Jordan-Matthews HS 21 st Century School for 21 st Century Learners.
21 ST CENTURY FRAMEWORK
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Transcript of 21 ST CENTURY FRAMEWORK
21ST CENTURY FRAMEWORKOVERVIEW
CYBER SUMMIT ON 21ST CENTURY SKILLS: NC SUPERINTENDENT JUNE ATKINSON
• http://www.youtube.com/watch?v=BqV7U5bJJq8
• http://www.youtube.com/results?search_query=cyber+summit+21st+century&aq=f
20th Century Education Model
21st Century Skills Framework
21st Century Skills Framework
21st Century Skills Frameworkhttp://www.p21.org/documents/P21_Framework.pdf
- English- Reading or Language Arts- Mathematics- Science- Foreign Languages- Civics
- Government- Economics- Arts- History- Geography
Core Subjects
21st Century Skills Framework
Thinking and Learning Skills
• Critical Thinking & Problem Solving Skills• Creativity & Innovation Skills• Communication & Information Skills• Collaboration Skills
21st Century Skills Framework
ICT LiteracyInformation and communications technology (ICT) literacy is the ability to use technology to accomplish thinking and learning skills:• Critical Thinking & Problem Solving Skills
• Creativity & Innovation Skills• Communication & Information Skills• Collaboration Skills
21st Century Skills Framework
Life Skills• Leadership• Ethics• Accountability• Adaptability• Personal Productivity• Personal Responsibility• People Skills• Self Direction (e.g. Lawrence Township)• Social Responsibility• http://www.lawrencetwp.com/
21st Century Skills Framework
21st Century Content
• Global Awareness• Financial, Economic, Business and
Entrepreneurship Literacy• Civic Literacy• Health & Wellness Awareness
21st Century Skills Framework
NC TEACHER STANDARDS AND EVALUATION INSTRUMENTDeveloped to meet the new demands of education and the 21st century framework.
NC Standards for Teachers• Standard 1: Teachers demonstrate leadership
• Standard 2: Teachers establish a respectful environmentfor a diverse population of students
• Standard 3: Teachers know the content they teach
• Standard 4: Teachers facilitate learning for their students
• Standard 5: Teachers reflect on their practice
• http://www.ncptsc.org/StandardsDocs/Final%20Standards%20Document.pdf
• http://teacheracademy.org/NC_Professional_Teaching_Standards_11.pdf
PERFORMANCE DESCRIPTORS AND DEFINITIONS
The Rubric and Rating ScalePerformance Descriptors
Emergent - Candidate possesses limited or superficial knowledge and awareness of concepts associated with educational concepts
Developing – Candidate has mastered important concepts and demonstrated the ability to apply these to concrete problems, but in contexts of limited complexity
Proficient – Candidate has mastered important concepts and demonstrated the ability to apply these concepts consistently in real-world contexts – minimum performance level required to be recommended for licensure.
Accomplished – Candidate possesses and demonstrates truly exemplary understanding, mastery, and consistent integration of relevant concepts and skills in their professional practice – continually evaluate their own performance, and actively seek ways to improve their performance.
Source: North Carolina Teacher Candidate Evaluation Rubric
Performance Descriptors
Not Demonstrated – Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance[NOTE: If the “Not Demonstrated” rating isused, the evaluator must provide a commentabout why it was used.]
Source: North Carolina Teacher Candidate Evaluation Rubric
Definitions• Artifacts – products used to demonstrate a teacher candidate’s performance or proficiency• Formal Observation – an observation of a teacher’s performance for a minimum of 45 minutes or
one complete lesson• Performance Descriptor - discrete statements of specific competency that collectively reflect a
performance level in the rubric• Performance Element - a paragraph that describes in detail one constituent aspect of a
performance standard. The rubric contains twenty-five performance elements.• Performance Level - the label (e.g., Emergent Candidate, Developing Candidate, Proficient
Candidate, Accomplished Candidate) applied to each of four categories used to rate a teacher candidate’s overall performance for a performance element in the rubric
• Performance Standard – statement reflecting a domain of professional practice against which educator performance is judged. The rubric contains five separate performance standards (emergent, developing, proficient, accomplished, and non-demonstrated).
• Summative – evaluation conducted at the end of the program that leads to a concluding judgment about performance
• Source: North Carolina Teacher Candidate Evaluation Rubric
Resources:• NC Teacher Candidate Evaluation Rubric:
• http://www.ced.appstate.edu/newstandards/docs/final-teacher-candidate-rubric-as-approved-by-the-sbe.pdf
• NC 21st Century Skills:• http://
www.p21.org/route21/index.php?option=com_content&view=article&id=123&Itemid=199
• NC Common Core and Essential Standards:• http://www.dpi.state.nc.us/acre/standards/
• Marzano’s Taxonomy:• http://download.intel.com/education/Common/in/Resources/DEP/sk
ills/Marzano.pdf• Revised Blooms’ Taxonomy:
• http://www.waynecountyschools.org/147210622111220523/lib/147210622111220523/Revised_Blooms_Info.pdf