while still not reaching a majority. say that the now-pervasive standardized tests are an effective way to monitor student performance. In addition. writing.Even regarding the availability of materials and supplies in schools—a notoriously sore subject among teachers—the numbers have improved: The proportion of teachers rating their access to such resources as excellent.S. The number of teachers saying that students’ learning abilities in their classes are so varied that they can’t teach effectively has also risen. Pointing to significant demographic shifts. 14 . the dean at the Steinhardt School of Culture. Ongoing Challenges Despite the generally positive trajectory of teachers’ responses over the years. and math are excellent or good. nearly half of today’s teachers (up from 41 percent in 1992) say that poverty limits the day-to-day capabilities of at least a quarter of their students. significantly smaller percentages of secondary teachers than elementarylevel teachers feel that way. students’ education. meanwhile. especially those with high concentrations of low-income students. said during a Feb. 25 panel discussion in Washington organized by MetLife. Urban teachers are also considerably less positive than their suburban counterparts on the availability of teaching materials in their schools and the degree of parental support their students receive. according to the report. MetLife’s data also underscore persistent disparities among schools and mounting challenges facing the country’s public education system. and Human Development at New York University. however. “I was surprised at how positive the report is. are significantly less likely than their peers in suburban and elementary schools to rate the academic standards in their schools as excellent. Fewer than half of teachers (48 percent). from 11 percent to 22 percent. for example. the percentage of teachers responding that limited English proficiency hinders learning for a quarter or more of their students has doubled since 1992. down from 61 percent in 1984. Education. She added that the findings could bring a “lot of hope” to educators who often hear only the bad news about their profession. meanwhile. The teachers’ responses also reveal some potentially major cracks in the overall quality of U. according to the report. has doubled—to 44 percent— since 1984.

15 . students rated their teachers’ ability to teach them about foreign nations and cultures lowest among the major categories of knowledge and skills. Only a “small minority” of teachers—15 percent—have made use of an online community or social-networking site related to education. the MetLife report also touches on a number of instructional issues that have gained prominence since the surveys began. Web Resources for Global Learning Africa Access: A nonprofit education organization that collects and organizes resources on Africa for schools and libraries. however. the report notes. In general. particularly involving the potential of new technologies to expand teachers’ resources and capabilities. About half of teachers now use computer software to track data on student progress. Includes an activity center with research projects. the survey finds. The report cautions. Nearly 40 percent have taken an online course for professional credit or a degree program. Vol. Fully 72 percent of teachers say they have never read or written a blog on teaching. Page 12 published by MetLife Inc. and 62 percent use the Internet at least once a week to find teaching resources. that most teachers appear not to have made use of the interactive potential of the Web for professional purposes. and only three in 10 report having communicated online (by e-mail or instant messaging.. 90 percent of teachers agree that technology improves their instruction. Issue 23. for example) with a teacher outside their district. plus a host of reports and interactive resources. By the same token. including school disciplinary policies. Council on Foreign Relations: This nonpartisan think tank offers issues briefs on international affairs and regional news pages. to take just one example. and more than half rate their students as fair or poor in foreign languages. nearly two-thirds of teachers rated their students as only fair or poor in their knowledge of other nations and cultures. and the use of teachers’ time. Anthony Rebora is the managing editor of teachermagazine.org. That is not good synergy.And. nearly two-thirds of teachers rate their students as only fair or poor in their knowledge of other nations and cultures. 28. The report also highlights apparent communication problems between teachers and principals and discrepancies in the groups’ views on a number of issues. parent-involvement levels. Digital Changes Casting its view forward. in an increasingly global economy.

World Bank’s Youthink: Provides research and resources geared towards kids on international development. and socioeconomic status. A section especially for educators is under development. Words Without Borders: This online magazine publishes translations of contemporary international literature. “formulating and exploring globally significant questions that address” foreign peoples and cultures.” Communicating ideas. Kids Around the World: A project of the National Peace Corps Association. They should also be able to speak at least one language in addition to English. It is to address such trend lines that the Asia Society. Here’s the run-down of those principles: Investigating the world. Globally competent students understand that others may not share their own perspective on an issue. with member classrooms in 200 countries and territories.ePals Global Community: This site facilitates inter-school online collaboration projects. teachers. and scientists on inquiry-based investigations of the environment and Earth. elementary school children to the lives of children of the same age in developing countries around the world. for example. SOURCE: Asia Society. A feature for parents and teachers is under development. a nonprofit organization that seeks to promote international understanding. Includes a games section. Worlds of Words: An online collection of international children’s literature. Students should have the capacity to be aware and take an active interest in the world and international experiences. region. World Almanac for Kids: Compiles kid-friendly facts and data on the world and its people and nations. recently published a report titled “Ready for the World: Preparing Elementary Students for the Global Age. the report aims to help schools and teachers get started in moving toward a more international orientation by defining the basic principles of what it calls “global competency” in learning. Search by region and age. this site uses multimedia to introduce U. and they are able to “identify influences on the development of different perspectives. The GLOBE Program: This science-focused site facilitates collaboration among students. Recognizing and weighing perspectives. Includes classroom activities and an interactive-collaboration feature.” Fostering ‘Global Competency’ Among other things.S. Today’s students should be prepared to communicate (both verbally and nonverbally) with diverse audiences characterized by differences in culture. International Children Digital Library: A digital library of world literature for children. This includes. 16 . faith.

Students should be able to use the content knowledge they acquire in math. and history to better understand and inquire into international events and cultural issues. says that one of the best ways to get started in fostering a global mindset is simply to incorporate a daily emphasis on current events.S. or if you’re concerned about how to stem poor Web etiquette in the classroom. Issue 01. how would it be distributed? 17 . and addictive digital behaviors around gaming—can hamstring a school community and create a climate of fear among parents. science.” she says. Internet time were condensed into one hour. “It’s amazing how five minutes a day on what’s going on that we all should know about can transform student thinking. In his recently published book. and support an environment where students can be heard. teachers. California educator Matt Levinson has a few tips.” They should be able to understandwhere and how they might be able have an impact in the world and engage in service projects responsibly. Web Time If all U. Levinson uses his own school as a case study to offer suggestions for getting students up to speed on healthy Internet behavior. literature. By virtue of their growing knowledge of the world. and administrators. Vol. Levinson acknowledged that computer abuse—cyberbullying. Listen to Students Schools need to take student concerns and interests seriously. From Fear to Facebook: One School’s Journey (ISTE). an education professor at the State University of New York-New Paltz who is the primary author of the Asia Society’s report. Seem like a lot to take on? Mary Ellen Bafumo.Taking action. hacking. plagiarism. 04. But he also suggested five steps schools can take to shift the cultural tide “from peril to possibility”: 1. Acquiring and applying disciplinary and interdisciplinary knowledge. In an e-mail exchange with the Teacher PD Sourcebook. students should also “feel empowered to make a difference in it. Page 10 Creating School-Wide Netiquette By Elizabeth Rich If the idea of social networking sends chills down your spine.

5. 4. education level attained. Ladd cross-checks North Carolina high school students’ scores on required end-of-course exams against their teachers’ records and finds that—hold on a second—teachers’ credentials matter 18 . That includes years of experience. Remember That Kids Are Kids Students will make mistakes and test boundaries. Even failing a licensure exam showed no “statistically significant link” to a teacher’s future effectiveness. Parents and teachers set the tone through their willingness to sit next to and learn from students. examines data from the Los Angeles Unified School District over a five-year period and concludes that there is little correlation between teacher effectiveness (as measured by student test-score progress) and any particular qualifications or credentials. Partner with Parents Schools need to work in partnership with parents so that school and home are on the same page when it comes to computer use. for example. 04. 3. and introducing the imaginative. They need guidance from their teachers and parents. or licensure test scores. Page 6 Will the Real Effective Teacher Please Stand Up? By Anthony Rebora What makes some teachers better than others? Well. Keep Learning With Your Students Technology is moving at lightning speed. On the other hand. Vol. it depends on which research study you happen to be reading. creative possibilities that digital media generates. School communities need to be open to learning about the latest tools with students. Issue 01. June 2010 2.SOURCE: Nielsen NetView. Find a Balance Schools must maintain a balance between keeping students safe with digital media. A new study from the nonprofit Rand Corporation. a newly published study by Duke University researcher Helen F.

"Educators. … Moral of the story: When it comes to improving teacher quality. and 19 . and assistant principals. according to a study. in partnership with Walden University. Technical Difficulties By Ian Quillen Despite being younger and fresh out of teacher-training programs. Technology and 21st-Century Skills: Dispelling Five Myths" The researchers also found that administrators and teachers often differ about how best to support technology use in schools. less experienced teachers are no more likely to use technology in the classroom than their more experienced colleagues. Issue 01.000 K-12 teachers. The study is based on a nationwide survey of more than 1. according to a study.quite a bit. The survey was conducted by Grunwald Associates of Bethesda. Page 11 Technical Difficulties Despite being younger and fresh out of teacher-training programs. Test-score boosts. make sure you check more than one source. one of five “myths” the study refutes about teachers and technology. challenges the assumption that growing up technology-literate translates into being comfortable using technology as a teaching—or learning—tool. Glad that’s all cleared up. are associated with everything from whether a teacher has a master’s to where he or she went to college to how well he or she was scored on subject-area certification tests. principals. Vol. Teacher Tech Use and 21st-Century Skills Instruction According to a nationwide survey. The finding. 04. Md.. less experienced teachers are no more likely to use technology in the classroom than their more experienced colleagues. SOURCE: Walden University. this study finds. that teachers don’t feel they receive enough professional development to help them effectively integrate available technology into their classrooms. teachers who described themselves as frequent technology users were more likely to place a greater emphasis on so-called 21st-century skills instruction and to perceive a stronger effect from student technology use on the development of these skills.

help them better understand the applicability of their skills to real-world projects. 04. thanks in part to organizations like GenYES and the New York-based United Network of Student Leaders that aim to give students a greater role in school technology implementation and instruction. Issue 01. Issue 01. students' involvement in planning and curriculum development can increase their ownership of the material. who better to help you than the YouTube experts sitting right in front of you? Proponents say that. strengthen their problem-solving skills. Page 7 Adapting Teaching to a New Era A high school English teacher reads up on 21st-century learning. Vol. and. So. the tables are turned? That idea is gaining some currency. 04. Page 8 Who’s Teaching Whom? The idea of having students as teachers is gaining currency. Meanwhile. tradition may say that the teacher is the one who does the instructing and the student is the one who learns. But what happens when. more job-embedded alternative to formal professional development.that teachers who are frequent users of technology are more likely to emphasize instruction in so-called 21st-century learning skills. on occasion. such as problem-solving and critical thinking (see graphic). Vol. By David B. Adapting Teaching to a New Era A high school English teacher reads up on 21st-century learning. Students in today’s schools have grown up in a world of rapidly changing technology. thanks to organizations that aim to give students a greater role in school technology implementation and instruction. student-led classroom-tech projects can be a cheaper. Cohen 20 . The logic is simple.0 tools into the classroom. with the guidance of the teacher. for teachers. From the Field Who’s Teaching Whom? By Bryan Toporek Sure. if you’re trying to figure out how to develop an online video project for a particular unit. even as many teachers may be struggling to incorporate Web 2.

publications and policy reports. One part of my learning involved reading 21st Century Skills: Learning for Life in Our Times. and curricular resources to bring their students up to certification–level competence in a variety of technical and business fields. called “Route 21” provides a one–stop shop for 21st century skills–related information. A rich collection of the work of the Partnership for 21st Century Skills can be found on the P21 Web site –including detailed explanations and white papers on the skills and educational supports in the P21 framework. The goal is for Route 21 to be a universal collection of the most useful and effective resources available on 21st century learning. and developing 21st century skills. I put in some long hours reflecting on my teaching practice and looking for ways to improve it. the results of national surveys. professors. and technical institute staff the training. These standards for 21st century learners and the accompanying resource materials clearly outline the skills needed to be an information–literate student. Chapter Two—The Perfect Learning Storm: Four Converging Forces A number of high–tech corporations are making substantial philanthropic investments in global programs to attract students to technical fields and to train and certify them in technical skills. one stands out as particularly informative and useful—the collection of online resources from the American Association of School Librarians.S. like many teachers. You are encouraged to rate the resources you use in Route 21 and to add new resources you find useful in teaching. These so–called academy programs provide teachers. technology tools. Here are a few we find most helpful: • • • The Illinois Math and Science Academy’s Problem Based Learning Network (PBL Net) The University of Delaware’s Problem–Based Learning resources and clearinghouse The George Lucas Educational Foundation’s Edutopia resources on project learning Chapter Four—Digital Literacy Skills Information Literacy Among a wealth of information literacy sources. and community tools. a global community of over a thousand media education organizations 21 . Three notable examples of these academy programs: • • • The Cisco Networking Academy The Oracle Academy The Microsoft IT Academy Chapter Three—Learning and Innovation Skills One useful online guide to resources that develop critical thinking and problem solving can be found at the Foundation for Critical Thinking. There are a wealth of online resources for problem. and librarian in our times. research studies. The following are online resources the authors have found informative and useful in their work on 21st century learning. We’ve found these particularly useful: • • The Center for Media Literacy The Media Channel. building some of the essential knowledge work skills needed in the 21st century.and project-based learning that build skill in problem solving and critical thinking. teacher. This list is not intended to be exhaustive—it is merely a selection of organizations and programs the authors have found helpful in moving aspects of the 21st century skills movement forward. resources.This summer. states to integrate 21st century skills into the fabric of everyday learning. Media Literacy There are a number of helpful media literacy online resources. A special repository of resources. learning. and a description of the work going on in a number of U.

a consortium of companies and organizations promoting 22 . Many of these programs provide practicing teachers the training to integrate both technology tools and 21st century skills into their teaching methods. Both Trilling and Fadel have served on the board of the Partnership for 21st Century Skills. Productivity and Accountability In addition to the many programs and courses for new and in–service teachers at education colleges around the world. an organization promoting technology integration in higher education The United Nations Educational. Chapter Eight—Retooling Schooling Support Systems An international organization that is pioneering large-scale assessments of some of the 21st century skills is the Organization for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA). though based in the United States. Information about the Whole Child initiative can be found at www. a number of corporations and foundations are also investing in the professional development of primary and secondary teachers.S. organization that has produced a series of exemplary white papers called “Class of 2020—Action Plan for Education.nmun. Scientific and Cultural Organization (UNESCO) has a sector focused on ICT literacy for teachers One particularly strong U.org by Bernie Trilling and Charles Fadel. can be found at the State Education Technology Directors Association Web site Chapter Five—Career and Life Skills Social and Cross–Cultural Interaction An important resource for developing pro–social skills is the organization Educators for Social Responsibility The Asia Society has a wealth of resources on international and cross-cultural education. where students simulate United Nations council meetings to resolve an international crisis—see www. have an international presence and work toward the effective application of information and communication technologies in all aspects of education: • • • • • The International Society for Technology in Education The Consortium for School Networking The Association for Educational Communications and Technology Educause.ascd. From Skills to Expertise: Future Learning Frameworks The vision of “whole learning for the whole child” has been well developed by the ASCD organization and its global networks and affiliates.• • The Media Clearinghouse Common Sense Media ICT Literacy The following organizations.” which may be useful for other countries.org. Here are a few prominent examples of these teacher development programs: • • • • • • The Intel Teach Program Microsoft’s Partners in Learning program Oracle Education Foundation’s Professional Development programs Apple’s Professional Development program The Pearson Foundation’s Digital Arts Alliance program The Buck Institute’s Project Based Learning Academies Leadership and Responsibility One example of the many programs that help students develop their leadership and responsibility skills—in this case in an international context—is the Model UN program.

In recent years. but should approach the book with the understanding that it is more a conceptual work than a “how-to” manual. I’m making progress and falling behind at the same time. That consensus can be seen through a discussion exercise that Trilling likes to use in his presentations. As I read the book. Fortunately. the business community. Bernie Trilling and Charles Fadel's book on 21st-century skills spurred the author to reflect on his teaching practice.a new vision of American education oriented around recent transformations in society and workplaces. You will not find many reproducible black-line masters to adapt for classroom use. Teachers will benefit from the book’s specific examples of 21st-century learning in practice. I experienced something I often feel when I immerse myself in new ideas in education—the sense that. has spoken to many audiences about 21st-century learning. in my own practice. He believes that there is a fairly broad consensus around the general thrust of the concept. one of the authors. In his conversation with me. Trilling described the book’s intended audience as educators at every level. First. happens to be a parent at my school. it is important to recognize that Trilling and Fadel’s book was not written exclusively for teachers. educated public. and I was able to sit with him for a long conversation about the book and how teachers can grow in understanding and integrating 21st-century skills without being overwhelmed by the changes. The exercise consists of four questions (paraphrased here) that are also included in the introduction to the book: • What will the world be like when our students are out of school and well into careers and adulthood? • What skills will they need to succeed in those careers and as citizens of that world? 23 . who is the global director for the Oracle Education Fund. Trilling. parents. Bernie Trilling. and the broader.

• What were the conditions that made possible the most powerful learning experiences in your life? • What would it look like if we transformed schools and teaching to provide students with an education based on the answers to the first three questions? When using these questions to start discussions, Trilling says he finds broad agreement among audiences that our students will need to be lifelong learners who are able to reinvent themselves as workers and adapt to accelerated changes in the world. And they will need to be able to think critically and analyze and synthesize information (coming at them in everincreasing volume) quickly and effectively.

David Cohen teaching his 9th grade English class at Palo Alto High School in Palo Alto, California. —Ramin Rahimian

When individuals describe their most positive learning experiences, Trilling says, they usually talk about practical, authentic experiences with open-ended outcomes and real risks of failure. There is a place for academic exercises and examinations, he adds, but ultimately students and adults learn the most from doing important work that has meaning beyond school and allows them to be creative and adaptive. Turning to the question of what schools and teaching should look like today, Trilling’s interlocutors tend to say we need to create more opportunities for students to work together on real-world problems; to become more adaptable and resourceful; and to prepare for a world in which information is increasingly accessible and unrestrained. The Big Picture Thinking about my own practices relative to the book’s core arguments, I can see that I’ve made progress. My students use literature to understand fundamental questions about human experience, history, their nation, and culture. I give them the time and flexibility to investigate these questions, consider some possible answers, and come up with responses of their own. They use a variety of technology platforms to communicate with each other, with me, and with remote sources, and also to organize and present information. And yet, that tension won’t go


away—the sense that I need a significant upgrade in skills and resources to ensure that those types of learning experiences are the norm rather than the highlights of my class. How do I integrate 21st-century learning concepts into my instruction and still operate within the systemic constraints of the classroom, school, district, and state? Given the structures, resources, and baggage of an existing school or system, working towards a new vision of teaching can be intimidating. We often find ourselves engaged in years of debate over a change in the math curriculum or the school schedule. How do we even begin to address larger changes that fundamentally alter the roles of teachers and students? Trilling recognizes that education is often mired in bureaucracy and politics, but he emphasizes a key point to help educators keep a broader picture in our sights. He argues that the movement towards 21st-century learning in education is actually inevitable—it’s just the way society and businesses are moving. The question is how long the shift will take, and how underserved our students and economy will be if we delay the transition. In a way, that’s a liberating idea—a shift from “if” to “when.” The guiding question for educators and administrators, according to Trilling, becomes “How does this policy or practice help students develop these skills?” When the answer is difficult to determine, the policy or practice needs to be rethought. Where to Start Of course, for many teachers, there is also a saturation point, a time when it feels like there’s simply no more room for new ideas, even good ones. Many of us operate in survival mode, where the demands of the job constantly exceed our capacity, and we do the best we can just to manage. So when someone comes along and starts talking about changing the way we do everything, there’s a combination of fatigue, fear, and resistance that can prevent us from embracing the new. If 21st-century learning were just a matter of technology, that might be manageable. I hope teachers are becoming more comfortable using new technologies in their instructional and professional lives. But technology is only one part of the shift.


In their book, Trilling and Fadel present a 21st-century learning “Knowledge-and-Skills Rainbow” that, in addition to “Information, Media and Technology Skills,” includes “Life and Career Skills” (e.g., leadership and cross-cultural adaptability), “Learning and Innovation Skills” (e.g., problem-solving and collaboration), and core subject knowledge. The challenge then is not simply to integrate the latest technology into classrooms, but to help students develop intellectual habits that prepare them for a future in which almost everything is more accessible, complex, global, flexible, and fast-moving. I asked Trilling if he had some advice for teachers about how to start if the whole prospect of 21st-century skills seems overwhelming. His answer did not involve technology, and wouldn’t necessarily cost anything. Try one project, he suggested, one long-term activity where students work together to create a response to a complex and real problem. And there was one last piece of advice Trilling offered that I agree with wholeheartedly: Teachers must do a better job of publicly advocating for change. Our students are capable of greatness, and they deserve a school system that has the priorities and resources to prepare them for the future. The best way to motivate communities to support education improvement is to make sure people see the good work we’re doing and understand how much better off the whole community will be if schools, like the rest of society, evolve from an industrial model to one that is reflective of the times in which we live. David B. Cohen is a member of the Teacher Leaders Network and a National Board-certified teacher in Palo Alto, California, where he teaches high school English and serves as an academic adviser. He helps to direct Accomplished California Teachers and writes for the group's blog, InterACT. Vol. 04, Issue 01, Page 12

Classroom Assessments for a New Century


School. but not what will soon be more important: the ability to communicate that content and problem-solve. can no longer just be “academic.. which was everything that happened outside of those hours. In truth. which happened between the hours of 8 a.One teacher's quest to move beyond the bubble test.m.” Heather Wolpert-Gawron. we can no longer afford this disconnect. 27 . These two separate worlds did not relate to one another. We need to teach them new skills that will help them thrive in an increasingly interconnected and fast-changing world. Features Classroom Assessments for a New Century One teacher's quest to move beyond the bubble test. As an educator. However.m. —Jamie Rector In the 21st century. this method of testing may assess content knowledge. in other words. To help students become collegeand career-ready. I thought of school as a parallel universe. these assessments remain submerged in the bubble test format made popular in the mid-1930s when. the tail that wags the dog is the standardized test. and there was real life. There was school life. I know my students must graduate from our halls ready to function in this expanded world. By Heather Wolpert-Gawron Coming of age in the 1970s and 1980s. In the 21st century. as we know. works with her 7th graders at Jefferson Middle School. according to Time magazine. Standardized tests dictate our curriculum. a language arts teacher. we are facing a global economy where information travels at the speed of light and knowledge of how to harness and sift through that information has become vital to our personal and national well-being. we need to teach them how to apply what they are learning in school to the practical and intellectual tasks in their everyday lives. the automated test scanner first appeared. And unfortunately. I couldn’t see how the skills I was learning in the classroom aligned with those I thought were necessary to live beyond the school walls. in education. and 3 p.

we might have students apply that equation to a local architectural structure and describe why knowing its dimensions is important. Instead of a multiple-choice question to answer an equation about the area of a figure. Learning today isn’t just about subject knowledge. we might have our students find a similar current event and relate it to past events. but we should develop assessments that challenge their ability to apply that content. Their blog can be assessed as a writing piece. can we. Behind Classroom Doors The key here is in what we do behind our own classroom doors. I begin with the list of new skills I want to teach and design assessments to match those skills.org. I then backward-plan the lessons to align them with the assessments. the classroom teachers. Instead of a multiple-choice question that asks what the theme of a story is. for example. we might have students describe how that theme applies to real life.The question is: Until those tests go away or are transformed. Use rubrics to assess students’ collaborative abilities. When I plan my lessons. It’s more about methodology and how to apply that knowledge. Have students provide links in their text so they can share further research on the topic. We can go ahead and continue to teach content knowledge to prepare our students for their bubble tests. 28 . Connect through writing: Have your students write and moderate a discussion-thread online using a secure blogging program like kidblog. but their ability to comment and give advice should count equally. Instead of a multiple-choice question about a particular date in history. but we need to make sure that our own classroom assessments are aligned with the skills our students will need in the future. cater to two masters—the predictable testing format and the skills we know ethically we must teach our students to prepare them for their futures? I believe we can. Or use videoconferencing tools to help them conduct small-group work with students outside your own classroom. Have students assess themselves and each other’s contributions to determine an individual and a group grade. Here are some other ideas to jump-start your use of 21st-century assessments: Collaborate: Have students create a wiki to promote a book that your class is reading. Pick a topic for your classroom that can be sustained so that the conversation goes on long after the school bell rings. We may have to live with these bubble tests.

Inquiry-based learning focuses on the student as learner. and links. research Costa’s Levels of Questioning. (Science) defining observing describing naming identifying reciting noting listing • • Level Two Questions (Text Implicit) 29 Level 2 Statement . designed by Art Costa. You could even have the students design the rubrics themselves ahead of time and come to a consensus about what exceeds and what doesn’t satisfy expectations. Let them decide what strategies best define the project. (Math) Define photosynthesis. Costa's Levels of Inquiry Inquiry is an important aspect of curriculum. Also. (English) Identify the starting date of the American Revolution. Level One Questions (Text Explicit) Readers can point to one correct answer right in the text. Summarize and synthesize: Have students create an executive summary about a local cause that could be e-mailed to policymakers and community leaders. in their visual or online ads for their peers. visual guides. Student choice is the best differentiation available.Persuade: Have students research a local social cause. Their PR package then becomes its own assessment: a multi-genre piece of written fact. You should assess them each step of the way—in their written pitches to you. Use critical thinking: Keep assignments open-ended so that students are allowed choice of presentation and format. is critical for student success. developing skillful. Understanding the three levels of questions explained below. (History) Define tangent. there is choice outside of school. and it also reflects a more authentic real-life experience. After all. create a Facebook fan page to promote its importance. Have them insert pictures and links to resources and to video footage in their packet to provide further information about their cause. (For more information. open-ended questioning skills. Advocacy of any kind is a skill that students can put to future use. teach students how to ask deeper questions as a means to assess strong comprehension. and we should mirror those opportunities inside school. anecdote. Words found in these questions include: • • • • • • • • • • Level 1 statement Define irony. and in their oral presentations. and do an oral presentation for the school board or local community members. Being able to recognize different levels of questions is beneficial for all students in many areas of learning.

Answers are based on reader’s prior knowledge/experience and will vary. Have them record their reflections on why they answered how they did and why the correct answer is right. (English) Analyze the causes of the American Revolution.Readers infer answers from what the text implicitly states. multiple-choice. I challenge you to make these 21st-century skills and assessments a focus in your classroom. How would you feel? (History) Apply the Pythagorean theorem to the find the measurement of this triangle. (History) Compare the square root of 49 to the square root of 64. Have them describe their realizations in writing. Words found in these questions include: • • • • • • Level 3 Statement • Predict how Charlie Gordon will change after his operation in Flowers for Algernon. Assess the survey based on the quality of questions asked and the variety of formats—true or false. (Math) Diagram the stages of photosynthesis and predict how long each takes. Have them pose a series of questions for peers to answer oriented around the content they’re studying. Frank and Mr. Van Daan in Anne Frank: Diary of a Young Girl. Roll up your sleeves and arm yourself with the knowledge of what’s to come so that our students will have the skills to thrive once they leave us. Give them the opportunity to improve their initial scores by turning in their reflections for credit. (English) Imagine you were a soldier fighting in the Civil War. open-ended. Have them reflect on answers they missed by creating working portfolios.) Another possibility: Have students create a survey using a service like surveymonkey. You have chosen to work in a 30 . Words found in these questions include: • • • • • • Compare and contrast Mr. Have them graph their overall improvement from quarter to quarter. or short answer—they used. finding answers in several places in the text. Problem-solve: Allow students to use their classroom tests formatively.com. Which is greater? (Math) Diagram and order the stages of photosynthesis. (Science) • evaluating judging applying a principle speculating imagining predicting hypothesizing • • • which describe three levels of questioning for inquiry-based learning. (Science) analyzing grouping synthesizing comparing/contrasting inferring sequencing • • • • Level Three Questions (Experience Based) Readers think beyond what the text states.

04. says schools need to revolutionize teaching and learning to keep pace with societal changes. N. Issue 01. author of Internet Literacy Grade 6-8. Despite what our current standardized tests look like. A member of the Teacher Leaders Network. she is a Fellow of the California Writing Project. dig in. says schools need to revolutionize teaching and learning to keep pace with societal changes. and the forthcoming 'Tween Crayons and Curfews: Tips for Middle School Teachers. a former teacher-turned-tech expert. Vol. and prepare them.profession that is meant to prepare children for their future. scheduled for release in early 2011. By Anthony Rebora Will Richardson was a high school English and journalism teacher in New Jersey for nearly 20 years. speaking to faculty members at Hunterdon Central Regional High School in Flemington. Page 16 Change Agent Will Richardson.J. keep your students’ future in mind: Close your door. a former teacher-turned-tech expert. he began experimenting with the use of interactive 31 . Heather Wolpert-Gawron is a middle school teacher and blogger. —Emile Wamsteker Will Richardson. During the early part of this decade. INTERVIEW Change Agent Will Richardson at work.

The primary reason this matters is that the kids in our classrooms are going to be Googled—they're going to be searched for on the Web—over and over again.Web tools in the classroom and was soon transfixed by their potential for increasing students’ engagement and exposing them to new resources and outlets for expression. Why do you think many teachers are not out there on the Web? I think it’s a huge culture shift. But it’s just a very different kind of culture and approach to learning 32 . That’s what makes them a part of my learning network. That's just the reality of their lives. says: “Without sharing. Richardson argues that schools need to transform their models of teaching and learning to reflect broad changes in information technology and new intellectual demands and opportunities presented by global online networks. We really have to be—or at least should be—sharing our stuff freely. I’ve had people come up to me after presentations and say. you have to be findable. and Other Powerful Web Tools for Classrooms (Corwin). They’re findable. they’re participating. The people I learn from on a day-to-day basis are Googleable. an instructional technology professor at Brigham Young University.000 copies and become one of the most influential books available on integrating Web 2. “Just let me close my doors and teach”—you hear that refrain all the time. You’ve written that too many teachers are “un-Googleable. “Well. the book has sold more than 60. The second thing is that.” And I say.” I love what David Wiley.” And it’s true. Wikis. and in doing so making new connections and working in these communities and networks that can really enhance our own learning. Both in his speaking engagements and on his blog. Richardson is now an educational-technology consultant and co-founder of Powerful Learning Practice. if you want to be part of an extended learning network or community. Weblogg-ed. they’re transparent. If you’re not out there—if you’re not transparent or findable in that way—I can’t learn with you. There's no one teaching them about the nuances involved in creating a positive online footprint. a professional development provider devoted to fostering online community for teachers. Podcasts. That’s just what the world looks like right now. right? So they need models.” What do you mean by that and why does it matter? What I mean is that too few teachers have a visible presence on the Web. It's all about what not to do instead of what they should be doing. “But that’s the whole point. They need to have adults who know what it means to have a strong and appropriate search portfolio—I call it the “G-portfolio. there is no education. And you have to participate in some way. I’m not putting my stuff up on the Web because I don’t want anyone to take it and use it. they have a presence.” But right now—and this is my ongoing refrain—there’s no one teaching them how to learn and share with these technologies. His experiences led him to write Blogs. Now in its third edition. Education by and large has been a very closed type of profession.0 technology in the K-12 classroom.

A lot of educators just don’t see the opportunities. and ethical ways. “OK. It’s really about the ability to engage with people around the world in these online networks. I would definitely share my own thoughts. to take advantage of learning 33 . I would be absolutely the best model that I could be. What does that entail? The way I define it is that students should be able to create. my own experiences. What could a school administrator do to help teachers make that shift? Say you were a principal? What would you do? Well. I think it’s very hard to be a leader around these types of changes without modeling them. I would try to build a school culture where sharing is just a normal part of what we do and where we understand the relevance of this global exchange of ideas and information to what we do in the classroom. You’ve written about “network literacy” as one of the key 21st-century skills. as an integral part of the students' learning experience. and social media sites in particular. effective. that it has value. —Emile Wamsteker Secondly. Richardson advises educators on how they can leverage the internet. It’s not like coming in and saying. first of all. and my own reflections on how the environment of learning is changing.” We have to understand how being a part of these every day interactions that go beyond school walls have value in terms of how we help kids understand the world as it’s currently constructed. navigate.than has traditionally prevailed—and still prevails—in schools. and grow their own personal learning networks in safe. everybody has to start a blog tomorrow. I would be very transparent in my online learning activity and try to show people in the school that it’s OK.

it comes back to teachers being able to model it and understand it—and ultimately to infuse it into the curriculum effectively. An example of that would be. It’s really something that looks profoundly different from what currently happens in classrooms.pdf and it distinguished between two different ways that kids are using these online tools. “Good luck with that. You’re right. and we should be asking where we can begin to instill these kinds of skills and literacies. And that’s not the case. We don’t want students spending the entire day online. So why should schools be focusing on this instead of areas where they’re lacking—like content knowledge? Well.” What do you say to the argument that kids are already pretty technologically savvy? I mean. The schools that are beginning to kind of get it often make the mistake of then making it a unit somewhere. and right now. Hope you got it. or if there are better options. There was a MacArthur Foundation report a couple of years ago called “Living and Learning With New Media. DML_ETHNOG_WHITEPAPER. 2nd. It’s those types of interactions that are a little more nuanced—because you don’t know who these people are and you’re trying to get complex information. that type of stuff. and you can learn with them how to restore yours. in ways that are age appropriate obviously. texting. But ultimately. and they think that they can kind of check that box. we’re just kind of crossing our fingers and saying. It’s a different way of teaching and learning. if you’re really into a 1972 Camaro.” 58pp. and 3rd grade curricula should be looked at again. That’s where kids need help. But this is not a unit we’re talking about. So you’re trying to edit your contacts. And again. That’s the part where they’re not as good as we are or at least should be—when it comes to discerning 34 . kids are going to have to have these skills when they leave us. but there aren’t many. you can find other people online who are into that as well. they put together this “information literacy” unit. you’re trying to figure out what you can get from the learning interaction. I think that even our 1st. they’re already out there on Facebook and YouTube.opportunities that are not restricted to a particular place and time. or if you need to supplement it in some way. And then there’s this other way that they called interestbased. or how to connect with others from a learning standpoint as opposed to a social standpoint.” it’s a real disservice—because it suggests that kids are just somehow born with these abilities to use these technologies well. So how do schools teach this? Are there some that are doing it effectively? I think there are some. we have to be balanced about this. It’s a cultural shift in the way we do things. The one way is the social side— Facebook. But they still don’t know how to learn with these technologies. say. Then you need to synthesize the information. Of course. you’re trying to get context for who they are. You know. kids today have much less fear around technology—and they can pick up the basics right away. by and large. I think when people talk about kids being “digital natives. because we can’t deal with it right now. and to be conversant with the techniques and methodologies involved in doing this.

“Hey. it’s a hard thing for me to wrap my brain around. Or that let kids learn English and writing in the context of what they’re passionate about. And I think that kind of captures a piece of how differently we have to think about this.0 tools in the classroom and leverage the power of personal online-learning networks.what information is good and what information isn’t and who they should be interacting with. but the interactions that happen just need to be really. In school. 27. everybody-does-thesame-thing-in-the-same-way process that it’s really difficult for us to think about education in other. OK. I have no doubt that the best teachers they’re going to have in their lives are the ones that they find. There’s a great book called Rethinking Education in an Era of Technology Rethinking Education in the Age of Technology The Digital Revolution and Schooling in America Allan Collins and Richard Halverson Foreword by John Seely Brown Technology. with everything we have access to. Upcoming Chat 21st-Century Learning: Teaching Network Literacy Wednesday. They’re not as good at assessing those critical pieces. but how do you respond to the more traditional perspective that says. that’s great. not the ones their schools give to them.95. but kids can fix up Camaros after school. That’s where they really need us. Eastern Time Sponsored by Compass Learning Join Will Richardson as he discusses how teachers can effectively integrate Web 2. 192 pages Paperback: $21. ISBN: 0807750034 : “The most convincing account I’ve read about how education will change in the decades ahead—the authors’ 35 . Education--Connections (TEC) Series Pub Date: September 2009. You know. really different—because the world is just such a different place right now. But I think we’re at a point where we really need to think about not just reforming education but transforming it. they need academic knowledge. That’s not to say that we shouldn’t have teachers and classrooms and schools. ISBN: 0807750026 Cloth: $54. And that to me is a huge shift in the way we think about the role of educators in kids’ lives. I realize it’s somewhat of a stretch—it’s a hard thing to envision. more personalized ways—in ways that let kids learn math or engineering in the context of fixing a Camaro.m. 4 p. when I think about my own kids. To be totally honest. Oct. in terms of how we get there.” I just think that we have for so long looked at education as this linear.

Games. author of Education and Learning to Think and Making America Smarter “Collins and Halverson have long been leaders in understanding teaching. e-Learning. University of Wisconsin–Madison “A must read for parent. author of Five Minds for the Future “With luck . and therefore must also transform our schools.” —From the Foreword by John Seely Brown. University of Wisconsin–Madison “A tour de force. Anyone who cares about education should read their book. . Learning. James W. where he is co-founder of the Games. I recommend this text for anyone serious about education not just as a topic in history but as an aspiration for future generations. author of The Social Life of Information “Collins and Halverson offer a bold vision for bringing schools into the digital age—and for how technology can promote education beyond the schools.” —Roger Schank. But are schools making the most of new technologies? Are they tapping into thelearning potential of today’s Firefox/Facebook/cell phone generation? Have schools fallen through the crack of the digital divide? In Rethinking Education in the Age of Technology. Allan Collins is professor emeritus of education and social policy at Northwestern University and formerly codirector of the U. distance learning with “anytime. and useful. Allan Collins and Richard Halverson argue that the knowledge revolution has transformed our jobs. and more. Learning and Society group.” —James Paul Gee. University of Pittsburgh. . fair-minded. This will be a ‘must read’ for my students and research collaborators.” —Howard Gardner. the second educational revolution. Mifflin University Professor of Education and Psychology. former Chief Scientist of Xerox Corporation. the authors explain how and why new technologies can transform our existing concepts of what it means to learn and succeed in life. Harvard Graduate School of Education. digital home schooling models.” —Adam Gamoran. educator.S. University of Wisconsin–Madison “Collins and Halverson argue that digital media are opening a new and exciting era of lifelong learning that will transform school and society.” —Roy Pea.” This groundbreaking book offers a vision for the future of American education that goes well beyond the walls of the classroom to include online social networks. and Society Research Group. Collins and Halverson illuminate how the values and opportunities of deeply social designs for technologies should and will expand learning environments beyond mainstream concepts of ‘schooling’. and the critical role of technology. written by people whose research has helped bring us to this point in history.” —John Bransford. video-game learning environments.” —Kurt Squire. filled with insight about how to make education serve the needs of the 21st century. Mary Lou Fulton Presidential Professor of Literacy Studies. To keep pace with a globalized technological culture. and Training The digital revolution has hit education. Collins and Halverson are very clear about why and what we can do about it.” —Lauren Resnick. author of Things That Make Us Smart and Emotional Design “School is a troubled concept. or as this book beautifully details. Richard Halverson is an associate professor of educational leadership and policy analysis at the University of Wisconsin–Madison. one that will set the foundation for learning in the 21st century. author of Tell Me a Story and Lessons in Learning. Stanford University “If you want to join today’s conversation about the future of learning.” —Constance Steinkuehler. our homes. start here. Instead. University of Washington in Seattle “In their charting of a dawning second educational revolution. 36 . Arizona State University “This is a breakthrough book that goes well beyond the idea of adding technology to existing school structures. Their book is an entirely readable guide to this future. learning. Northwestern University.analyses are impressive. or scholar interested in preparing future generations for this technologysoaked world. we must rethink how we educate the next generation or America will be “left behind. Department of Education’s Center for Technology in Education. Now they have put their knowledge together in this important book. former Professor of Computer Science at Yale and Northwestern. our lives. anywhere” access. with more and more classrooms plugged into the whole wired world. Much like after the school-reform movement of the industrial revolution.” —Donald Norman. Co-founder. we will see a new culture of learning emerge. our society is again poised at the edge of radical change.

self-directed. For me. You’ve said that schools need to emphasize learning over knowledge? What did you mean by that? Well. when they go to college or wherever else. to the effect that the Web and other digital technologies are diminishing our attention spans and our capacity for deep. focused thinking? Are you concerned about a potentially negative effect of digital immersion on kids’ intellectual development? I mean. Maybe 30 years ago. It’s just silly. What’s your reaction to recent arguments. right? I look at my kids’ tests all the time—it’s just factual stuff. everybody-does-the-same-thing model in the 20th century. Because those are the types of skills they’re going to need when they leave us. let’s be real. And I get the reason a lot people are married to teaching them. I think we need to focus more on developing the learning process—looking at how kids collaborate with others on a problem. But you know. let me be clear: I’m not saying that we don’t need knowledge in order to learn well. If we want kids to be readers. But right now. when my daughter could pull out her phone to find the answer in two seconds. They talk about how we went from a kind of apprenticeship model of education in the early 19th century to a more industrialized. And we just don’t do that right now—again. It goes back to the whole core content thing. I get how it made sense 50 years ago. I understand the value of the classics. But they have to spend a lot of time on it. And now we’re moving into what they call a “lifelong learning” model—which is to say that learning is much more fluid and much more independent. how they exercise their critical thinking skills. such as in recent Nicholas Carr’s book The Shallows. you’re a former English teacher.by Allan Collins and Richard Halverson. that’s the total emphasis. because it doesn’t have any relevance or any bearing on anything that they’re going to do in their lives. because that’s not what they were built for. Are you concerned about kids’ ability to read deeply? A little bit. and how they create. how they handle failure. these guys absolutely peg it. Look. “What was the third ship that Columbus sailed?” I can’t stand it. But I don’t get it now. because it’s too difficult to individualize 37 . It’s all about what we know—that’s basically what we assess. We have to be willing to put kids—and assess kids—in situations and contexts where they’re really solving problems and we’re looking not so much at the answer but the process by which they try to solve those problems. because if they don’t get that test answer right. That concept—that we can learn in profound new ways outside the classroom setting—poses huge challenges to traditional structures of schools. and informal. It’s just so screwed up. But I don’t worry about the impact of technology so much as I worry about us not giving kids relevant stuff to read in schools so they can develop those deep reading skills. You know. we have to be willing at some point to give them stuff that they want to read. So. then the school looks bad on the state assessment. At least I think so. And I don’t think I’m alone in that.

and it’s natural for us to do some hand-wringing when we go through periods of transition. but we can’t just put the genie back in the bottle.instruction in that way. Absolutely. But they’re not. there’s no question about that. because it’s much easier to organize and assess. “We need to understand this for our kids. I think the Internet has made us immensely smarter. Yet we know kids are in those environments and sometimes doing some wonderfully creative things. because I do think their brains need to be exercised in that way. kids should learn to read and write in traditional ways. I certainly want my own kids to read deeply—and we do limit their time online. Nobody teaches this stuff. But the way we do that is what’s coming under some challenge right now. But there’s no doubt that the ways we process and gather information is going through a big change. But as they develop. We really encourage our kids to have down time where they’re reading books. we all want kids to understand irony. shouldn’t they learn to write first before they’re writing in hypertext?” Oh. But the problem with what Nicholas Carr is saying is it’s just too much of a broad brush. you know. In many ways. too. That can be scary. and I think mine does. or magazines. they also should be helped to learn how to read and write in these new ways. 38 . but it doesn’t necessarily mean that 50 years from now we’re going to be stupid because of the Internet. and their response would be to ban hypertext. this is a real period of transition. absolutely. And we know they’ll need to read and write online. It just doesn’t make sense. but a lot of this is a parenting issue. Not to set myself up as a paragon of good parenting. I’m not suggesting you put 3rd graders into totally linked environments. one of the big questions I have is. “Well. and characterization. No one in schools is saying. I guess the counter-argument would be. And from an English teacher’s standpoint. You know. why is it that no one is teaching kids to read and write in hypertext in schools? I almost defy you to find me anyone who consciously teaches kids reading and writing in linked environments. You know what I’m saying? But educators would read Nicholas Carr’s book. As others have said in response to Carr. We want everybody reading the same thing at the same time. and theme.

etc. we’re giving away a lot of fish right now. job-embedded. I don’t want people who say. that’s fine. and. I’d want to know that they have some understanding of how technology is changing teaching and learning and the possibilities that are out there. If you were starting a school right now that you hoped embodied these qualities. but instead are asking why. It’s not rocket science. at least be able to model it and talk about it. but we’re not teaching anybody how to fish. We’ll give you the computer. but then the prerequisite for the workshop should be to learn how to blog. obviously. We’ve kind of built this whole professional development thing around the idea that “We’ll provide you with the workshops. from a leadership standpoint. “Look. But the other thing is. imagine if we took all the time we use in workshops doing how-to and instead used that time to really go deep and to talk about what changes. I would definitely be thinking about how I could get my teachers into online learning communities. So. if you want to have workshops. but it’s just silly. I think we’ve become enablers for our teachers. You know. 39 . You can’t workshop it. certainly I would make sure they were Googleable.0 tools or technologies that a teacher couldn’t learn on his or her own in under a half an hour with an online tutorial. Seriously. what traits would you look for in teachers? Well. go ahead and schedule a blogging workshop.0 is as huge as it is—because there’s a very low barrier to entry. “How do you blog?” I want people who are ready to explore the question of. Also.We need to help them understand how to process information in digital formats and digital environments. and the curriculum.” I don’t want to sound too patronizing about it. if I’m a principal. Why isn’t it happening? If you were a principal. Then. there’s not one of these Web 2. you just show up. that they are doing so appropriately. It’s got to be long-term. if not first. And again.” And I just don’t understand that. We’re going to help you figure out your own learning path and practice. when you come to the workshop. well. and teach you all the stuff you need to know. What we have to do is build a professional culture that says.” It’s like the old “give a man a fish” saying. into these online networks. So. in order to foster network literacy as you envision it. That’s really been the basis of our work with Powerful Learning Practice: Traditional PD just isn’t going to work. I would want to see that they have a presence online. we’ll talk about what blogging means rather than just how to do it. There’s not one. I would also look for people who aren’t asking how. what kind of professional development would you provide to teachers? I think that teachers need to have a very fundamental understanding of what these digital interactions look like. and we’re going to help you learn. I’d better be there first—or. That’s why Web 2. you guys are learners. and the only way that you can do that is to pretty much immerse them in these types of learning environments over the long term. that they are participating in these spaces.

Page 20 Creating a New Culture of Teaching and Learning For a Massachusetts district. because they don’t really understand what a blog is.“Why do you blog?” That’s what we need. but nothing really changes in terms of their instruction. integration of 21st-century skills starts with teacher professional development. problem-solvers who think critically and who’ve worked with people from around the world. In what ways do you expect schools—or the way education is delivered—to change over the next 20 years. and what should teachers be prepared for? I don’t know that schools will change a whole heck of a lot in the short term. they’re going to have to understand that learning is mobile. We’re just tinkering. I would look for learners more than I would look for teachers per se. And the choices that they’re making about curriculum are totally counter to self-directed. the movements they’ve created. Vol. I’d look for teachers who are constantly asking why. We need people who are willing to really think critically about what they’re doing. I’m not an advocate of using tools just for the sake of using tools. Issue 01. problem-solving curriculum. on-demand learning environments. and the whole Race to the Top thing. really glacial. the participatory nature of their education rather than this sort of spit-back-the-rightanswer model we currently have. self-organized. They’re going to have to find ways to leverage the one-toone technology environments they already have in most high schools right now. The goal should be preparing kids to be entrepreneurs. You look at all the state budgets. But if they are. 40 . I mean. It’s not about knowing this particular fact as much as it is about what you can do with it. And I think we have to move to a more inquiry-based. They know the how-to. What can you do with what you understand about chemistry? What can you do with what you’ve learned about writing? What does it look like? Kids need to be working on solving real problems that mean something to them. 04. using the technology that kids have in their backpacks and pockets. I think all too often you see teachers using a blog. because it’s not about content as much anymore. So in the near term. that just doesn’t make sense anymore. Their assessments should be all about the products they produced. as long as people are almost totally focused on test scores. Why are we doing this? What’s the real value of this? How are our kids growing in connection with this? How are our kids learning better? And I definitely would want learners. I don’t think schools are going to change very much at all. I mean. and the choices that people are making in terms of school policy and programs are totally regressive when it comes to technology and these global. I’ve been out here screaming this stuff for the last seven years—and a lot of folks have been at it for even longer—and I feel like the change has been glacial. but they don’t know the why-to. independent learning. to be honest with you. what possibilities it presents.

By Elizabeth Rich In 2000. located in Reading. the Cambridge. and even meeting with town officials. Four years later. Chris Friberg left her tech support job at a large. integration of 21st-century skills starts with teacher professional development.” current Superintendent John Doherty says of Schenttini. “The culture here and the leadership in this district and everything that I found out about it while I was student teaching was exciting and what I was looking for.” she says. including initiating district-wide committees on technology. isolated Reading for its “highly integrated approach to 21st-century skills”—a path that began with a visionary leader. Mass. She leapt at the job. Mass. Last fall. “He created a vision: We need to prepare students for 21st-century global learning. just as she was wrapping up her student-teaching assignment.. 41 .-based Rennie Center for Education Research & Policy. Mass. then-Superintendent Patrick Schenttini began an aggressive campaign to modernize the district’s curriculum. Coolidge Middle School. a non-partisan organization dedicated to education reform in the state of Massachusetts.Creating a New Culture of Teaching and Learning For a Massachusetts district. Friberg loved the energetic atmosphere of the school and the district. Friberg completed her student-teaching assignment at Alfred W. about 15 miles north of Boston. a teaching position opened up in the school’s math department for the fall. launched a study to determine the level of support for 21st-century learning among superintendents and principals in the state. financial services firm in the Boston area to get a master’s degree in teaching middle school math. Superintendent John Doherty helps reading teacher Christen DelRossi in his "Expanding the Boundaries of Teaching and Learning" class in Reading. researchers at Rennie. —Erik Jacobs In 2003. In the process. Coincidentally. Friberg is not alone in her enthusiasm for the district’s culture of learning. buildinglevel committees for teachers to discuss new ways to deliver content.

who teaches computer electives at Coolidge. Offered to teachers and administrators for free.” He also noted the highly collaborative atmosphere among students. “We built up our infrastructure. when Grant arrived in the district. shortly after Schenttini passed away from cancer.” says Bennett. their future jobs. in many instances.pdf.Marcia Grant. School Leaders on 21st-Century Skills Results from a Rennie Center for Education Research & Policy survey 48pp. and “a common understanding. couldn’t see how it would benefit the curriculum. and 60 percent of the district’s schools are wireless—including Coolidge’s entire building. and a shared network. emphasizes Schenttini’s role in integrating technology into the district’s curriculum. ‘Expanding the Boundaries’ During a site visit to the Reading district. which he understood had been shaped by Schenttini and by a six-credit. 90 percent of the classrooms in the 4. and administrators. and their careers to bring about the “big shift” in the district: “How do we educate our students to what their world is really going to look like? What kind of professional development would teachers need? We’re trying to prepare students for a whole different world than what we were prepared for.” says Doherty. but were we really using it to enhance or change our curriculum?” Sixteen years ago. the student-to-computer ratio averages three-to-one. so what are the skills that they need to be successful in this global community?” Today. She recalls that over time teachers were e-mailing each other and drawing up lesson plans on their computers. Teachers were supposed to integrate technology into their curriculum.400-student district are outfitted with SMART Boards. teachers.pdf revealed that a majority of superintendents and principals in the state of Massachusetts believe that integrating 21st-century skills into teaching and learning is a priority. graduate-level course for district educators taught by Doherty. It provides a guidepost as the district pursues 21st-century skills instruction. we were getting the hardware. a common language. who was appointed superintendent for the district in January of this year. but. Rennie Center policy analyst Michael Bennett noted “a universal belief that focusing on content by standards is not enough for kids to be set for society. every middle school teacher received a computer. they didn’t have the skill level. Grant also credits Schenttini with stressing globalization and its probable impact on students. 42 . the course—“Expanding the Boundaries of Teaching and Learning”—is now in its third year. Before that. renniecenter_41. or were intimidated. “[Schenttini’s] focus was on 21st-century learning and providing information to teachers so that they could focus on it as well.

” Below are the percentages of superintendents who gave a 4 or 5 rating. or 21 percent of those invited.Superintendents: To what extent is each of the following a priority for your district? Note: Superintendents rated each statement on a scale of 1 to 5 where a 1 means “not a priority” and a 5 means “high priority. SOURCE: Rennie Center for Education Research & Policy. • Providing appropriate technology infrastructure and tools that support student acquisition of 21stcentury skills: 86% • Providing professional development that focuses on improving educator capacity to teach core academic content in ways that enhance 21st-century skills mastery: 86% • All educators develop and teach lessons that are designed to enhance deep mastery of core subject knowledge and 21st-century skills: 85% • All core academic content curricula explicitly integrate 21st-century skills: 81% • A majority of student work is evaluated at the classroom level for mastery of 21st-century skills: 74% 155 superintendents. 2010 43 . or 52 percent of those invited. participated in this survey. participated in the survey. Does your school’s vision or mission statement include the following 21st-century skill as part of the overall vision for student learning? Learning and Innovation: 79% Life and Career: 71% Civic: 62% Global Awareness: 50% Technology: 49% Information: 47% Health: 34% Media: 21% Financial/Economic/Business/Entrepreneurial: 10% 375 principals. Principals: 98 percent of principals in Massachusetts surveyed indicated that their school mission or vision statement includes at least one of the 21st-century skills as defined by the Partnership for 21st Century Learning—of which Massachusetts is a member state.

which meets online as well as face-to-face. and how governments and societies can. 90 educators have taken the course in the 360-teacher district. which requires us to run faster in order to stay in place. creating an explosion of wealth in the middle classes of the world's two biggest nations. is an opportunity to put technology in the hands of teachers. communities. Purchase this Book Online Published by Farrar. Doherty’s syllabus includes Thomas Friedman’s The World is Flat. Doherty believes. According to Doherty. the course." what will they say was the most crucial development? The attacks on the World Trade Center on 9/11 and the Iraq war? Or the convergence of technology and events that allowed India. The World Is Flat A Brief History of the Twenty-first Century History of the world twenty years from now. and so many other countries to become part of the global supply chain for services and manufacturing. allowing them to make sense of the often bewildering global scene unfolding before their eyes. the award-winning New York Times columnist Thomas Friedman demystifies the brave new world for readers. Friedman explains how the flattening of the world happened at the dawn of the twenty-first century. as “intense and rigorous. With his inimitable ability to translate complex foreign policy and economic issues. and must. Straus & Giroux Hardcover April 2005 44 . and they come to the chapter "Y2K to March 2004. to establish Web literacy in the classroom. The World Is Flat is the timely and essential update on globalization. its successes and discontents.” Teachers who take it receive a laptop. giving them a huge new stake in the success of globalization? And with this "flattening" of the globe. what it means to countries. adapt. Doherty describes the course. China. and wireless Internet access. powerfully illuminated by one of our most respected journalists. and individuals.For Doherty. He believes it is helping teachers and administrators to integrate 21st-century skills into content areas. a projector for their classrooms. if their school isn’t already completely hooked up—necessary tools. has the world gotten too small and too fast for human beings and their political systems to adjust in a stable manner? In this brilliant new book. which starts at the end of August and ends in April. companies.

Pink offers a fresh look at what it takes to excel. Daniel H. This book will change not only how we see the world but how we experience it as well. which has been translated into 20 languages. and includes a series of hands-on exercises culled from experts around the world to help readers sharpen the necessary abilities. The future belongs to a very different kind of person with a very different kind of mind. But Mom and Dad were wrong. That’s the argument at the center of this provocative and original book. The era of “left brain” dominance. meaning-predominate.Daniel Pink’s A Whole New Mind: Why Right-Brainers Will Rule the Future.pdf Discussion Guide for Educators (Free 2-page PDF) AWNMforeducators. A Whole New Mind * New York Times bestseller * BusinessWeek bestseller * Wall Street Journal bestseller * Washington Post bestseller Discussion Guide for Business (Free 2-page PDF) AWNMforbusiness. 45 . In this insightful and entertaining book. That’s what our parents encouraged us to become when we grew up. and the Information Age that it engendered. are giving way to a new world in which “right brain” qualities-inventiveness. Wikis. empathy. Will Richardson’s Blogs. Podcasts. Computer programmers. A Whole New Mind reveals the six essential aptitudes on which professional success and personal fulfillment now depend. Accountants. and Other Powerful Web Tools for Classrooms.pdf Lawyers. which uses the two sides of our brains as a metaphor for understanding the contours of our times.

Professor. and Twitter 46 . Stanford University Author of Smart Mobs: The Next Social Revolution Explore the wide world of new. and educational leader.95 Other Titles in:Classroom Applications of Technology | Teacher Resources | Curriculum & Content "This book is loaded with insightful and honest advice about using Web 2. consultant. and communicate better. and Other Powerful Web Tools for Classrooms Third Edition Will Richardson March 2010 184 pages 7" x 10" Corwin 0 Paperback ISBN:9781412977470 $31. I recommend this book to any teacher at any level who is interested in the learner-centric pedagogy that social media enables. MySpace. Wikis. with how-to steps for teaching with: • • • • • • Weblogs Wikis Really Simple Syndication (RSS) feeds and aggregators Social bookmarking Online photo galleries Facebook. Podcasts. create more." —Howard Rheingold. and Other Powerful Web Tools for Classrooms provides real examples from K–12 teachers around the world who are at the forefront of bringing today's Web tools into their schools and to their students. This book is filled with practical advice on how teachers and students can use the Web to learn more." —Curtis J. Indiana University Author of The World is Open: How Web Technology is Revolutionizing Education "Richardson's book was a touchstone for me when I started trying to figure out how to integrate participatory media into my teaching. This fully updated resource opens up a new technology toolbox for both novice and tech-savvy educators. easy-to-use Web publishing and information gathering tools! Written for educators of all levels and disciplines. Podcasts. There are few like him and few books like this. Lecturer. Will Richardson provides clear explanations of specific teaching applications. Will Richardson has amassed decades of technology integration experience as a teacher. blogger. Bonk.Blogs. Wikis. this third edition of the best-selling book Blogs.0 in education.

Diigo.com. For information on the HEOA. Podcasts. and Flickr. and inclusion of new sites to illustrate the text. please go to http://ed. and Communities.gov/policy/highered/leg/hea08/index. Richardson expands his coverage of tools that have grown increasingly popular in the past few years. such as Twitter. the author cites a number of new references about the evolving mode and impact of today’s technologies. Wikis. this invaluable handbook helps students and teachers use Web tools within the classroom to enhance student learning and achievement. including what is new to this edition. please email corwinheoa@corwin.html. Wikis. Blogs. up-to-date instructions for these sites. and other Powerful Web Tools for Classrooms retains all of the core content that made the previous editions so successful.Updated with materials on Web publishing and information literacy. contact information. Please include your name. however examples of technology use have been updated throughout and the book includes a new chapter on social networking sites. Ning. presents information about how to set up and use social networking sites and discusses personal and classroom applications. and adds detailed. and Other Powerful Web Tools for Classrooms Third Edition Will Richardson March 2010 184 pages 7" x 10" Corwin Available Formats ISBN: 9781412977470 Paperback Suggested Retail Price: $31. titled Social Networks: Facebook.56 Previous Editions Published by Corwin Second Edition: © 2009 First Edition: © 2006 Substantial Content Revisions The third edition of Blogs. In addition. Richardson also includes innovative examples of how different schools have utilized these tools. and the name of the title for which you would like more information. Should you need additional information or have questions regarding the HEOA information provided for this title. Read more from Will Richardson.95 Bookstore Price: $25. Connections. Podcasts. The newly added chapter. 47 . deletion of references to obsolete sites. Additional updating includes current examples of online media use.

ME "Both the newcomer and the tech-savvy educator can find something useful from this well-organized. and more productive student research and provides basic steps to help learners judge information for quality and validity. or click here to find your Corwin Sales Manager. Seattle.95 0 Hardcover ISBN:9781412958424 $56. which means not only knowing how to find information but also how to examine content. doing research on the Internet poses many dangers and challenges. Collaborative Content Coach for Technology Wells-Ogunquit CSD. WA Boost teacher/student Web literacy while using the Internet to enrich classroom instruction! For many of today's students. easy-to-follow book.95 Other Titles in:Classroom Applications of Technology | Teacher Resources | Educational Research Awards: 2008 ForeWord Magazine Book of the Year Award Finalist "A huge contribution. Email us at adopt@corwin. A wonderful addition for educators at any grade level. CA 91320 www. the Web is one of the first places they go to for information. and the examples are engaging and very informative. Technology Consultant and Teacher Issaquah School District. This practical guidebook helps teachers and students effectively find. Educational technology expert Alan November offers methods to conduct smarter. and evaluate information on the Web and illustrates how educators across all content areas and grade levels can use the Internet to strengthen students' critical thinking skills. sort. This resource includes: • • • • Formative assessments in each chapter Need-to-know information for students' out-of-school.com. find out who published a Web site. The coverage is very complete. Both students and educators must become Web literate. Unfortunately. 0 Paperback ISBN:9781412958431 $25. and see who is linked to a site. unfiltered research Tips for addressing plagiarism Explanations of commonly used terminology 48 . faster. including Web Literacy for Educators." —Betsy Muller.We hope you'll consider this Corwin book for your course." —Cheryl Oakes. Corwin 2455 Teller Road Thousand Oaks.corwin.com and two selections by edu-tech authority Alan November.

" —Betsy Muller.95 Bookstore Price: $45. Seattle.56 About This Title "A huge contribution. Web Literacy for Educators Alan November Consultant © 2008 128 pages 7" x 10" Corwin Available Formats ISBN: 9781412958431 Paperback Suggested Retail Price: $25. and see who is linked to a site. Educational technology expert Alan November offers methods to conduct smarter. the Web is one of the first places they go to for information. Both students and educators must become Web literate. doing research on the Internet poses many dangers and challenges. which means not only knowing how to find information but also how to examine content. and evaluate information on the Web and illustrates how educators across all content areas and grade levels can use the Internet to strengthen students' critical thinking skills. and more productive student research and provides basic steps to help learners judge information for quality and validity. sort. The coverage is very complete. A wonderful addition for educators at any grade level. and the examples are engaging and very informative. WA Boost teacher/student Web literacy while using the Internet to enrich classroom instruction! For many of today's students. This practical guidebook helps teachers and students effectively find. easy-to-follow book.95 Bookstore Price: $20. Unfortunately. This resource includes: • • Formative assessments in each chapter Need-to-know information for students' out-of-school. ME "Both the newcomer and the tech-savvy educator can find something useful from this well-organized." —Cheryl Oakes.76 ISBN: 9781412958424 Hardcover Suggested Retail Price: $56. Collaborative Content Coach for Technology Wells-Ogunquit CSD.Web Literacy for Educators shows teachers how to navigate the Internet efficiently and wisely and help their students do the same. unfiltered research 49 . Technology Consultant and Teacher Issaquah School District. faster. find out who published a Web site.

please go to http://ed. and the name of the title for which you would like more information. and throughout the course.gov/policy/highered/leg/hea08/index.com. CA 91320 www. they must collaborate with each other and deconstruct what a 21stcentury classroom should look like. That’s an essential conversation to have no matter what the century. they are encouraged to go back to their schools and share their knowledge with their colleagues. please email corwinheoa@corwin. to student learning. contact information. a Wikipedia entry. For information on the HEOA. communication.” In her brief tenure. Please include your name. His goal is to shift the focus in the classroom from the teachers to the students. Corwin 2455 Teller Road Thousand Oaks. and she says. who is principal of the district’s only high school. “We’ve been having deeper conversations about how [skills such as critical thinking. “We’re using these people to do professional development training.” Boosting Student Engagement When discussing 21st-century learning. Now we have the capacity. As a result. including what is new to this edition. teachers are working crossdisciplinarily to create better curricula for students. she has noticed that the atmosphere among her staff is much more collaborative and that they are generally willing to embrace a more evolved curriculum. and problem solving] are manifested in teaching and how students are engaging in learning.• • Tips for addressing plagiarism Explanations of commonly used terminology Web Literacy for Educators shows teachers how to navigate the Internet efficiently and wisely and help their students do the same. not an end. We hope you'll consider this Corwin book for your course. because—like Chris Friberg—she was “intrigued and energized by what they were doing. who succeeded John Doherty as principal of Coolidge.and inquiry-based learning. Should you need additional information or have questions regarding the HEOA information provided for this title. or click here to find your Corwin Sales Manager. which she believes has a lot to do with the superintendent’s course and the district’s focus on project.html. came to Reading at the start of the last school year. echoes a familiar refrain across the district: Computers are a means. Craig Martin.corwin. where the students are the “knowledge generators” and the teachers are the “knowledge facilitators.” says Doherty.com Participants must create a (frequently updated) blog.” Last year. 50 . Ellie Freedman. Once teachers complete the course. Email us at adopt@corwin. and a podcast. 25 percent of the teachers at Reading Memorial High School took Doherty’s course.com.

” he says. finds that the students in her 7th and 8th grade language-arts classrooms at Coolidge participate more intensely online than they do inside the four walls of her classroom for another reason: time. If you have a book discussion online.” says Martin. The experience lends itself to critical thinking. I felt I had more kids who were reluctant to communicate.” says Erica LeBow. With the [Web literacy] skills that we’re talking about. students appear less anxious about sharing their work. —Erik Jacobs “One of the things that’s been important to me is that I don’t want people to think of 21stcentury learning as [being only about] technology. With more tools at their disposal and a slightly more anonymous venue in which to express themselves. Martin believes students feel freer to open up. everyone participates—and they can process and bounce ideas off each other. kids are able to produce work where the audience is not just the teacher or a classmate.” 51 . “Give them a blog. a 7th and 8th grade language arts teacher at Coolidge who.In Doherty's class. so kids might be able to say one thing. is an alumna of Doherty’s course.com.” In addition to being more engaged. Another graduate of Doherty’s course. We see it as a tool. math teacher Lisa Emma and her colleagues learn how to use a cellphone polling tool called polleverywhere. “Absolutely. “When I compare it to many years ago when I was an English teacher. “We have a 50-minute period. give them a wiki. like Friberg and Grant. and they’ll produce far more work of higher quality. Laura Warren. It engages them at a different level. The kids love technology.

“That gives me the chills. students come out of their shells. communication. in a private setting. which is a hybrid of online learning and face time.” she adds. By being able to respond in a forum. in addition to knowledge about the curriculum. “These students are learning collaboration. Issue 01.” she explains.” Vol. and Moodle. a student posted a problem he couldn’t solve and a classmate stepped forward online and responded with a suggestion.Chris Friberg believes that by ceding some control to her students.” Recently. 04. Page 27Account Management • • • • • • • • • • • • • • • • •Register or Subscribe •Online Account •Print Subscription •Manage E-Newsletters/ Preferences •Site Licenses Contact Us •Help/FAQ •Customer Service •Editor Feedback •Letters to the Editor About Us •Staff •Work@EPE Policies •User Agreement •Privacy 52 . online video lessons from universities like Massachusetts Institute of Technology. a classroom-management system that allows them to work at their own pace. touchpad calculators. In her math classroom. they are more likely to engage with each other. “is their confidence level in a [discussion] forum. “One of the things that sticks out the most. and presentation skills that are going to be necessary. The day is gone when they just need to know formulas—they can look those up. Friberg says. students are using YouTube videos to find a different take on a problem.” she says. “They need to know how to solve problems and work together.

The term "21st-century skills" is generally used to refer to certain core competencies such as collaboration. the idea of what learning in the 21st century should look like is open to interpretation—and controversy. To get a sense of how views on the subject align—and differ—we recently asked a range of education experts to define 21st-century learning from their own perspectives. Early-Reading Expert 53 . and problem-solving that advocates believe schools need to teach to help students thrive in today's world. critical thinking. How Do You Define 21st-Century Learning? One question. In a broader sense. digital literacy. however.• • • • • • • • • • • • • • • • •Reprints Advertise with Us •Display Advertising •Recruitment Advertising Connect with Us •RSS Feeds •Free E-Newsletters •Follow Us on Twitter •Join Us on Facebook •Join Us on LinkedIn Education Week Publications •Education Week •Teacher •Digital Directions •Teacher PD Sourcebook •TopSchoolJobs © 2010 Editorial Projects in Education 6935 Arlington Road. Eleven answers. Richard Allington Professor of Education. Eleven answers. Bethesda MD 20814301-280-31001-800-346-1834 How Do You Define 21st-Century Learning? One question. University of Tennessee.

I’m an old guy. illiterates rarely use 21stcentury literacies if only because they never developed the 18th-century kind of literacy. and I will e-mail this response. Facebooked. But I’m still stuck on fostering 18th-century literacy in citizens. The research. I’ve never Tweeted. I think we actually could teach everyone to read (the old way) and for the life of me I cannot understand why schools would spend funds on computers when their libraries are almost empty of things students might want to read. As far as I can tell. has provided no evidence that having either computers or whiteboards in schools has any positive effect on students’ reading and writing proficiencies. there is no buzz about books. Oddly. I don’t feel the least bit disenfranchised by technology. I am preparing this response on my laptop. Barnett Berry Founder and CEO. But school and classroom libraries are well established as essential if we plan to develop a literate citizenry. or YouTubed. I cannot understand why classrooms have whiteboards but no classroom libraries. However. I use (though not much) my Blackberry every day. Center for Teaching Quality 54 . Skyped. to date.

Without content. Powerful learning of this nature demands well-prepared teachers who draw on advances in cognitive science and are strategically organized in teams. fostering learning dispositions. students are left to memorize facts. skills debate and bring it into a framework that dispels these dichotomies. Virtual tools and open-source software create borderless learning territories for students of all ages. gaming experts. Embracing a 21st-century learning model requires consideration of those elements that could comprise such a shift: creating learners who take intellectual risks. Students demonstrate the three Rs.Twenty-first-century learning means that students master content while producing. communication. synthesizing. 55 . Twenty-first-century learning means hearkening to cornerstones of the past to help us navigate our future. but also the three Cs: creativity. Sarah Brown Wessling 2010 National Teacher of the Year Twenty-first-century learning embodies an approach to teaching that marries content to skill. Instead. and evaluating information from a wide variety of subjects and sources with an understanding of and respect for diverse cultures. in and out of cyberspace. They demonstrate digital literacy as well as civic responsibility. into relevance without rigor. and policy researchers. the 21st-century learning paradigm offers an opportunity to synergize the margins of the content vs. Without skills. students may engage in problemsolving or team-working experiences that fall into triviality. Many will emerge as teacherpreneurs who work closely with students in their local communities while also serving as learning concierges. anytime and anywhere. and nurturing school communities where everyone is a learner. and relegate their educational experience to passivity. recall details for worksheets. and collaboration. virtual network guides. community organizers.

The opportunities afforded by technology should be used to re-imagine 21st-century education. No longer does learning have to be one-size-fits-all or confined to the classroom.Karen Cator Director. They must develop strong critical thinking and interpersonal communication skills in order to be successful in an increasingly fluid. interconnected. and easily created and shared digital content. U. The George Lucas Educational Foundation.S. Emeritus. Milton Chen Senior Fellow & Executive Director. focusing on preparing students to be learners for life. Students today will likely have several careers in their lifetime. Office of Educational Technology. educators can leverage technology to create an engaging and personalized environment to meet the emerging educational needs of this generation. In this setting. and complex world. constant social interaction. author of Education Nation: Six Leading Edges of Innovation in Our Schools 56 . Technology allows for 24/7 access to information. Department of Education Success in the 21st century requires knowing how to learn.

where a global perspective and collaboration skills are critical. which has enabled instant global communication and access to information.”) Twenty-first-century learning builds upon such past conceptions of learning as “core knowledge in subject areas” and recasts them for today’s world. Board of Education. we see that education reform requires much more than lists of skills. Sadly. likewise holds the key to enacting a new educational system. If 10 years from now we are still debating 21st-century learning.” It’s even more important to stay curious about finding out things. we have failed to deliver on that promise. (The problem is that what’s modern in 2010 has accelerated far beyond 2000. planning and executing to ensure student learning.Twenty-first-century learning shouldn’t be controversial. As we study what distinguishes highly effective teachers in our nation’s most challenging contexts. Steven Farr Chief Knowledge Officer. and opportunity. Our system perpetuates a racial and socioeconomic achievement gap that undermines our ideals of freedom. where students use information at their fingertips and work in teams to accomplish more than what one individual can alone. author of Teaching as Leadership: The Highly Effective Teacher’s Guide to Closing the Achievement Gap Twenty-first-century learning must include the 20th-century ideals of Brown v. equality. and defining the very notion of teaching as 57 . We need classroom leaders setting an ambitious vision. rallying others to work hard to achieve it. mirroring the 21st-century workplace. It’s no longer enough to “know things. It is simply an effort to define modern learning using modern tools. Teach For America. a year which now seems “so last century. The Internet. it would be a clear sign that a permanent myopia has clouded what should be 20/20 vision.

What will make America a global leader in the 21st century is acting on what we know to educate all children. regardless of socioeconomic background. and to participate. and administrators watching the Internet Revolution. educators. Loosely governed and highly self-directed.” Our old stories of education (factory-model.changing the life paths of students.0. Social Learning Consultant. compliance-driven) are breaking down or broken. top-down. These will. however. Common Core 58 . seem increasingly out-of-sync not just with parents. but with students. who themselves are largely prepared to drive their own educations. these teaching and learning activities exist beyond the sanction or control of formal educational institutions. Steve Hargadon Founder. Classroom 2. to create. The knowledge-based results look a lot like freemarket economies or democratic governments (think: Wikipedia). like national standards or (ironically) the teaching of 21st-century skills. Elluminate Twenty-first-century learning will ultimately be “learner-driven. I believe the political and institutional responses will be to continue to promote stories about education that are highly-structured and defined from above. and this is because the Internet is releasing intellectual energy that comes from our latent desires as human beings to have a voice. Lynne Munson President and Executive Director.

I disagree. They need to be able to enjoy man’s greatest artistic and scientific achievements and to speak a language besides their mother tongue. they need only to have the skills to find it. not an excuse to know less. Bureau of Indian Education.I define 21st-century learning as 20th. According to most 21st-century skills’ advocates. Department of Interior Students in the 21st century learn in a global classroom and it’s not necessarily within four walls. Keith Moore Director. Today’s students are fortunate to have powerful learning tools at their disposal that allow them to locate. But being able to Google is no substitute for true understanding. students needn’t actually walk around with such knowledge in their heads. acquire. Students still need to know and deeply understand the history that brought them and our nation to where we are today. and even create knowledge much more quickly than their predecessors.(or even 19th!-) century learning but with better tools. Twenty-first-century technology should be seen as an opportunity to acquire more knowledge. They are more inclined to find information by accessing the Internet through cellphones 59 .

Similarly. Susan Rundell Singer Laurence McKinley Gould Professor of Natural Sciences. and read English well. geography. the ability to make and repair useful objects.and computers. and science. engagement in the arts. the social skills to collaborate fruitfully with others. parents. mastery of a foreign language. author of The Death and Life of the Great American School System To be prepared for the 21st century. and students to work with the federal leadership to keep education a top priority. our children require the following skills and knowledge: an understanding of history. for personal satisfaction. Carleton College 60 . many teachers are monitoring and issuing assignments via virtual classrooms. Many of our Bureau of Indian Education schools are located in disadvantaged rural and remote areas. write. the ability to speak. we must rely upon the vision and the ability of our tribal leadership. a love of learning. Diane Ravitch Education Historian. The BIE is working with various stakeholders to ensure that our schools have a Common Operating Environment so that students and teachers can access information beyond the classroom. teachers. to pursue their goals to completion. so they may comprehend unforeseen events and act wisely. close encounters with great literature. to gain insight into timeless dilemmas and the human condition. for personal independence. the ability to use technology wisely. civics. and the ability to play a musical instrument. so they continue to develop their minds when their formal schooling ends. to enrich their lives. mathematics. self-discipline. Within the federal BIE school system. or chatting with friends on a social networking site. ethical and moral character.

Developing skills in the context of core concepts is simply good practice. Integrating core concepts with key skills will prepare students for the workplace and college. Issue 01. Our co-author Ariel Sacks used the term teacherpreneur during one of our team writing sessions. Vol. It’s time to let go of polarizing debates. consider the evidence. a clear understanding of what strategies must be in play to make schools highly successful. 04. 61 . Page 32 The Coming Age of the Teacherpreneur In an excerpt from a forthcoming book on the future of education. From my perspective as a scientist and science educator. the most effective way to prepare students for the workforce and college is to implement and scale what is already known about effective learning and teaching. and get to work. and systems-thinking are essential skills in the 21st-century workforce. By Barnett Berry & the TeacherSolutions 2030 Team While we are all for entrepreneurism in public schools. a group of accomplished educators envisions new roles for teacher leaders. The Coming Age of the Teacherpreneur In an excerpt from a forthcoming book on the future of education. non-routine problem solving.Adaptability. complex communication skills. based on the evidence from the learning sciences. we have a different view of what it takes to be a successful and enterprising change agent in education. She predicted that the schools of 2030 will need growing numbers of teacherpreneurs. and the skills and commitment to spread their expertise to others—all the while keeping at least one foot firmly in the classroom. a group of accomplished educators envisions new roles for teacher leaders. Content vs. self-management. process wars should be ancient history. which she described as teacher leaders of proven accomplishment who have a deep knowledge of how to teach. We need to move past mile-wide and inch-deep coverage of everexpanding content in the classroom.

org The beauty of a hybrid. understandably. The TeacherSolutions 2030 Team includes: Jennifer Barnett (Alabama)* Kilian Betlach (California) * Shannon C’de Baca (Iowa) * Susie Highley (Indiana)* John M. think tank. mentoring teachers. I would lose credibility with my teaching peers. CTQ is the parent organization of the Teacher Leaders Network. Author Barnett Berry is founder and president of the Center for Teaching Quality. More information on the project is available at: www. with perhaps only half of my salary paid by the school itself. If I lose that. Teaching is the soul of my work in education. scheduled to be published by Teachers College Press later this year. my work would lose relevance and. crafting policy. At least in my own mind. Kamm (Illinois) * Renee Moore (Mississippi) * Cindi Rigsbee (North Carolina)* Ariel Sacks (New York)* Emily Vickery (Florida)* Jose Vilson (New York)* Laurie Wasserman (Massachusetts). Holland (Virginia) * Carrie J. And I can imagine more: I could do policy work outside my school and/or be a freelance writer. I think I’d feel disconnected from my purpose and passion—and my colleagues. or creating partnerships between our schools and other organizations. a North Carolina nonprofit that seeks to improve student achievement by conducting research. she says: Many teachers like myself could play any number of teacherpreneurial roles depending on the needs of my school and the funding source—community organization. many of us are developing curriculum materials.teaching2030. It aims to identify “emergent realities” that will shape education and teaching in the coming decades and to prescribe possible policy directions to help schools leverage these trends. 62 . Right now. or university. and cultivating teacher leadership.And we need to begin to cultivate such teachers now. a group of accomplished educators assembled by the nonprofit Center for Teaching Quality. The book was written by Barnett Berry and the TeacherSolutions 2030 Team. This article is excerpted from Teaching 2030: What We Must Do for Our Students and Our Public Schools─Now and in the Future. teacherpreneurial role is that I would always maintain a classroom teaching practice.

The “or” in the equation represents an inauthentic choice. they preserve and enhance the body of knowledge and expertise that defines a profession. but to make education better. These new roles would ground the profession in the work of teaching. Many of us aren’t selling anything but a vision for a better educational future for children. a mentor or a follower. Nor would teaching need to be seen as something to master and move on from. for the false dichotomy of teachers either teaching for the love of children or to earn a professional income: Our principal motivation isn’t money. improving academic performance exponentially. or when you were “done” teaching. It’s easy for other professionals to work not “just for the money” because there is so much money to be made in their field. relying on choice and financial incentives to drive changes in the teaching profession. Nonetheless. Teachers should not shy away from the money issues—because it can make us more visible to our colleagues and the public. We believe in risk-taking teachers who are recognized and rewarded for innovative practices. Not only do these differentiated. We aren’t necessarily asking to be compensated for this future so much as to be incorporated into the marketplace of ideas. says Ariel Sacks. which insufficiently diversify professional standing and function as poor replacements for promotions that are part of a recognized and organized professional system. There are nearly endless combinations of endeavors that could compose a hybrid teaching position that promotes teacherpreneurism. Our co-author Kilian Betlach offered his own ideas of teacherpreneurism and the hybrid opportunities that would have kept him in a teaching (rather than a purely administrative) role: These new teacherpreneurial roles would replace the old notions of mentor. Holland makes very clear. There is no need. entrepreneurial roles increase the “stickiness” of the teaching career by creating fresh challenges and opportunities as well as rewards. . What remains central is the repudiation of the dichotomous nature of the profession: You’re either a teacher or a principal. while recognizing that teacher leadership has a place and a value and a function beyond honorific titles and extracurricular duties. 63 . The removal of this “either-or” barrier would bring a far greater array of skills and strengths to bear on student achievement. our ideas need to be valued financially even though our “clients” (students) don’t pay us. An evolution. or department chair. . master teacher. it’s not really about the money: We are talking about teacherpreneurs as an aspect of teachers’ “ownership” of their profession. Leadership would no longer be a thing you ascribed to “after” teaching. and one that limits the effectiveness of both individuals and the system as a whole. But as our collaborator John M. .Too many reformers have romanticized the marketplace.

Her report. has already begun. we can see that this school’s students are 64 .. including those supported by the district. Our Teacher Leaders Network colleague Lori Nazareno is co-leading a new Denver public school that’s entirely run by teachers. “This shift. or a partnering organization. Jennifer is beginning to serve as a teacherpreneur. and professional development. It’s her job to support both the integration of 21st-century skills and teaching strategies and to promote collegial collaboration. Today. Many other colleagues are providing professional development and training to peers who are gaining expertise in teaching children with different learning needs—or helping build effective professional learning communities in high-needs schools. mentors new teachers for Brown University. Marti Schwartz. teacherpreneurism will build out from these teacher-leader-coach beginnings. but also trains new teachers via distance and face-to-face mentoring in Asia and the Mideast. leading major innovations at Winterboro High—the first Talladega school to transition to project-driven instruction. it will become more and more commonplace to select a cadre of the most highly effective and creative classroom educators and give them the independence and financial incentives to innovate in ways that—in Phillip Schlechty’s memorable phrase—“shake up the schoolhouse. It would seem more likely for an extremely rural school with over 90 percent free and reduced lunch status to become part of a Top 10 list of at-risk schools. and also serves as a literacy teacher and coach at an innercity high school.” As we imagine it. A 21st-century transformation is happening. not only brings her science knowledge (and student-management skills) to Iowa’s virtual high school classrooms. illustrates both the powerful effect of a change agent and the important quality of collaborative leadership that will be essential in the teacherpreneur role: Winterboro School has become a very rich school. push-in. who were considering an ambitious plan to make that instructional method a mainstay in all schools in the countywide district. Her use of digital tools and the Internet and her commitment to projectbased learning soon attracted the attention of district administrators. one year into the initiative. but this is not the case. our co-author Jennifer Barnett returned home to rural Talladega County to teach English and social studies at a small K–12 school. Early examples of teacherpreneurs aren’t hard to find. Ala.” After a dozen years teaching in a suburban Birmingham.In our conception. Our co-author Shanon C’de Baca is a trailblazing online educator who. the state. More districts and schools have developed literacy and math coaches to support teachers. high school. In Rhode Island. while also investing know-how and energy into important projects. contracts privately to provide professional development in several community school systems. at least instructionally. the teacherpreneur is always engaged with students. After searching for a curriculum redesign and settling on schoolwide adoption of a project-based learning experience for all students in every course. As entrepreneurial roles evolve. As TLN member Sarah Henchey says. AIG and ESL specialists provide pullout. another TLN member.

changing. but collaboration is the key. (I’m so humored by their impatience in trying to prove our work invalid. create plans. This collaboration is not happening by chance or because of fantastic technological advancements. a plan. We haven’t reached the mountaintop yet. Teacherpreneurship is all about the public good. anywhere. teacherpreneurship is about propagating a new culture of innovation and creativity in a sector of education that has been woefully lacking in one. was selected by U. teacherpreneurship is not promoting a free-market visionfor the profit of a few—but rather how our society can invest substantially in teachers who can expertly serve millions of children and families who are not in the position to choose a better school somewhere else or find the most erudite online teacher anytime. and relevancy. One thing most people don’t realize is this: Most of us don’t know how. It has become our addictive drug and not one of them is ready to let go.. We want a decision. Embracing ambiguity is the key to successful collaboration and many teachers struggle with that. They believe they are relevant. Our Winterboro staff is very young and inexperienced. not just those who are college-bound.. Here’s the rub. Students see it and follow the model. It is happening everywhere. Only the “old thinkers” of the nearly 400 visitors we’ve welcomed this year have asked about our students’ test scores. The magazine’s selection methods are “based on the key principles that a great high school must serve all its students well. and a great deal of knowledge and skill. Our students present themselves as confident young professionals placing value on what they are doing and why they are doing it. News & World Report as one of the “Best High Schools in Alabama” for 2010. not private gain. the teachers have had to learn how to work in concert with one another. to exchange ideas. and that it must be able to produce measurable academic outcomes to show the school is successfully educating its student body across a range of performance indicators. Collaboration is happening by design. It may be a worn-out concept .. successful collaboration takes time. and we want it immediately.) Most see what I see. Teachers are working with each other. Yet. 65 . but we can see the sun shining on the other side. which shares building space with students in grades K–8. as a group. . The teacher leader in the hybrid role can make this happen in every school in America.” Ultimately. value. but I’m most interested in why it is working. Before they could model collaboration. Most importantly.S.. the sessions are carefully designed to bring the right mix of knowledge and expertise to the collaboration table. patience. There is good evidence of Winterboro’s early progress: The isolated high school. and distinguish between what’s good and what’s great. They have very little time and even less patience with themselves. Much can be said about what our students are doing now. Unfortunately. I want every “poor” school in this country to offer its students the opportunity to become rich in confidence.

Page 37 66 . 04. From Berry.Used with permission from the Publisher. ©2011 by Teachers College.. To order copies visit www. All rights reserved. Columbia University.com or call (800) 575-6566. Issue 01. New York: Teachers College Press.tcpress. Vol. Teaching 2030: What We Must Do for Our Students and Our Public Schools—Now and in the Future.