21 ST CENTURY FRAMEWORK

1. 21ST CENTURY FRAMEWORK OVERVIEW

2. 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

3. 21st Century Skills Framework 20th Century Education Model

4. 21st Century Skills Framework

5. 21st Century Skills Frameworkhttp://www.p21.org/documents/P21_Framework.pdf

6. 21st Century Skills Framework Core Subjects - English • Reading or Language Arts • Mathematics • Science • Foreign Languages • Civics • Government • Economics • Arts • History • Geography

7. 21st Century Skills Framework • Thinking and Learning Skills • Critical Thinking & Problem Solving Skills • Creativity & Innovation Skills • Communication & Information Skills • Collaboration Skills

8. 21st Century Skills Framework • ICT Literacy • Information 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

9. 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/

10. 21st Century Skills Framework 21st Century Content • Global Awareness • Financial, Economic, Business and Entrepreneurship Literacy • Civic Literacy • Health & Wellness Awareness

11. NC TEACHER standards and EVALUATION INSTRUMENT Developed to meet the new demands of education and the 21st century framework.

12. NC Standards for Teachers • Standard 1: Teachers demonstrate leadership • Standard 2: Teachers establish a respectful environment for 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

13. Performance descriptors and DEFINITIONS

14. The Rubric and Rating Scale Performance 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

15. Performance Descriptors Not Demonstrated – Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance [NOTE: If the “Not Demonstrated” rating is used, the evaluator must provide a comment about why it was used.] Source: North Carolina Teacher Candidate Evaluation Rubric

16. 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

17. 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/skills/Marzano.pdf • Revised Blooms’ Taxonomy: • http://www.waynecountyschools.org/147210622111220523/lib/147210622111220523/Revised_Blooms_Info.pdf