University of Southern California Dissertations and Theses

A new generation: a new model of education in the 21st century

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A new generation: a new model of education in the 21st century

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A NEW GENERATION:
A NEW MODEL OF EDUCATION IN THE 21
ST
CENTURY

by

Deborah L. Ellis

________________________________________________________________________

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2012

Copyright 2012 Deborah L. Ellis

ii

Dedication

I am extremely appreciative of all of my family and friends who have supported
me through this process and provided me with inspiration to work towards my goals.
This dissertation is dedicated to my husband and parents. From ensuring that I had
excellent educational experiences to providing encouragement and support, my parents’
wisdom and perspective has helped me to dream big and achieve in innumerable ways.
As my number one cheerleaders throughout my life, they have helped me to find the
strength to overcome challenges and the dedication to better myself and help others. My
husband, Sean, provides me with the inspiration to be my best and helps me to find
balance in my life, always reminding me to take a break and enjoy the sunshine or a
beautiful night sky full of stars. For all the times that he made dinner, washed the dishes,
or waited patiently while I worked the night away, I am grateful for his support, love, and
encouragement throughout this process.

iii

Acknowledgements

I am grateful to have had the support and guidance of many people throughout my
doctoral experience. The motivation, inspiration, and encouragement I received were
instrumental.
I would like to acknowledge and thank Dr. Stuart Gothold for not only serving as
the chair for my dissertation, but for providing structure, leadership, and guidance that
were invaluable throughout the entire process. With all of your expertise and
experience, thank you for sharing your insight and resources and keeping us up to date
with the research on globalization and education. Thank you, Dr. Gothold for making
this a meaningful process and supporting me in deepening my thinking and growing my
learning.
I would also like to thank Dr. Dennis Hocevar and Dr. Patricia Burch for serving
as committee members in my dissertation process. In classes and through the writing
process, both of you shared your expertise, broadening my thinking and helping me to
grow as a researcher and educator.
I would also like to acknowledge my other professors and my k-12 cohort. I was
so privileged to be with professors and classmates who provided me with the mentorship
and guidance to grow in my profession while balancing the doctoral program. Thank you
especially to Terri for your non-judgmental ear and words of encouragement that helped
me grow in my thinking and as an educational leader. Our carpool time will always be at
the core of my doctoral experience.

iv

Thank you, Erica and Ilisa for sharing your talent and editing portions of my
dissertation. You both are such talented writers and I truly appreciate your time in
helping me clarify and improve my writing.
Finally, I would like to acknowledge the incredible staff at “Progressive
Elementary.” You are an inspiration and I am forever thankful to you for allowing me to
be a part of your community. I would especially like to thank the Principal and the five
teachers who opened up your classrooms and shared with me all of your hard work. You
have developed an incredible team and community of learners.

v

Table of Contents

Dedication ii

Acknowledgements iii

List of Tables vii

List of Figures viii

Abstract ix

Chapter One: Overview of the Study 1
Background of the Problem 2
Statement of the Problem 5
Purpose of the Study 6
Research Questions 7
Significance of the Study 7
Assumptions 8
Limitations 9
Delimitations 10
Definition of Terms 10
Organization of the Study 12

Chapter Two: Review of the Literature 14
Factors Driving the Movement towards 21
st
Century Skills 15
Skills for Success in the 21
st
Century 23
The Skills in Action 36
Challenges to Implementation 42
Conclusion 49

Chapter Three: Research Methodology 51
Conceptual Model 52
Research Questions 54
Research Design 55
Population and Sample 56
Instrumentation 59
Data Analysis 65

vi

Chapter Four: Results 67
School Site and Participants 68
Results 74
Summary of the Results 144

Chapter Five: Conclusion and Recommendations 148
Summary of Results 150
Discussion of Conclusions 154
Limitations 157
Implications for Practice 157
Recommendations for Future Research 160
Conclusion 161

References 162

Appendices 166
Appendix A: Document Review 166
Appendix B: 21st Century Skills Survey 171
Appendix C: Observation Matrix 173
Appendix D: Interview Questions 175
Appendix E: Interview Handout 177

vii

List of Tables

Table 2.1: P21 Framework and CCSS ELA College and Career Ready Definition 33

Table 3.1: Racial and Ethnic Demographics 57

Table 4.1: Results to Survey Questions around Instruction and Pedagogy 76

Table 4.2: Correlation between report card and career and life skills 102

Table 4.3: Results to Survey Questions Related to the Professional Community 111

Table 4.4: Results to Survey Questions Related to Culture and Impact 127

Table 4.5: 2011 API and growth from 2010 by subgroup 128

viii

List of Figures

Figure 2.1: Partnership for 21st Century Skills Framework 25
Figure 3.1: Conceptual Model 54

ix

Abstract
As technology evolves and the world becomes more interconnected, a new set of
skills have become necessary to be successful in the workplace. Schools need to develop
and modernize in order to prepare students to be competitive in the changing global
economy. The purpose of this case study was to identify the programs and practices that
promote the acquisition of 21
st
century skills at a school site and the associated
professional environment and culture of that school. While there are various models
outlining the requisite skills for success in the changing job market, for the purpose of
this study, the framework from the Partnership for 21
st
Century Skills (P21) was used to
define the desired student outcomes.
This case study researched an elementary school with a vision and mission that
align with the P21 Framework and an API score above 800. Qualitative methods were
used in this case study to address three research questions. A survey, interview protocol,
document review matrix, and observation protocol were developed in collaboration with
a thematic dissertation team to ensure triangulation and improve validity and reliability.
While the survey, document review, and some of the interviews and observations
addressed the school at large, in order to paint a more in-depth picture, a large component
of the interviews, observations, and document review focused on two classrooms, which
are referred to as clusters at Progressive Elementary.
Several themes emerged from the analysis of the data, revealing how the school’s
programs and practices develop 21
st
century skills, the role of the professional

x

community, and the perceived impact on the culture of the school. The 21
st
century skills
and themes are integrated into the structures and routines, core curriculum and
assessments, and enrichment programs. There is a focus on depth over breadth in the
curriculum and assessments. A shared vision and value system drives shared decision
making and professional collaboration is at the core of every aspect of the school’s
program and practices. Throughout the findings was a strong sense of community among
parents and family members, staff, students, and alumni is pervasive in the culture of the
school. These factors were evident throughout the data collection process. More
research should be conducted to assess how other schools can utilize this learning model
to better serve all students.

1

Chapter One: Overview of the Study

The world has changed dramatically as a result of technological developments
and the nature of the international market. As a result of advancements in information
and communications technology, competition and collaboration has surged globally
(Bellanca and Brandt, 2010). With the fast paced nature of the current economy,
individuals need skills that will facilitate success in a constantly changing and evolving
workplace. There is a significant gap between the skills students need to succeed in the
current global economy and those being taught in most schools in the United States
which Wagner (2008) describes as the growing global achievement gap.
Currently students graduating from high school are lacking the necessary skills
that support innovation and the United States is losing ground in comparison to other
countries in adequately preparing individuals for the science, technology, engineering,
and mathematics fields. The current political environment under the No Child Left
Behind Act has focused assessment on the core content with multiple-choice tests, not
evaluating the 21
st
century skills, such as critical thinking, collaboration, innovation, and
information and technology skills. While there have been increases in reports over the
last two decades, calling on schools to build more complex thinking skills among
students such as the ability to think creatively and analyze information, the new demands
of the technology and global competition add a new component to this drive (Silva,
2008). Without being measured, these 21
st
century skills are generally not strategically or

2

consistently integrated into instruction across the United States. The focus of education
needs to be shifted to ensure that American graduates are prepared to compete in the
global economy and to become successful citizens in the 21
st
century.
Background of the Problem
As computers and outsourcing have replaced the need for workers to implement
predictable tasks, there are an increasing number of jobs requiring problem-solving and
working with a team. Employers are looking for employees who are critical thinkers and
demonstrate strong communication skills. While the United States continues to lead the
world in several industries, there has been a shift in the global economy that has created
greater international competition in areas of innovation. In order to be competitive
globally, Americans need to demonstrate multiple competencies beyond the basic skills.
The face of global competition has changed dramatically in recent years and is
continuing to become more significant. Previously, the United States was the dominant
force in industries such as steel and paper; however, they are now centered in China and
Sweden (Dede, 2005). With advancements in technology, a radiologist can have CAT
scan images interpreted in Australia or India, providing access to this information 24/7
and eliminating the need for as many workers in the United States for certain levels of
work (Friedman, 2007). Outsourcing has “flattened the world” according to Friedman
(2007), with individuals in other countries who were educationally prepared to fulfill jobs
for less cost coupled with the increased interconnectivity created by advancements with

3

fiber optics. The changes associated with the “flattening of the world” effect not only
economic opportunities, but also global interactions and individual empowerment.
Along with economic growth, other countries are demonstrating superior
achievements in education in comparison to the United States. A relationship between
education reform and improving the economy has been demonstrated in other countries
as a successful way to benefit students, business, and society. Many countries, including
Denmark, Japan and Poland have superior high school graduation rates surpassing 90
percent as compared to only 70 percent in the United States. Also, the United States has
fallen behind nine industrialized nations for the percentage of 25- to 44-year olds who
have completed college (Wagner, 2008). Program for International Student Assessment
(PISA) and Trends in International Mathematics and Science Study (TIMSS) are two
international assessments that are used to compare international levels of student
achievement. While on the 2003 TIMSS in science and mathematics the students in the
United States scored higher than the average internationally, students from the United
States underperformed on the PISA (Partnership for 21
st
Century Skills, 2008, Silva,
2008). The PISA studies were created by the Organization for Economic Co-operation
and Development (OECD) to focus on the ability of students to solve authentic problems
through the application of their knowledge and skills. Within each of the real-life
situations, students were required to apply reading, math, and science knowledge. The
United States demonstrated, at best, average success with relation to other industrialized
countries on all of the exercises, scoring behind twenty-eight other countries (Wagner,

4

2008). The standard for scoring in the top 10 percent in the United States was
significantly lower than the standard for being considered a high performing student in
the other OECD countries (Wagner, 2008). The difference in performance of students in
the United States on the TIMSS versus the PISA is evidence that students are doing an
average job of mastering the basic knowledge being demanded of during schooling, but
that they are not able to transfer their knowledge to apply it to real world problems (Silva,
2008).
The No Child Left Behind Act focuses on high stakes testing which has resulted
in teachers using strategies that take less time, such as lecture and drill and practice
(Dede, 2005), but do not promote the acquisition of 21
st
century skills. The percentage
of time spent on English language arts and mathematics has increased at the expense of
other subjects. However, academic progress in reading and math has only been evident
for the students scoring in the middle while there has not been progress for the students
who scored the lowest. The students in the middle have been the ones targeted by many
schools because they are seen as providing the biggest ‘bang for your buck’ in increasing
a school’s overall test scores (Wagner, 2008). The No Child Left Behind Act emphasizes
applying consequences to schools that do not make adequate yearly progress (AYP). The
constant fear associated with not making AYP has resulted in conformity among
educators which does not lead to the development of students with 21
st
century skills
(Schoen &Fusarelli, 2008).

5

If the education system continues in its current form, students will continue to be
prepared for employment opportunities that will have become obsolete. In order to be
prepared to succeed in this new economy, students must graduate with skills that support
higher order thinking including analysis and a more complex format of communication
(Dede, 2005). Employers consistently describe a need for workers who can solve
problems and have stated that current high school graduates who are passing tests for
traditional math and science courses are not able to apply this content knowledge to solve
real world problems (Wagner, 2008). Globalization has created an immense amount of
interdependence and the actions of an individual can both be influenced by and have a
significant effect on communities around the world (OECD, 2005). In order to be
successful, individuals must be prepared to communicate, apply critical thinking and
grow with the fast paced nature of changing global developments.
Statement of the Problem
Currently, the United States compares unfavorably to other industrialized nations
on academic benchmarks. With the progression of a flattening world, Americans are
competing for jobs with individuals from around the world, yet the international
benchmarks demonstrate that the American education system is not preparing students to
be competitive (Friedman, 2007, Wagner, 2008). Meanwhile, the accountability system
developed under No Child Left Behind legislation has emphasized knowledge acquisition
of basic skills as demonstrated by success on multiple choice assessments (Schoen &
Fusarelli, 2008). These assessments have not measured problem solving, critical thinking

6

or any of the skills that are identified by businesses and universities as critical for
success.
As the world becomes more interconnected, the skills and knowledge that
students need to succeed as global citizens have changed. Business leaders, policy
makers, and educators have come together to identify the necessary skills and emphasize
the need for schools to strategically integrate new ways of teaching. Some schools have
responded by embracing globalization. However, it is unclear what programs and
practices they are implementing.
Purpose of the Study
The purpose of the study is to identify the programs and practices that promote
the acquisition of 21
st
century skills at a school and the associated professional
environment and culture of that school. This study was developed in collaboration with
nine researchers as part of a thematic dissertation group in order to provide the
educational field with a more extensive set of case studies that show how schools can
prepare students for the changing global economy. This case study will describe how one
school is implementing these programs and creating a climate that produces students who
demonstrate these characteristics. These collective findings may be transferable to other
school settings and help drive the discussion about how to meet the needs of the 21
st

century workplace and how to produce global citizens.

7

Research Questions
The research questions guiding this investigation were:
1. What are the practices and programs at the school and how are they aligned to 21
st

century skills?
2. What is the professional community at the school and how does it support these
practices?
3. What is the perceived impact of 21
st
century skills on the culture of the school?
Significance of the Study
Since the skills needed to be successful in the 21
st
century have become more
universal, this study is important because it provides a description of how a school can
prepare students with these skills. This study provides new knowledge of how the
programs, practices, professional community, and culture appear in a school in alignment
with the skills that the literature describes as requisite for success in the 21
st
century.
This case study is important for educators because under No Child Left Behind the focus
of educational success has been defined by achievement on standardized tests rather than
demonstration of 21
st
century skills. The findings from this study will contribute to the
research and discussions about both what and how to teach in a way that will make a
difference in preparing the future generations of children in the United States.
Understanding how to implement programs and practices that will provide students with
the requisite skills for success will ensure that more students are competitive in the global
economy upon graduation. This “global achievement gap” (Wagner, 2008) is affecting

8

the United States and therefore needs to be addressed on multiple levels. The move
towards the Common Core State Standards (CCSS) is creating a national move towards
an expectation of college and career readiness, yet the Common Core Standards do not
outline the strategies or process for achieving these outcomes (Conley, 2011). This case
study will provide educational leaders with a detailed description of a model of a school
that effectively teaches the 21
st
century skills. The case study will be significant for
teachers because it will demonstrate what is achievable and provide specifics for
implementation rather than just abstract information. The results are also significant for
parents because it provides a sample for stakeholders to use as a driving force for change.
While this case study is primarily significant at the individual school level, it helps
contribute to the conversation at the district, state, and national level about setting
priorities and means for accomplishing goals.
Assumptions
The following are assumptions of the study:
 There are schools that are intentionally working to provide students with the skills
necessary for being successful in the 21
st
century.
 The skills identified by the Partnership for the 21
st
Century are representative of
the skills and competencies needed for success.
 There were identifiable programs and practices at the school that align with the
21
st
century skills.

9

 The programs, practices, professional community, and culture could be replicated
at a similar school.
 The individuals who participated in the survey and interviews were honest in their
answers.
 The participants in the study had sufficient knowledge of the practices, programs,
professional community, and culture of the school to provide significant
responses.
Limitations
The following are limitations of the study:
 The study took place at a single school site and therefore the findings are not
necessarily generalizable to other schools.
 The study took place during a limited time and is therefore only representative of
the given time period.
 Participation in the study was voluntary and therefore not all perspectives may
have been represented.
 The limited number of individuals interviewed may not be representative of the
viewpoints of the rest of the staff.
 While the researcher made every effort to control for bias, all biases of every
participant could not be identified.

10

Delimitations
The delimitations of this study include:
 This study focused on a single elementary school that met the criteria defined by
the thematic dissertation group: the school has an API over 800 and the mission,
vision, and/or description of the school mention items from the Partnership for
21
st
Century Skills Framework.
 The school is a dependent charter school and magnet in a large, urban district in
California.
 The instrumentation was focused specifically on the research questions around the
programs, practices, professional community, and culture of the school and its
alignment with the 21
st
century skills.
 The observations and interviews focused on a kindergarten and a second/third
grade cluster in which the teachers volunteered to be a part of the study.
Definition of Terms
21
st
Century Skills: The Partnership for 21
st
Century Skills (2009) identifies the
key competencies as the integration of the core subjects with requisite learning skills,
information, media and technology skills, and life and career skills.
Academic Performance Index (API): “A number, used for school accountability
purposes, summarizing the performance of a group of students, a school, or a district on
California's standardized tests. A school's number (or API score) is used to rank it among
schools of the same type (elementary, middle, high) and among the 100 schools of the

11

same type that are most similar in terms of students served, teacher qualifications, and
other factors” (EdSource, 2011). The API scale is also a factor used to determine if a
school made Adequate Yearly Progress.
Adequate Yearly Progress (AYP): “Adequate yearly progress is a set of annual
academic performance benchmarks that states, school districts, schools, and
subpopulations of students are supposed to achieve if the state receives federal funding
under Title I, Part A of the federal No Child Left Behind Act. In California, the measures
include: (1) specified percentages of students scoring ‘proficient’ or ‘advanced’ on
California Standards Tests in English language arts and math; (2) participation of at least
95% of students on those tests; (3) specified Academic Performance Index scores or
gains; and (4) for high schools, a specified graduation rate or improvement in the rate”
(EdSource, 2011).
California Standards Tests (CSTs): “Tests that are part of the Standardized
Testing and Reporting (STAR) program and are based on the state's academic content
standards-what teachers are expected to be teaching and what students are expected to be
learning. They are primarily multiple choice and cover four subject areas: English
language arts (grades 2-11); mathematics (grades 2-11); history/social science (grades 8,
10, and 11); and science (for grades 5, 8, 10, and high school students who are taking
specific subjects like biology, chemistry, or integrated science). CSTs are criterion-
referenced tests, and students are scored as ‘far below basic, below basic, basic,
proficient, and advanced.’ The state goal is for every student to score at ‘proficient’ or

12

above. Only California students take these standards-based tests so their results cannot be
compared to test scores of students in other states or nations” (EdSource, 2011).
Professional Development: “Programs that allow teachers or administrators to
acquire the knowledge and skills they need to perform their jobs successfully”
(EdSource, 2011).
No Child Left Behind (NCLB): “The 2002 reauthorization of the Elementary and
Secondary Education Act (ESEA). Originally passed in 1965, ESEA programs provide
much of the federal funding for K-12 schools. NCLB's provisions represent a significant
change in the federal government's influence in public schools and districts throughout
the United States, particularly in terms of assessment, accountability, and teacher quality”
(EdSource, 2011).
Third International Mathematics and Science Study (TIMSS): “A third attempt by
educators to compare achievement in mathematics and science across nations…TIMSS
administered tests to students in 26 countries at grade 4 and 41 countries at grade 8.
Depending on the specific test, it was administered to up to 21 countries at the Final Year
of Secondary School” (EdSource, 2011).
Organization of the Study
This study is organized into five chapters. Chapter One provides an introduction
to the study with the background of the problem, statement of the problem, purpose of the
study, significance of the study, limitations and delimitations and definitions of key
terms. Chapter Two presents a thorough review of the literature related to globalization

13

and the 21
st
century skills, including a rationale for teaching the 21
st
century skills and the
framework used to describe the skills. Chapter Three describes the methodology
implemented in this study including: the use of a qualitative case study, the criteria and
process for sampling, the instrumentation tools, the process for data collection, and the
method for data analysis. Chapter Four presents the data and findings of the study,
organized by the three research questions. Finally, Chapter Five summarizes the study
and its findings and discusses the implications for practice as well as limitations and
future research.

14

Chapter Two: Review of the Literature

In order to ensure that the United States’ economy continues to grow and that it
continues to be an economic leader, there needs to be a focus on being globally
competitive. For Americans to be competitive in the global market place, individuals
must be prepared for the skills needed in the 21
st
century workforce. The United States
needs to ensure that enough workers are being trained to meet the changing demands of
the 21
st
century economy. The general level of well-being of the society relies on the
balance of promoting innovation while evaluating the impact of developments on other
factors such as the environment and international relations (OECD, 2001).
A number of demands drove a movement towards identifying key competencies
for the 21
st
century. Reflecting on society’s goals for both individuals and society as a
whole demonstrated a need to evaluate what is necessary for individuals and countries to
perform well in the society that is evolving. For example, there are changing demands
associated with finding and functioning well in jobs and effectively using technology
(OECD, 2005). Advancements in technology have also resulted in a shift in the type of
work available for people, eliminating rote tasks that can now be accomplished by
machines or outsourced to other countries (Dede, 2009, Wagner, 2008). Business leaders
are consistently describing a need for employees to be able to ask questions, think
critically, and problem-solve. Higher level thinking skills, technology and information
literacy, and flexible and productive work habits are now required by all employers, not

15

just for the elite (Wagner, 2008). Changes in international development, relations, and
financial systems have resulted in the need for individuals to have a new sense of global
awareness, financial literacy, and environmental literacy and have therefore radically
shifted the associated requirements of the education system.
Factors Driving the Movement towards 21
st
Century Skills
Changes in technology and the interconnected nature of the global market have
resulted in a significant transformation of the competencies necessary to be successful in
the 21
st
century. The movement toward 21
st
century skills has been driven by the need to
have more graduates who are prepared to be successful in the changing global economy,
navigate the Information Age and evolving technology, be global citizens, and help the
United States maintain its competitive edge. Business leaders and universities have
described a new set of skills needed to be successful in the shifting economy. Changes in
technology have not only changed the types of jobs available, but have also changed
communication. Being a global citizen includes being able to be a critical consumer of
information, communicate effectively with all different people, and have a global
awareness. The combination of the changing global economy, the information age, and
new demands for being a global citizen led to a movement to reevaluate and define the
priorities necessary for schools in the 21
st
century.
Changing Global Economy

The nature of work has changed significantly with the new global economy which
has resulted in changing demands by employers and universities. These necessities drove

16

the movement to identify learning and innovation skills, life and career skills and
information, media and technology skills as 21
st
century skills (Bellanca and Brandt,
2010). According to Friedman (2007), in comparison to college students in other
countries, many Americans lack the motivation, skills and knowledge to be competitive
internationally. This lack of motivation has been associated with students dropping out
of college. According to a survey of college instructors, students entering college were
unprepared to think analytically, comprehend complex readings, research and write
adequately, and apply their learning to solve problems. These skills align with the
abilities that research has shown determine a student’s success in college (Wagner, 2008).
Corporations used to be hierarchical with very specialized departments and jobs. Now,
rather than working on a specialized task, interdisciplinary groups work collaboratively
on solving problems or achieving a goal. The pathway for achieving the solution is no
longer specifically outlined by top-down directions. Instead, employees have to work
with their team to problem-solve and think critically about the best way to achieve the
goal (Wagner, 2008). Also, based on current trends, as the economy continues to change,
more individuals will own their own businesses and will need to be effective
entrepreneurs to be successful (Dede, 2005).
With this new economic environment individuals must develop life and career
skills and learning skills that will help them be prepared to consistently update and adjust
skills and integrate a wider range of skills. As the new economic model develops, there
are predictions that individuals may change jobs seven or eight times (Dede, 2005). As a

17

result of this frequency of changing jobs and the rapid and continuous rate at which
technology is shifting, individuals need to continuously learn and master new skills and
adapt their previously learned skills (OECD, 2005). Learning coupled with the ability to
immediately apply the knowledge while still learning is a very different style of learning
than traditional schooling in which students accumulate all of the knowledge before
potentially applying some of it into practice (Brown & Adler, 2008). The changing
economy requires the ability to immediately integrate new learning into practice. Being
able to apply critical reasoning, problem solving, and effective communication are no
longer skills for the elite, but essential skills for all productive workers and citizens in
society (Bellanca & Brandt, 2010; Rotherham & Willingham, 2009; Wagner, 2008).
Employers have identified being able to ask questions as a very important skill as the
nature of obtaining information has dramatically shifted (Wagner, 2008).
Income and wealth are connected to technology and innovation in industrialized
countries. With the shift from the relationship between geography and global
development to global trade and rapid innovation and dissemination of information and
products worldwide, there is a new economic environment associated with wealth (Dede,
2005). According to Florida (2007), there are areas of concentration in the world,
especially in urban areas of the United States, that have seen the greatest spikes of
innovation as is evident by the number of patents created. These spikes in innovation are
correlated with wealth. Technology is no longer only associated with increasing the
speed of work, but is now also changing the nature of the work. Information and

18

communication technology (ICT) skills are now transforming core functions of business
(Dede, 2005).
The transformation of the global economy and development of technology have
driven a shift in the skills needed for being valuable in the 21
st
century. Businesses and
universities have identified the key learning, career and life skills needed for success in
the current job market. The demands of the economy have been one force motivating
different stakeholders within the movement for 21
st
century skills to identify the new skill
set needed to be addressed by schools. Technology affects the jobs available, how the
jobs are performed, how individuals and societies are interconnected and communicate
and how information is transmitted. All of these outcomes associated with changes in the
global market along with the evolution of technology are driving forces for changing the
outcomes for education in the 21
st
century.
The Information Age

Citizens need to be able to navigate the information age in order to be successful
in college, effectively communicate, and have the skills to participate in the changing
nature of innovation. The role of technology has evolved in the 21
st
century affecting the
skills necessary for conducting research at the university level. People across the globe
are communicating in new ways with the development of Web 2.0, resulting in a need for
new skills for individuals to maximize their effectiveness in using these forms of
communication. With the advancements of technology, there is a need for individuals to
be prepared for a new face of innovation. The evolution of technology has had a

19

significant impact on shaping a new face to innovation and on how information is
gathered, transferred, and communicated.
In order to be successful in college in the Internet age, students must learn how to
sort through and analyze multiple sources of knowledge that have not necessarily been
validated, which is a very different skill than synthesizing confirmed information from
single sources such as books and journals (Dede, 2005). The recent advancements with
the Internet to Web 2.0 have moved the Internet from simply being a tool to consume
information for the general population to a format for collaboration and communication.
Research is no longer a linear experience, but rather a dynamic multimodal process
(Schoen & Fusarelli, 2008). With the development of interactive media and sites such as
Wikipedia, individuals need to develop a new literacy in critical reading that analyzes
both the source and the information within the same piece (Brown & Adler, 2008).
The Web 2.0 has provided mediums of interaction that are more participatory,
allowing for people to share ideas in multiple formats through social networks, wikis, and
the like (Brown & Adler, 2008). The face of collaboration and communication has
changed dramatically with the popularity and ease of uploading information on the
Internet, blogging, and much more (Friedman, 2007). Now, with new formats of
collaboration, individuals are learning from each other in multiple formats such as
voluntary projects. For example, open source communities provide opportunities for
newcomers to learn new skills and apply them and then grow to take on more
complicated projects. Participants in the open source communities are refining their

20

skills through practice with a network of others who have demonstrated their ability
through their participation in projects (Brown & Adler, 2008). Technology is now being
used as a primary format for interacting and people are constantly interconnected,
consistently using a variety of formats to communicate with friends and meet new people.
People are expanding their network of friends and regularity of communication with a
wider range of people using technology (Wagner, 2008). In order to be a leader within
this ever-changing network, individuals must be savvy in navigating these forms of
communication.
Innovation now can occur through collaboration on web based interfaces rather
than based on working collaboratively in the same geographic location (Friedman, 2007).
Creativity is viewed as a necessity for innovation (Schoen & Fusarelli, 2008). Creativity
is more likely to be evident in an environment that emphasizes challenge without threat
or fear. With the new interfaces on the Internet, people have opportunities to create in
many different formats on a regular basis. Whether it is creating an album or a blog or a
product or a service, Web 2.0 is a perfect format for people to demonstrate their creativity
(Wagner, 2008). All of these forums for innovation are altering the playing field.
With a greater access to information that is changing at rapid rates, mastering
great amounts of factual information does not have the same advantage as it did
previously. With advancements in communication tools and technology, virtually
anywhere in the world individuals can be connected to the markets and information of
other global sites, creating tremendous global competition. New developments in

21

technology have resulted in changing demands for information and media literacy. In
order to be an effective consumer of information in the Information Age, individuals need
to develop a new skill set. There are also new opportunities and demands for innovation
associated with the needs of the 21
st
century.
Developing Global Citizens

As technology and the economy have changed, there has become a growing need
for individuals to develop as global citizens. International conflicts have taken on a new
face with the evolving global marketplace. As individuals are now required to
collaborate with others from diverse cultures, global awareness is in greater demand
(Johnson and Johnson, 2010). In order to successfully work in collaborative teams
composed of diverse members, individuals need to understand and appreciate other
cultures (Wagner, 2008).
As the world becomes more interconnected, there is the potential for relationships
to be positive and productive or tumultuous and destructive. Therefore, there is a greater
need for individuals to have global awareness and use their power as citizens in a
democratic nation to make a positive impact. According to Johnson and Johnson (2010),
interdependence among countries results in a greater number of conflicts which are larger
in nature. As information, technology, and media communication is changing, the role
that citizens play is evolving. The United States’ electoral and jurisdictional systems rely
on citizens who are equipped to apply analytical and critical thinking skills. Individuals
need to be able to weigh the evidence against the bias of different perspectives in order to

22

make informed decisions when voting (Wagner, 2008). In order to contribute to
identifying solutions for building peace between conflicting parties worldwide, there
needs to be more citizens who understand different cultures and can apply critical
thinking to research and understand the history of the conflict (Johnson and Johnson,
2010). In the 21
st
century there is a changing demand for civic responsibility.
As the world becomes more developed, there is a greater strain on the Earth’s
resources. Therefore, there is a greater need for individuals to be educated about the
issue of sustainability, understand the importance of being proactive in taking care of the
environment, and recognize effective ways to take actions. In comparison to developing
countries, individuals in the United States, Western Europe and Japan consume on
average 32 times more resources and produce 32 times more waste. However,
developing countries are advancing and as a result expending more waste and exhausting
more resources (Friedman, 2007). As the natural resources are being depleted and the
population grows to a level that is not sustainable by the Earth’s ecosystems, there will be
growing economic and social conflicts and students need to be prepared to productively
manage conflicts and problem solve (Johnson and Johnson, 2010). There is a growing
demand for leaders in environmental sustainability who apply critical thinking and
innovation in order to create new ways of living with Earth’s depleting resources and
growing population.

23

Summary
The changing demands of the global economy, the Information Age, and needs
for global citizenship have resulted in a shift in the skills needed for being successful in
the 21
st
century. As a result of a new face to competition, new jobs in the workplace and
changing requirements by business leaders and universities, new competencies are being
required of employees and college students. Advancements in technology have resulted
in individuals needing to develop a new type of literacy in order to be an effective
consumer of information. International development has resulted in new demands for
addressing sustainability, global awareness, and financial literacy. As the world evolves
in the 21
st
century, a new set of skills is required for success.
Skills for Success in the 21
st
Century
There are many different frameworks describing the skills that students need to
master to be successful in the 21
st
century. The Partnership for 21
st
Century Skills has
developed one framework that incorporates much of the foci of the other schools of
thought. There are different perspectives on the most essential purpose of incorporating
the skills, including being competitive globally, either based on international tests or
economic determinants, ensuring employability, creating students who will be Nobel
Prize winners, and creating international leaders who are global citizens (Dede, 2010).
Consistently across the frameworks, there is a difference in the learning outcomes that are
required by the demands of the global economy and advancements in technology in the
21
st
century than in previous centuries (Dede, 2010). The focus is on how students use

24

knowledge rather than an emphasis on the content itself (Silva, 2008). In the 21
st

century, individuals need to be able to apply different skills and attitudes in accordance
with the given context. The skills are interrelated and work collectively to prepare
students (OECD, 2005).
Partnership for 21
st
Century Skills Framework

The Partnership for 21
st
Century Skills was developed by a collaboration of
representatives from the business community, educators, and policy makers in order to
create a framework to prepare students to be global citizens with the skills necessary to
compete in the 21
st
century global economy (Bellanca & Brandt, 2010). The
Partnership for 21
st
Century Skills has created a framework (P21 Framework) that
outlines the competencies and skills that all students should demonstrate mastery of
through authentic assessments. The P21 Framework includes content knowledge,
specific skills and different areas of expertise and types of literacies that all students
should master. While the skills and competencies are outlined as different categories,
they are meant to be interrelated in the learning and teaching processes (Partnership for
21
st
Century, 2009). The students must integrate their thinking skills with the core
content and be able to approach all areas of learning in ways that will be transferable and
successful in different scenarios (Dede, 2010).
The P21 Framework (Figure 2.1) shows the skills necessary for success in the 21
st

century and the support systems in the school necessary to enable successful
implementation. The model demonstrates the interconnectedness of the skills, content

25

knowledge, competencies and school structures aligned with the economic and global
demands of the 21
st
century. At the center of the Framework is academic content,
including core subjects and 21
st
century interdisciplinary themes that all students must
master. The core subjects include English, reading, language arts, world languages, arts,
mathematics, economics, science, geography, history, government and civics. The 21
st

century interdisciplinary themes which should be woven into core subjects include global
awareness, financial, economic, business and entrepreneurial literacy, civic literacy,
health literacy, and environmental literacy (Partnership for 21
st
Century Skills, 2009).
The P21 Framework also outlines support systems critical to ensure student mastery of
the skills (Partnership for 21
st
Century Skills, 2011).
Figure 2.1: Partnership for 21
st
Century Skills Framework

26

One of the 21
st
century interdisciplinary themes identified by the Partnership is
global awareness. Global awareness consists of being able to understand different
perspectives, communicate and work collaboratively with others, be knowledgeable
about global issues, and understand the interrelationships between people around the
world (Lemke, 2002). In order to demonstrate global competences, individuals must
demonstrate fluency of world languages and be able to understand how to communicate
with others from different cultural and linguistic backgrounds, taking into account
cultural differences (Jackson, 2010). A globally aware citizen will explore globally
significant issues while taking into account different perspectives. Students must be able
to work collaboratively while learning from individuals with diverse backgrounds and
experiences in multiple contexts (Partnership for 21
st
Century Skills, 2009).
The Partnership also identifies financial, economic, business and entrepreneurial
literacy as a critical theme to be addressed by schools. With a higher demand for
entrepreneurs and a greater need for individuals to be financially savvy to ensure
financial security for their future, financial, economic, business and entrepreneurial
literacy are key competencies for all Americans in the 21
st
century. In order to be a
productive citizen, an individual must understand the economy and its role in our current
society and be able to manage and make informed financial decisions (Partnership for
21
st
Century Skills, 2009). The Consortium for Entrepreneurship Education (2004) has
established 15 standards within the three major categories of entrepreneurial skills, ready
skills, and business functions which correlate with the literacy needs identified by the

27

Partnership. The ready skills include business foundations, communications and
interpersonal skills, digital skills, economics, financial literacy, and professional
development, all skills and prerequisite knowledge for being able to be a successful
entrepreneur. The entrepreneurial skills include understanding the processes, traits, and
behaviors necessary to perform effectively. Finally the business functions include
management of all areas of a business.
With the purposes of education being multi-fold, being able to act as an informed
citizen in the democratic process is a goal associated with civic literacy. In order to
demonstrate civic literacy, an individual must participate in the democracy by actively
pursuing their privileges and responsibilities as an American citizen. It is also essential
that individuals evaluate the impact of their decisions on both local and global levels
(Partnership for 21
st
Century Skills, 2009). The Center for Civic Education (2010) has
developed goals for ensuring that U.S. citizens are practicing responsible citizenship and
fully understand the power of democracy. One goal focuses on ensuring that students
understand both the institutions and the principles associated with the democratic process
in the United States. They also emphasize the importance of having requisite skills to
fulfill the duties of a responsible citizen and using democratic procedures regularly
through decision making and conflict resolution processes.
Health literacy and environmental literacy have been identified as two key foci of
schools to provide individuals with the necessary knowledge to live a healthy life and
positively contribute to the well-being of the Earth. The goals for health literacy include

28

knowing both preventative measures as well as how to make positive decisions with
regards to one’s health. Individuals need to know basic health information as well as be
able to acquire the necessary services and information to improve one’s health.
Individuals need to understand health, safety, and environmental concerns at both the
local and global levels. In order to address environmental problems, individuals need to
know how to identify and analyze the concerns and effectively work with others towards
solutions (Partnership for 21
st
Century Skills, 2009).
Business leaders and researchers have identified thinking skills as generally
lacking from current graduates and yet, key requirements for being prepared to be
successful in the 21
st
century workplace. The Partnership for the 21
st
Century Skills
identifies creativity, innovation, critical thinking, problem solving, communication and
collaboration as the key skills. Often, creativity is looked at as something only an elite
few possess in areas such as the arts and design; however creativity is essential for all
individuals to demonstrate when responding to change and creating new opportunities for
the future. Teaching creativity in schools also increases motivation and learning
achievement (Robinson, 2005). Innovation is a process that requires brainstorming and
constant revision, incorporating suggestions from others into the process for
improvement (Partnership for 21
st
Century Skills, 2009).
The learning skills identified by business leaders, university representatives and
other stakeholders as key for success are critical thinking, problem solving, and
communication and collaboration skills. Critical thinking includes being able to

29

appropriately apply different types of thinking including inductive and deductive
reasoning and analyzing the relationship between parts and a whole (Partnership for 21
st

Century Skills, 2009). The goal of applying critical thinking is to be able to analyze and
evaluate different information and perspectives and apply the thinking to solve different
problems that are not familiar (Bellanca & Brandt, 2010). In demonstrating critical
thinking and problem solving abilities, one must ask questions that will reveal important
information and also be able to reflect on the experience afterwards. Through multiple
mediums that incorporate oral, written, and nonverbal means of communication, students
must be able to communicate and articulate their thoughts for multiple purposes.
Students must understand that an important part of communication and collaboration is
listening carefully to understand both the meaning and the intent of the other individual.
Collaboration includes compromising, sharing responsibility, being flexible, and working
effectively with a diverse selection of team members (Partnership for 21
st
Century Skills,
2009). In order to promote collaboration, conflict management uses communication as a
process that assesses the interests of both parties and prioritizes needs and goals to
determine a solution (OECD, 2005). These skills are all learning skills which promote
the ability to continue learning and apply what one knows in effective and innovative
ways (Dede, 2010).
Between the demands of the information age and the infusion of Information and
Communications Technology (ICT) skills into the business sector, individuals must
demonstrate information, media, and ICT literacies in order to be successful in the 21
st

30

century. Individuals need to be able to effectively find and sort through information from
different sources, exercise critical thinking skills to evaluate the information, and
accurately apply the information to different issues. Students need to be able to evaluate
the perspectives and intent of media messages, ask pertinent questions, make connections
and inferences, and develop a response to the information (Thoman & Jolls, 2004). The
Partnership for 21
st
Century Skills (2009) also identifies creating media products using
different tools and taking into consideration diverse cultures as an aspect of media
literacy. The final aspect of information and communication technology literacy is being
able to use different types of technology for multiple purposes including communicating,
researching, and creating. Students need to use the tools interactively and understand that
their perspective is consistently being shaped by their interactions through the use of
different tools (OECD, 2005). In developing information, media, and ICT literacies,
students need to understand the broader context surrounding their use of technology.
The final category of 21
st
century skills identified by the Partnership for 21
st

Century Skills (2009) are categorized as life and career skills including flexibility,
adaptability, initiative, self-direction, social and cross-cultural skills, productivity,
accountability, leadership, and responsibility. These skills are important traits needed for
effectively utilizing thinking skills and content knowledge in today’s competitive global
economy and rigorous work environment. Individuals need to be able to adapt to various
changes that occur in the workplace and respond appropriately to feedback and
challenges that arise with a job. Demonstrating initiative and self-direction includes

31

managing goals and time, working independently, and being a self-directed learner.
Being a team-player is essential in the 21
st
century workplace and requires effectively
interacting and working with a diverse team, appropriately listening, responding with
open-mindedness, and using differences to improve the quality of work and level of
innovation. Having a dedicated work ethic includes setting goals, prioritizing and
adjusting work to meet those goals, and demonstrating professional behavior while
working both individually and with a team. Finally, individuals need to exhibit
leadership, demonstrating responsibility towards the interest of the greater good and
inspiring others to work together towards a common goal. Successful students need to
know how to respond to change, grow from experiences, and think critically before
acting (OECD, 2005).
The Partnership for 21
st
Century Skills (2011) outlines the role of standards,
assessment, curriculum and instruction, professional development, and the learning
environment in ensuring mastery of the 21
st
century outcomes among all students. The
Partnership had outlined within its Framework the qualities of standards and assessment
needed as a support system. The development and recent adoption of the Common Core
Standards (CCSS) is beginning to play a driving force in the conversation around college
and career readiness and standards and assessment. Challenges associated with
improvement in curriculum, teacher expertise, and assessment have been the downfall
with past education reforms. Improvements in assessments, curriculum, instruction, and
professional development must coincide with the development of new standards to

32

produce long term gains in the educational system (Rotherham & Willingham, 2009).
Innovative learning practices require human capital, equitable access to learning tools,
technologies, and resources and physical environments that support the teaching and
learning of the 21
st
century skill outcomes. Schools must create structures to support
professional learning communities and opportunities for students to learn in real world
contexts that incorporate the global and local community (Partnership for 21
st
Century
Skills, 2011).
The Partnership for 21
st
Century Skills (2011) has identified a need for the
curricula standards to address both content knowledge and expertise and focus on 21
st

Century Skills. The Common Core State Standards (CCSS) have been adopted by the
majority of states and are creating a new baseline of expectations for student
achievement. The CCSS outline standards that are meant to ensure career and college
readiness for all students, integrating higher-order thinking skills and competencies like
critical thinking, reasoning, communication, and collaboration with rigorous core
academic content (Partnership for 21
st
Century Skills, 2011). Both the P21 Framework
and the CCSS call for an integration of knowledge, ideas, and skills across subjects, a
focus on depth rather than breadth (Partnership for 21
st
Century Skills, 2011). While the
competencies outlined by the P21 Framework are incorporated into the CCSS, many of
them are implied rather than explicitly outlined, and the development of some of the
skills and themes such as the career and life skills will be dependent on the curriculum
and instruction (Conley, Drummond, Gonzalez, Rooseboom, & Stout, 2011). Table 2.1

33

provides a sample of the alignment between the P21 Framework and the CCSS, based on
the explicit statements within the English Language Arts (ELA) portion of the CCSS and
its definition for College and Career Readiness (Partnership for 21
st
Century Skills,
2011).
Table 2.1: P21 Framework and CCSS ELA College and Career Ready Definition
P21 Framework Element

CCSS ELA College and Career Ready
Definition
Core Subjects Build strong content knowledge
Critical Thinking and Problem Solving Respond to the varying demands of
audience, task, purpose, and discipline
Communication Comprehend as well as critique
Information Literacy Value evidence
Self-Direction Demonstrate independence
Global Awareness Come to understand other perspectives and
cultures
Information, Media and Technology Skills Use technology and digital media
strategically and capably

In order to support the development of learning environments guided by the
CCSA and 21
st
Century Skills, assessment systems must be incorporated in which
students apply the skills in meaningful ways, including authentic real world problems
(Partnership for 21
st
Century Skills, 2011). The Collegiate Learning Assessment (CLA),
College Work and Readiness Assessment (CWRA), and PowerSource developed by the
Center for Research on Evaluation Standards, and Student Testing (CRESST) are
samples of standardized, summative assessments that require students to demonstrate
both proficiency at basic skills such as reading and mathematics and more complex skills
such as problem-solving and critical thinking (Dede, 2009; Silva, 2008). Assessments

34

such as the CLA and CWRA demonstrate that the 21
st
century skills can be measured in a
reliable matter, revealing a need for better assessments rather than more tests to measure
advanced skills (Silva, 2008). According to a representative from Tufts University, the
CLA predicted student grades as college freshmen twice as well as SAT scores and high
school grade point averages and had less of a discrepancy between ethnic groups (Silva,
2008). While there are two consortiums developing assessments to align with the CCSS
and assess some of the college and career readiness requirements, it is not expected to
measure some components of the skills such as collaboration and the Life and Career
Skills (Conley et al., 2011). The International Baccalaureate (IB) Diploma Programme
has developed a common curriculum that includes standardized assessments measuring
both core content and advanced skills. The IB program demonstrates how assessment of
thinking skills alongside content knowledge can be included in the general curriculum
and standardized and measured on a large scale (Silva, 2008). The Partnership for 21
st

Century Skills (2011) outlines the need for both high-quality standardized testing and
effective classroom assessments that place the emphasis on providing useful feedback on
student performance, including formative assessments that are integrated into everyday
learning.
The Partnership for 21
st
Century Skills (2011) outlines the key aspects of the
curriculum and instruction necessary to ensure that students develop in all of the 21
st

Century Skills. Students should be taught the 21
st
Century Skills in the context of core
subjects that include the 21
st
century themes and provided with opportunities to apply 21
st

35

Century Skills across content areas (Partnership for 21
st
Century Skills, 2011). The
research shows that students will learn content knowledge and develop the thinking skills
best when they are applying this knowledge simultaneously (Rotherham & Willingham,
2009; Silva, 2008). Integrating the skills required by the 21
st
century workplace into core
knowledge curriculum not only supports the needs driven by the changing global
economy, but it also plays a key role in improving student learning of the core content
(Lemke, 2002; Silva, 2008). When developing the curriculum, it is essential that the
curriculum is still rich in content while developing the 21
st
Century Skills (Rotherham &
Willingham, 2009). Innovative learning methods such as the use of inquiry- and
problem-based approaches, the use of supportive technologies, and integrating
community resources should support the curriculum (Partnership for 21
st
Century Skills,
2011). While the movement for 21
st
century skills emphasizes skills such as self-
direction, collaboration, creativity, and innovation, we do not yet know how to teach
these skills, noting that using the skill through experience is different than learning and
practicing the skill with necessary feedback (Rotherham & Willingham, 2009).
A professional community that emphasizes collaboration, encouraging sharing
knowledge both face-to-face and through virtual communication is an essential
component to supporting the implementation of a 21
st
century curriculum (Partnership for
21
st
Century Skills, 2011; Rotherham & Willingham, 2009). In order for the growth of
these schools to be successful, teachers within these models must understand and be
prepared to use new instructional strategies such as project-based learning and associated

36

technologies to teach all students, including low-performing students (Partnership for 21
st

Century Skills, 2011; Silva, 2008). Educators must have meaningful opportunities to
work collaboratively to improve the curriculum and assessments based on the review of
curriculum, student work, and student performance data (Partnership for 21
st
Century
Skills, 2011; Rotherham & Willingham, 2009). There is a lack of capacity for teachers
who can successfully implement these student-centered methods and therefore,
professional development must address the multiple layers of challenges facing teachers
such as how to plan, execute, and assess these projects and provide teachers with
feedback and continued support (Rotherham & Willingham, 2009). The recruitment,
selection, and evaluation process also need to be reformed to build the human capital
necessary for these changes (Rotherman & Willingham, 2009).
The Skills in Action
Some organizations and schools have already prioritized an implementation of
these 21
st
century skills and have made sure that the instruction and assessment of these
skills becomes a reality. Some states have created structures to establish the professional
development necessary to support schools and teachers in the implementation of teaching
these skills (Bellanca and Brandt, 2010). Other organizations have worked with
individual school sites or created charter schools to implement a new way of teaching that
supports the learning necessary for the 21
st
century. Two examples in the literature show
us how two high schools have addressed the requirements for being successful with 21
st

century skills.

37

High Tech High

High Tech High (HTH) is a San Diego based organization dedicated to running
K-12 public charter schools that integrate technology with academics to prepare students,
including students who are disadvantaged, to be thoughtful, engaged citizens who could
be successful in technology and liberal arts fields. HTH was created through the
collaboration of business leaders and educators with a mission of preparing students with
academic, workplace, and citizenship skills that are necessary for success after high
school (High Tech High, 2010). HTH focuses on the concepts underlying the academic
knowledge, thinking skills, information and technology skills and life and career skills
that the Partnership for 21st Century Skills identifies as key skills. Identifying the need
to create a new model rather than working against the challenges of the current system,
HTH has created its own teacher credentialing process and Masters of Education to
provide teachers with an education that will prepare them to be successful in teaching
their students the 21
st
century skills.
Wagner (2008) describes the conversations, environment, and teaching that
demonstrate how the teaching of the 21
st
century skills is integrated throughout every
aspect of the HTH schools, infusing the culture with instruction in these skills and habits.
According to Wagner’s observation, the beginning of the school day resembles a work
setting more than a traditional school. Students enter classes in a timely manner and get
right to work on projects rather than beginning with the traditional bell, adults yelling at
students for being late, and teachers beginning class by giving directions to everyone.

38

The morning routine demonstrates that students are being taught the life and career skills
of initiative and self-direction, managing their time and working towards goals as self-
directed learners. According to Wagner, in traditional high schools, bathrooms often
contain graffiti and trash on the floors. However, at HTH, the bathroom is filled with
student murals that demonstrate higher level thinking and application of environmental
literacy, including one that presents a potential map of the world in 2100 showing a large
percentage of the continents covered with water.
At HTH the 21
st
century skills are integrated with academic content and 21
st

century interdisciplinary themes (Wagner, 2008). Wagner describes an interdisciplinary
unit of study on global warming, teaching environmental literacy while incorporating
media literacy and other competencies. One class is working on an exhibit that they are
creating on different genocides that have occurred. The students have created a list of
questions about what they want to know about Darfur and all of their questions
demonstrate critical thinking and are essential questions for analyzing information and
integrating their knowledge about other situations while drawing conclusions. They are
working collaboratively with other students in creative and innovative ways to share their
learning in a project that was teaching global awareness. According to Wagner, one
teacher describes his role as asking questions to support students in problem solving and
drawing their own conclusions. Throughout all of the assignments described students are
asked to critically analyze and evaluate different evidence and perspectives.

39

High Tech High measures its success not just with standardized tests scores, but
by also evaluating the percentage of students accepted into colleges and of students who
enter math or science fields (High Tech High, 2010). Rather than focusing on the state
tests, a teacher explains that the teachers focus on teaching all of the skills the students
will need to be ready for college and the workplace. The students are working in teams
on a daily basis and the teachers are teaching them the skills necessary to work with a
diverse group of students. HTH also measures its success through the completion of
internships and participation in senior projects in different sectors where students are
learning some of the 21
st
century skills to complement what they learn in their classes.
For example, one student describes a project where she had to analyze the needs of an
organization and then design and create a project to meet their needs which taught her to
take initiative beyond all of the other technical and thinking skills (Wagner, 2008).
As identified in the P21 Framework, High Tech High has addressed the
requirements for preparing students for the workplace and higher education through the
curriculum, instruction, assessments, professional development, and culture. According
to Wagner (2008), HTH demonstrates rigorous expectations for students’ knowledge in
both the core content areas as well as the 21
st
century interdisciplinary themes. Every
aspect of instruction strengthens students thinking skills, information, media, and
technology skills, and life and work skills as is evident by the instruction observed,
interviews from the students and staff, and the work of the students as described by
Wagner (2008).

40

New Technology High School

New Technology High School (NTHS) was developed by a partnership of
business members, including educators and civic leaders as a 21
st
century school that
incorporates the 21
st
century skills learning outcomes into all aspects of learning and
assessing. The New Technology High School Model creates an environment with
project-based learning, small school size, and a computer for each student in which
students are responsible for their learning (Silva, 2008). Students demonstrate their
learning through projects and a digital portfolio which is developed throughout the entire
high school experience until it is submitted for graduation. Teams of students are given
an entry question and a timeline and are responsible for managing their goals and time
throughout the planning, drafting, and revising process (New Technology High School,
2009). Students are then responsible for presenting to an outside panel of experts, giving
them feedback not just from teachers, but from parents and other community members.
The projects, which incorporate the 21
st
century interdisciplinary themes, have included
presenting a plan for a solution to the oil crisis to Congress and plans for advising the
president on economic issues, educating students in global awareness and environmental
literacy (Pearlman, 2006).
The school environment and assignments reflect a workplace, providing students
with the climate, structure, and guidance to build work and life skills as well as the other
literacies and skills necessary for the 21
st
century (Pearlman, 2006; Silva, 2008). The
physical space of the school is organized like a workplace so students have space to work

41

and use different technology and tools as needed as well as to work in teams and do
presentations. When walking through the school, one will see students at work on
projects that develop thinking and life and career skills as well as information, media, and
technology literacy (Pearlman, 2006). There are not any bells or hall passes required to
use the bathroom; rather students are taught to be productive and accountable (New
Technology High School, 2009). According to Pearlman, a very rare occurrence of
graffiti in the bathroom resulted in students demonstrating their understanding of civic
literacy, appropriately expressing their outrage in the school newspaper and making
convincing speeches during school meetings.
Assessment at NTHS measures students’ development in both core content
knowledge and skills and more complex skills. A set of rubrics accompanies each
project, measuring students’ performance on core skills such as writing as well as 21
st

century skills such as critical thinking and creativity (Silva, 2008). NTHS has created a
model different than the traditional school for report cards that provides continuous
feedback, providing students with the guidance to become self-directed learners
(Pearlman, 2006). The report card shows different grades for content, critical thinking,
written communication, oral communication, technology literacy and any other learning
outcomes that are pertinent to the project, providing students with direct feedback on
their mastery of the 21
st
century skills. Therefore, assessment seems to be a key
component used by NTHS in developing the 21
st
century skills among the students.
According to Pearlman, students are regularly developing information, media, and

42

technology literacy as they collaboratively apply their critical thinking skills to research
and create presentations using appropriate technology and tools to best convey their
message. The measure of success at NTHS is not only shown through the students’
digital portfolios and presentations of their projects, but also through the percentage of
students attending postsecondary schools and the percentage pursuing jobs in science,
technology, engineering, and mathematics fields.
Summary

These descriptions of high schools present how two schools have created a
structure and climate to emphasize 21
st
century learning. These methodologies are
specific to high schools and would not be applicable to an elementary school setting. The
literature also does not address whether these schools had external funding to supplement
the implementation of these programs. While Wagner (2008) and Pearlman (2006) have
given us descriptions of some aspects of how two high schools are preparing students for
the 21
st
century, the literature does not provide a description of an elementary school
setting or of what aspects are transferable to other schools.
Challenges to Implementation
There are many factors hindering the transformation of schools to prepare
students for the 21
st
century skills. The challenges are associated with the greater societal
structure of the United States including the design of the government, education, and
businesses and their interrelationships. The antiquated composition of schools is in
contrast with the demands of teaching these skills. The current political environment

43

focuses on testing content knowledge in a format aligned with what was necessary to be
successful in the 20
th
century (Bellanca & Brandt, 2010). Teacher preparation programs,
evaluation systems and professional development in schools are not focused on 21
st

century skills (Wagner, 2008).
There are many structural aspects of the current educational system that directly
conflict with the 21
st
century skills. The current format for schooling is based on a
traditional semester-based calendar with curriculum that has had very limited evolution
over time in contrast to the rapid pace of the 21
st
century workplace (Dede, 2005).
Another problem is the slow and hesitant procurement of technology by schools in
contrast with the ever-changing attainment of new technology in highly advanced
workplaces. Also, the current structure for determining promotion is based on the
amount of time spent in a class or a student’s age rather than based on performance.
Policymakers are looking to simply keep the old version of schooling from when they
were in school and make it better, however it was created for an industrial economy and
does not align with an economy in which individuals no longer keep a job for life
(Robinson, 2005).
While the current economic forces are outlining the necessity for changing the
education system to align with the 21
st
century skills, the current political agendas in the
United States have identified different priorities. Rather than focusing on initiatives to
develop more complex learning experiences and use of technology for K-12 children,
national education reform has focused on mastery of basic skills (Dede, 2005). The

44

federal No Child Left Behind Act emphasizes accountability that evaluates students’
level of mastery of content standards using standardized multiple-choice tests. The
current assessments evaluate each content area in isolation without any attention to
context which is the focus of the 21
st
century skills movement (Schoen & Fusarelli,
2008). These assessments are made by people who are professionals in that sector with
the focus of ensuring that students who pursue that profession will have mastered the
prerequisite basic knowledge (Dede, 2005). However this contrasts with the opinion of
the majority of employers in a wide range of fields who place less emphasis on the need
for mastery of content knowledge than a need for critical thinking and communication
skills (Wagner, 2008). The problem with this current practice is that the assessments do
not prioritize an interrelationship of subject matter or higher level thinking. Also, the
assessments are standardized which is in direct opposition to innovation and thinking out
of the box (Robinson, 2005). This testing of the traditional curriculum directly contrasts
with the 21
st
century skills movement. There are concerns among civil rights advocates,
including an assumption that the 21
st
century skills cannot be assessed with fair or
reliable measurements and that a shift to performance based assessments would deter
from safeguarding the advances toward standardized standards of learning for all students
(Silva, 2008). The assessments that measure thinking skills along with core content like
the CWRA are expensive (Rotherham & Willingham, 2009; Silva, 2008). For example, it
costs more than $40 per test to score the CWRA’s performance task in comparison to $7
per test for the standardized test in Massachusetts with a combination of multiple choice

45

and open-ended questions (Silva, 2008). Therefore, without effective measures of
evaluating student achievement, teachers are left to implement teaching strategies that
produce students who are solely succeeding at taking multiple choice tests.
Currently the exams, which determine college readiness and are aligned with what
is considered to be college level work, do not measure the skills deemed necessary for
college readiness. The Advanced Placement (AP) exams and classes are focused on
memorizing content rather than analyzing events. Colleges have found that high
achievement on AP exams has not been a successful indicator of success in similar
college courses (Wagner, 2008). Rigor in traditional schools is generally defined as
moving faster and delivering greater amounts of content in less time. In the 21
st
century,
rigor is however defined as the ability to transfer skills and problem-solve in different
situations (Bellanca & Brandt, 2010). The AP classes have been perceived as the gold
standard of education, yet their focus is simply on greater amounts of content rather than
measuring higher order thinking skills. Schools are torn between preparing students for
the 21
st
century global workforce and economy versus aligning with the national agenda
that focuses on the skills that were needed in more industrial workplaces.
To create a new educational model, requires changes by multiple players, not just
those directly involved in the education of the students. Currently, the education system
operates in isolation rather than operating with a strategic partnership with businesses. In
general, previous relationships that have been attempted have been superficial, creating
insignificant results. There is a general mistrust between the different agencies (Dede,

46

2005). Therefore, changing to a new model not only requires changes within the
education system, but also by the businesses and industry. The development of these
partnerships is also affected by the significant amount of turnover among the leadership
in the education system. There also is a lack of communication between higher education
institutions and K-12 education systems on how to facilitate a more effective transition
between secondary schools and postsecondary education. The education system exists in
isolation, looking inward for solutions rather than exploring ideas from other sectors
(Dede, 2005). Education is not growing at the rapid rate of the 21
st
century due to the
lack of partnerships, lack of dialogue between various sectors around solutions, and lack
of awareness of practices in other sectors.
While the economy has fundamentally changed the way information and
communication technology (ICT) skills are used in the core functions of business,
education has not made the same systematic adjustments. While the education system is
incorporating ICT as a means to support administrative tasks and processes, the general
focus and method of educating pupils has not altered (Dede, 2005). There has not been a
systematic change in the teaching and learning processes and methods to match the shift
in ICT that is seen in the workforce. The current either-or approach in which learning
and doing in isolation does not coincide with the dynamic nature of information and
communication technology (OECD, 2005).
Being a successful teacher who can effectively prepare students for the 21
st

century requires multiple levels of expertise. Teachers in reform model schools on

47

average tend to be younger and newer and have received more training in different
structures of teaching such as problem-based learning (Silva, 2008). Teachers must first
demonstrate critical thinking, analysis, and sophisticated communication in their own
work with regards to the development, implementation, and reflection around instruction
(Dede, 2005). Beyond just demonstrating these skills with regards to their professional
work, teachers must then be able to transfer these complex skills to the children. Teacher
education programs are not providing teachers with the training necessary to teach
students how to think and leadership programs are not providing administrators with the
training necessary to lead and support teachers to reach this success (Wagner, 2008).
Even though research has shown that students learn best by engaging in different levels
of thinking simultaneously, antiquated beliefs that learning starts with factual knowledge
before progressing to higher level thinking are embedded in many teacher’s practices
(Silva, 2008). Another challenge is related to the lack of experience of teachers in other
workplaces that require these 21
st
century skills. Without having personally experienced
this type of workplace, teachers do not have a connection to or understanding of the
prerequisite skills needed to succeed in a high-technology workplace (Dede, 2005).
Another challenge for teachers is how to adjust learning experiences for students
whose learning styles are being shaped by rapidly changing technology (Brown & Adler,
2008; Dede, 2005; Lemke, 2002; Wagner, 2008). Previously, teachers have aligned their
instruction to visual, linguistic and kinesthetic learning styles. Students have become
accustomed to being a part of communities through their interactions on the web and

48

therefore want to be connected to others while learning. There is a new reality in which
multitasking is the norm and a regular expectation for immediacy (Wagner, 2008). The
social interactions evolving with Web 2.0 around social network sites, blogs and other
formats are shaping the way that individuals are learning (Brown & Adler, 2008). Dede
(2005) identifies some new learning styles such as: using multiple forms of media and
technology for communication, activities, and experiences; learning based on a collection
of experiences that are both real and simulated along with reflection; demonstrating
learning and expression through nonlinear formats such as a web page rather than a
written paper; co-designing learning experiences that align with individual interests.
However, teacher education programs are still instructing teachers to write lesson plans
that align with the old learning styles and are not incorporating the new learning styles
into their instruction.
While some students are being surrounded by technology and developing new
learning styles, others are surrounded by adults who are struggling financially and are not
in high technology driven jobs and are therefore not exposed to the demands of the 21
st

century skills. These students may lack motivation to go beyond the basics. These
students also often need extra support to master basic skills (Dede, 2005). These
students may also lack other worldly experiences and experiences with technology.
When looking for strategies to instruct students in the 21
st
century skills, students’
different life experiences must be taken into account and schools must create a format in
which all students will be able to successfully acquire the necessary skills.

49

Conclusion
The research has shown the juxtaposition between the current political emphasis
on high-stakes testing and the demands from businesses to have graduates who are
critical thinkers and problem-solvers. Due to the recent nature of the implementation of
the 21
st
century Skills, empirical research is still in its early stages (Dede, 2005).
Traditionally, educational practice has been developed based on research. There is a
great wealth of research around educating students to learn basic skills. However, there
is a lack of research around mastering 21
st
century skills. Therefore, decisions are being
made based on combining knowledge and experience of different professionals who are
well-informed of both education and economic subtleties. The problem with this
approach is that not all findings are transferable to other approaches or settings. There
are many differences that could arise between the theory and practice that would prevent
successful achievement of the 21
st
century skills by the students. This case study will
illustrate how a school can meet the needs of both of these movements and provide new
knowledge research that puts the theory into practice.
The research calls for a different approach to education. There is a clear need for
a different set of skills for individuals to be successful in the 21
st
century. There is a
growing consensus on what these skills are and the reasons for their demand. The
literature describes the skills, but does not provide the specifics of how the skills are
brought to life through the climate and routines, instruction and curriculum, and
assessments, especially in an elementary school setting. This case study will research

50

how an elementary school creates these structures and school culture to meet the
demands of the 21
st
century skills.

51

Chapter Three: Research Methodology

There has been a growing movement to reevaluate how students are prepared in
the K-12 system for success in higher education and the workplace. As a result of a
changing global economy and advancements in technology, a new skill set has been
identified as necessary to be successful in the 21
st
century. While the business sector has
identified these characteristics as key for graduates to be competitive and successful in
the changing global economy, the current high stakes testing climate associated with No
Child Left Behind has left many schools emphasizing different priorities.
The purpose of this case study is to identify the programs and practices that
promote the acquisition of 21
st
century skills at a school site. While there are many
different perspectives on how to define these skills and on where to place the emphasis,
for the purpose of this dissertation, the framework identified by the Partnership for 21
st

Century Skills (Fig. 2.1) will be used. With the changing demands of the global economy
and the lack of research on how schools are implementing practices to meet these
necessary outcomes, the dissertation team intended to provide practical descriptions of
successful schools that can impact the educational field.
This case study was developed in collaboration with eight other researchers as
part of a thematic dissertation group. The dissertation group met regularly from
December 2010 through February 2012. Each of the nine researchers conducted research
at a select school site to identify the programs and practices aligned with the 21
st
century

52

skills and their perceived impact on the culture of the school. The dissertation group all
utilized the same research questions and framework, developed a set criterion for
determining the selection of a school site, and collaboratively developed the research
instruments to drive the study. Each study used a qualitative, descriptive research
methodology. The combined impact of nine case studies contributed to a deeper
understanding of programs and practices that are successfully preparing students for the
changing demands of the global society.
Conceptual Model
The Framework from the Partnership for 21
st
Century Skills (Figure 2.1) provides
categories of skills and student outcomes that were used for this case study. At the center
of the P21 Framework is academic content, including core subjects and 21
st
century
interdisciplinary themes that all students must master. Critical thinking, problem solving,
communication, and collaboration have been identified as skills that are lacking from
today’s graduates but required by today’s employers and therefore are identified as
another key aspect of the Framework. Between the demands of the information age and
the infusion of Information Communication Technology (ICT) skills into the business
sector, individuals must demonstrate information, media, and ICT literacies in order to be
successful in the 21
st
century. The final category of 21
st
century skills identified by the
Partnership for 21
st
Century Skills are categorized as life and career skills including
flexibility and adaptability, initiative and self-direction, social and cross-cultural skills,
productivity and accountability, and leadership and responsibility. This Framework was

53

selected because it provided a clear and comprehensive model that focuses on both the
teaching and learning, which are both integral aspects of the research questions driving
this study. The P21 Framework addresses content knowledge, skills, and different
literacies that are essential components for being successful in the 21
st
century global
society according to multiple stakeholders from the business and education communities
as well as support systems that must be aligned to produce these student outcomes.
After a thorough review of the literature, a subgroup of the dissertation team
created a conceptual model (Figure 3.1). The conceptual model demonstrates how global
competition and global needs resulted in the identification of the given skillset by the
Partnership for 21
st
Century Skills. Once the life skills, learning skills, and different
literacies needed for success were identified, the conceptual model demonstrates how
these skills contribute to 21
st
century learning. The research focused on how the
programs and practices and communication and interactions between the different
stakeholders align with the integration of the 21
st
century skills.

54

Figure 3.1: Conceptual Model
Research Questions
In order to provide a comprehensive understanding of how the selected school site
is meeting the demands of the changing society, this case study was driven by the
following three research questions:
1. What are the practices and programs at the school and how are they aligned to 21
st

century skills?
2. What is the professional community at the school and how does it support these
practices?
3. What is the perceived impact of 21
st
century skills on the culture of the school?

55

Research Design
This research study focused on creating an in-depth description of the practices,
professional community, and culture that are preparing students at one school with the
21
st
century skills. The thematic group chose the qualitative, case study format, which
Gall, Gall and Borg (2003) described as the preferable method when trying to provide the
field with a clear picture of a phenomenon. This case study focused on one school site,
utilizing a smaller unit in order to provide a thick and rich description of the phenomenon
in an intimate format (Patton, 2002). With the goal of telling a story, the case study
focused more in depth around two clusters of students and teachers within the context of
the whole school. The thick description of the case study provided the researcher with a
format to paint a picture of the scenario with the necessary context and describe the
underlying meaning (Gall, Gall & Borg, 2003). The case study format was also
preferable because the research took place in the natural setting. Being one of nine case
studies in a thematic dissertation group provided greater insight into the implementation
of practices at different school sites that successfully develop 21
st
century skills.
According to Gall, Gall, and Borg (2003), a thick description reports themes when
describing the given phenomenon. In order to add depth to the descriptions, the
researchers applied Bolman and Deal’s (2003) four frames when analyzing the results.
The research inferred constructs from observations in order to provide a more complete
description of the phenomenon. With the focus of the third research question on the
perceived impact of the 21
st
century skills on the individuals involved in the school, the

56

case study format was beneficial to provide both the researcher and the participants’
viewpoints (Gall, Gall and Borg, 2003).
According to Patton (2002), there are three kinds of data collected for qualitative
research. This case study utilized all three forms of instrumentation: semi-structured
open-ended interviews, direct observation and analysis of written documents. All of the
instruments were designed in alignment with the research questions. Interviews were
conducted with key stake-holders to gain an in-depth description of their perceptions and
opinions. In order to ensure that the field notes were rich and thick, an observation
matrix was created to ensure that the researcher included the key components such as
“descriptions of activities, behaviors, actions, conversations, interpersonal interactions,
organizational or community processes, or any other aspect of observable human
experiences” (Patton, 2002, p. 4). The document analysis included reports, written plans,
and surveys to ensure that there was triangulation of the results. Using the case study
method with these instrument tools provided a format for the researcher to tell the story
of the school in a way that would paint a clear picture for the reader so they could
potentially apply the learning to their own educational setting.
Population and Sample
The study focused on one elementary school in the Los Angeles area that
demonstrates a commitment to providing students with the requisite skills and knowledge
for success in the 21
st
century. For the purpose of this case study, the school will be
referred to by the pseudonym Progressive Elementary School. The thematic dissertation

57

group identified selection criteria for selecting schools to ensure purposeful sampling.
The selection criteria were: (1) 800+ API (or equivalent) and (2) be either an
International Baccalaureate school or the mission, vision, or school description mention
items from the Partnership for 21
st
Century Skills Framework. Progressive Elementary
School was chosen because it met these selection criteria.
Progressive Elementary School is a dependent charter school and a magnet,
meaning that the school operates under the policies of the district, including the collective
bargaining agreement with the Teacher’s Union, and students are randomly accepted into
the Magnet program based on a priority point system. According to the School
Accountability Report Card (SARC), Progressive Elementary School served 418 students
in the 2009-2010 school-year in grades kindergarten through fifth grade (xx School
District, 2010). Progressive Elementary School had an API of 881 in 2009, 892 in 2010,
and 919 in 2011. According to the Progressive Elementary School website, the school is
a California Distinguished School and a National Magnet School of Merit. The school
relatively reflects the diversity of the local district, with a comparable percentage of
African American students. However, the school has a greater percentage of Asian and
White students and a smaller percentage of Hispanic or Latino students. Table 3.1 shows
the demographic composition of the student body.

58

Table 3.1: Racial and Ethnic Demographics
Racial and Ethnic Subgroup
# of
Students
School:
% of
Students
% of
students
in local
district
African American 103 24.6% 27.5%
American Indian or Alaska Native 1 0.2% 0.4%
Asian 84 20.1% 7.7%
Filipino 7 1.7% 1.2%
Hispanic or Latino 62 14.8% 49.3%
Pacific Islander 1 0.2% 0.2%
White (Not Hispanic) 160 38.3% 13.7%
Two Or More Races
Not
Available
Not
Available
Not
Available

The mission and description of Progressive Elementary School on their website
address many of the Partnership for 21
st
Century Schools themes and outcomes including
global awareness, civic literacy, environmental literacy, learning and innovation skills,
information, media and technology skills, and life and career skills. The mission is “to
enable students to become lifelong learners, informed and responsible citizens, competent
and successful members of the workforce, and thinking, fulfilled, caring individuals with
sensitivity to, and understanding of, the diverse multicultural society in which we live.”
The history of the school describes the focus on innovation and information, media, and
technology skills, stating that “the use of technology and the culture of
experimentation…remain at the heart of what defines and distinguishes our program.
Students use computers for everything from daily journaling and composition to
multimedia presentations, research, and object-based programming.” The Progressive
Elementary School website expands on how the arts play into their development of global

59

awareness, stating that “through the arts, students are able to discern their own lives and
cultures more clearly. The arts help us to communicate with one another across language
and cultural barriers.” Progressive Elementary School has an Environmental Education
Specialist who runs the garden program, teaching the students environmental literacy.
The website also describes how the curriculum is organized around the school-wide
environmental theme of Interdependence: Human Interaction with the Environment. The
website describes the curriculum as “linked through higher order processes used to
construct meaning, solve problems, and discover relationships.” In the description of
their clusters on the website, each of the grade levels addresses how they focus on the
learning and innovation skills and life and career skills, demonstrating that these skills are
at the core of their curriculum.
Instrumentation
The instrumentation tools (Appendices A-E) were developed collaboratively by
the nine doctoral candidates in the thematic dissertation group; however, they were used
independently at each of the nine select school sites. With the research questions driving
the process, the instrumentation tools were developed over the course of multiple
meetings in the spring of 2011 to address issues of reliability and validity. The
instruments included an observation matrix, a survey, interview questions, and document
review guidelines in order to provide a format for triangulation and rich and thick data
collection. According to Patton (2002), the researcher should test for consistency across
the data sources through triangulation because both consistencies and inconsistencies

60

provide insightful information that needs to be accounted for. Before visiting the school,
initial research was conducted through preliminary document review, providing an
overview of the school, including the practices and programs and data on student test
scores. Throughout the data collection process, more documents were reviewed as they
were received. An observation matrix provided focus on the research questions and
facilitated in-depth observations of interactions, instruction, and routines in classrooms
and across the school. A close-ended survey was conducted with all of the available
instructional staff members that were willing to voluntarily complete the survey. Semi-
structured, open-ended interviews were conducted with multiple groups of staff members,
including teachers and an administrator to provide insight from the perspective of those
involved in the study. The data was also reviewed through Bolman and Deal’s (2003)
four frames to describe the implementation of practices and program and the professional
community at the school through different lenses.
Before beginning to collect data, the researcher completed the certification from
the Collaborative Institutional Training Initiative Course in Human Research and
acquired approval from the University of Southern California’s Internal Review Board.
The researcher also ensured that all participants knew that participation in the study was
voluntary and that the identity of the district, school, and the staff would remain
confidential and anonymous.

61

Document Review

The dissertation team identified key documents that could be reviewed if
available to provide an overview of the programs and practices, professional community,
and impact on student life. A subcommittee of the dissertation team brainstormed an
initial list of potential documents and then reviewed and revised the list with the support
of the entire dissertation team. Since the school sites varied across grade levels and
structure, the master document list (Appendix A) addresses a multitude of documents that
could potentially provide insight if available. Since the school site for this case study was
an elementary school, a charter school, and not a Title I school, many of the documents
did not apply.
The documents were identified to address each of the research questions,
organized by categories identified in the literature. For research question one, the
document needs were categorized under curriculum, instructional strategies,
extracurricular activities, and assessments. For research question two, the categories
were leadership, collaboration, and culture and climate. The documents for research
question three were separated between students and community. The documents were
obtained through many sources, including the California Department of Education
website, the school website, and from school personnel. As a charter school, the charter
petition for charter renewal was a document that was not initially identified on the master
document list, but was a primary source for document review. Also, as a charter school,
the school has its own Governing Board and the Minutes served as a source of document

62

review with regards to the professional community. Annually, the school holds an
institute with workshops for other teachers so the handouts from those workshops were
also a source for document review for the curriculum. The document review took place
throughout the data collection process as more documents were obtained as a result of
interviews, observations, and informal conversations.
Survey

The dissertation group collectively created a 28 question close-ended survey
(Appendix B) that was distributed to all of the teachers and administrators involved in
instruction. A draft of the survey was created by a subgroup of the dissertation team
based on themes regularly identified in the literature. The dissertation team then
reviewed and revised the survey to ensure that items were not repetitive and that they all
addressed the research questions as well as the issues referred to in the literature.
After multiple examinations and modifications, the team collectively identified a
survey that comprehensively addressed the three research questions to be field tested.
The survey used a 4-point Likert-type scale in which 1= never, 2= sometimes, 3= most of
the time, and 4= always. The survey was piloted at multiple school sites where different
members of the dissertation team were employed. The dissertation team reconvened and
shared the insight gained from the field test and once again revised the survey. This
process contributed to the validity and reliability of the survey. The dissertation team
decided to present the survey in paper form so it could be given at a staff meeting which
would increase the rate of participation. The staff were informed that participation was

63

optional and ensured that their participation was on a voluntary purpose. The survey took
about 15 minutes to be administered. The surveys were placed in an envelope upon
completion to ensure anonymity.
Observations

An observation matrix was created (Appendix C) by a subcommittee of the
dissertation group to help the researcher focus observations on the research questions.
Themes from the literature were represented in the matrix as potential areas that reflect
the 21
st
century skills. In order to guide the researcher to paint a more vivid, precise, and
comprehensive picture by looking at all aspects of the school community, the bulleted
areas in the matrix described what to observe.
In order to observe in the natural setting, the researcher observed during the
school day in classrooms, common spaces and other pertinent areas of the school, during
staff meetings, and during collaborative planning. The conceptual model and the
Framework from the Partnership for the 21
st
Century Skills as well as other themes
identified in the literature were used to focus the observation on the research questions.
The observation matrix was created so the researcher could observe in one area while
analyzing it from different perspectives to answer the different research questions. The
data was coded using the 21
st
Century Skills Framework, the research questions, and
Bolman and Deal’s (2003) four frames, providing the researcher with a format to
systematically organize the data and identify symbolic and underlying structures that
were observed.

64

Interview Protocol

The interview protocol was created through multiple discussions among the
dissertation team, incorporating suggestions from professors on the dissertation
committee. The development of the protocol began by creating a long brainstorm of
potential questions by a subcommittee. After further discussion, the dissertation team
decided to incorporate a handout outlining the 21
st
century skills in order to help focus
the interviews and keep the discussion aligned with the research questions and the
conceptual model being used for this research. With the modification of adding the
Interview Handout (Appendix E), the dissertation team broadened the interview protocol
to focus on the research questions. After reviewing the protocol with two of the
professors on the dissertation committee, the team then added potential other questions
below each research question to provide the researcher with flexibility while ensuring
that the focus remained on the themes identified in the literature and provided insight into
the research questions. The interview protocol (Appendix D) was designed as a semi-
structured, open-ended interview format.
In order to ensure triangulation and provide the perspectives of those involved in
the practices, the interview protocol contained open-ended questions that would verify
and extend the data obtained through other methods. The interviews were conducted at
different times throughout the process, including at the beginning and after some
observations had been completed, to provide comparative data as well as more in depth
explanations. The researcher conducted interviews with the principal and four teachers to

65

gain the perspective of a multiple of stakeholders. The interviews lasted approximately
30 minutes and were digitally recorded with the permission of the participant. The
responses were then transcribed into a word processing document for data analysis. The
data was then coded using the 21
st
Century Skills Framework, the research questions, and
Bolman and Deal’s (2003) four frames to organize and categorize the information
revealed.
Data Analysis
The researcher applied the six steps for data analysis identified by Creswell
(2003) to ensure a comprehensive approach to data analysis. The six steps provide a
process that promotes constant analysis and reflection in order to interpret in depth
meaning from the data. In order to prepare the data for meaningful interpretation, the
researcher began by organizing the data. The interviews were transcribed and the
observation notes were typed into a format that would facilitate categorizing the data into
themes. The researcher reviewed the transcribed interviews and observation notes to
elicit general impressions and underlying meaning and then to identify repetition of
themes and key patterns. The documents were both reviewed in a holistic way looking
for initial generalizations and coded to look for triangulation and themes. To provide a
different analytical lens, the data was also coded using Bolman and Deal’s (2003) four
frames, which brought more interpretive meaning to the surface.
After organizing, reviewing, and beginning to code the data, the researcher
chunked the data according to the research questions and identified interconnecting

66

themes. The researcher then provided an in depth description of the school setting and
the stakeholders involved. Using a narrative format, the researcher provided a format for
visualizing how the identified main themes are evident in the school setting as well as the
underlying other complexities that contribute to the picture. Triangulation was used in
interpreting the data and verifying the themes, ensuring that multiple perspectives were
considered. Finally, the researcher conveyed the conclusions from the data and the
lessons learned. In the conclusions, the researcher explained how these results were
similar and different to other research and possible next steps or the potential influence of
these results on future research.

67

Chapter Four: Results

Nestled in a neighborhood of modest, single story homes, nothing calls attention
to Progressive Elementary or makes it seem extraordinary at first sight. On the outside of
the auditorium building, facing the staff parking lot, a small ceramic plaque displays the
name of the school and its logo, an image of the world with two hands reaching towards
each other, one with light skin and one with dark skin. This plaque is just one small
symbol of the global awareness and strong sense of community developed within this
school. It is not until you enter that you start to feel the power of the school community
in nurturing creativity and innovation within every student. Starting with the morning
gathering of students, parents, and staff before school, there is a collaborative, respectful,
and joyous feeling within the community.
The purpose of this study was to research an elementary school that is preparing
students for the 21
st
century, as defined by the Partnership for the 21
st
Century. This case
study used the P21 Framework to identify the key skills, themes, and student outcomes.
This case study represents one of nine schools studied as part of a thematic dissertation
group. The school was chosen because it met the selection criteria outlined by the group:
an API over 800 and the mission, vision, and/or description of the school mentioned
items from the Partnership for 21
st
Century Skills Framework.
This chapter will present the findings from the analysis of qualitative data
collected from document review, survey results, interviews, and field observations. The
findings are the result of triangulation of the different data sources in relation to the three

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research questions. The data was analyzed by applying Creswell’s six steps of data
analysis and using Bolman and Deal’s (2003) four frames. The findings are organized by
the following three research questions:
1. What are the practices and programs at the school and how are they aligned to
21
st
century skills?
2. What is the professional community at the school and how does it support
these practices?
3. What is the perceived impact of 21
st
century skills on the culture of the
school?
School Site and Participants
School Site Overview

Originally founded by a group of parents as the first magnet school in the district
and then the first to be granted charter status, Progressive Elementary School is a public
magnet charter elementary school in Los Angeles that serves approximately 420 students
in kindergarten through fifth grade. As is standard for magnet schools, students are
randomly selected based on the number of priority points they have and receive district
provided transportation if they live more than two miles away from the school. This
enrollment process results in a diverse student population both in races and
neighborhoods represented. Through the points system, the school maintains a
dedication to educating a racially and ethnically diverse group of students with a ratio of
40% White to 60% other. In an effort to involve both parents and staff members in

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improving the educational program, the school’s Governing Board is comprised of 12
parents and 12 staff members. According to the charter petition, “The Governing Board
is charged with prioritizing educational needs in order to encourage each student to
realize his or her maximum potential.”
There is a strong unifying vision of the educational philosophy across the school,
revolving around the constructivist philosophy that learning happens best in context and
in a community. The learning space does not reflect a traditional school; it provides an
environment built for collaboration and experiential learning. As a result, students are
constantly interacting with each other, sharing space and materials. One of the
kindergarten teachers described diversity and physical intimacy as part of the atmosphere
and a norm that students take with them into the world. She explained, “Because we
don’t even have desks, they are rolling around on the floor…even in the upper grades,
they are just hanging out together, working and supporting each other.”
In the city’s newspaper’s guide to schools (California Schools Guide, 2011), a
parent described the school:
Progressive Elementary is just a gem: beautiful green campus with mature trees,
diverse population with high parent participation from all sectors, dedicated
passionate creative teachers, creative engaging teacher-created curricula, music,
art, and more (paid for by the Friends of Progressive School). My child's love of
reading and learning is totally supported here and she is really happy socially and
intellectually. Her individual needs are met in a way they were not at her local
elementary school.

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While high expectations were evident across the school, the overwhelming feeling was
one of joy and happiness. Even when students needed to improve, teachers demonstrated
a positive attitude and focused their conversations on nurturing students’ development.
Participants and Data Collection

Data collection was completed through six visits to the school site and document
review. Initial introductory contact with the principal was established in the spring of
2011 via phone and email. During the first visit to the school, the principal was
unexpectedly absent. The magnet coordinator at the time very graciously gave a tour of
the school and spoke about many of the highlights of the school. She modeled the
welcoming nature that was seen throughout the school community. Unfortunately, the
magnet coordinator was no longer with the school for the remaining duration of the case
study. With the busy start to the school year, it was very difficult to reestablish contact
with the principal in the summer or beginning of the fall. However, after contact was
reestablished, the school community was very responsive and helpful. As a result, the
majority of the data collection took place from October to December of 2011. During the
first meeting with the principal, he provided access to available documents and facilitated
the introduction to the staff, delivery of the survey, and secured participation of teachers
for observations and interviews. In an effort to provide focus and richer depth within the
case study, the interviews and observations concentrated on two clusters.
The data collection process evolved as documents were presented during
observations and interviews. The documents that were reviewed included those available

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from the Internet as well as ones provided by individuals at the school site. The School
Accountability Report Card (SARC) was retrieved from the district website and
California Standards Test (CST) data was reviewed from the California Department of
Education website. The school website was also reviewed at various points throughout
the data collection period in order to include updated information. Articles from the local
newspaper with school data were located on the Internet and reviewed as well. The
petition to the district for charter renewal from 2008 was provided by the principal and
offered a wealth of data. The principal also provided access to the minutes from the
Governing Board meetings. The classroom teachers provided copies of their schedules
and other documents used in their classrooms, including their updated report card. The
classroom teachers also provided copies of the units of study they had presented at their
workshops. For a correlation between potential documents to be reviewed and the
research questions addressed, see Appendix A.
A 28-question, close-ended survey was created by the thematic dissertation group
in order to include the perspective of a greater number of staff members and to provide an
initial overview of the school. The survey is replicated in Appendix B. After introducing
the researcher and the study at the Friday lunch staff meeting, the survey was passed out
to all of the instructional staff present. Of the 19 teachers and administrators present at
the meeting, 14 completed the survey. However, one person left one page blank, so for
some of the questions there was only a sample size of 13. Since it was anonymous, it was
not possible to know who had not taken the survey for follow up. Although the staff

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completed the survey while eating lunch and listening to and discussing various issues,
the staff members who completed the survey appeared to be carefully considering each
answer, asking for some clarification or writing comments to explain their answer. A few
respondents had a difficult time selecting one of the four options offered by the Likert
four-point scale, circling in between two numbers. After having inquired about the
statement, “I primarily use the adopted curriculum,” only 10 individuals responded. This
lack of response to this question was due to confusion about what was meant by the
adopted curriculum, since they do not use the district’s adopted curriculum. The survey
results are organized by the research questions in Tables 4.1, 4.3, and 4.4.
At the introductory staff meeting, the principal told the staff to see the researcher
after the meeting if they were interested in volunteering to be interviewed and observed
as a part of the case study. The kindergarten team and a second and third grade team
volunteered. The kindergarten team asked whether kindergarten was too young, but after
reviewing the brief description, it was mutually agreed that the teachers in kindergarten
are building these skills among their students in developmentally appropriate ways. The
second and third grade team was comprised of three teachers, with two of the teachers job
sharing. Interviews were conducted with the principal and four of the classroom
teachers. The researcher had originally planned to interview the magnet coordinator;
however, the principal did not feel that an interview with the new magnet coordinator
would be valuable since she was newly appointed to the position. One of the teachers
was absent on the planned interview date; therefore, only two second and third grade

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teachers and the two kindergarten teachers were interviewed. The interview protocol
followed a semi-structured, open-ended format and can be found in Appendix D. Each
interview followed the outline, asking the central questions and then following up with
supplementary questions as appropriate. Each interview began with the researcher
providing the interviewee with the Interview Handout (Appendix E). The interviews
were recorded and then transcribed.
Field observations were conducted in common areas as well as in classrooms.
The observations within classrooms focused on the kindergarten cluster and the second
and third grade cluster with the teachers who had volunteered. The school is extremely
open to visitors and there was an open-door feeling to the entire campus. Therefore, the
researcher was able to easily observe the students and staff in different settings. Field
observations were conducted in the front office, lunch area, playground, garden, library,
auditorium, staff lounge, and in the classrooms. The observation matrix in Appendix C
was used to focus the observation notes around the research questions. The researcher
also observed through different lenses, using Bolman and Deal’s (2003) Four Frames.
Although the time frame was limited, the visits to the school site for observation were
strategically selected to observe a substantial sampling of data around organizational
structures and student, staff, and parent practices and interactions. Creswell’s (2003) six
steps and Bolman and Deal’s (2003) Four Frames were used to analyze the data. The
data was collected, organized, coded, and categorized into different themes.

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Results
The Partnership for 21
st
Century Skills created the P21 Framework with the
intention that all of the 21
st
century themes and student outcomes should be integrated
into the schools practices and programs. The Partnership also established that the
curriculum, instruction, assessments, professional development, and the school
community are all intertwined and play integral parts in developing students who will
successfully meet the challenges of the 21
st
Century workplace. This chapter will address
each of these areas according to the research questions. The findings present an overall
picture of the whole school, while providing more depth in the description of the
kindergarten cluster and one of the second and third grade clusters. While there are two
clusters for students in second and third grade, the findings refer to the one in which the
teachers participated in the interview and the observations were conducted in the
classroom. Both the kindergarten and second and third grade teachers initially
questioned whether their age group met the requirements of the case study, noting that
their students are only five or seven and eight years old. However, through interviews,
observations, and document review, it was evident that the teachers have identified
developmentally appropriate ways to integrate these skills into their instruction. While
the implementation of the themes may look different at different grade levels, there were
consistent themes that emerged among the practices and programs at the school.

75

Results Research Question One: Practices and Programs

Research question one asked: What are the practices and programs at the school
and how are they aligned to 21
st
century skills?
The practices and programs at Progressive Elementary incorporate learning and
innovation skills, life and career skills, and the 21
st
century themes both in an integrated
fashion as well as through time dedicated specifically to community and individual
development. The curriculum focuses on depth rather than breadth and is designed
around a central theme within each cluster, incorporating project-based learning, hands
on activities, team-work, games and play. Teachers consistently demonstrate high
expectations, asking students higher level thinking questions rather than giving them the
answer, and creating a community in which students teach each other and are held
accountable for their performance. The results for the first research question revealed the
practices and programs at the school and how they aligned to 21
st
century skills. The
themes which emerged from the data reflected structures and routines, curriculum and
instructional practices, assessments, and enrichment activities.
The survey results revealed that within the structures and routines, curriculum and
instructional practices, assessments, and enrichment activities, there are certain practices
that are more consistently implemented across the school. As seen in Table 4.1,
according to the survey, the majority of the teachers always: encourage collaboration,
creativity, and innovation; expose students to different cultures, languages, and
experiences; include civic responsibility in instruction; and have students demonstrate

76

mastery in different ways; and most of the time or always incorporate cooperative
grouping, problem-based instruction, critical thinking and problem-solving, multi-modal
instruction, and assignments which require students to demonstrate creative approaches.
These results were corroborated by observations, interviews, and document review.
Table 4.1: Results to Survey Questions around Instruction and Pedagogy
Survey Questions Related to
Instruction and Pedagogy

N
Never

# %
Sometimes

# %
Most of
the time
# %
Always

# %
I utilize cooperative grouping 14 0 0% 3 21% 7 50% 4 29%
I utilize problem-based
instruction

13 0 0% 4 31% 9 69% 0 0%
My instruction involves the use
of technology

14 0 0% 8 57% 5 36% 1 7%
My students use technology

14 0 0% 9 64% 3 21% 2 14%
My instruction includes global
issues

13 0 0% 7 54% 5 38% 1 8%
I model and encourage critical
thinking and problem-solving
skills

14 0 0% 0 0% 9 64% 5 36%
Students demonstrate mastery
in different ways

14 0 0% 1 7% 6 43% 7 50%
Students are exposed to
different cultures, languages and
experiences

14 0 0% 0 0% 2 14% 12 86%
My instruction includes civic
responsibility

14 0 0% 0 0% 5 36% 8 57%
I utilize multi-modal
instructional approaches

14 0 0% 1 7% 8 57% 5 36%
I primarily use the adopted
curriculum

10 7 70% 3 30% 0 0% 0 0%
I encourage collaboration in the
classroom

13 0 0% 0 0% 3 23% 10 77%
I encourage creativity and
innovation in my classroom

13 0 0% 1 8% 3 23% 9 69%
My assignments require
students to demonstrate
creative approaches

13 0 0% 2 15% 8 62% 3 23%

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There was a discrepancy between the data sources with regards to the prominence
of using technology and including global issues in instruction. As seen in Table 4.1,
according to the survey, the majority of the teachers stated that they use technology in
their instruction, have their students use technology, and include global issues in their
instruction only sometimes or most of the time. The observations corroborated that these
instructional practices were less prominent than other practices. However, interviews and
document review equated the presence of instruction of technology and global issues with
other practices.
Structures and Routines
The first theme revealed the role of school-wide and classroom structures and
routines that support the 21
st
century skills. Across the school, routines and structures
were enacted that created an expectation that students demonstrate personal
responsibility, leadership, and other life and career skills. There was evidence in
observations, interviews, and document review of student choice and independence
throughout the day within these routines, structures, and expectations.
From the start of the day, students were provided with choices and expected to act
responsibly. Before the bell rang, students were observed engaged in a wide range of
self-initiated activities, such as choosing to go to the library, creating a game on the yard,
and playing with a ball brought from home. The students were given freedom and choice
to interact with all students across the community, and as a result, groups of students

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across age levels were observed playing in groups together. When the bell rang, except
for the kindergarten students who were greeted on the playground, the students all
proceeded directly to their classes. No adults were observed giving any directions or
speaking with any students who were not acting appropriately. Within a matter of a few
minutes, students were observed in front of their classrooms with backpacks in lockers or
bins, ready to begin their day.
At Progressive Elementary, the education looks different than a traditional
classroom approach. This alternative educational structure was described in interviews
and documents and confirmed through observations. Rather than isolated classrooms,
students learn in open spaces based on the constructivist approach to education. With a
team-teaching approach and approximately 40-60 students from two different grade
levels, students work in partners and small groups throughout the day. Interviews and
document review confirmed that a group of students generally loop within the cluster,
becoming “experts” in the cluster and real classroom leaders. For example, in the second
and third grade classroom that was observed, the teachers explained in the interview how
they held on to 11 students who had been in the cluster from the previous year who know
the routines and how things work. When students work in groups, these students are
divided among the student groups with the goal of developing as leaders. In the
interview the principal described the learning environment:
Students are not seated at desks. There are not textbooks opened up to the same
page answering the same questions. You will see kids doing some larger group
instruction, some smaller groups working in dyads, triads, or they are working
individually. And it is about at this school taking responsibility for your own

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learning so the teachers/adults are not directing your every move of every day.
There are moments, times during the day whether it be independent work time or
working on a project or facilitating a group that you need to take responsibility,
that you need to prioritize, that you need to determine what are your next steps
and that looks very different in kindergarten than it does in 5
th
grade, but it is
embedded throughout.

The description of the learning environment described by the principal was
evident in observations. Each cluster has its own bungalow, in which team teachers share
an open space the size of two adjoining classrooms. While each cluster organized their
space differently, computers were consistently integrated into different areas of the
classroom and desks or tables were arranged to facilitate group work. There was never a
space set up like a traditional classroom with rows of desks facing the front of a
classroom, but rather large rugs provided space for whole class gatherings and groups of
desks or tables were arranged for students to meet in small groups or pairs. While there
were no individual desks for students to keep their materials, each student had their own
cubby to keep their work tools such as pencils and crayons, folders, writing journals, and
reading books. There were also common materials available, creating independence and
initiative among the students, starting in kindergarten.
While each cluster had their own routines, the routines consistently promoted
independence. In the second and third grade cluster, the students independently retrieved
their morning work, found their spot in a circle around the rug, and worked on their
assignments. During observations, as the students moved through the morning routine
independently, it was evident that the teachers had clearly taught the students these
routines and expectations. Some students performed jobs, a small group worked with one

80

teacher, and the other students worked silently in a circle on the rug, completing their
assignments. If students finished the morning work before the morning circle began,
students began reading without any guidance or interruption. In the interview, one of the
second and third grade teachers explained, “One way the students show initiative is that
they always know what to do when they finish their work.” This was evident in observing
the unobtrusive nature in which students transitioned to reading when they finished their
morning work. Even the smallest routines, such as getting a drink of water, contributed
towards developing independence, personal responsibility, and accountability among
students. The poster of procedures on the classroom wall stated: “get a drink of water:
without asking a teacher; when you are working independently or between activities; not
right after snack or lunch.” According to the charter petition, “Both school-wide and in
the classroom, students help establish the codes of acceptable behavior and are
instrumental in fulfilling our school-wide goal of reducing incidents of name calling,
teasing, bullying, and social exclusion.” Classroom posters, the charter, interviews with
teachers, and observations all presented the role that routines and expectations play in
developing 21
st
century skills among the students. The teachers consistently provided
students with guidelines and structure to support them in taking initiative and
demonstrating responsibility.
Students are given deadlines and due dates, promoting an expectation of
accountability, initiative and self-direction. In the second and third grade classroom, due
dates were written on the white board next to each of the required assignments as

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reminders for students during independent work time. The teachers provided the
guidelines and support for the students as well as the expectation that students adhere to
the timelines and complete assignments as required. While one of the second and third
grader teachers stated in the interview, “They are little kids so it is hard to make it
complete with also them understanding it,” laughing and saying, “you know they are
seven and eight,” the evidence from observations showed that excuses are not accepted
and that students are expected to show personal responsibility and be accountable for
their productivity. During recess time, the teachers held back a few students who had not
completed one or more pieces of their homework. In private conversations, the teachers
asked each student what had happened, requiring the students to take responsibility for
the situation. The teacher reminded one student, “It is your responsibility.” The tone of
these conversations demonstrated that the teachers believed in the students, never
displaying any anger or negative emotions.
An expectation of personal responsibility and student leadership was also
observed outside of the classroom throughout the day, providing students with the
freedom to make choices and demonstrate their citizenship. During recess time, students
from different grades, as young as kindergarten, managed the ball room. There was a
clear structure and each student was equipped with a clipboard and forms that supported
them in checking out the equipment to students. The garden area was also open during
recess time with clear guidelines for students. At lunch time, there were clearly
established expectations for the students, including cleaning up after themselves by using

82

both the trash cans and recycling. With those boundaries, students were given the
freedom to sit with whomever they wanted and wherever they wanted in the lunch area
and clean up when they finished. Students did not have to ask permission, but were
expected to be responsible.
According to the charter, “everything [the teachers] do works to foster the self-
discipline and mutual respect necessary to make communal life possible.” According to
the survey, all of the teachers stated that their instruction includes civic responsibility
most of the time or all of the time. During observations in the classroom, on the
playground, and around the school, structures and routines were evident that helped
develop independence, problem-solving, communication, and life and career skills among
the students. The charter, interviews, and observations all confirmed that the school has
created structures and routines that develop life and career skills as outlined by the
Partnership for 21
st
Century Skills.
Curriculum and Instruction
The curriculum at Progressive Elementary is teacher created, focusing on depth
rather than breadth through the use of thematic projects, open-ended assignments, hands-
on activities, assignments with real-life application, games, small group, partner, and
independent work. Across the school, there is an overarching theme supported by
individual themes for each cluster. Each of the themes plays a central role in developing
global awareness and/or environmental literacy among the students in an integrated
fashion while promoting learning and innovation skills, information and communications

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technology literacy, and life and career skills. Within each cluster, there are
comprehensive group projects aligned with the theme as well as smaller assignments in
different subject areas that incorporate the theme. Both the larger projects and smaller
assignments incorporate hands-on activities and problem-based learning. The curriculum
also consistently provides opportunities for student choice and community building.
Within the curriculum, games and play are another critical element in fostering learning
and innovation skills. Coaching and demonstrating high expectations are key
instructional practices implemented by the teachers to develop the 21
st
century skills
among the students. All of the members of the community are responsible for teaching
each other.
According to the principal:
Progressive Charter is not text book based and our teachers write and create their
own curriculum so it is thematic; its integrated; and its project based…following
the constructivist theory of education that children create their own meaning and
learning happens best within a context…Standards may be the foundation but we
are not linear in our approach. We really believe in depth over breadth. It is a
school…that talks about what we think are the essential standards and that is what
we focus on. We feel that it is physically impossible to teach every single
standard in every single content area over a 10 month period of time and if you
have done it then maybe you can pat yourself on the back, but what have your
children learned…We have an overarching theme which is interdependence:
human’s interaction with the environment, and under that each of our teaching
teams, we don’t call them classrooms, we call them clusters. Eight teaching
teams adopt a theme that is under that umbrella such as systems, the idea that
everything is connected to everything else, or patterns of change, and then that is
what becomes the central focus of the students’ curriculum…All of the subject
areas are integrated around that theme.

Within each cluster, projects aligned with the yearlong theme are one component
central to developing the 21
st
century themes and skills. In the second and third grade

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cluster, according to the website, charter, and interviews with the teachers, the yearlong
curriculum is developed around the concepts of cultural diversity and human similarities.
While the theme encompasses many aspects of the curriculum, cultural group projects are
a key part of this instruction. According to the interviews of the teachers, working in a
group is an integral part of the cultural group projects. It requires students to demonstrate
many skills including collaboration, critical thinking, initiative and self-direction, and to
hold themselves and the members of their group accountable. The website describes
some of the components of the cluster’s yearlong thematic project:
the students will create a multicultural museum within the classroom…that
celebrates the diverse cultures that contribute to American society…In order to
access new knowledge about the cultural information to be included in exhibits,
heterogeneous groups of children will…focus on a specific ethnic group (Asian-
Americans, African-Americans, Irish-Americans, Latin-Americans, Native
Americans, or Jewish-Americans) which they will explore in a variety of ways.
They will read, research, view, listen, and observe several aspects of the culture in
order to create a museum exhibit to teach others in the school community what
they have learned. In the course of the unit, each group will practice
communication skills as they perform, share, and demonstrate projects and
creations that explain what they have discovered about their cultural group.

In the interview, one of the second and third grade teachers spoke about all of the skills
that the students need to develop to successfully work in the groups, including being
flexible when learning to work with new people and making decisions together by
coming to a compromise or an agreement. Each of the teachers spoke about how they
have modified the project over the years to maintain the integrity of the subject matter
while making it accessible to seven and eight year olds. The project is designed so the
students are learning from both the content and the process of working with their group.

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The content develops global awareness while the process develops innovation and
learning skills, information and communications technology literacy, and life and career
skills.
Besides the larger project, the teachers incorporate the theme into other subject
areas as well. Subjects are integrated and skills are taught in context, not in isolation.
For example, the monthly newsletter for the second and third grade cluster explained that
they “have been studying different toys and the physics behind them. Next week they will
begin building toys that relate to physics and also have some connection with a culture.”
During observations, students were writing culture essays and the class had created a bar
graph of how many languages each student in the class spoke. While during
observations, in document review and interviews, there was evidence of the curriculum
developing global awareness among the students through multiple disciplines, on the
survey, 54% of the teachers responded with only sometimes to the survey question, “My
instruction includes global issues” (Table 4.1).
Beyond the larger, thematic project, students participate in smaller hands-on
activities that require critical thinking, problem-solving, collaboration, and
communication in all subject areas. For example, in a lesson on simple machines in the
second and third grade cluster, the students were assigned to work in groups and create a
machine that could balance eight pennies on one side of the ruler, six pennies on the other
side, and a pencil in the middle. Each group was given the materials and the students tried
different solutions to solve the problem. Students were given time for exploration. As

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shown in Table 4.1, in response to the statement on the survey, “I utilize problem-based
instruction”, 69% of the teachers responded most of the time and the other 31% of the
teachers said sometimes, demonstrating that this is a consistent practice at the school
among the majority of the teachers. All of the teachers responded on the survey that they
utilize cooperative grouping at least sometimes, with the majority of the teachers stating
that they use it most of the time or always as seen in Table 4.1.
In the kindergarten cluster, the curriculum focuses on self-discovery and how we
are connected to the world around us. According to the charter and website, they
emphasize group cooperation and individual responsibility towards the group. They
describe the program as activity-based with many options from which children can
choose, encouraging them to become independent, life-long learners. The teachers
shared in the interview how they incorporate the different subject areas into the theme,
studying the human body and the senses in science. One teacher explained in the
interview how last year, the students wrote about the senses using the computers,
incorporating what they had learned across the curriculum and integrating technology.
The instruction is also applicable to real life and students learn by doing. Since
the curriculum is teacher created, the majority of the teachers responded on the survey
that they never use the adopted curriculum, referring to the district’s adopted text books.
The kindergarten teachers have a unit on money that they have presented at the school’s
annual conference. The unit incorporated many skills and subject areas such as
investigating the physical properties and faces of coins, comparing and contrasting coins

87

from other countries, adding and subtracting, and graphing and analyzing data. The
culminating activity incorporated parents as shopkeepers and the students “shopped” at
different class booths using pennies, nickels, dimes, and quarters. The students were
required to apply all of the skills that they have learned and make independent choices,
problem-solving and applying critical thinking at a kindergarten level. In the second and
third grade classroom, the teachers gave the students real world story problems to solve
in teams, consistently having the students apply math skills in context with real world
application.
Technology is integrated into the curriculum, with students and teachers using it
as a tool. The principal explained that there is a ratio of one computer to every three
students that the students use to do research or create projects, such as designing a race
car and race track. The second and third grade teachers explained how the students use
the computer throughout their cultural group projects, learning computer skills as they are
applicable to each part of the project. The teachers explained in the interview how they
gave the students tools to help them through the process such as step by step directions on
how to start a new word processing document. According to the teachers, the “cluster
experts” who were in the cluster last year play a key role in helping the other students use
the computer and, as their confidence evolves, learn new tricks themselves. The
computers are always accessible to the students as tools. For example, the teachers
explained how when some students did not know how to illustrate their image, they used
Google images on the computer. The teachers explained that the students will use a

88

program to create a Jeopardy game for their museum at the end of the year. While in the
interviews and documents, the integration of technology was described with equal weight
to the other skills, in the observations and survey, technology was evident, but not as
central of a focus. According to the survey question, “My instruction involves the use of
technology,” the majority of the teachers only said sometimes. Only one teacher
responded to this question with always, and five of the teachers responded most of the
time. Also on the survey, the majority of the teachers only said sometimes to the
question, “My students use technology.” On this question, two teachers responded with
always, three teachers responded with most of the time, and the other 64% responded
with sometimes. While as with all of the 21
st
Century skills technology skills are
integrated into the curriculum and applied in context-based projects, technology did not
have as strong a presence as the other student outcomes.
Throughout the curriculum, students are given choices, providing them with the
opportunity to develop self-direction and initiative among other skills. Choice takes
many forms at the school site from students deciding how they want to present their
information for their project to choosing the book they want to read for Readers
Workshop or choosing the activity they want to play. In the kindergarten class, students
consistently were provided with choices such as deciding where and what to play. From
the youngest age, the students developed self-direction and initiative as they were
consistently given the opportunity to choose their activity and expected to do so
independently. After the kindergarteners chose their activity, they also had to take

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initiative in choosing the product they wanted to create and problem-solve how to use the
materials available to complete their creation. In the second and third grade classroom,
one of the teachers explained in the interview that the students chose how to work as a
group, how to navigate the information and how to present their learning. In an
observation, the students were given choice of paper to use during a writing lesson,
placing the responsibility on the students to identify the best paper for them as writers.
The students were provided with different resources and guidance from the teacher and
then made choices in showing their learning.
Time is dedicated to community building and opportunities for speaking and
listening to each other. The charter states:
“We have created a spirit of community that permeates everything we
do…Meeting time is made available in the classroom where students discuss and
solve their own problems, either as a group or one to one. Each cluster conducts
the meetings in their own style, but the intent is always the same: to build in
students a sense of personal and collective responsibility.”

Every morning in the second and third grade classroom, time was dedicated to
community circle, according to the class schedule and observations. During community
circle, student facilitators were responsible for choosing a student to start the routine of
saying good morning to each other and selecting students to share. Each student had a
choice to volunteer to speak and choose what they would like to share with the class. The
principal spoke in the interview about the power and importance of having the
opportunity to speak or to pass and having opportunities to speak and opportunities to
listen to one another. Students shared a variety of stories, successes, or other topics with

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the class. For example, students shared writing from their journals; another student
shared tally marks that she had used to count her candies; whereas, other students shared
achievements, such as passing a Tae Kwon Do test. One morning, a student asked the
class for help in problem-solving what to buy her brother for his birthday. Another
morning, many of the students had experienced a power outage the previous afternoon
and they shared stories, communicating with expression and details, developing voice
that transferred to their writing. The charter explains, “These experiences are designed to
help students build a sense of community and to provide them with the listening and
speaking skills necessary to be able to resolve problems on their own.” This community
circle time was dedicated to building students’ communication skills, both speaking and
listening, among other skills, and developing a stronger community.
The school places an equal emphasis on academics and developing independent,
life-long learners and citizens who demonstrate personal responsibility and interpersonal
skills. According to the survey question, “I encourage creativity and innovation in my
classroom,” 69% of the teachers said always, 23% said most of the time, and only one
teacher said sometimes. The use of games and play that are developmentally appropriate
is an integral part of building these skills among the students and was one way creativity
and innovation were encouraged in the classroom. In the interview, the kindergarten
teachers spoke about how they use role play and have the children give suggestions about
how to solve problems together rather than just tattling on other children. In the
kindergarten classroom, the students were observed spending a lot of time playing in

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choice activities while the teachers, aides, and parent volunteers pulled small groups of
students for reading or math instruction or other activities. One of the kindergarten
teachers said, “People say: why are they always playing? They are playing really to learn
life skills. They are learning to share and sharing information and sharing is a really big
concept.”
The students are constantly working, playing and interacting with each other on
multiple levels. Even if the work time was independent, the interviews and observations
revealed that students support each other. In the second and third grade cluster, students
were observed working together in various formats, including playing games in math and
working in small groups to solve problems. One of the kindergarten teachers said, “They
really help each other and we encourage that in every way: play, in work, in sharing of
ideas.” While the kindergarten teachers pulled small groups, the other students spent
extended amounts of time playing in ways that developed creativity, innovation,
collaboration, problem-solving, and much more. The teachers opened different areas of
play on different days, from Legos and Lincoln Logs to pretend food and dramatic play
materials. Pencils, crayons, and paper, were easily accessible to students so they could
carry on their play independently for the whole duration of time provided. The teachers
constantly changed the groups, so the students worked with different children, requiring
them to be flexible in their play and work. The teachers also described and were
observed selectively giving materials to encourage more innovation and creativity. For
example, one day when some of the students were building with wood pieces, the

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kindergarten teacher did not give the students little people to play with until later because
she told them that she had observed that they were more creative in their inventions,
creating zoos and cities, when they do not play with the people until later.
In the second and third grade cluster, the written schedule and observations
showed that students played thinking math games once a week and content-based games
were regularly incorporated into math instruction. During the scheduled math game time,
small groups of students were observed playing different games that required critical
thinking such as Master Mind. In some of the games, the students had to thoughtfully
give clues to their partners or solve problems with their partner. The teacher helped the
students think strategically, providing them with some thinking tips and then left the
students to work through the games with their partners. In observations, interviews, and
documents, there was evidence that games were consistently used to integrate thinking
skills with academic skills.
While implementing this curriculum, teachers act as coaches, taking advantage of
every teachable moment to help students develop interpersonal skills, work habits, and
thinking skills. According to the charter, the school “emphasize[s] to the students the
importance of our ability to live together as neighbors, to accept and celebrate our
differences, and to arrive at mutually satisfactory solutions to common problems.”
Throughout the observations, teachers were observed pulling individual students or
coaching small groups to help them problem-solve and improve their work habits and/or
inter-personal skills. When one teacher taught the whole group, the other teacher never

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sat around idly, but rather provided extra assistance to individual students or small groups
or provided support in other ways. One morning, after the other students had moved
from the playground to the classroom, one of the kindergarten teachers spotted a student
crying. She hugged him and then inquired about the problem. After the student revealed
that he was upset about the lunch box that his mother had given him, the teacher offered
to help him write a letter to his mother explaining how he felt. He then joined the class
and when the other teacher was working with the whole class, the teacher took him aside
and helped him write his letter to his mom. His letter stated- Mom, I don't like the
lunchbox you gave me. After he wrote the letter, he skipped back to the group, smiling
with a rejuvenated energy reflecting his satisfaction over effectively solving his problem.
This nurturing and supportive attitude, guiding students towards finding their own
solutions was evident throughout.
According to the charter petition, “Through this variety of educational
experiences, students are expected to take on responsibility for, and ownership of, their
learning. In this endeavor they are guided and supported by the entire school
community.” In the second and third grade cluster, the teachers coached the students to
reflect on their behavior in relation to the expectations and guided them towards
developing life and career skills. For example, a teacher pulled aside one student who
was not taking initiative to read the board in the morning and follow the directions for
work. She asked him questions about the expectations, emphasizing that he can meet the
expectations, but chose not to do so. The student answered the questions, demonstrating

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that he knew the expectations and understood that he could meet them. The student then
read the directions and adhered to the expectations. During the next visit, he was more
productive and self-directed. Another time, after working with a student on improving
interactions with other students, she told him to let her know how it goes after he tries a
new approach during recess. The teachers consistently capitalized on teachable moments
to help students grow not just academically, but also with thinking and life and career
skills.
The teachers also provided students with resources, tools, and guidance and then
coached them toward independence and problem-solving. In kindergarten, as a group of
students wrote responses to a book they had just read, the teacher reminded them to use
the book as a resource to write the words that could be found in the book. For words that
were not in the book, the teacher coached the student, providing the sounds of the word
that the student was trying to write and then nodded when the student said and wrote
down the letter. The teacher nodded affirmatively when the students provided a
developmentally appropriate spelling for a word, such as “soot” for bathing suit because
“oo” makes the correct sound, focusing on independence and application of their
knowledge rather than always having the correct answer. The teachers supported the
students’ problem-solving efforts with encouragement and reminders of the resources
they could use, never giving the students the answers, but rather expecting them to come
up with solutions on their own.

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In observations, teachers asked higher level thinking questions such as “how do
you know” and listened to students’ answers to encourage them to think through their
problem-solving and integrate their knowledge with critical thinking. The kindergarten
teacher explained in the interview, “They don’t just say an answer; they tell why and
explain their way of thinking…they don’t just give us an answer. We say how did you
arrive at that?” One of the second and third grade teachers described the role of the
teacher when the students worked in their groups on their culture projects as “mostly to
guide them or challenge them or keep them on track.” According to the charter petition,
“Teachers scaffold and support learning where necessary so that each student may
achieve her/his highest possible degree of success.” This coaching provides the students
with just enough tools and guidance to support them to work independently.
The teachers consistently demonstrate high expectations, praising students when
they reach superior levels rather than mediocrity. According to the charter petition:
“It is our belief at the Progressive School that we are able to maintain consistently
high levels of achievement for all our students through the development and
implementation of a comprehensive, standards-based instructional program
because our educational efforts stem from a unified vision of learning.”

One of the kindergarten teachers spoke in the interview about how they always
ask the students how they arrived at their answer and how amazing the student thinking is
sometimes. The teachers were observed listening to students’ thinking and building on
the students’ thinking to bring them to higher levels, expecting students to explain their
answers and demonstrate critical thinking rather than just complete rote tasks. The
kindergarten teacher explained in the interview how one time she had flipped the sum and

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written it at the front of the equation and one of the children had said that the answer was
in the wrong place. The teacher explained how she had an “ah-ha” moment and realized
that they did not really understand equations. She explained:
And just that transformed a way of thinking and it’s not anymore that there is an
answer; here now follow my way. It is really that it is a balance of what’s on one
side has to be the same as the other. It could be for anything…that is a concept
that is huge that they will take it with them to chemistry; they will take it with
them to algebra; they would do it for solving unknowns and they actually
can…and they just know that it is a balance and they think in a whole different
way.

During an observation, when a kindergarten student did not do his best writing, the
teacher showed him his writing from before and motivated him to demonstrate the same
level of excellence. Starting in kindergarten, the teachers were thinking about the skills
the students will need for success in the long run and analyzing student responses to
ensure that students are developing the necessary skills and understanding.
The teachers consistently asked higher level thinking questions to the students,
expecting them to demonstrate critical-thinking, problem-solving, and more. In the
kindergarten calendar time, students were called to come to the front of the class and
explain their thinking. The teacher consistently followed up with an analysis question
such as why, why not, or how did you know. For example, the teacher asked if they could
count by 2s for the number 35 and the student answered no. She then asked how did you
know and the student replied because it is not even, it is odd. Another student answered
because they do not have a partner. These different answers showed that the teacher
expected the students to do their own thinking and that the students were learning to

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explain their own rationale. Students had learned what a palindrome is with reference to
numbers and were observed applying it in other areas such as a pattern analysis with the
teacher. While this was only the second and third month of kindergarten, the teachers
were developing out of the box thinking and higher level reasoning among the students
that would be critical for their success in the future. According to the survey, all of the
teachers responded that most of the time or always they model and encourage critical
thinking and problem-solving skills (Table 4.1).
Throughout the community, there is a feeling that the teachers are not the only
ones with the answers and it is important to learn from each other. For example, when
teaching the vocabulary words “horizontal” and “vertical,” the teacher asked students for
a trick to remember the words. Three different students gave three separate tricks: one
student proposed that they could relate horizon to horizontal; another students suggested
that the direction of the line across the middle of the “H” was a clue for horizon and the
up and down direction of the lines in the “V” purported the vertical direction; while the
third student explained that the “V” for vertical looks like an up and down arrow as a
reminder of the directionality for vertical. The students’ answers demonstrated creativity
and out of the box thinking. In another instance, at the end of a science lesson in which
students had created a simple machine, the teacher asked for students who felt they were
successful to explain what they had discovered. According to the charter petition, “Since
we believe that learning happens everywhere and from everyone, our groupings are

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flexible and designed to accommodate the goals and needs of the activity.” There was
consistent evidence of student initiated thinking and students teaching each other.
Guiding students to solve their own problems by asking questions was not just
limited to teacher interactions. One day at the beginning of lunch, a student came into the
office because he did not have a lunch ticket. The office assistant asked him what he
could do and he proposed a solution to solve his own problem. She commented
afterwards that he knew the answer the whole time. This was aligned with the way a
second and third grade teacher asked a student questions when he asked for help on a
math problem. As a result of the teacher guidance, he recognized his own knowledge and
answered his own question. These actions align with the goal described in the charter,
“that our students become thinking and caring people so that they may proactively live in
a social environment.”
The curriculum and instruction utilize a multifaceted approach to develop the 21
st

century skills among the students. The curriculum incorporates thematic, problem-based
projects, hands-on activities, and open ended questions and assignments that require
students to work collaboratively with others, problem-solve, think critically, and develop
work habits and the life and career skills defined by the Partnership for 21
st
century skills.
The thematic instruction integrates global awareness and/or environmental literacy with
other academic skills. The use of technology and development of information and
communications technology literacy are also integrated, but not as extensively as the
other 21
st
century skills according to the survey and observations. Choice and

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community building are integrated into the curriculum and are key instructional practices.
The teachers consistently demonstrate high expectations and coach the students in
developing the 21
st
century skills. The teacher is not the only one responsible for
teaching and having the answers, but rather all of the members of the community teach
each other, helping each other to develop 21
st
century skills.
Assessments
Assessment at Progressive Elementary uses a multi-dimensional approach,
assessing academic ability, personal responsibility, work habits, inter-personal skills,
student thinking, communication, and much more. While each cluster uses traditional
standardized assessments as appropriate a few times a year, there was consistent evidence
of teachers using other assessments such as anecdotal records and authentic assessment in
a meaningful way, which resulted in teachers and students having a thorough
understanding of each student’s strengths and areas for growth. According to the charter,
there are several guiding principles to the school’s approach to assessment:
 Assessment is continuous and informs every aspect of instruction;
 Assessment is integrated with learning;
 Assessment involves what students know, do, and how they use what they
know to learn;
 Assessment is developmentally appropriate;
 Assessment involves collaboration among teachers, students and parents.

The value of assessing student thinking was evident beginning in kindergarten.
One of the kindergarten teachers explained in her interview how she assesses:
They tell why and explain their way of thinking. To us that is one of the most
valuable tools of all; it is not like a bubble sheet- we never have bubbles…the

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things they say are so much more rich then what they show on paper; that is why
for us a key is anecdotals. That really gives us a little insight into how a child
thinks. We try to give those open ended activities throughout the year…it tells us
a lot about the children and it helps us to kind of point them in that direction.

In kindergarten, as an assessment on patterns, the teacher had the students create patterns
in a 3x3 and 4x4 square blocks. She asked students open-ended questions about the
square blocks, requiring them to apply their knowledge, demonstrate creativity, and
communicate their thinking. The teacher shared with the researcher some of the students’
responses that she had recorded, rejoicing in the academic language and out of the box
thinking displayed by some of the students. The second and third grade teachers also
used anecdotal notes after conferring with students in reading and writing, discussing and
observing each student’s progress. As shown in Table 4.1, in the survey, all of the
teachers stated that their assignments require students to demonstrate creative approaches
at least sometimes, with 85% of the teachers answering most of the time or always.
The projects completed by the students are a central part of the curriculum and
assessment in the school program. The principal described in the interview how the
projects facilitate an emphasis on depth rather than breadth in the curriculum and
assessments. The charter explains:
Project-based assessments are utilized to evaluate students’ understanding of each
thematic unit taught throughout the year. These assessments are based on
participation in hands-on activities, analysis of student work, and the completion
of a final project… [In the second and third grade cluster observed, the] classroom
museum is the culmination and authentic assessment for our yearlong curriculum.
It is an opportunity for us to assess what the students have learned throughout the
year in social studies and science. The students become the teachers when various
guests visit our museum. We are able to observe what they have learned, and as

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they have the opportunity to teach others, the students demonstrate a strong sense
of pride.

Through these authentic assessments, the focus is to evaluate the students on multiple
levels including their ability to communicate, synthesize their learning, and collaborate
with a group. Both the principal and the teachers spoke about the importance of assessing
students beyond the standardized tests and focusing on students’ attitude and voice, areas
which cannot be measured by bubbling in answers on a test. According to the survey, all
but one of the teachers stated that “students demonstrate mastery in different ways” most
of the time or always (Table 4.1).
The school values self-assessment of academic achievement and work
habits/inter-personal skills, starting in kindergarten. The conferences in all grade levels
are student led parent/teacher/student conferences, with the students playing a key role.
In the second and third grade class, the students completed a self-reflection to help them
prepare for their conference. Each student completed a self-analysis of their work habits,
motivation, confidence, and interpersonal relationships. On one side, a chart presented a
list of statements for self-reflection with a column for the beginning, middle, and end of
the year. On the back side of the chart, students reflected on areas of improvement for
the beginning of the year. Then, the sheet provided spaces for students to reflect on their
progress towards these goals in the middle and end of the year. It was evident that the
teachers had provided students with feedback throughout the first quarter because all of
the students were able to complete the self-reflection independently. Some of the
students wrote academic goals, such as working on multiplication, while others wrote

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social-emotional goals, such as not copying friends or listening. According to the
principal, “Half of [the] report card is devoted to personal responsibility and work habits
because you cannot exist in this environment if you are not accepting that responsibility
for your own work.” Table 4.2 demonstrates a correlation between the report card
categories under personal responsibility and the career and life skills outlined by the
Partnership for 21
st
Century Skills. All of the categories with the exception of flexibility
and adaptability and leadership are reflected on the report card. The report card also has
a grade dedicated to technology: “Develops basic computer literacy skills; uses
technology to explore and express concepts.”
Table 4.2: Correlation between report card and career and life skills
P21 Framework- Life and Career Skills Personal responsibility criteria on report
card
• Flexibility and adaptability
• Initiative and self-direction  Puts forth best effort
 Shows perseverance
• Social and cross-cultural skills  Makes good choices about behavior
 Interacts respectfully with peers
 Interacts respectfully with adults
 Focuses in small group activities
 Works cooperatively with others
 Participates actively in group
discussions
• Productivity and accountability  Makes appropriate use of work time;
 Completes classwork in a timely
manner
 Listens to and follows directions
 Reads and follows written directions
 Returns completed homework on
time
• Leadership and responsibility  Accepts responsibility for behavior
 Cleans up after him/herself

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Assessments at Progressive Elementary align with the curriculum and vision,
promoting the importance of life and career skills and thinking and innovation skills
along with academics. Just like the curriculum, assessments are integrated into the
learning experiences and involve students through self-assessment and parent, teacher,
and student conferences. The assessments are generally open-ended and measure
academics as well as student thinking, personal responsibility and work habits. The
report card provides levels of mastery in technology and almost all of the life and career
skills along with the other academic competencies. The use of multiple types of
assessments that require 21
st
century skills in an integrated matter supports the curriculum
and development of the skills.
Enrichment activities and programs
Enrichment activities and programs complement the curriculum, providing a
variety of educational experiences that support students in their development of 21
st

century skills and literacies. With funds from an associated non-profit, Progressive
Elementary school provides programs that enrich the curriculum and support the teachers
and children, including but not limited to, art, music, physical education, environmental
science, technology and field trips. The school has art, music, physical education, and
garden specialists who provide weekly instruction to the students and collaborate with the
classroom teachers to support integration of the subjects as well. These enrichment
activities play a role in infusing the curriculum with the 21
st
century themes, such as

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global awareness through the arts, environmental literacy through the garden program,
and health literacy through the physical education program.
The website and charter present the many values of instruction in the arts, both in
their intrinsic value and in supporting other areas of the curriculum. Instruction in the arts
is one of the formats used for promoting global awareness. According to the charter:
The arts help students gain insights into other cultures. Through the arts, students
are able to discern their own lives and cultures more clearly. The arts help us to
communicate with one another across language and cultural barriers…Integration
of the arts provides opportunities for thinking, feeling and doing that enable
students to perceive ideas or concepts through different lens.

In response to the survey item: “Students are exposed to different cultures, languages and
experiences”, 86% of the teachers said always and the other 14% said most of the time as
shown in Table 4.1. Groups of students were observed practicing playing instruments
during a music class time as well as in the library during recess time. Another music
class was observed learning about the myth and then a song about the Headless
Horseman. The kindergarteners practiced a Hawaiian song, a Spanish song and a
Hanukkah song for the winter program. Instruction in the arts is just one of the ways in
which students were exposed to different cultures and perspectives.
The school has a dedicated garden program, which is an integral component of
developing environmental literacy as well as other important skills among the students.
Plants extend beyond the central garden area, tucked into the corridors and surrounding
the classrooms. According to the charter, there are areas around the campus with plants
representing the four main ecosystems of California and the students are involved in the

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care and maintenance of all of the gardens on campus. Upon entering the main garden, a
pond, fruit trees, vegetable beds, rabbits, a tool shed and greenhouse provide a reprieve
from the urban surroundings. The newsletter explains that during garden time, students
have been weeding, planting seeds to germinate in the greenhouse, and “touched and
tasted seeds of every size and color from all parts of the world.” According to the
charter, “through this hands-on gardening experience, students strengthen their
observation and classification skills and see natural patterns such as the food chain, the
seasonal cycles of growth, watershed study, decomposition, and soil differences in their
real-life context.” The garden program is an example of how the enrichment activities
provide students with experiences that develop their skills and proficiency in
environmental literacy, science and math among other subjects while developing thinking
and learning skills.
Students participate in physical education with a coach as well as with their
teachers, promoting health literacy as well as communication, collaboration, and social
skills. The website describes how the physical education program promotes health
literacy, stating that in the physical education program:
[Students] have an opportunity to learn what their bodies are capable of, and how
to keep them running at an optimal level. The main goal is for students to see and
understand the many benefits of being physically fit. A sense of well-being goes a
long way towards bettering ourselves and our communities.

Like other programs at the school, there is an emphasis on social skills, communication,
and collaboration. According to the website, “Positive body language as well as positive
verbal language is heavily encouraged.” The two second and third grade clusters

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combined classes for the physical education period with their teachers. During one
observed session, the students were divided into four different groups, mixing students
from the two clusters. Each teacher led their group of students in a game that promoted
physical fitness while developing social skills. In one of the games, the students had to
be creative in tagging other students or avoid being tagged, combining agility, speed and
other physical attributes with strategic thinking. During the activity, one student
struggled with sportsmanship, throwing a stick when he got tagged, and the teacher
pulled him aside. She asked him about his actions, requiring him to reflect on his choices
and take responsibility for his behavior. Instruction on social skills and responsibility
was evident throughout all of the different activities observed.
The school also had afterschool extracurricular activities that promoted 21
st

century skills. For example, one of the school newsletters on the twitter account
announced an afterschool class on Lego robotics for 4
th
and 5
th
graders. It stated:
This year's Lego Challenge is “The Food Factor Challenge.” Students will
research how food gets from ground to table and identify contamination factors
that can affect health and safety. Students will work as a team to design and
program Lego Robots to help solve a ground to table environmental issue.

This was an example of an extra-curricular activity that integrates multiple 21
st
century
skills, including environmental literacy, problem solving, and collaboration.
The school participated in programs that promote 21
st
century skills, surrounding
students with activities that promote environmental literacy, civic literacy, and global
awareness. Consistently, the newsletters announced different community service
opportunities or programs that the school was participating in to help the environment.

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For example, one newsletter announced that the school will continue to partner with
Terracycle, a company that “transform(s) non-recyclable plastics, chip bags, drink
pouches and the like into hip consumer friendly products”. The newsletter stated that
since the program was initiated in April of 2009, the school has collected: 14,401 juice
pouches, 11,378 energy bar wrappers, 4,088 chip bags, 5,043 Ziploc baggies and 779
lunch kits. Another article described how the school had partnered with a non-profit to
install a project that will clean and store water runoff, capturing water from the school
site, rather than having it mix with pollutants and run to the Santa Monica Bay.
According to the newsletters, website, and minutes from the Governing Board, the school
consistently provided opportunities to participate in programs that help the environment
and the community, conveying the message that these are important priorities.
The school library and an annual Read-a-thon also play an integral role in the
school community. Students were in the library throughout the day for different
purposes, including visits for their cluster library time and individual students reading,
doing research, or hanging out during recess or lunch. While the district has cut the
librarian position, the school has demonstrated its commitment to ensuring that students
have access to the library and a variety of literature. The Governing Board has a library
committee which according to the website, “oversees the upkeep and expansion of the
library collection and creates and implements reading incentive programs such as the
popular spring Read-a-thon.” During a cluster visit to the library, the students listened to
a story about a Korean-American girl and her first experience attending an American

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school. In December, certain books were displayed around the library with titles
representing different cultures with relation to December holidays. An emphasis on
incorporating literature from different cultures and countries has also played a role in the
annual Read-a-thon. Each Read-a-thon has had a different theme, displayed on banners
posted around the auditorium, such as a monopoly style board for the theme
“Progressiveopoly”. The Read-a-thon was another example of how global awareness was
integrated into special programs at the school, providing students with experiences that
immerse them in learning about similarities and differences between cultures around the
world.
The teachers also incorporated enrichment or choice time into their schedules,
providing students with other opportunities to develop different literacies, thinking skills,
and career and life skills. Throughout the school program, choice is provided to students,
expecting them to demonstrate responsibility, initiative and self-direction. In the second
and third grade cluster, the teachers had created electives, which included knitting,
sewing, Spanish, Reader’s Theatre, and wood work. These experiences developed
thinking and life and career skills among the students.
According to the charter petition, there is “a sense of purposefulness as you walk
through the classrooms...garden, art studio, vocal and instrumental music environments,
and physical fitness activities. Here teachers and specialists work collaboratively in order
to deepen children’s connections between the classroom, studios, garden and
playground.” The enrichment activities and programs at the school play a central role in

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developing global awareness, environmental literacy, and health literacy among the
students and complement the classroom instruction in developing the other 21
st
century
skills.
Summary of the First Research Question Results
The 21
st
century skills are integrated with the curriculum and instruction in a rich,
contextualized manner, dedicating significant time to these skills throughout the schools’
programs and practices. Incorporating problem-based instruction, hands-on activities,
team-work and collaboration into the curriculum and instruction, the teachers consistently
demonstrate high expectations. By offering choice and opportunities for students to
apply creativity and critical thinking through play and games, the instruction builds on
student engagement and creates meaningful experiences. The structures and routines,
curriculum, instruction, assessments and enrichment activities integrate the 21
st
century
themes and develop 21
st
century skills.
Results Research Question Two: The Professional Community

Research question two asked: What is the professional community at the school
and how does it support these practices?
The professional community at Progressive Elementary is integral to the school
culture and program and key to their abundant success. The results for the second
research question are presented, describing the professional community at the school and
how it supports the school’s practices. Four themes emerged from the data: a
professional community dedicated to innovation and improvement; a professional

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community demonstrating 21
st
century skills in their professional interactions and work;
decisions and actions driven by shared values and goals; and shared leadership.
The survey results revealed that there is a shared vision across the school and that
collaboration is a key component of the professional community (Table 4.3). The survey
results were consistent with observations and interviews in the following areas:
emphasizing the role of collaboration across the school, stating that the school’s vision
and mission are aligned with practices and programs, and identifying that the classroom
is equipped to meet students’ instructional needs. The majority of the other survey
results were also consistent with interviews, such as deemphasizing the role of
professional development sessions in the development of the teachers. While the survey
revealed that the majority of the teachers believe that data is used by teachers and
administrators to promote best instructional practices most of the times or always, this
was not corroborated by observations or interviews as a significant practice. The survey
results regarding playing a leadership role at the school provided insight into the findings
around shared leadership that emerged as a result of observations, interviews, and
document review. While shared leadership emerged as a central component of the
professional community, the survey results revealed that some teachers play a larger role
than other teachers.

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Table 4.3: Results to Survey Questions Related to the Professional Community
Survey Questions Related to the
Professional Community

N
Never

# %
Sometimes

# %
Most of
the time
# %
Always

# %
Professional development
sessions help me be a better
teacher

13 0 0% 5 38.5% 6 46% 2 15%
Professional development
sessions address the teaching of
critical thinking skills

13 0 0% 5 38.5% 8 61.5% 0 0%
Professional development
sessions address the teaching of
global education issues

13 0 0% 8 61% 4 31% 1 8%
Collaboration is encouraged and
promoted by the school

13 0 0% 0 0% 1 8% 12 92%
I play a leadership role at the
school

13 0 0% 5 38.5% 5 38.5% 3 23%
Data is used by teachers and
administrators to promote best
instructional practices

14 0 0% 3 21% 7 50% 4 29%
My classroom is equipped to
meet students’ instructional
needs

14 0 0% 0 0% 3 21% 11 79%
School’s vision and mission are
aligned with practices and
programs

14 0 0% 0 0% 3 21% 11 79%
Note: One person left the second page blank, affecting the sample size.

Innovation and Improvement
The teachers at the school are dedicated to continuous learning and improvement.
This continual focus on improvement and innovation was evident in the school’s
documents, the staff’s descriptions in the interviews, their professional development and
teaching, and in the professional conversations observed. The data revealed that the staff
looks both internally and externally for professional development support, resulting in
innovation and improvement.

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The charter states, “The dedication of the teachers at the Progressive Elementary
is extraordinary, not only in terms of the hours devoted to the classroom, but also in their
commitment to developing as professional educators.” The charter outlines how
Progressive Elementary historically has had a culture of innovation and experimentation
and how this has continued to grow over time. After the interview with the second and
third grade teachers, one of the teachers asked if she could keep the handout. She said
that she would like to bring it to their meeting to see what they are not doing and could
do better. She said that they are always looking for outside resources to bring in to help
them grow. This self-initiated professional development was evident in observations,
interviews, and document review. The principal explained, “It is not about systems. It is
about respecting adult learners who are professional, seasoned teachers and listening to
them and hearing what their needs are.”
When seeking resources to support their professional growth, the teachers look
both internally and externally. In interviews with both the principal and teachers, there
was reference made to teachers initiating learning and then sharing it with other teachers.
The principal spoke about one year in which nine teachers decided to attend professional
development training on writers’ workshop. He explained, “they were going to give up
their summer and they were going to pay flight, hotel, everything so they could go to this
training” at Columbia University in New York City. He said, “Then I got wind of it
and…[thought] I am not going to be able to sleep at night if they pay for this training, so I
was able to find the funding. But that little excitement is now spread systemically where

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everybody is doing some form of writing workshop.” This authentic spreading of
excitement about new practices and professional development was consistently evident.
During an observation, one of the teachers mentioned how she had completed the
National Board Certification with a group of teachers and how a group of teachers was
renewing it at this time. In describing the experience, she identified working with the
cohort of teachers as the best part of the endeavor, demonstrating the central role of
collaboration in the school’s professional community.
The school holds an annual professional development institute on constructivism
in action for other teachers. In the charter, interviews, and informal conversations with
teachers, it was evident that this not only provides a format for sharing their strategies
with others, but it also serves as a format for the teachers to refine their curriculum. In
describing the Progressive School Institute, the website states “As a laboratory school, we
are always seeking ways to refine our own teaching and disseminate effective practices.”
The website also states, “In the process of creating these materials for distribution to
Institute participants, the teachers have clarified and deepened their thematic units and
have incorporated new State and District Standards and benchmarks, as well as student
performance-based assessments.”
According to the principal and the charter petition, during an annual staff retreat,
the team looks at current educational literature and research and reflects on the previous
year’s successes and challenges to determine goals of focus for the year. For this school
year, one theme selected had been to improve their report card. For the first few months

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of the school year, the professional development sessions were devoted to working
collaboratively to refine the report card. As a result of the work together, the teachers
had a copy of a new report card at the first reporting period to reflect their values as a
school while simultaneously facilitating clear communication with students and parents.
During an informal conversation at lunch, one kindergarten teacher expressed positive
feedback after having begun to use the new report card. A second and third grade teacher
added that while there were a few areas to be tweaked, it was a great improvement,
demonstrating a community in which constant reflection and improvement is the norm.
The survey (Table 4.3) corroborated that the professional development sessions were
dedicated to goals decided on by the staff rather than specific 21
st
century skills such as
teaching critical thinking or global education.
The culture of the professional community is one in which it is safe to take risks
and experiment and teachers learn from each other. When the second and third grade
team of teachers was planning for science, one of the teachers stated that she didn’t know
if the project would work. The other teacher replied that it was okay if it did not work
because the process is what is most important. In the interview, one of the second and
third grade teachers spoke about how they look within to see who is an expert for
professional development and consistently teach each other. During one recess, a teacher
with a son in the second and third grade classroom borrowed a book and inquired about
their spelling homework, expressing an interest in utilizing the resource in her classroom.
This was just one of many authentic interactions observed in which the staff

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demonstrated the desire to always improve and learn from each other. This also
demonstrated the culture of recognizing strengths among colleagues and then learning
from each other. Even though the kindergarten teachers have been together for 17 years,
they explained in the interview how they regularly add new things to improve their
instruction, such as writers’ workshop and new uses of technology. In the interviews, all
of the teachers expressed the importance of feeling safe among their colleagues and the
respect and trust provided by the administration, with one kindergarten teacher describing
the principal as “a protective hen”.
The culture of innovation and improvement is pervasive throughout the
professional community. It is a safe environment for taking risks with teachers
constantly looking to grow from each other. The teachers self-initiate professional
development, seeking ways to improve. Even though many of the teachers are veteran
teachers, they are constantly refining their practices both school-wide and individually.
The teachers have created their own workshops and growth opportunities to share with
each other and improve their teaching.
A professional community demonstrating 21
st
century skills
The second theme that emerged was that the adults in the community consistently
modeled the interpersonal and thinking skills expected of their students in their
interactions with other adults. The professional community at Progressive Elementary
reflects the professional culture of an entrepreneurial organization rather than a
traditional elementary school. Across the school, the adults demonstrate the learning and

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innovation skills and life and career skills that business leaders have identified as
necessary in the 21
st
century workplace but missing from traditional schools (Wagner,
2008). In order to effectively teach students to demonstrate higher order thinking and
advanced communication, teachers must display these attributes in their own work (Dede,
2005). The collaborative, critical thinking, problem-solving, and innovative nature of the
staff has created an environment in which working together as a team is the norm,
resulting in a better education and model for the students.
Collaboration is at the core of the school community, evident in both their
informal interactions and professional work. The charter states “The collaborative nature
of our community from teacher partnerships to student teams, and parent involvement,
serves as a model for our students’ future contributions and community participation.”
According to the survey, all of the teachers felt that collaboration is encouraged and
promoted by the school always, with the exception of one teacher who rated it as most of
the time as seen in Table 4.3. The learning and innovation skills and life and career skills
expected from students were evident among the staff.
The collaboration between the team teachers was model team work,
demonstrating clear communication, problem-solving, individual and group
responsibility and accountability. When the team teachers began their formal
collaborative planning time, the teachers were prepared, having already thought through
their respective lessons and activities. Building on one teacher’s observation that the
students were unclear about the process for completing book reports, the team

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collaborated to develop a clear and effective procedure that would foster student
independence and success. As a team, the teachers demonstrated successful collaboration
and critical thinking through their constant reflection and improvement. In the interview,
one second and third grade teacher spoke about the importance of their constant
communication, stating that “it is a really good example for the kids; they see that we
talk.”
The teachers expressed in their interviews how their team teachers provide
another perspective on how to work with students and teach topics. One of the second
and third grade teachers stated, “It is so much more enriching here, and I have learned so
much more, bouncing off ideas and trying things. I think I have grown more as a teacher
than [if I were] isolated in my own classroom.” One of the kindergarten teachers spoke
about how they each have their different fortes: “we know each other’s fortes; and even
for dealing with different children…it is easier for one of us to deal with certain kinds of
children sometimes.” She also explained how they can tag team and have the other
teacher take over in working with a child. A second and third grade teacher explained
how the other teachers “will see a kid in a totally different way.” The teachers
consistently collaborated, building on each other’s strengths and different perspectives.
The staff also uses technology to communicate with each other and the school
community. The school uses a twitter account to send out their weekly newsletter and
other updates to parents. The second and third grade teachers posted their monthly
newsletter on the website and announced that they will be sending it out via email. One

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of the teachers was responsible for creating the new report card on the computer and
providing it to the teachers. While the kindergarten teachers said that they were the last
ones to jump on the bandwagon, they spoke about the coaching provided by the
technology consultant, so they would feel more comfortable and build on their successes.
While the data revealed that there are varying degrees in which technology is used,
interviews and documents described how the professional community was looking at
ways to grow their use of technology.
The adults across the school have cultivated a professional community in which
they are modeling the 21
st
century skills expected from their students. Collaboration is at
the core of all aspects of the professional community, creating a supportive environment
in which everyone works together. Clear communication, collaboration, critical thinking,
problem solving, creativity, and innovation as well as flexibility, initiative, productivity,
accountability, leadership, responsibility, and social skills are pervasive among the
interactions between adults in the professional community.
Values driven
Throughout the interviews and conversations, observations, and school
documents, it was evident that all of the stakeholders are dedicated to the mission and
vision of the school and this is a key to their success. The charter petition states, “We are
able to maintain consistently high levels of achievement for all our students…because our
educational efforts stem from a unified vision of learning.” All of the teachers responded
positively in the survey that the school’s vision and mission are aligned with practices

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and programs (see Table 4.3). In observations, interviews, and school documents it was
evident that there are agreed upon guiding principles that drive the programs and
practices at the school.
The charter petition for renewal outlines both the mission and “Guiding Principles
of the Educational Program.” One of the “Guiding Principles of the Educational
Program” is: “Teachers are professionals who should be allowed and encouraged to write
their own curriculum, to be learners themselves, to have success and failure, and also to
take risks.” This belief was validated by observation and interviews.
The researcher was first introduced to the staff at their weekly Friday lunch staff
meeting. While aesthetically the lunch room is simple with a rectangular table with 17
seats, couch, refrigerator, microwave, and sink, the professional culture created a space
unlike the negative lunchroom typical of many schools. Before the staff meeting, the
principal explained that they meet every Friday to take care of business while Tuesdays
are dedicated to professional development. During the Friday staff meeting, the principal
announced two dates in which the Director and Deputy Superintendent of Instruction
would be coming to visit. He told the teachers that the district is placing a tremendous
amount of pressure on the principals and that he is working very hard to protect them.
This feeling that the teachers’ work needs to be safeguarded was evident in interviews
with both the principal and the teachers and demonstrated a commitment to maintaining a
focus on the school’s vision.

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Decision-making is driven by the school’s vision, aligning decisions with their
values. During the Friday staff meeting, the principal presented an opportunity for the
school to apply to be a California Distinguished School again. Teachers inquired into
how it would benefit them and whether it would help eliminate the pressure being placed
on the principal. Another teacher addressed the concern that it would put too much
pressure on the test scores, questioning whether this opportunity would align with their
values. The focus of the conversation demonstrated that the staff was thinking about
their mission and careful about taking on projects that would distract from their program.
When two teachers volunteered to listen to the Webinar information, shared decision
making was evident as well.
During the staff meeting, a teacher presented a concern that many older students
were coming at lunch to the library to socialize. The teachers brainstormed different
solutions such as giving each cluster two passes. Another teacher voiced a question to
the group whether handing out passes was preventing the students from learning lessons
of personal responsibility and punishing those seeking to use the library to learn. She
asked whether student council could be leaders and help. The student council leader
presented the perspective that the students like to play, but proposed the idea of having
the students lead an area one day a week. This interaction among the teachers
demonstrated skills prioritized for success in the workplace such as problem solving,
collaboration, and respectful communication. This decision-making process also
demonstrated a commitment to finding solutions that align with the school’s vision.

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According to the website and minutes, the Governing Board and its committees
align their work with the school’s vision. The website stated that the Communications
Committee is working to advance the school-wide goal to reduce paper use. It also
stated, the “Community Building and Education Committee builds community among
Progressive School’s diverse population through our annual Multicultural/Family Day
event and our Parent Education series.” According to the website, some of the
responsibilities of the Hospitality and Outreach Committee include: “supporting student-
initiated community service projects” and “involving students in charitable service
activities in the larger community.” One set of minutes described a special program with
Heal the Bay in which students rotated through activities using recycled materials.
Throughout the descriptions of the committee work, there was a consistent focus on
developing environmental literacy and global awareness and the school-wide theme of
interdependence.
During the researcher’s first visit to the school, the researcher inquired into how
they support new teachers to teach within the school’s educational philosophy. The
magnet coordinator explained, “We hire well.” Both the magnet coordinator and the
principal spoke about the rigorous hiring process, which culminates with the final
decision by the teaming teacher, focusing on ensuring a good match. According to the
charter, “applications are screened for basic criteria: relevant experience, familiarity with
constructivist practices, team teaching ability, appropriate credentials and academic
expertise” before proceeding through the interview process. Even with participation in

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the District’s collective bargaining agreement, with this selection process, the school has
a staff committed to a shared vision. The principal also spoke about the power of
informal mentoring among the teachers within the school, identifying that “as one of the
reasons this school works”.
Allotting money in alignment with their vision is another way in which the school
stays focused on their vision. The school has been resourceful in getting grants and
fundraising to support the implementation of a curriculum that extends beyond the basics.
According to the website, the fundraising is used for “programs and activities includ[ing],
but not limited to, art, music, physical education, environmental science, technology and
field trip expenses.” The charter also outlines a number of partnerships and grants that
have been secured to keep the school up to date with new innovations and technology.
The positive responses on the survey (see Table 4.3), interviews, and observations
demonstrated that classrooms are equipped to meet students’ instructional needs.
Across the school, there is a shared vision that drives decision making, including
decisions made by the staff, Governing Board and committees about programs, routines,
and allocation of resources. This shared vision guides the innovation, improvement and
collaboration that is evident throughout the professional community.
Shared leadership
Teacher, staff, and parent leadership is a key part of creating the success of the
school. The charter states, “The school is governed by parents, teachers, and the
administration in a dynamic and successful collaborative structure.” At traditional

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schools, shared leadership is often symbolic or at best, relinquished to a small committee
of individuals who make the decision. However, at Progressive Elementary, shared
leadership and the resulting programs and practices are woven into every aspect of the
school. While some teachers, staff and parents play larger leadership roles, in the survey,
not a single teacher said that they never play a leadership role at the school (see Table
4.3).
When one teacher entered the lunchroom for the Friday staff meeting, the
principal told her that he would start today. When the meeting started, it became
apparent that this teacher was leading the meeting, moving the meeting along in an
efficient manner. After the teachers had their food and were seated, the teacher leading
the meeting stated that they were going to start from the other end of the table today,
inferring that the principal is not typically the first one to present. As each topic was
discussed, different teachers gave input, asking questions and posing pros and cons to the
group to evaluate potential solutions.
Throughout the observations, interviews, and documents, it was evident that the
staff members share the leadership role and responsibility for accomplishing tasks,
freeing up time to focus discussions on bigger decisions. During the Friday staff meeting,
the principal presented a concern from the after school club that the kitchen had not been
clean and asked for a couple of teachers to take the lead in creating a cleaning schedule.
Two teachers immediately volunteered while mentioning a need to educate the parents as
well. With confidence in the teacher leaders to take responsibility and address the issue,

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the staff moved on to the next topic to be addressed. The minutes from the Governing
Board meetings also reflected a trust in the committees to make decisions based on the
school’s values. Responsibilities were delegated with the leadership role rotating among
different staff members.
Evident throughout was a belief that all members of the community share the
responsibility of constantly refining the organization to make improvements. The
website stated, “Dedicated stakeholders commit their time and effort knowing that they
are contributing directly to the school and making a difference in their child's lives.”
The Governing Board and the committees demonstrated shared leadership in many
different arenas of the school including, but not limited to, budget, communications,
library, community building and education, afterschool, and staff selection. The
Governing Board consists of 24 members with participation in committees open to all
members of the school community. The minutes reflected an average attendance of
approximately 12 staff members and 12 parents at the board meetings, demonstrating that
all of the participants were active members. Conversations around structural
improvement were reflected in the minutes from the board meetings, such as a move to
streamline the committee structure. One of the teachers explained in the interview that
every teacher is on a committee and is responsible for communicating with the staff about
the committee work and their accomplishments and goals.
The impact of parent leadership was evident in the discussion of planned events
as well as in the minutes and observations. During the week of parent/teacher/student

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conferences, parents organized a series of outdoor educational experiences, enriching the
curriculum while supporting a school structure that promotes life and career skills such as
accountability, initiative, and self-direction. The parent leaders ensured that the outdoor
educational experiences were worthwhile, connecting to the theme of careers last year
and the arts this year.
Shared leadership is an integral component of the school and evident in the
professional community. From the formal role of the Governing Board and committees
to the informal leadership responsibilities of parents and teachers, such as leading special
programs and professional development, shared leadership revolving around a shared
vision drives the development of the school.
Summary of the Second Research Question Results
The professional community is driven by a shared respect for the professionals
and parents involved and everyone’s work on behalf of the students. The teachers model
the thinking skills, collaboration, communication, flexibility, responsibility and other
traits expected of their students. There is a professional culture in which innovation and
professional growth are the norm and the basis for the development of the instructional
program. Parents and community members are incorporated into the professional
community at multiple levels, from shared leadership in the Governing Board to leading
groups of students in the classrooms. As was evident through observations, document
review, and the interviews, starting with team teaching, collaboration is at the core of the
school community.

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Results Research Question Three: Impact and Culture

Research question three asked: What is the perceived impact of 21
st
century skills
on the culture of the school?
According to the charter, the mission of Progressive Elementary is “to enable
students to become lifelong learners, informed and responsible citizens, competent and
successful members of the workforce, and thinking, fulfilled, caring individuals with
sensitivity to, and understanding of, the diverse multicultural society in which we live.”
These goals which align with the 21
st
century skills defined by the Partnership’s
framework are a strong aspect of the culture of the school. The 21
st
century themes, such
as environmental literacy, go beyond implementing recycling at lunch, incorporating the
learning into every aspect of the community from the garden program to parents and
teachers making decisions about not sending home paper newsletters to save paper. The
following section will present the findings for the third research question, revealing the
perceived impact of 21
st
century skills on the culture of the school. The data is organized
by three themes: superior student achievement; a strong community demonstrating 21
st

century themes; and students demonstrating 21
st
century skills.
The survey results reveal some of the perceived impact of the 21
st
century skills
on the school culture (Table 4.4). The survey results show that the teachers believe that
the following are characteristics of the school culture: students are responsible for their
behavior in the classroom; parents are involved in school-related activities; students are
exposed to different cultures, languages, and experiences; students are given the

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opportunity to participate in out of school activities, such as fieldtrips; parents share the
vision/mission of the school; and to a lesser extent students participate in extra-curricular
activities that promote vision/mission of the school.
Table 4.4: Results to Survey Questions Related to Culture and Impact
Survey Questions Related to
Culture and Impact

N
Never

# %
Sometimes

# %
Most of
the time
# %
Always

# %
Students are responsible for
their behavior in the classroom

14 0 0% 0 0% 1 7% 13 93%
Students participate in extra-
curricular activities that promote
vision/mission of the school

14 0 0% 3 21% 8 57% 3 21%
Parents are involved in school-
related activities

14 0 0% 0 0% 0 0% 14 100%
Students are exposed to
different cultures, languages and
experiences

14 0 0% 0 0% 3 21% 11 79%
Students are given the
opportunity to participate in out
of school activities, such as
fieldtrips.

14 0 0% 1 7% 3 21% 10 71%
Parents share the vision/mission
of the school

14 0 0% 0 0% 6 43% 8 57%

Student Achievement
While Progressive Elementary employs many measures of student achievement,
California state tests are one way to measure success in the core subjects. Table 4.5
displays the school’s API disaggregated by subgroup. In 2011 the school-wide API
increased 27 points to 919. The school saw significant growth in each of the subgroups
as well, including an increase from 871 to 890 for the African American subgroup and an
increase from 837 to 889, a 52 point increase, for the Hispanic subgroup. While the

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statewide and similar school rankings have not been released for 2011, from 2005-2010,
the statewide ranking was nine, but the similar school ranking was only two or three. The
charter stated that in 2007, 76% of students scored proficient or advanced in mathematics
compared to the median of 58% at resident schools, and in ELA, 68% of students scored
proficient or advanced compared to the median of 45% at resident schools. However, the
charter does not define the resident schools in the comparison population. The charter
documented some of the other levels of achievement before 2008. In 2006-2007, 24.1%
of English Language Learners were reclassified as Fluent English Proficient. Also,
according to the charter, the average attendance rate was 97% and there was 100%
participation in student-led conferences.
Table 4.5: 2011 API and growth from 2010 by subgroup
Group Number of
students included
in 2011 API
2011 Growth 2010 Base 2010-11
Growth
School-wide 294 919 892 27
Black or African
American
73 890 871 19
Asian 51 944 940 4
Hispanic or Latino 50 889 837 52
White 117 937 906 31
Socioeconomically
Disadvantaged
55 872 825 47
English Learner 43 902 844 58
Students with
Disabilities
30 781 753 28

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A Strong Community Embracing 21
st
Century Themes
The day at Progressive Elementary began with a clear sense of community in
which all members worked together in a collaborative nature, demonstrating high
expectations for the students. Parents were observed talking with each other, talking with
teachers, and helping in the classroom from the very start of the day. The charter petition
stated:
Graduates of the Progressive School will carry with them many empowering
experiences preparing them to be responsible members of their communities.
These experiences will help establish the students’ deeply rooted self-concept as
autonomous, productive, lifelong learners, who are part of a larger,
interconnected, interdependent global society. We wish to develop civic-minded
thinkers with an ability to respectfully challenge their communities to bring about
change.

The sense of community was felt throughout the campus. The office assistant
chatted informally with students and their parents as they walked through the office, on
one occasion, wishing one student “Happy Birthday” and hugging another student who
said she was moving. One student approached the researcher, introducing himself and
providing a warm welcome.
On Thursday mornings, all of the students gathered together for a whole school
assembly. During an observed assembly, the students casually entered as clusters,
greeting each other and the teachers from different classes. A few announcements were
made both by the student body council and the coordinator, including a request to
students to be responsible for “keeping our home clean.” The coordinator explained how
the students were doing a good job of cleaning up the trash at lunch, but that crumbs left

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behind were attracting birds on top of the tables, and therefore, the crumbs needed to be
cleaned up as well. Each week, select students were awarded Rainbow Awards for
different characteristics such as “outstanding academic focus and kindness, leadership
and great citizenship, and showing perseverance.” The other students showed genuine
excitement as they heard who was receiving the awards, giving sign language cheers.
Students were observed playing nicely together throughout the day and there was
a general positive feeling throughout the community. The principal proudly stated,
“Whenever I have educators come visit, the thing I hear most often, is oh my god, your
kids are so happy”. When students were tagged out during a game in the physical
education class, they played on the sideline in a jovial mood, creating their own
entertainment. While the students were waiting for the dodge ball game to start, they
were dancing and jumping and pretending to throw the ball. When two students came
over to the dodge ball activity late, another student guided them to an empty spot so the
teacher did not have to stop her instruction. There was an overall feeling of positivity
and collaboration throughout the school community.
There was a strong connection to the school community among all of the different
groups of stakeholders. According to the principal, “there is such a connection to this
school that goes beyond a kid culminating. The alumni started several years ago a
Facebook page and have picnics during the summer.” He expressed how he has never
seen a school community in which the parents and students stay so connected over the
years. All of the teachers spoke about how close knit the community is. One of the

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teachers said, “It is like a family and I think that there is a blurred line between the
parents and the teachers so you consider them friends too.” Many of the staff members
have children or grandchildren who attended the school, including the two kindergarten
teachers, whose children are now grown.
Both the principal and the teachers spoke of the involvement of multiple family
members in the school community. Unanimously the teachers stated in the survey that
parents are always involved in school related activities (see Table 4.4). In the interview,
one of the kindergarten teachers explained how they “really prepare for the parents…We
really want to honor the work that they do, so we really prepare as if we would do that
lesson with them and we teach them what to teach the kids.” This preparation and
welcoming environment for parents has paid off and former parents and grandparents
who had children in the kindergarten class over 10 years ago still come back and
volunteer regularly. Parents and other volunteers were in the classrooms during all of the
observations, overseeing groups and activities, talking with a teacher, or correcting
papers. In the kindergarten classroom, one group of parent volunteers called over small
groups of students to cut out their pumpkins and finish their art projects. The parents
clearly knew what to do, working independently without additional guidance from the
teachers, assisting the students to complete their art.
With the strong sense of community and prevalence of collaboration, there was
limited turnover with individuals staying part of the school community. The kindergarten
teachers have been teaching together at the school for 17 years while two of the second

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and third grade teachers in the team have been together for over 13 years. One of the
kindergarten teachers said that in her 17 years, there have only been 3 principals. The
current principal has been at the school for 11 years. One teacher explained that people
stay a long time, attributing the longevity to the leadership and the professional
community.
Global awareness.
A visitor to the campus described it as a welcoming change to our traditionally
segregated schools, feeling like the United Nations. Diversity is integrated into various
aspects of the community and results in individuals working effectively in diverse teams,
one of the key skills of success in the 21
st
century. On the school’s website, a banner of
students’ faces changes constantly, reflecting the diversity of the student body. Diversity
and global awareness is not just symbolically important as displayed by the school’s logo
and website banner, it is ingrained in the culture of the school. According to the charter,
“The program supports and encourages the students’ development of an awareness of
themselves in the world, an awareness of others, and an awareness of the world itself.”
The school was founded in 1977 with a goal of racial integration and it has successfully
ensured that the diverse community is unified, while celebrating and honoring
differences.
No divide based on race or ethnicity was observed at any level within the school.
When looking around the classroom or the playground during lunch and free play, there
were students of different races and ethnicities mixed into every group of students. In the

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morning, various parents gathered together reflecting the same diversity as the groups of
students. A diverse representation of parents was observed volunteering in the
classrooms, with less White parents observed in the classrooms than the percentage of
White students. In the kindergarten class, students were mixed by gender as well during
free play, with both boys and girls coloring, playing house, and playing with tinker toys
and Legos. The charter noted that one of the on-going goals is reducing incidents of
social exclusion. The impact of this was seen in kindergarten when students of different
races made a space for a student to sit between them and on the playground when older
students included younger students in their games.
The diversity of the student body and community was celebrated in multi-cultural
books and classroom displays. For example in the second and third grade classroom, a
display of self-portraits was arranged under the heading: “How diverse we are.” The skin
colors in the self-portraits provided a pretty accurate portrayal of the diversity of skin
colors in the classroom. Another display on the cabinets had pictures of the students in
different cultural outfits. Student thinking about the diversity among Americans was
evident in another display on the wall. Under the heading “All Americans have
different…”, students listed a wide variety of ideas including culture, state, and eye and
skin color. In both classrooms, the students’ names were posted all around the classroom
in different formats. On the door in the kindergarten classroom, a class pictograph with
pictures of the students showed the students classified by gender. Below the graph were

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student sentences about their observations such as: "They have partners. They are even."
"There are 48 children in the class because I know that 24 + 24=48.”
The charter states, “Integration of the arts provides opportunities for thinking,
feeling, and doing that enable students to perceive ideas or concepts through different
lens.” The kindergarten teachers spoke about how “diversity is part of the norm and they
take that with them.” The kindergarten teachers spoke about the impact on their own
personal children, who are adults now, stating that “the issues of race division, it really
doesn’t exist in their heart.” The principal spoke about how diversity is embedded
throughout, that there is no “black or white or right and wrong…There is not one right
way to do something and there is not one right perspective.” Honoring divergent
thinking was evident in teachers’ informal conversations and students’ comments during
lessons. The kindergarten teacher assessed the students on patterns by asking the
students to describe what they observed in the patterns, what it reminded them of, and to
compare the pattern designs. She shared with delight many of the diverse answers from
the students such as clouds or cotton candy. She praised students for their out of the box
thinking and really doted on creativity within the answers. According to the interview
and website, students in the second and third grade classroom applied the lens of a given
culture to create movie boxes and presentations to represent their assigned culture.
Civic literacy.
If one does not pay close attention to all of the duties carried out by different
students, one might miss the intricacies of the ways in which students carry out their civic

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responsibilities within their classroom and school community. During the first
observation in the second and third grade classroom, the researcher noticed the
independence of the students in reading the directions on the board and beginning their
classroom work, but missed all of the students that efficiently and without a call for
attention completed classroom jobs such as taking down the chairs, changing the date on
the board, collecting lunch tickets, and erasing the morning message. The students
seamlessly ran the morning routine while one teacher worked with a small group of
students and the other teacher helped a few individual students. During the morning
circle, the students demonstrated a community in which students listened to each other
and showed appreciation for what their classmates shared. Student leaders facilitated the
circle, ensuring equity of voice and a respectful environment.
Throughout the day students were observed demonstrating responsibility for the
school community. During the second and third grade morning community circle, the
students collectively identified who was absent and reported it to the office monitors. At
recess and lunch, student leaders from different grade levels ran the ball room. The
student not only recorded who checked out equipment and who returned it, but some of
the students also asked questions to ensure that the equipment was going to be used
appropriately.
Walking around at lunch time the playground had the feeling of a college campus.
The students gathered in small clusters, some on towels and blankets spread out around
the grounds to create a picnic like atmosphere while others sat at the cafeteria benches.

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Students independently transitioned from eating their lunch to throwing out their trash,
dividing their trash between the recycling and garbage can. A few students
independently began to pick out and recycle some of the cardboard trays that other
students had accidently thrown into the trash can. The students calmly carried on casual
conversations, socializing within racially and ethnically diverse groups while enjoying
lunch.
Across the school, there was a culture in which civic responsibility was ingrained,
with students helping each other and their community. Throughout the campus, the
students were observed happy to help, from helping the nurse get the next students to be
checked for lice to getting the box for the class to clean up the toys. Some of the
highlights of the effect of the students carrying out there civic responsibility are
mentioned in the charter, including student-led service learning initiatives raising funds
for victims of Hurricane Katrina and sending care packages to troops in Iraq. The
importance of treating each other nicely was evident in the citizenship banner with pillars
of characteristics of citizenship in one classroom as well as in the emphasis from the
principal at the end of the Thursday whole school assembly in which he stated,
“Remember, work hard; be good; and ask yourself: Is what I’m doing helping or
hurting?”
Environmental literacy.
While walking around the campus, pride in the campus and care for the
environment was evident throughout. In between classrooms and along the walkways

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were healthy native plants. Student made tiles with nature scenes and natural objects
lined the wall by the art studio in between the bathrooms. Hanging in the hallway,
student created campaign posters emphasized the importance of taking care of the
environment, boasting phrases such as reduce, reuse and recycle. During recess, students
were found hanging out in the garden, a natural sanctuary in the corner of the playground.
Some students borrowed tools and weeded while others fed the bunnies or watched the
turtles and enjoyed the nature. The school was in excellent condition with no visible
trash on campus, bathroom and school walls free of graffiti, and all of the buildings well
kept. A culture of environmental awareness was evident across the community, from a
parent in kindergarten donating plastic reusable plates to eliminate the waste of paper
plates at class parties to students recycling scrap paper in their classroom and a school-
wide movement toward sending newsletters electronically rather than wasting paper.
The website and charter documented some of the school accomplishments and
student efforts toward helping the environment. The charter identified a joint storm water
project that was completed with the local district and a local non-profit, serving as a
model for city water reclamation. On the website, the fourth and fifth grade students had
integrated their use of technology and environmental knowledge to post podcasts,
including one focused on the local river ecology and their observations of both its beauty
and pollution. Both in larger projects and in day to day actions, the members of the
school community demonstrated environmental literacy.

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Students Demonstrating 21
st
Century Skills
From the moment students walked through the gate, they were observed
demonstrating learning and innovation skills and life and career skills defined by the
Partnership for 21
st
century skills. As stated in the charter, “Students will have the facility
to apply knowledge and experience from one context to another, a key element for
effective problem solving in unanticipated situations.” This transfer and application of
knowledge was evident among the students. Creating their own games, independently
choosing how to spend their morning time, and effectively solving problems are just
some of the behaviors demonstrated by the students. On one morning, some students had
created a game with a pine cone while another group went to the library. Parents, staff,
and students commingled on the playground before school. A boy about nine years old
found two sticks with branches like antlers and pretended to be Rudolph. Whereas in
many schools adults are observed telling students to put sticks down or stop kicking the
pine cone, the adults honored their creative use of resources.
The celebration of innovation, creativity, leadership, and independence is
pervasive in the school culture and these are attributes consistently seen in the student
body. During one of the school visits, the researcher was welcomed into a conversation
between a teacher and a parent in which the teacher was sharing with the parent about
how her son had demonstrated leadership and innovation. The student had been directing
his classmates to switch rows and follow his directions rather than dividing as was
routine in the classroom. Rather than telling the parent to punish the student for

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manipulating the other students and disrupting the class routine, the teacher was
complimenting the parent on his creative thinking and leadership, stating that we might
have the next Steve Jobs.
In today’s current technology driven environment in which students’ levels of
attention is often limited, it is a true rarity to see students able to maintain creative play
for an extended time. During some observations, a group of students would stay engaged
in creative play for up to an hour at a time. The students independently problem solved
while creating their own games. The students created games, from pretending to be cats
and feeding them with pretend food to creating their own lyrics to the song BINGO using
each other’s names. While participating in this invented song, one student who wanted
to show the other student how to spell her name went to another area of the classroom to
get a pencil and paper and wrote out her name. In another area of the classroom, a group
of three boys had created a ramp and were rolling a log down it to smash animal
figurines. They discovered the necessary angle and placement of the animal to
successfully get them to collide every time.
The students demonstrated flexibility and creative problem-solving, thinking
outside the box and supporting each other in improving their innovations. One day in the
kindergarten classroom, the students playing with the Legos had self-divided into a few
different diverse groups. When one student was looking for a ladder, another student
found one for her from a different group. When the student realized that it was too small,
she changed the style of her house that she had built to incorporate the available ladder.

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The girls then created a story using the structure and the figures, explaining to another
student why the figure was crying. As the group of students who was working with the
teacher changed, the students demonstrated flexibility, switching activities and naturally
including different students. Students provided each other suggestions, spawning the
creation of more complex and innovative structures as a result of their teamwork. For
example, when two students were creating their own structures, one student told the other
student that he could change the roof and have a different house, which resulted in a new
creation.
Throughout the day students transition independently, taking responsibility for
their belongings and the school campus and completing their necessary tasks. Each time
the bell rang, signaling the start of school, the end of recess, or the end of lunch, all of the
students in first through fifth grade transitioned immediately to their classrooms, placing
their belongings in lockers or cubbies and preparing for class time. Within the classroom,
students transitioned without wasting any time, independently retrieving the necessary
materials and returning their completed work. During the interview, the principal noted
that “you cannot exist in this environment if you are not accepting responsibility for your
own work.” He explained that there are times throughout the day, “whether it be
independent work time or working on a project or facilitating a group that you need to
take responsibility, that you need to prioritize, that you need to determine what are your
next steps.” With all of the teachers responding on the survey that the students are
responsible for their behavior in the classroom (see Table 4.4), it is evident that this is an

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expectation consistent throughout the school, resulting in students who are successfully
demonstrating these life and career skills.
Students effectively work out their disagreements and social problems in both
formal, academic related groups and informal, social groups. According to the charter,
by practicing listening to the person talking, or learning how to make suggestions,
students learn how to be productive members of a group. While a few students came to
the teacher for help to work out a conflict, the majority of the students solved them on
their own or with the help of another student. When one of the students told another
student that she was being mean, a third student tried to explain why she thought the
student was acting that way. The student apologized and then they started playing. Since
students appeared attuned to talking through their problems and resolving their conflicts,
no problems that escalated to a more serious level were observed in the classroom or on
the playground.
At the school, there is a culture of engagement and love of learning. The charter
explains that the program “sparks a love of learning and a problem-solving, ever-adapting
approach to the world.” When asked about the impact on students, the principal was
proud to speak about a shift that he has seen in the past few years in which kids are
seeing themselves as readers and writers. He said that “particularly in the area of writing,
kids are coming out of here as true writers.” He expressed how students “are engaged in
things that are making them excited about coming back to school the next day…their
learning is purposeful and they understand the connections.” One of the teachers said,

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“There is so much love…the parents are always excited about what is going on here and
it is fun…the kids really think it is fun…like camp…Yet, the kids are very prepared to go
out in the world. What we hear about the alumni, they are doing great out there in the
world.” As described by the teacher, the culture of learning goes beyond just engagement
and fun; the students’ work demonstrated their application of higher level thinking. This
high level of engagement was consistently evident, whether students were in large group
lessons, working in partners or small groups, or working independently.
All of the students observed appeared to feel successful, demonstrating an “I can do
it” attitude. The charter describes how the Student Success Team and early intervention
provides support to intervene early “by helping students before they acquire a self-image
of academic failure.” In the second and third grade classroom, a small group of students
worked in the morning with one teacher on morning work. Together the teacher and the
other students in the small group provided extra support. The students were comfortable
asking for assistance and were able to put the pieces of their learning together under this
model. No one was observed floundering. In the kindergarten classroom, the students
were also comfortable sharing their thinking and asking their classmates for help. This
culture of acceptance and support was evident throughout.
Summary of the Third Research Question
Progressive Elementary is a tight knit community in which there is a pervasive
culture dedicated to the school vision. Through their achievement on standardized tests,
the students at the school have demonstrated that the program is resulting in academic

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success. While not all of the 21
st
century themes were evident in the school culture, there
is a strong emphasis on Environmental Literacy, Global Awareness, and Civic Literacy.
While Health Literacy is integrated into the physical education program, there was not as
strong of an emphasis perceived nor was it as evident in the culture of the school as the
other 21
st
Century Themes. There was minimal evidence of financial, economic,
business and entrepreneurial literacy in the curriculum or in the culture of the school.
There were mixed results regarding the development of information, media and
technology skills. While the interviews and document review discussed the integration of
technology into the curriculum, observations and the survey results did not reveal as
strong of a development of information and communications technology literacy among
the students.
All of the learning and innovation skills, critical thinking, creativity, innovation,
problem-solving, and communication and collaboration are evident among the students
throughout the school day and across grade levels, resulting in students who are able to
transfer their learning to other scenarios and work collaboratively with diverse groups.
All of the learning and life skills were also evident among the students, especially
initiative and self-direction as noted in the level of independence among the students and
the social and cross-cultural skills which was evident in the diversity in social groupings
on the playground, in the lunch area, and in the classroom. Within the culture of the
school, there was a clear expectation of responsibility and productivity and
accountability. While leadership was not explicitly evaluated on the report card, there

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was evidence of opportunities for leadership and students demonstrating leadership both
in the classroom and around the school. While flexibility and adaptability may be
integrated into other categories evident at the school, there was not strong evidence of an
explicit instructional focus or an emphasis in the school culture.
Summary of the Results
This case study of an elementary school looked at the programs and practices and
how they align with the 21
st
century skills, the professional community, and the perceived
impact on the culture of the school. From triangulation of the data presented in this
chapter, seven themes emerged:
1. Integration of 21
st
century skills and themes into the core curriculum and
enrichment programs
2. Curriculum and assessments focus on depth over breadth
3. Structures and routines support the development of 21
st
century skills
4. Professional collaboration
5. A shared vision and values system that drives shared decision making
6. A professional community committed to innovation and improvement
7. Strong sense of community among parents and family members, staff, students,
and alumni
The data demonstrated that the 21
st
century skills and themes present at the school
were integrated into the core curriculum and enrichment programs. The school-wide

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theme of Interdependence creates an emphasis on global awareness and environmental
literacy. Each of the clusters has a theme that integrates global awareness and/or
environmental literacy. The curriculum related to the theme is integrated into projects as
well as other activities and lessons. The enrichment programs including art, music,
physical education, and garden all integrate global awareness, health literacy, and/or
environmental literacy. The life and career skills and learning and innovation skills are
integrated into the projects, activities, and lessons. Games, play, student choice, and
community building were also integrated into the curriculum to provide opportunities for
students to develop life and career skills and learning and innovation skills.
The curriculum and assessments at the school focus on depth over breadth. High
expectations are evident throughout the school, pushing students to higher levels of
thinking. With a focus on key standards and concentrated themes, students are given
time and an expectation to problem-solve and think critically. The culture across the
school is one in which everyone is viewed as having the answers and expertise rather
than the teachers holding all of the knowledge. Open ended questions and authentic
assessments are used to measure student thinking, personal responsibility and work habits
along with core curriculum mastery. Projects and self-assessments maintain a concerted
focus on goals while developing learning and communication skills as well as life skills.
School-wide and classroom structures and routines support the development of
21
st
century skills. Before school, during recess and lunch, routines are evident that
promote student independence, accountability, leadership, communication, and civic and

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environmental literacy. Rather than traditional isolated classrooms, students are grouped
into multi-age clusters in an open-structured space and team-taught by two or three
teachers. The cluster spaces are organized to promote partner, small group, and whole
class collaboration and communication as well as accountability and productivity. Some
routines such as morning circle are dedicated to community building and developing
students’ communication skills and global awareness. Other routines, including
providing deadlines and due dates, support the development of life and career skills
among students.
Professional collaboration is at the core of the professional community and is
evident at all levels of interaction among the staff. At the heart of the success of the
team-teaching model is the collaboration between the team-teachers, building off of each
other’s strengths and supporting each other to impact student achievement. Collaboration
was evident across the teaching staff and governance in shared decision making. In both
formal and informal interactions, the staff consistently collaborated to benefit students.
The school was founded based on a shared vision and values system that drives
shared decision making. There is a shared educational philosophy that aligns with how
instruction and the structures and routines at the school are implemented. The Governing
Board and committees demonstrate shared decision making that aligns with the school’s
vision and goals. The selection process and informal mentoring between the teachers is
integral to ensuring that the practices of all staff members are aligned with the shared

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vision. A non-profit managed by parents raises money for special programs for the
school that align with the priorities and goals determined by the school community.
The professional community is committed to innovation and improvement.
Playing many different roles, the teachers seek growth from external and internal sources.
The teachers look for innovative ways to coach and teach students to achieve at higher
levels. While developing their own curriculum, teachers consistently reflect on their
successes and areas in which they can grow. Teachers seek different models to integrate
into and improve their practice and share their learning with each other. The school also
puts on a professional development institute for other teachers to learn about their best
practices. The development of this institute results in teachers reflecting on and
improving their curriculum plans and instruction.
A strong sense of community among parents and family members, staff, students,
and alumni is pervasive in the culture of the school. All of the members of the school
community observed demonstrated the skills identified as necessary for success in the
21
st
century workplace. Global awareness, civic literacy, and environmental literacy are
evident across the community and have become ingrained in the school culture and
members of the school community. The community feeling is integral to the school
culture, appearing to impact students beyond just the years while they attend the school.

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Chapter Five: Conclusion and Recommendations
While No Child Left Behind put pressure on schools to increase student
proficiency in reading and mathematics, a growing number of business leaders and
educators have stressed the discrepancy between student’s preparation in the k-12
education system and the skills needed to be college and career ready in the 21
st
century.
There has been a growing concern that schools are not successfully preparing students to
be successful in college or the workforce. With a changing global economy,
advancements with technology, a new face to communication and innovation, and
evolving international interconnectedness and interdependence, the education system
needs to be adjusted to ensure that graduates from the United States are competitive in
the workplace. In recent years, there has been a myriad of research on the skills required
for students to develop as global citizens and be prepared for the 21
st
century workplace.
However, there is limited research on how a school, especially an elementary school,
carries out practices and programs to support the development of the 21
st
Century Skills.
The purpose of this case study was to look at an elementary school that is
preparing students with the requisite skills for success in the 21
st
century and identify
how they are accomplishing this challenge. The research has identified how the school is
implementing programs and practices and how they align with the development of the
21
st
century skills as defined by the Partnership for 21
st
Century Skills. The researcher
also studied the intricacies of the professional community and how it supports the 21
st

Century Skills. In order to better understand the full picture of the implementation of

149

these practices and programs and the associated professional community, the researcher
also described the perceived impact on the culture of the school. As this case study was
developed along with eight other case studies as part of a thematic dissertation group, it is
hoped that the findings may contribute to the discussion on how to move schools towards
developing global citizens who are prepared for success in the 21
st
century workplace.
Based on the research around the 21
st
Century Skills, this study was guided by the
following research questions:
1. What are the practices and programs at the school and how are they aligned to 21
st

century skills?
2. What is the professional community at the school and how does it support these
practices?
3. What is the perceived impact of 21
st
century skills on the culture of the school?
This study utilized a qualitative case study approach in order to tell an in depth
story of the implementation of programs and practices. The research study achieved
triangulation through an analysis of observation notes, interviews, and documents
reviewed including a survey to the teaching staff. While the case study looked at the
whole school through observation in common areas, surveys, and documents reviewed,
the research focused on two clusters of students and their teachers through in-class
observations and interviews to provide a more in depth picture. The data was analyzed
through Bolman and Deal’s (2003) four frames and Creswell’s (2003) six steps, resulting
in themes emerging under each of the research questions.

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Summary of Results
The P21 Framework (Partnership for 21
st
Century Skills, 2011) identifies the
following critical support systems that must be aligned with the 21
st
century outcomes to
ensure student mastery: standards and assessment, curriculum and instruction,
professional development, and the learning environment. The findings are organized
according to these support systems, which emerged as critical structures to developing
21
st
century skills among the students.
Focusing the curriculum around a central theme both school-wide and within each
cluster and emphasizing key standards supports the development of the 21
st
century
skills. While there was no evidence of a transition yet to the Common Core Standards as
outlined by the Partnership for 21
st
Century Skills (2011), the school emphasizes depth
over breadth and 21
st
century themes especially global awareness and environmental
literacy. Like HTH (Wagner, 2008), Progressive Elementary school places an emphasis
on rigor in core subject areas including 21
st
century themes and learning and life skills
within its curricular expectations as is called for by Rotherham and Willingham (2009)
and Partnership for 21
st
Century Skills (2011). Simultaneously, high expectations are
evident across the school in both the core content area and the 21
st
century skills through
the standards and curriculum, teacher actions, and assessments. The assessment system
uses a multi-dimensional approach that evaluates content knowledge while requiring
students to apply critical-thinking and problem-solving and assesses students in their
personal responsibility. Assessment plays a central role in emphasizing the thinking and

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life skills equally to the content areas. Like NTHS (Pearlman, 2006), the report card
assesses and provides feedback to students on their mastery of many of the 21
st
century
student outcomes around personal responsibility and development of interpersonal skills.
Like at NTHS and HTH (Pearlman, 2006; Wagner, 2008), projects are a key component
of the curriculum and assessments and the feedback associated with these assessments are
critical to helping students grow across all areas.
In order to be successfully prepared for the 21
st
century, students must be able to
integrate the core competencies and thinking and living skills, and therefore schools must
teach both the core content and 21
st
century themes and skills in a 21
st
century context
(Dede, 2009; Partnership for 21
st
Century, 2009; Partnership for 21
st
Century, 2011).
Therefore, as seen in High Tech High and New Technology High School (Wagner, 2008;
Pearlman, 2006), the 21
st
century skills are integrated into the instructional practices and
school programs. As seen in the research and at HTH and NTHS (Pearlman, 2006;
Rotherham & Willingham, 2009; Silva, 2008; Wagner, 2008), the curriculum uses
problem-based, real-life assignments to focus on depth rather than breadth and develop
both content knowledge and thinking and learning skills. Within these projects, students
are required to collaborate, analyze information and be innovative using technology and
other resources. In general, assignments are open-ended and teachers use hands-on
activities for instruction, having students regularly work in small groups and with
partners, but also at times complete work independently. There were some characteristics
of the instructional program that were not described in the literature reviewed, including

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student choice, time dedicated to community building, and games and play as part of the
curriculum.
Wagner (2008) outlined the role of the teacher, including asking questions to
assist students in problem solving and drawing their own conclusions. At Progressive
Elementary, the teachers and staff were regularly observed coaching their students by
providing resources and asking higher level thinking questions to support students in
developing their own thinking and mastery of 21
st
century skills. The teachers took
advantage of every teachable moment to guide students in both their academic and social
development. The school has maintained a dedication to ensuring that all students
participate in enrichment activities and programs such as the arts and garden programs
which contribute to the development of 21
st
century skills and competencies in
environmental literacy, global awareness, and health literacy. There was minimal
evidence of a focus on financial, economic, business and entrepreneurial literacy. When
the school has special programs, they are consistently connected to the 21
st
century
themes and developing 21
st
century literacies among the students. While the literature
discusses the importance of having students use computers as part of their learning, the
findings had mixed results with regards to student use of computers. The charter and
interviews discussed the role that computers play in the instructional program; however,
the observations and survey did not reflect a significant use of computers by the students.
As seen in the literature, in order to support these outcomes among the students,
there must be a professional community that emphasizes collaboration, working together

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to improve the curriculum and assessments, and ensuring that the teachers are prepared to
use the necessary instructional strategies and technology (Partnership for 21
st
Century
Skills, 2011; Rotherham & Willingham, 2009; Silva, 2008). From the team-teaching
model to the shared leadership of the teachers, administration, and Governing Board,
collaboration is an integral component of the professional community at Progressive
Elementary. The findings found that the members of the professional community
demonstrated the 21
st
century skills in their professional interactions and work within a
professional culture focused on innovation and improvement. There is a shared vision
and values system that drives decision making among the teachers, administration, and
the Governing Board. As discussed by Rotherham and Willingham (2009), the
recruitment and selection process of the teachers is essential to the success of the school’s
program.
The learning environment included school-wide and classroom structures and
routines that support life and career skills. As seen in the case studies of HTH and NTHS
(Pearlman, 2006; Wagner, 2008) and as outlined by the Partnership for 21
st
Century
Skills (2011), the findings demonstrate the need for students to learn in real world
contexts. The routines within the classroom and across the school along with
independent and group assignments with deadlines ensure that students develop personal
responsibility. The structure of the open-spaced classroom with team-teachers and
expectations for application of critical-thinking, problem-solving, and innovation support
the development of these skills among the students. Progressive Elementary School has a

154

strong sense of community among parents and family members, staff, students, and
alumni that permeates throughout the learning environment.
With the implementation of the programs and practices previously described and
the professional community depicted, the perceived impact on the culture of the school is
one in which there is solid student achievement in core content, a strong sense of
community embracing the 21
st
century themes, and students who demonstrate the 21
st

century skills. The school has demonstrated excellent student achievement, including
ranking on standardized tests in the ninth and tenth decile statewide; however, in
comparison to similar schools, the scores were only in the second and third decile rank.
Environmental literacy and global awareness were prevalent throughout the entire school
community, with civic literacy and health literacy to a lesser extent. The sense of
community is felt throughout the campus and among all stakeholders with collaboration,
communication, and innovation at the core of the school’s program and practices. The
students demonstrated 21
st
century skills throughout the school day through their
academic work, transitions, social interactions, and participation in different programs.
There is a positive feeling throughout the school with student engagement and a sense of
happiness and enjoyment prevalent throughout the school community.
Discussion of Conclusions

This case study demonstrates that an elementary school in the United States can
prepare students with the skills necessary to be competitive in the global economy and
politicians and school districts need to support schools in developing these practices. At

155

both the national and local level, there needs to be a reevaluation of the focus of
assessment. The focus of No Child Left Behind has been on assessments that measure
core content areas with multiple choice questions rather than expecting students to
demonstrate problem solving, critical thinking and many of the other skills necessary to
compete in the global economy, some of which are measured by the PISA. As the nation
transitions to the Common Core Standards and new assessments are developed, it is
essential that these assessments measure 21
st
Century skills and that practitioners use
other assessments to drive their practice, recognizing the factors not assessed by the
standardized test and the importance of focusing on these areas as well.
The current system under No Child Left Behind that punishes schools that do not
demonstrate success on the standardized tests has contributed to fear and conformity
among educators (Schoen & Fusarelli, 2008). This case study demonstrates how placing
the emphasis on other forms of assessment with an equal emphasis on demonstration of
life skills can contribute to fostering these skills among the students. Demonstrating
success on content based tests has not translated to success in the workplace (Wagner,
2008). Through the use of performance based assessments including projects and
conferring with students to assess their thinking, problem-solving, innovation, and
collaboration, this school has demonstrated how the emphasis can be shifted to student
success in these competencies. The use of a report card that evaluates proficiency in 21
st

century skills is a way to shift the focus at a local level (Pearlman, 2006) while
assessments that incorporate problem solving and critical thinking like the PISA and

156

CWRA rather than testing content knowledge in isolation at the state level would help
shift the focus. If the country is serious about promoting innovation, then the policy
needs to change to support and cultivate innovation rather than allow development to
stagnate. Assessment at all levels needs to shift to require students to demonstrate both
content area knowledge and 21
st
century skills such as critical thinking and problem-
solving (Silva, 2008). While there is movement nationally towards creating standardized
assessments that evaluate both rigorous content and application of higher-level thinking,
schools must analyze their use of formative assessments and ensure that all areas of the
21
st
century skills are being measured.
Research shows that the best learning occurs when complex thinking skills are
integrated into the instruction of basic skills (Silva, 2008). Instruction of 21
st
century
skills should be integrated into the instruction of core content, including an emphasis on
21
st
century literacies. The whole learning environment needs to change from the
traditional classroom with students sitting at desks facing forward and listening to the
teacher speak to incorporate innovative models in which students are regularly
collaborating with different groups and learning from each other and other resources.
The role of the teacher needs to shift from the one who gives all of the answers to a
support that provides students with the resources and assistance to solve problems on
their own. In order to change the learning environment, curriculum, assessments, and the
role of the teacher, training, recruitment, and selection processes need to ensure that
teachers are prepared to teach using a model focused on collaboration and innovation.

157

Teachers need to model the skills that employees are identifying as imperative for
success in the 21
st
century workplace.
Limitations

This case study took place at an elementary school which is a magnet and charter
school in Los Angeles, California. There may be limitations in transferability based on
the demographics and location, being in a large urban area in the state of California,
which is a border state on the West coast. The racial and ethnic diversity within the
student body’s composition at Progressive Elementary contributes to the development of
global awareness among the students. As a part of the district’s Magnet program,
Progressive Elementary is able to and required to ensure that there is racial and ethnic
diversity in the enrollment process. However, the majority of schools cannot ensure
diversity in their admission process. Also, as a Magnet school, a parent needs to
understand the education system and apply for enrollment. As with a charter school,
there is a question as to whether the enrollment process results in a self-selected student
and parent body that is different from a traditional school. Since enrollment in the
majority of schools is based on neighborhood lines, the enrollment process and
demographics may be limitations in the application of the program at other school sites.
Implications for Practice

As technology evolves, the global economy develops, and demands change for
graduates, preparing students with the skills needed for success in the 21
st
century needs

158

to begin in elementary school. This research has implications for practice for
policymakers, teacher training programs, and school personnel if all stakeholders are
going to work collaboratively to ensure that graduates are going to be competitive in the
global economy and prepared for success in the 21
st
century workplace.
As new assessments are developed to match the Common Core Standards, these
must be evaluated to see which skills they are evaluating and which ones are not being
assessed. Policymakers must find ways to ensure that standardized assessments do not
limit the content or skills being taught, as has been a byproduct of the current testing
environment under No Child Left Behind. While high student achievement in core
content areas is an essential component of ensuring student success, policymakers need to
stress that this agenda cannot be at the expense of developing critical thinking,
collaboration, and life and career skills among students. In order to demonstrate a
commitment to developing 21
st
century skills among students, policymakers must
dedicate funding to teacher training and the resources necessary to carry out these
practices. Policymakers must also support and encourage innovation rather than
cultivating a culture of fear among educators.
Teacher training programs must reassess their effectiveness in preparing teachers
to teach in the 21
st
century context. High Tech High (Wagner, 2008) has its own teacher
credentialing program to prepare teachers to be successful in their school environment.
The principal at Progressive Elementary spoke of the key role that informal mentoring
plays in their teacher development and the school has created an institute to share their

159

best practices with other teachers. Teacher training programs need to look at these
exemplars to improve their programs to meet these new demands. If the training of
teachers does not change, then teachers will continue to be unprepared to implement
these innovative strategies. The programs also need to ensure that they are developing
critical thinking, problem-solving, creativity, and innovation among the teachers because
the teachers cannot teach these skills if they do not demonstrate the skills themselves.
School districts must reassess their hiring process and school and district
leadership must rethink their vision for the professional community and learning
environment. Collaboration, innovation, and improvement was at the core of the
professional community at Progressive Elementary and this needs to become the norm
rather than the exception at our nation’s schools, especially the schools serving the
students with the most needs. School personnel need to reassess their goals, ensuring that
they are focusing on success beyond just achievement in reading and math on
standardized tests. Teachers need to be trained to rethink their role, moving away from
being viewed as the one holding all of the information and bequeathing it to the students
to asking questions and providing resources to coach students to solve their own
problems and create their own solutions. Teachers also need support in learning to
implement classroom management techniques that support the implementation of
innovative practices, including problem-based assignments and integrating choice and
games into the learning environment. All stakeholders must work collaboratively to
cultivate a new culture at schools that supports students in developing 21
st
century skills.

160

Recommendations for Future Research

Based on the findings from this research, the following are suggestions for further
research:
o Research other school sites that are demonstrating similar success to
analyze similarities and differences among the findings. The research
could corroborate this study’s findings as well as provide a comparative
analysis.
o More research is needed to compare the development of global awareness
with a different student and parent body and analyze whether the
composition of the student and parent body impact the development of
global awareness at the school. The research of other student body
compositions could validate the findings and make the results more
generalizable to other populations.
o With the implementation of the Common Core Standards and
development of new assessments, further research will need to analyze the
effects of the new standards on preparing students for success in the 21
st

Century workforce.
o The staff members associated much of the success to the composition of
the teaching staff and leadership. While this case study described the
professional community, further research should examine how to develop
this collaboration and professional community.

161

Conclusion

This study adds to the current body of literature around teaching children the
skills necessary to be successful in the 21
st
Century workplace, by painting an in depth
picture of how the practices at an elementary school are implemented, which has been
absent from current research. The findings are consistent with many of the findings and
research described in other publications with regards to the instructional practices and
professional community needed to create success in this arena. As the Common Core
Standards create a new political environment and new direction for education and
standardized assessments are being developed to align with these new expectations, this
research can help guide districts, principals, and teacher leaders to understand how they
can implement practices and programs that will support students in the development of
these new criterions. This research also provides practitioners with guidance in how to
develop a program that promotes the outcomes that are not measured by the standardized
tests. As technology evolves and the effects of the global economy continue to impact
the workplace, schools must evaluate whether they are meeting these changing demands
and continue to revise their instructional program to ensure that students are prepared to
be competitive and successful in the 21
st
century workplace.

162

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166

Appendix A: Document Review

Research Question #1: What are the programs and practices at the school and how are
they aligned with 21st century skills?
Data Needs Document What are we looking for?
Curriculum Course offerings
(College prep/AP/IB
offerings)
Interdisciplinary course
offerings
World languages
Course descriptions that
include:
Global perspectives
Civic literacy
Financial literacy
Health literacy
Environmental literacy
Master schedule
Instructional minutes
Interdisciplinary/ team
teaching
District curricular standards Global perspectives
Interdisciplinary themes
Civic literacy
Financial literacy
Health literacy
Environmental literacy
Textbook adoption list

Year of adoption (outdated?)
Do texts address global
perspectives, issues, or
events?
Do texts and literature reflect
authors and titles from a
variety of cultures?
Accreditation reviews (i.e.
WASC, IB)
Rigorous curriculum-College
Ready

167

Data Needs Document What are we looking for?
Instructional strategies Lesson plans
Action Plan (SMART
GOALS)
group work, Whole Brain
Teaching,
presentations, problem-based
learning, inquiry learning,
debate
Technology plan
SARC
How are students using
technology
How many computers are
available for students and
how much time is allocated
for usage?
What other technology
infrastructure is available?
Extra-curricular
activities
Student handbook
School website
School calendar and
announcements
SARC

Clubs, activities or programs
that reflect:
global perspectives
workforce (career tech)
international social justice
student travel/exchange

Assessments Benchmarks
Common assessments
Common rubrics
Is there evidence of
performance-based,
curriculum-embedded
assessments, problem
solving assessment?
Creative and/or multiple
solutions?

168

Research Question #2: What is the professional community at the school, and how does it
support these practices?
Data Needs Document What are we looking for?
Leadership Staff and Leadership
Meeting agenda
SSC Agenda/ meeting
notes
Single Plan for Student
Achievement
Professional development
plan
Vision/mission statement
Evidence of topics:
Core content mastery
integrated with 21
st
century
skills.
Critical thinking within the
context of core subjects.
Project-based learning
Inquiry-based learning
Professional learning
community
Job-embedded professional
development
Support of collaboration
International travel
opportunities
Union contract How are decisions made?
Collaboration Department meeting or
grade level meeting notes
Meeting Schedules/
Agenda
Staff development
plan/school site plan
Evidence of topics:
Core content mastery
integrated with 21
st
century
skills.
Critical thinking within the
context of core subjects.
Project-based/Inquiry-based
learning
Performance-based
assessment Curriculum-
embedded assessments
Problem solving assessment
Creative/innovative
solutions?
Teacher schedules Common prep periods
Opportunities for
collaboration
Union contract What is the agreement about
instructional time, prep time,
and collaborative time

169

Data Needs Document What are we looking for?
Culture and climate California Healthy Kids
Report
School Climate Survey
Evidence of topics:
Core content mastery
integrated with 21
st
century
skills.
Critical thinking within the
context of core subjects.
Project-based learning
Inquiry-based learning
Professional learning
community
Job-embedded professional
development
International travel
opportunities

170

Research Question #3: What is the perceived impact of 21
st
century skills on the culture
of the school?
Data Needs Document What are we looking for?
Students Blank report card Student progress related to:
Critical thinking
Communication
Collaboration
Creativity
Civic literacy
Financial literacy
Health literacy
Environmental literacy
Student Achievement Data CST data, graduation rates,
CAHSEE, local assessment
measures
Community School district vision and
mission
Foundation mission and
description

Is there an explicit
partnership with the local
community to prepare
students for college/career?
List of PTA activities
List and description of
booster clubs
SARC, website, newsletters

Clubs, activities or programs
that reflect:
global perspectives
workforce (career tech)
international social justice
student travel/exchange

Corporate or business
sponsorship
University relationships
Is there an explicit
partnership with the local
community to prepare
students for college/career?
Teachers School climate survey Do teachers value working
collaboratively?

171

Appendix B: 21
st
Century Skills Survey

Instruction and Pedagogy 1 2 3 4
Never Sometimes Most of the time Always

I utilize cooperative grouping
1 2 3 4
I utilize problem-based instruction
1 2 3 4
My instruction involves the use of technology
1 2 3 4
My students use technology
1 2 3 4
My instruction includes global issues
1 2 3 4
I model and encourage critical thinking and problem-solving skills
1 2 3 4
Students demonstrate mastery in different ways
1 2 3 4
Students are exposed to different cultures, languages and experiences
1 2 3 4
My instruction includes civic responsibility
1 2 3 4
I utilize multi-modal instructional approaches
1 2 3 4
I primarily use the adopted curriculum
1 2 3 4
I encourage collaboration in the classroom
1 2 3 4
I encourage creativity and innovation in my classroom
1 2 3 4
My assignments require students to demonstrate creative approaches
1 2 3 4

172

Professional Community 1 2 3 4
Never Sometimes Most of the time Always

Professional development sessions help me be a better teacher
1 2 3 4
Professional development sessions address the teaching of critical thinking skills
1 2 3 4
Professional development sessions address the teaching of global education issues
1 2 3 4
Collaboration is encouraged and promoted by the school
1 2 3 4
I play a leadership role at the school
1 2 3 4
Data is used by teachers and administrators to promote best instructional practices
1 2 3 4
My classroom is equipped to meet students’ instructional needs
1 2 3 4
School’s vision and mission are aligned with practices and programs
1 2 3 4

Culture of the School 1 2 3 4
Never Sometimes Most of the time Always

are responsible for their behavior in the classroom
1 2 3 4
Students participate in extra-curricular activities that promote vision/mission of the
school
1 2 3 4
Parents are involved in school-related activities
1 2 3 4
Students are exposed to different cultures, languages and experiences
1 2 3 4
Students are given the opportunity to participate in out of school activities, such as
fieldtrips.
1 2 3 4
Parents share the vision/mission of the school
1 2 3 4

173

Appendix C: Observation Matrix

OBSERVATIONS
FRAME/RQ What to Observe
RQ 1
 Goals – are goals
(vision & mission)
visible?
 Are goals posted (also RQ 2)
 Faculty/staff and students’ actions (also
RQ 3)
 Does curriculum in action align with the
goals?
RQ 1
 Instructional
strategies - through
observations you can
observe creativity,
innovation,
communication,
critical thinking,
collaboration (4Cs),
problem solving, etc.
 Student talk – what kind of conversations
are students engaging in? low/high
 Use of group work
 Levels of questions (teachers and
students)
 How is technology integrated into
curriculum? Is it used for process and
product?
 Manipulatives
 Type of projects
 Student outcomes (also RQ 3)
 Teacher feedback
 Student participation (also RQ 3)
 Levels of student independence
 How is diversity addressed – global
awareness
 World languages
 Are subjects integrated?
 Objectives
RQ1
 Extra-curricular
activities
 Who is participating
 What are the options
 Do they develop 21
st
century skills?
RQ 1  Resources
 What type of resources do you see in the
classroom/school and how they are being
used?
 What types of books/literary materials?
Multicultural? International?

174

RQ 2

 Observing PD

 Who lead PD?
 How does the PD align with the school’s
focus/vision/mission?
 Faculty and staff interactions
(formal/informal)
RQ2  Culture & climate
 How do students walk into school?
 What do transitions look like?
 Interactions between
students/faculty/staff/parents
 Are parents on campus? If so, what are
they doing?
 What’s on the wall? – multicultural,
college, jobs, global
 Organizations (also RQ 3)
 Community (also RQ 3)
 School traditions (also RQ 3)
 School Site Council – how are decisions
made? Collaborative? Do they promote
21
st
century schools?
 How are the front
office/entrance/classrooms organized?
 Is any evidence of concern for the
environment? (Awareness, in action)
When doing the observations use the four frames – use different lenses to do the
observations.

175

Appendix D: Interview Questions

Prior to questioning, the interviewer will give the interviewee a handout on 21
st
century
skills (included below) as a reference.

Possible follow-up questions accompany each interview question.

Interview Question #1: What are the practices and programs at the school and how are
they aligned to 21
st
century skills?

CURRICULUM AND PLANNING
How does the school curriculum and instructional strategies reflect 21
st
Century
Learning?
What technology is used in classroom curriculum?
How are world languages a part of the school curriculum?
How does the school promote diversity and global perspectives?
What interdisciplinary work is done in classrooms at this school?
How does the curriculum promote collaboration, investigation, higher-order thinking, and
posing of analytical questions?

EXTRA-CURRICULAR ACTIVITIES
What kinds of extra-curricular activities reflect 21
st
Century Skills?
How do extra-curricular student activities include world perspectives?
What community outreach programs are available for students?
How do the extra-curricular student activities at the school build better citizens?

Interview Question #2: What is the professional community at the school, and how does
it support these practices?

LEADERSHIP-VISION, DECISION-MAKING
What role does leadership play in supporting and developing 21
st
Century
Learning?
How do the school’s mission and vision statement and vision influence decision making
at the school?
How are these decisions put into action?

COLLABORATION
What does collaboration look like at the school?
How often do teachers give common assessments, and what is done once the assessments
are scored?
How often do teachers instruct interdisciplinary units?
What discussions and activities are evidence of a collaborative staff?

176

Interview Question #3: What is the perceived impact of 21
st
century skills on the culture
of the school?

STUDENTS-BEHAVIOR, BELIEFS, ATTITUDES
What student behaviors, beliefs, and attitudes reflect 21
st
Century Learning?

What enrichment activities are available for students, and how do these activities address
positive behavior?
How is citizenship, also known as life skills, taught to students, and how do students
show their life skills?

TEACHERS-BEHAVIOR, BELIEFS, ATTITUDES
What teacher behaviors, beliefs, and attitudes reflect 21
st
Century Learning?
Who promotes positive school culture at your school, and what does that school culture
look like?
How is diversity appreciated and celebrated at the school?

COMMUNITY-BELIEFS, SUPPORT, PARTNERSHIPS
What community behaviors, beliefs, and attitudes reflect 21
st
Century Learning?
What organizations partner with this school to offer students internships and classes
outside of the regular school day?
How does the community show their support for school programs on diversity, culture,
and customs?

177

Appendix E: Interview Handout

Partnership for 21
st
Century Skills: 21st Century Themes and Student Outcomes

21st Century Themes

• Global awareness
• Financial, economic, business and entrepreneurial literacy
• Civic literacy
• Health literacy
• Environmental literacy

21st Century Student Outcomes

Learning and Innovation Skills
• Creativity and innovation skills
• Critical thinking and problem solving skills
• Communication and collaboration skills

Information, Media and Technology Skills
• Information literacy
• Media literacy
• ICT (Information and Communications Technology) literacy

Life and Career Skills
• Flexibility and adaptability
• Initiative and self-direction
• Social and cross-cultural skills
• Productivity and accountability
• Leadership and responsibility

Abstract (if available)

Abstract As technology evolves and the world becomes more interconnected, a new set of skills have become necessary to be successful in the workplace. Schools need to develop and modernize in order to prepare students to be competitive in the changing global economy. The purpose of this case study was to identify the programs and practices that promote the acquisition of 21st century skills at a school site and the associated professional environment and culture of that school. While there are various models outlining the requisite skills for success in the changing job market, for the purpose of this study, the framework from the Partnership for 21st Century Skills (P21) was used to define the desired student outcomes. ❧ This case study researched an elementary school with a vision and mission that align with the P21 Framework and an API score above 800. Qualitative methods were used in this case study to address three research questions. A survey, interview protocol, document review matrix, and observation protocol were developed in collaboration with a thematic dissertation team to ensure triangulation and improve validity and reliability. While the survey, document review, and some of the interviews and observations addressed the school at large, in order to paint a more in-depth picture, a large component of the interviews, observations, and document review focused on two classrooms, which are referred to as clusters at Progressive Elementary. ❧ Several themes emerged from the analysis of the data, revealing how the school’s programs and practices develop 21st century skills, the role of the professional community, and the perceived impact on the culture of the school. The 21st century skills and themes are integrated into the structures and routines, core curriculum and assessments, and enrichment programs. There is a focus on depth over breadth in the curriculum and assessments. A shared vision and value system drives shared decision making and professional collaboration is at the core of every aspect of the school’s program and practices. Throughout the findings was a strong sense of community among parents and family members, staff, students, and alumni is pervasive in the culture of the school. These factors were evident throughout the data collection process. More research should be conducted to assess how other schools can utilize this learning model to better serve all students.

Linked assets

University of Southern California Dissertations and Theses

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Asset Metadata

Creator Ellis, Deborah L. (author)

Core Title A new generation: a new model of education in the 21st century

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 03/28/2012

Defense Date 02/29/2012

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag 21st century skills,case study,critical thinking,elementary school,environmental literacy,global awareness,Globalization,OAI-PMH Harvest,partnership for 21st century

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Gothold, Stuart E. (committee chair), Burch, Patricia E. (committee member), Hocevar, Dennis (committee member)

Creator Email deblyons123@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-1256

Unique identifier UC11288239

Identifier usctheses-c3-1256 (legacy record id)

Legacy Identifier etd-EllisDebor-557.pdf

Dmrecord 1256

Document Type Dissertation

Rights Ellis, Deborah L.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA