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Preparing students for the future - 21st century skills

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Preparing students for the future - 21st century skills

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Content PREPARING STUDENTS FOR THE FUTURE – 21 ST CENTURY SKILLS by Alejandra Velez 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 Alejandra Velez ii Acknowledgements I want to thank everyone who helped me during this process. First and foremost, I want to thank Dr. Gothold, Dr. Hocevar and Dr. Garcia for supporting and challenging me, even when I wanted to stop writing. I also want to thank my family, friends and colleagues for their support. I give thanks to my mother and my brother for passing the lesson of perseverance and being there whenever I need them (expect 10 minutes ago). A big thanks to Nadia for dragging me to USC and making me host dissertation writing parties to make sure that I completed this endeavor. I also want thank Melissa and Rewood for making me laugh and keeping me sane during those difficult moments. iii Table of Contents Acknowledgements ii List of Tables v List of Figures vi Abstract vii Chapter One: Overview of the Study 1 Background of the Problem 3 Statement of the Problem 6 Purpose of the Study 7 Significance of the Study 8 Limitations 8 Delimitations 9 Definitions of Terms 9 Organization of the Study 10 Chapter Two: Literature Review 12 Rationale for 21 st Century Skills 12 Importance of 21 st Century Skills 13 P21 and the Different Frameworks 15 EnGauge Framework 15 DeSeCo Framework 16 Partnership for 21 st Century Skills 20 P21 Student Outcomes 21 P21 Critical Supports Systems 25 Professional Development 26 The Impact of Teaching 21 st Century Skills 33 Economic Impact 33 Individual and Social Impact 35 Summary 38 iv Chapter Three: Research Methodology 40 Research Design 44 Sample and Site Population 45 Instrumentation 46 Review of Records 47 Observations 48 Survey 49 Interview 50 Data Collection 51 Review of Records, Observations, Surveys, and Interviews 51 Analysis Procedures 52 Chapter Four: Findings 54 Introduction 54 Saint Andrews Charter Middle School 55 Findings 55 Research Question #1: What are the programs and practices at the school, and how are they aligned to 21 st century skills? 55 Research Question #2: What is the professional community at the school, and how does it support these practices? 68 Research Question #3: What is the perceived impact of 21 st century skills on the culture of the school? 76 Emergent Themes 81 Chapter Five: Summary Conclusions and Recommendations 84 Implications 86 Recommendations for Future Learning 88 References 89 Appendices 93 Appendix A: Document Review 93 Appendix B: Observation Matrix 100 Appendix C: 21 st Century Skills Survey 103 Appendix D: Interview Questions 108 Appendix E: Interview Handout 112 v List of Tables Table 2.1: Conceptual Framework of 21 st Century Skills – Partnership for 21 st Century Skills* 34 Table 4.1: Survey Responses 67 Table 4.2: Partnership for 21 st Century Skills 71 Table 4.3: Survey Responses 75 Table 4.4: Survey Responses 81 vi List of Figures Figure 2.1: EnGauge Framework 16 Figure 2.2: OECD DeSeCo Framework Student Outcomes - How collective competencies affect society 17 Figure 2.3: OECD Competencies 18 Figure 2.4: Partnership for 21 st Century Skills Framework 21 Figure 2.5: Cycle of PD - Factors that Influence Outcome 33 Figure 3.1: Partnership for 21 st Century Skills Framework 41 vii Abstract The 21 st century economy is driven by information and communication technologies (ICT). This change has made innovation, manufacturing and production of products and services, rather than manufacturing of material goods, the driving force of economies of leading countries (Wagner, 2008). Due to this shift, today’s 21 st century society and work sphere require individuals to have 21 st century skills – communication, innovation, adaptability, and higher order thinking skills. Even though some schools have responded to these changes and demands by embracing globalization, it is unclear what programs and practices these 21 st century schools are implementing to prepare students to be global citizens and employees. The purpose of this study was to identify the programs and practices at a charter middle school that promote students’ acquisition of 21 st century skills and knowledge. 1 Chapter One: Overview of the Study Today’s economic system is driven by information and communication technologies (ICT), a drastic change from the economy of the 20 th century. In the 21 st century, economies of leading countries are based on innovation, manufacturing and production of products and services, rather than the manufacturing of material goods (Wagner, 2008; Levy & Murane; Panis; and Friedman, 2007). Conversely, in 1967, about 54% of the United States’ economic output came via areas such as construction, retailing, transportation services, and the creation of material goods like industrial materials, automobile production, and chemicals. By 1997, however, the manufacturing of material goods changed and the information service sector grew from 36% to 56% of the total U.S. economic output. During this time, the production of information products such as computers, software, television and other technologies accounted for 63% of the U.S.’s economic income and replaced the production of industrial materials (Partners in Education Transformation, 2009). Partners in Education Transformation (2009), a collaboration among three of the leading technology companies in the world (Cisco, Intel and Microsoft), found that in the countries that have the world’s 25 th largest economies, innovation and production of information products are the main sectors of economic output. Calculated by the Gross National Product (GNP), they account for about 50% of the country’s economic income. To compete in the global economic market, today’s workers have to have 21 st century competencies that will allow them to participate and collaborate. Companies in 2 the 21 st century demand employees to be critical thinkers, effective collaborators, innovators, and communicators (Wagner, 2008; Friedman, 2007). As Friedman (2007) indicates, economic and organizational structures are flatter, creating a world that is interconnected. Thus, organizations have become decentralized. Information is widely shared and collaboration and communication skills within and across companies are necessary. Working arrangements are more flexible, requiring a workforce that can easily adapt to new situations, cultures, and forms of communication, while, at the same time, being more productive and innovative (Friedman, 2007; Wagner, 2008). These competencies are referred to as 21 st century skills and are required for individuals to succeed. Advancement in ICT also has changed social life and has required individuals to have new skills. In the world’s largest economies, most households have direct access to television, cell phones and the internet. The 21 st century has changed the way people communicate, access information and create new knowledge. Individuals use ICT to communicate with family, friends and colleagues, shop, run for office, organize social and political gatherings, post videos, and maintain blogs, (Rushkoff, 1999; U.S. Department of Commerce: Economics and Statistics Admin., 2002). In North America, Europe and Asia, studies show that people use the internet on a regular basis to make bank transactions, research, play games, communicate via email or online chat, make online purchases, and download music and videos, (Rushkoff, 1999; U.S. Department of Commerce: Economics and Statistics Admin., 2002). In the U.S., more than half of the population uses the internet as a research engine to find solutions to problems of 3 health, taxes, public services, and job training, (Rushkoff, 1999; U.S. Department of Commerce: Economics and Statistics Admin., 2002). Children and teenagers are the largest age group to use technology, specifically computers and the internet. 90% of children (48 million) between the ages of 5 and 17 use computers, while 65% of 10 to 13 year olds and 75% of children between the ages of 14 and 17 use the internet (U.S. Department of Commerce: Economics and Statistics Admin., 2002). Taking into consideration these economic and technological changes, the aim of this study was to identify school programs and practices that promote the acquisition of 21 st century skills. Background of the Problem In an attempt to address the educational gap and prepare students to become successful and productive 21 st century workers, No Child Left Behind (NCLB) was adopted in 2001. Designed to create accountability measures for educators and educational institutions, NCLB required states to set performance standards for students and create appropriate tools to measure schools’ performance, (Packer, 2004). These measures were established to ensure that states were effectively spending federal funds and that all students and significant subgroups (economically disadvantaged, racial and ethnic minorities, limited English Proficient, and students with disabilities) were achieving high standards. Sanctions such as limited funding and the labeling of a school as Program Improvement (PI) or failing schools are given to individual schools that do not meet proficiency standards required by the state and the federal government. Even though the government’s intentions are to close the achievement gap and to prepare 4 future generations to enter a global market and society, educational policies have not been effective in bridging the gap or preparing students with 21 st century skills. Rather, these policies have created unintended consequences that have lowered student achievement expectations. Since all students are supposed to meet Adequate Yearly Progress (AYP) requirements measured by state assessments, schools and districts with large numbers of students who are English Language Learners (ELL), economically disadvantaged, have special needs, or are members of other subgroups are more likely to be labeled PI and have funding taken away. Consequently, NCLB punishes school with at risk populations because state assessments are not adequate to assess ELLs or students with special needs. According to Packer (2004), by 2014, 99% of schools in California are expected to be considered PI or failing schools because of the multiple racial/ethnic, ELL, special needs, and economically disadvantaged subgroups that must meet proficiency in order for the school to make AYP. The law requires the population NCLB is trying to help to make the largest strides to successfully make AYP. Since schools with significant subgroups are not meeting AYP, federal funding to schools that need the most assistance in preparing students with adequate skills is being cut. Even though NCLB requires 100% of students to be proficient by 2014, the legislation allows individual states to set their proficiency bar. This created a lowering of “proficiency level” standards in recent years. According to the National Center of Education Statistics, between 2005 and 2007, about 18 states decreased their proficiency bar, making their standards less rigorous in one or more grade levels or 5 subjects (Viadero, 2010). Furthermore, by measuring average achievement, rather than individual achievement, NCLB created strong incentives for schools to exclude low- scoring students to attain higher scores. The law has created higher retention rates, dropout rates and push-out rates for students of color and those with special needs (Sunderman & Kim, 2004). Even though NCLB was meant to create more accountability, to provide a more equitable education for students who are disadvantaged, and to prepare students for the 21 st century, the law exacerbates the educational gap and limits the teaching of 21 st century competencies. The inadequate preparation of students is also evident at the college level. Of the students who graduate from high school, only thirty-three percent are ready for college level courses, and fewer are prepared with 21 st century skills. This number is lower for socio-economically disadvantaged and minority students. Of the students who attend college, 40% have to take remedial courses and only 50% graduate with any postsecondary degree. In a survey of college professors, 65% reported that high school curriculums are not preparing students for college level material. A primary reason is that assessments used at the high school level rarely test reasoning and applied knowledge, skills that are vital for success in college, life, and work (Wagner, 2008). Enrollment in top ranking universities also reflects the small number of U.S. students pursuing mathematics and science majors, fields that are important for innovation. In 2005, 60% of graduate science students at Johns Hopkins University were foreign and mostly from Asia. Four years earlier 100% of all graduate students in mathematics were from Communist China (Friedman, p365, 2008). The U.S. national and international 6 achievement gap and inadequate preparation in reading, mathematics and science situates the individual, society and the nation in a disadvantaged position affecting economic growth, innovation and international competition. Statement of the Problem Economic and ICT changes, however, have not been completely addressed in the K-12 educational sphere. Despite the fact that the economic, social and private sphere are assimilating technologies into daily activities, K-12 institutions still struggle to teach skills and knowledge that prepare students for 21 st century work, society and life (Dede, 2007; Friedman, 2007; Wagner, 2008). ICT and innovation will continue to develop and become more complex. According to Jukes (2008) “by the year 2025, it is predicted the world’s body of knowledge will double every 35 days” (p. 5). This “body of knowledge” refers primarily to complex ICT development. Therefore, it is even more critical for students to learn 21 st century skills in order to adapt and continue learning to be successful in post secondary education, work and life. Even though some schools have responded to these changes and demands by embracing globalization, it is unclear what programs and practices these 21 st century schools are implementing to prepare students to be global citizens and employees. This lack of clarity created a movement by business leaders to advocate for educational institutions to teach 21 st century skills and knowledge. Preparing students to learn how to be critical thinkers, active and informed global citizens, effective collaborators, communicators and innovators will prepare students to be global citizens and workers (Friedman, 2007; Wagner, 2008; P21). Since educators are at the forefront, they are 7 responsible for educating students to become the future workforce and citizens that corporate leaders and society demand. Purpose of the Study The purpose of this study was to identify the programs and practices in a school that promote students’ acquisition of 21 st century skills and knowledge. Educational and business leaders are commencing to ask whether the current educational system engages students and prepares them with the content and skills that are required for them to become critical thinkers, effective communicators, global collaborators and able to use today’ complex technologies. According to the Partnership for 21 st Century Skills (P21), a national organization that advocates the importance of preparing every student with 21 st century skills, a 21 st century education emphasizes learning in core subjects and 21 st century themes, media and technology literacy, learning and innovation skills, and life and career skills (P21). In other words, P21 advocates for the integration of 21 st century skills into the core subjects. P21 also supports a reconfiguration of assessments so that they measure 21 st century competencies. The organization believes this can be achieved by providing programs and practices that support 21 st century learning, such as 21 st century professional development, and thorough assessments that effectively measure such proficiencies. This research study aimed to determine the programs and practices, the professional community and culture at one school that promotes the acquisition of 21 st century skills. For analysis purposes, the Partnership for 21 st Century Skills’ Framework was used. This research study was created in collaboration with eight other 8 doctoral candidates at the University of Southern California. To paint a holistic image the phenomenon, the dissertation group chose a qualitative study methodology. The thematic dissertation group collaboratively chose the framework and created the research tools (review of records matrix, observation matrix, close-ended survey, and open-ended interview). The study was guided by the following research questions: 1. What are the programs and practices 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 The final result of the study will make teachers cognizant about purposefully integrating 21 st century skills and knowledge and assessments into their daily curriculum. It also aimed to provide educational leaders with a vision of effective programs and practices that support 21 st century learning and create global citizens. Finally, this study adds to the literature on effective implementation of 21 st century programs and practices. Limitations The factors that limited this study were geography, time and quantity. This study was limited to only one school in Southern California and the length of time allotted to conduct the research was limited to approximately three months. During this time, interviews, observations, and review of records took place. Being cognizant of the 9 educators’ time, interviews were limited to one hour. Even though all staff members had the opportunity to participate, some declined. Parents and other members of the community were not interviewed. Given the practical constraints, the number of teachers interviewed was limited. More time would have allowed greater sample size which could have enabled more generalization of this study. This study was one of eight. Even though each member evaluated one school, the data acquired as a dissertation group in the nine different schools will allow more generalization. Delimitations This study included several delimitations that served to define the selection of the school. This qualitative study used reviews of records, observations, surveys and interviews to delineate the programs and practices that the 21 st century school implements. The following criteria were used to select the model 21 st century school: 1. Mission and vision statements of the school showed that the school was 21 st century skills and knowledge oriented. 2. The school had at least an 800 API or equivalent ranking. 3. At the time of this study, the school implemented at least 70% of the Partnership for 21 st Century Skills Framework. Definitions of Terms The subsequent terms are defined to provide clarity of meaning for the essential words are used in this study:  21 st century skills/competencies – having competencies that allow individuals to engage in complex tasks, thinking, and communications (Dede, 2009; Levy & 10 Murnane, 2004; Friedman, 2007). This means that individuals have to be able to think critically and have collaboration, innovation, and communication skills. Furthermore, they must have the ability to adapt to new situations and constantly learn and renew their skills and knowledge. Finally, individuals have to be technology and information literate as well as flexible and highly productive (Wagner 2008; Levy & Murnane, 2004; Friedman, 2007).  Partnership for 21 st Century Skills-a national organization that advocates the importance of preparing every student with 21 st century skills  Communication skills – ability to effectively communicate using the different modes of communication – verbal, written, face-to-face, directly or indirect (P21).  Program for International Student Assessment (PISA) Benchmarks - these tests are the most comprehensive international assessments which focal point is to test 15- year-olds capacities of applied reading, mathematics and science knowledge to real- life situations (OECD: Strong performers and successful reformers in education, 2010). Organization of the Study This study is organized into five chapters. The first chapter introduces the foundations for this study. It commences with a brief introduction of the study followed by the background of the problem, statement of the problem, purpose of the study, research questions, importance of the study, limitations and delimitations, and concludes with definitions of essential terms. Chapter two includes the relevant literature and the rationale for the need for a 21 st century pedagogy. This chapter also 11 speaks of the different 21 st century frameworks available and concludes with the framework used in this study. Chapter three includes the methodology; reason for using a qualitative study, criteria for choosing the school, gathering of data, instruments used, and discussion about validity and reliability of the data gathered. Chapter four reports findings and analysis of the data gathered. It also includes original insights about what the findings mean, as well as areas of discussion. Finally, chapter five summarizes the findings by revisiting the purpose of the study, methodology, limitations and delimitations, research findings and analysis, recommendation for future research, and a conclusion for this study. 12 Chapter Two: Literature Review “…the future of our economy, the strength of our democracy, and perhaps even the health of the planet’s ecosystems depend on educating future generations in ways very different from how many of us were schooled.” - Tony Wagner Rationale for 21 st Century Skills With modernization and globalization, the 21 st century has created new demands and challenges on society and on individuals. Technological advancements have created a world that is more interconnected and diverse, where information is readily available from any corner of the planet. This has created a different playing field for people, organizations, and countries to be able to participate, compete, and innovate in the global economy. The integration of the labor market means that highly qualified individuals in wealthier countries compete for jobs with people with the same qualifications in lower-wage countries, whereas, twenty years ago, jobs used to be localized and only people in the home country were competitors. 21st century companies, organizations and countries today race to find the most qualified human capital able to contribute to the advancement of knowledge (OECD: Strong performers and successful reformers in education, 2010; Friedman 2007; Bellanca & Brandt, 2010; Karoly & Panis, 2004; Wagner, 2008; Levy & Murnane, 2004). Hence, for educators to change the ways they prepare students, the future workforce, they have to empower students with 21 st century skills and knowledge to meet the demands of higher educational institutions, employers and society. 13 The tasks required by employers have changed due to the development of information and communication technologies (ICT). Large proportions of jobs now require highly educated individuals who have 21 st century skills and are able to engage in complex tasks, thinking, and communications (Dede, 2009; Levy & Murnane, 2004; Friedman, 2007). The following sections further analyze current understandings, definitions, importance, and implications of 21s century competencies which also serve to select the conceptual framework for this dissertation. The literature review first looks at a brief description of the importance of 21 st century skills in today’s society and economy. It then analyzes the different 21 st century skills frameworks and gives a rationale for choosing the Partnership for 21 st Century Skills’ (P21) Framework as the framework used in this study. Other sections further delve into P21 student outcomes and critical support systems that have to be in place for students to become proficient in 21 st century skills and knowledge. The final portion of the literature review provides an explanation of the economical, social and individual impact that preparing students with 21 st century skills creates. Importance of 21 st Century Skills The 20 th century differs significantly from the 21 st century when it comes to the skills and knowledge needed for the United States to continue to compete on an international level and for individuals to be successful in their personal, socio-political, and economic lives, (Dede, 2009; Karoly & Panis, 2004; P21). As Friedman explains, ICT created a new set of demands required by educators and employers. In the 21 st 14 century, countries, organizations, companies and individuals changed the way they work, collaborate and contribute to the economy, society and to other individuals. In order to become more effective, efficient, and to increase competition, the world had to learn how to develop means of working collaboratively and share knowledge in real time without regard to their location. Many middle-class jobs that specialized in specific tasks such as assembly line work, data analysis, and accounting have been replaced either by technology or outsourced to another country. Now, the new skills needed to be part of the global economy are not specialized to a specific task. Rather, people have to be capable of collaborating, thinking critically, and communicating orally and in writing. Members of the current workforce have to be literate in technology, able to continuously adapt and reinvent themselves. As a result of these changes, educators, employers, and organizations have concurred that 21 st century competencies are vital to have in order to satisfy employability demands, to successfully integrate and participate in today’s society, and to contribute positively to the wellbeing of the United States’ economy (OECD: Strong performers and successful reformers in education, 2010). To prepare students to be successful in higher education and in the workforce, organizations, corporate leaders and educators urge for students to possess 21 st century competencies. In response to this, different organizations have developed frameworks to help educators integrate 21 st century skills into core academic subjects. The 21 st century frameworks that will be analyzed in this section are Partnership for 21 st Century Skills (P21), EnGauge and Organization for Economic Cooperation and 15 Development’s (OECD) Definition and Selection of Competencies (DeSeCo). The P21 framework (2006) and the many subsequent frameworks created since serve as a baseline for this study. However, being that P21’s conceptual framework is more detailed and more widely adopted, the Partnership for 21 st Century Skills Framework was selected for this study. The following section compares and contrasts the EnGauge and DeSeCo frameworks with the P21 Framework. Subsequently, the characteristics of the P21 Framework are delineated. P21 and the Different Frameworks Even though there are many other frameworks available that speak of 21 st century competencies, P21 is comprehensive when compared to other popular frameworks. The sections below will compare the P21 Framework with the EnGauge and the DeSeCo Frameworks. EnGauge Framework Created by the North Central Regional Education Laboratory and the Metiri Group, EnGauge Framework was drafted in 2003, three years before the P21 framework. Like the P21 framework, the goal of the EnGauge framework is to ensure that students are literate in ICT. As is the case with P21, the EnGauge Framework focuses on the importance of integrating digital literacy, inventive or critical and innovative thinking, communication, and productivity competencies into the academic content (Figure 2.1). 16 Figure 2.1: EnGauge Framework The EnGauge Framework places in depth importance on productivity skills which encompass managing complexities, curiosity, risk-taking, prioritizing, planning and managing for results. This skill set is an important part of 21 st century competencies and is represented as a substandard under the life and career skills standard. Unlike P21, the EnGauge framework includes visual literacy as part of digital literacies. Defined by the organization, visual literacy is the ability to create, use, and interpret visual media to further knowledge, decision-making, communication and learning (EnGauge Framework pdf). Alhough P21 does not dedicate a specific section to visual literacy, the organization stresses the necessity for students to be ICT literate (understand and use), and to be able to analyze, apply and create media products. DeSeCo Framework The DeSeCo framework delineates competencies that are linked and complement the Program for International Student Assessment (PISA). As P21 and 17 EnGauge, the competencies in this framework relate to knowledge and skills that individuals must possess. The DeSeCo competencies, however, stress that the total competencies of combined individuals affect the ability to achieve common societal goals. As explained in the chart below (Figure 2.2), the DeSeCo Project envisions a framework that describes competencies that make individuals successful in their personal, social and work life. These individual actions also make a society that is successful. Individual and Collective Goals and Competencies The DeSeCo Project’s conceptual framework categorizes these competencies in three broad categories: communication literacy, social literacy and acting autonomously (also essential components in the P21 Framework). The ability of individuals to use tools, language, symbols and texts interactively is indispensible under DeSeCo Success for individuals Including:  Gainful employment, income  Personal health, safety  Political participation  Social networks Success for society Including:  Economic productivity  Democratic processes  Social cohesion, equity and human rights  Ecological sustainability  Individual competencies  Institutional competencies  Application of individual competencies to contribute to collective goals Require: Figure 2.2: OECD DeSeCo Framework Student Outcomes - How collective competencies affect society 18 Framework. The ability to interact in heterogeneous groups relates to collaborating and working well in groups, as well as to managing and being able to resolve conflict in a positive and effective manner. Acting autonomously is a major competency which includes understanding the “big picture,” being able to manage life and personal plans, and the ability to affirm and defend “rights, interests, limits and needs” (Figure 2.3). Figure 2.3: OECD Competencies Like the DeSeCo framework, these competencies are outlined in the Partnership’s framework. P21 however, delves deeper into the three areas (communication literacy, social literacy and acting autonomously), and specifies 21 st century interdisciplinary themes (global awareness, and financial, economic, business, 19 entrepreneurial, civic, health and environmental literacy) as essential components of the framework. As a whole, the Partnership for the 21 st Century Skills Framework is consistent with the EnGauge and DeSeCo frameworks. All three frameworks place an enormous emphasis on ICT, learning, innovation, information, media, life and career skills. The difference that is noted is that EnGuage and DeSeCo emphasize some of the skills that P21 classifies as sub-skills. Unlike the EnGauge and the DeSeco frameworks, the Partnership for 21 st Century Skills Framework focuses more on an overlap with 20 th century curriculum, rather than a whole set of contextual skills. P21 uses the 20 th century K-12 core subjects and specifies the integration of 21 st century themes into the core contents. Although at a lower level, 20 th century pedagogy already includes problem-solving skills, communication, and collaboration. The Partnership’s framework takes 20 th century skills to a higher level where students can apply the knowledge and use it in real world situations while integrating 21 st century skills. This makes the framework more feasible to apply and observe in action. Being a more comprehensive model, P21 shows how students, their ability to apply knowledge using different mediums and environments, and technology work together to accomplish 21 st century tasks that otherwise would be unattainable. As discussed in the following section, the Partnership’s framework further emphasizes the important elements that support the integration of 21 st century skills in the core curriculum. For the skills and knowledge to be implemented, 21 st century 20 standards, assessments, curriculum, instruction, professional development, and learning environments have to be aligned to support the 21 st century outcomes. The Partnership for 21 st Century Skills Framework is comprehensive, encompassing student outcomes and support systems to create prepared 21 st century individuals. Partnership for 21 st Century Skills Similar to the EnGauge and DeSeCo Frameworks, P21 defines 21 st century student outcomes as the knowledge and skills (competencies) that students should master to be successful in their life and at work. Under the P21 Framework, 21 st century students have to have competencies in core subjects. The core subjects include language arts, world languages, art, mathematics, economics, science, geography, history, government and civics. Furthermore, they must be globally aware, and have financial, economic, business, entrepreneurial, civic, health and environmental literacy. These 21 st century themes should be weaved into the curriculum to promote higher order learning. To be prepared for work and life demands of a global world, P21 believes that individuals must also possess learning, innovation, creativity, critical thinking, problem solving, communication and collaboration skills. Finally, students must have information, media and technology skills, and life and career skills to be prepared and be able to meet the demands of a globalized world and economy. The key elements of 21 st century learning in this framework are represented in the image below (Figure 2.4). The image embodies both 21 st century student outcomes, represented by the rainbow arches, and support systems, represented by light blue pools at the bottom. Even though the 21 st century competencies and skills are delineated 21 separately, they are meant to be integrated into content curriculum and academic learning. The critical elements in this framework are the emphasis on core subjects and learning skills; the ability to use 21 st century tools; and have economic, social and civic awareness (Partnership for 21 st Century Skills, 2009). Figure 2.4: Partnership for 21 st Century Skills Framework At the center of the framework is academic content (represented by the green arch). P21 believes that students should master core subjects. However, mastery should reach higher levels where students are able to apply the knowledge to real-life scenarios while integrating the 21 st century interdisciplinary themes (global awareness; financial, economic, business and entrepreneurial literacy; and civic, health and environmental literacy). P21 Student Outcomes As described by P21, a major student outcome is global awareness. This means being able to work collaboratively and communicate effectively with people from diverse cultures, perspectives, and religions. Furthermore, students have to be able to 22 comprehend and sympathize with other nations and cultures. This includes being knowledgeable of global issues and having the initiative to become informed. One of these components is being able to demonstrate fluency in non-English languages. Hence, P21 makes world languages a key skill that promotes students’ integration into a global society and economy. Financial, economy, business, and entrepreneurial literacy is another student outcome that enables individuals to be successful in a 21 st century society. In an interconnected world, individuals have to understand the role of the economy in society. Moreover, they have to be productive citizens to make informed financial decisions and have entrepreneurial skills to augment productivity and career options. In the business world, individuals have know how to manage all areas of business and understand traits, processes, and behaviors that make them more effective and efficient in the workplace. The P21 Framework also emphasizes civic, health, and environmental literacy. According to P21 (The Partnership for 21 st Century Skills, 2009), informed citizens understand the governmental processes and actively participate and exercise the rights and obligations of a citizen at the local, state, national and global level. In addition to having civic knowledge, 21 st century students should also be health and environmental literate. Responsible citizens are informed and understand basic health information and services at the national and global level. They also have knowledge in preventative physical and mental health, such as the importance of nutrition and exercise. While making informed decisions about one’s own health is imperative, individuals also have 23 to demonstrate knowledge and understanding about environmental issues at the national and international level. P21 explains that individuals should know how to identify, analyze, and positively react to issues that affect the environment, global society and the individual to positively participate in a 21 st century world (Partnership for 21 st Century Skills, 2009). Researchers, educators and business leaders also outlined that, to thrive in life and work, individuals must possess learning and innovation skills (Friedman, 2007; Wagner 2008; P21). Therefore, Partnership for 21 st Century Skills focuses on creativity and innovation as essential student outcomes. Even though creativity is often disregarded as a quality for a business leader, the framework emphasize this characteristic because being innovative means being creative; coming up with new and original ways to make things more effective, efficient or better. In this century, ingenuity is a skill that is required in an environment that is always changing; it allows people to see failure or challenges as an opportunity to innovate, create something new and reinvent themselves. As part of innovation, people have to know how to examine different perspectives or brainstorm solutions to posed problems. This process involves constructing, revising and incorporating diverse perspectives, as well as including past experiences into the process of improvement. P21 also considers critical thinking, problem solving, communication, collaboration and ICT skills essential in a 21 st century environment. Even though these competencies are identified by professionals as necessary for finding a job, these skills have been identified as lacking in today’s high school graduates. With access to the 24 internet and the vast amounts of information, individuals have to be critical and be able to evaluate and analyze disparate information and different perspectives. They also have to be able to apply their skills and knowledge to solve unfamiliar problems and come up with innovative solutions. Hence, students must be able to use inductive and deductive reasoning and should be able to analyze relationships between parts and a whole (Partnership for 21 st Century Skills, 2009). Since 21 st century jobs require people to work in groups, not just with people in their proximity, but also with individuals from around the world and from different cultures, students have to learn to work collaboratively (Partnership for 21 st Century Skills, 2009). Collaboration is directly related to communication competencies – verbal, written, face-to-face, directly or indirectly. Consequently, students also have to be ICT knowledgeable. This means that students should be able to access, administer, put together, connect, synthesize, construct new knowledge, and communicate in an effective and efficient manner. The final student outcome in the Partnership for 21 st Century Skills Framework specifies that, in a global economy, where ICT continuously evolves, individuals have to continue to learn and take the initiative to do it on their own (Partnership for 21 st Century Skills, 2009). Consequently, people need to have the skills and knowledge to constantly learn anew and adapt to new situations. Even though the core subjects directly or indirectly teach these skills, in today’s world, it is vital for teachers to purposefully integrate these skills into the core curriculums. 25 According to the Partnership for 21 st Century Skills Framework, used in this study, when students possess these competencies, they are adequately prepared to enter and be successful in higher education, work and society. As explained in more detail in chapter three, evidence of how programs and practices empower students with these knowledge and skills will be observed. The following sections will focus more around the type of support systems or programs and practices that are essential when preparing students with 21 st century skills. P21 Critical Supports Systems In order teach these skills and knowledge, the Partnership for 21 st Century Skills Framework describes the critical elements that have to be in place to ensure student mastery of 21 st century standards or skills. The organization stresses that schools have to reach out to the community, employers, and parents to make education more meaningful. Research shows that learning is meaningful when students can apply their skills and knowledge in real-world examples. When education is relevant and students are able to apply their knowledge and skills, they are able to retain more information. Hence, educators have to ensure that meaningful learning takes place so that students become proficient in the interdisciplinary themes described in the section above (global awareness; financial, economic, business and entrepreneurial literacy; and civic, health and environmental literacy) and core subjects. As Friedman (2007) states, technological advancement, human knowledge, globalization, and constant change requires a modification in an education that is relevant where students are able to learn, adapt, and apply their competencies to real-life situations. 26 Along with the 21 st century competencies, this framework includes learning environments, professional development, curriculum, instruction, and adequate 21 st century assessments as critical supports for implementing the 21 st century skills framework. Preparing students with these skills requires creating learning practices and supports. Teachers have to relearn new pedagogies with curriculum and instruction that promote 21 st century skills. Finally, assessments that measure 21 st century skills, like the PISA benchmarks, have to be implemented. Rather than utilizing assessments that measure basic knowledge, educators have to ensure that they measure 21 st century competencies while assessing content knowledge. Currently, under No Child Left Behind, state assessments do not. Assessment should measure core subject knowledge, learning, higher order thinking skills, proficiency in ICT skills, and the ability to apply knowledge in a new and innovative manner (Partnership for 21 st Century Skills; Friedman, 2007; Wagner, 2008). It is evident that the skills and supports outlined by Partnerships for 21 st Century Skills are competencies that encompass not only the educational sphere, but are also essential for the workforce, society and the individual. These competencies improve academic performance, civic participation, society, and the economy. This conceptual framework articulates what educators have to consider and implement in order prepare students for the 21 st century. Professional Development Teaching a 21 st century curriculum is a pedagogy that has to be learned. Educators have to be trained and receive continuous professional development that 27 supports a 21 st century pedagogy. As described in the Partnership’s framework, professional development has to be aligned to a pedagogy that includes 21 st century skills standards, curriculum, instruction and assessments. During the past few years, much literature describes the components of effective professional development (PD). Within the literature, PD has taken various definitions. In recent years PD, constitutes development which gives teachers the opportunity to immerse themselves in the subject they teach, communicate and develop their pedagogy (Garet et al., 2001). Wei, Darling-Hammond, Andree, Richardson and Orphanos (2009) describe that professional learning gives educators the opportunity to increase their content and pedagogical knowledge to support student learning. Finally, PD is on-ongoing learning activity that can be both externally provided and job-embedded. PD can be classified into two types: traditional and reform. Typically, PD takes the form of within district or out-of-district workshops, out-of-district conferences or college courses. This type of PD is most commonly referred to as traditional PD and is provided in a context that is separated from the classroom or school site. Traditional PD is often ineffective because it does not provide teachers with adequate time, activities or content that is necessary for teachers to improve their knowledge. On the other hand, reform PD is usually job-embedded and allows teachers to be engaged in specific content, discussions and practice. Examples include teacher study groups or networks, mentoring, peer-observations, and collaborative planning and curriculum development (Garet et al., 2001; Wei et al., 2009). For purposes of this study, high quality professional development is be defined as any job-embedded or formal 28 professional learning activity (reform PD) that is intended to change or increase teacher practices. Studies suggest that PD positively affects teacher practices and leads to student achievement when centered on how students learn specific subject matter and how they build knowledge. Furthermore, PD is meaningful and effective when it is based on pedagogical practices related to curriculum, and, ultimately, when it focuses on strengthening teachers’ understanding of their curriculum (American Educational Research Association, 2005 Paul Cobb and colleagues (1991) studied the effects of student learning when teachers were given the opportunity to examine new curriculum, solve problems that they would teach to students, and study student learning. At the end of the school year, their students performed better on conceptual understanding topics and were better able to retain basic computational skills than their peers. In a similar study, students’ advanced reasoning and problem-solving skills were higher when PD focused on how students learned and how teachers affectively assessed their learning (American Educational Research Association, 2005). Garet and colleagues found that reform PD that focuses on specific content matter, is coherent, and engages teachers in active learning is more likely to increase teachers’ knowledge and skills. This knowledge and skills consequently transfers into a more effective pedagogy, which, in turn, translates to higher student achievement. Key Features of Effective PD Research identified that effective professional development is composed of six key features, three of which fall under “structural” and three that fall under “core 29 features”. The structural characteristics of PD deal with the design and structure of professional learning activities – type of activity, duration, and collective participation (Garet et al., 2001). In this research study, these components will be used to evaluate the school’s profession development. Structural Features 1. Type of activity – How the activity is organized a. Reform  Teacher study groups  Teacher collaboratives or networks  Committees  Mentoring  Internships  Resource center 2. Duration – amount of time participant spends on an activity – contact hours spent in PD activity and span of time – days, weeks, months over which activity was spread. 3. Collective participation – educators working together to accomplish specific task/goal. PD that is geared for a groups of teachers from the same school, department or grade level. In the study by Garet and colleagues (2001), the researchers found that there was a correlation between hours and span on the effects of professional development (r = .41). Activities that occur through a long period of time give teachers the opportunity 30 to deepen their understanding and the chance to apply their new knowledge and skills in the classroom and subsequently obtain feedback. Most importantly, teachers are able to engage in in-depth discussions of content, learn new pedagogical strategies and understand students’ conceptions and misconceptions. Collective participation also gives teachers the opportunity to engage in discussions about relevant concepts, skills and problems that can arise during PD and in the classroom. When teachers from the same school, department, or grade level work together, they are more likely to share curriculum, best practices, materials, assessments. Those who share same students can also discuss students’ needs and common strategies to help the student succeed. Focusing on groups of teachers from the same school allows for PD to be a sustainable and coherent practice over a period of time. On top of being a reform activity, having collective participation and being sustained over a period of time, professional development must possess the Core Features or “substantive activities.” These characteristics are the essence that make professional development a valuable learning experience for teachers (Garet et al., 2001). Below are the three features that lie under the substantive activities: Core Features – “Substantive Activities” 4. Active learning – The opportunity for teachers to be actively engaged in significant discussions, planning and research-based practices. These can take the form of: a. Observations of expert teachers 31 b. Opportunities to be observed by expert teachers, coaches or administrators directly or through video lessons, and receive immediate feedback c. Planning new curriculum and teaching methods that can be effectively and immediately implemented d. Allowing collaboration time to imbed strategies into the curriculum that were learned in PD  Review of current student work – allows teachers to understand students’ reasoning and knowledge e. Teacher lead conversations, presentations and/or engage in written tasks, (Carey & Frechtlin, 1997; Darling-Hammond, 1997; Garet et al., 2001) i. These activities can improve teacher outcomes by allowing educators to delve deeper into their pedagogy 5. Coherence – Degree to which active learning activity connects to teachers’ classroom experience, goals, curriculum, standards, and assessments, while encouraging continuous engagement in professional development a. Activities are linked to one another to form a program of leaning and development  Connect to goals and other activities  Alignment of content and pedagogy with state and district standards, and assessments 32  During PD, teachers receive guidance on what to teach and how to teach content standards and how to create, implement, and analyze assessments  Networks of teachers – Continuous professional communication amongst teachers. These give teachers the opportunity to refine their practice and it also helps sustain motivation (Garet, 2001; Lieberman & McLaughlin, 1992) 6. Content focus – The extent to which the active learning activity focuses on “improving and deepening teachers’ content knowledge (Desimone et al., 2002, p. 83). a. Focusing on types of knowledge of subject matter, skills, teaching practices, and understanding of how children learn specific content changes practice over time (Corcoran, 1995; Hiebert et al., 1996; Cohen and Hill, 1998) As represented by the image below, the goal of professional development is to enhance the pedagogical knowledge and skills of educators and change instructional practices that ultimately prepare students with 21 st century competencies. As research shows, for teachers to see PD as a valuable experience, material has to be relevant and like students, teachers have to be provided with active learning opportunities and relevant topics that are sustained over a period of time (Figure 2.5). 33 Figure 2.5: Cycle of PD - Factors that Influence Outcome The Impact of Teaching 21 st Century Skills Preparing students with 21 st century skills and knowledge increases student achievement, prepares the individual to thrive in post-secondary education and in the workforce. Add some depth here. This pedagogy also has positive long-lasting effects on the economy, society and the individual. Economic Impact Modern technologies altered the productivity and efficacy of organizations and corporations. According to a study by the University of California, Berkeley (Shutter et al., 2002), U.S. organizations have saved a total of $155.2 billion in costs from adopting internet solutions. Even after the 2002 economic downturn and the economic hardships post September 11 th , the U.S. Department of Commerce reports that most economic gains since 1995 were linked to information technology and organizations changing 34 their ways of doing things to align to the new types of technology. Preparing students, the country’s future workers who have the ability to use technology in the workplace does not only lower cost, but also increases productivity (Atkinson and McKay, 2007). Table 2.1: Conceptual Framework of 21 st Century Skills – Partnership for 21 st Century Skills Mastery of core subjects Flexibility and adaptability Global Awareness Initiative and self-direction Financial, economic, business and entrepreneurial literacy Social and cross-cultural skills Civic, health, and environmental literacy Productivity and accountability Creativity and innovation Knowledge in world languages other than English Critical thinking and problem solving Authentic Assessments Communication and collaboration 21 st century reform professional development Information, media, and technology literacy Leadership and responsibility Note – * For the purpose of this study Preparing students with 21 st century skills will positively affect the economic wellbeing of the nation. According to studies done by the Organization for Economic Co-Operation and Development (OECD), closing the international achievement gap, meaning the United States’ educational gap in comparison to other countries can also significantly increase the United States’ gross domestic product (GDP). In a period of 20 years, the U.S. can increase its GDP by 41 trillion dollars if it increases Program for International Student Assessment (PISA) scores by 20 points. A 20 points increase in a period of 20 years is minimal; this performance gain has been accomplished by several countries in a period of nine years. If the U.S. were to bring all students to OECD proficiency levels (a score of 400 on PISA assessments), its GDP would increase by 72 trillion dollars per year. Increasing its average student performance to that of Finland, 35 the best OECD country, U.S. economic gains could amount to 103 trillion dollars in GDP per year. (OECD: Strong performers and successful reformers in education, 2010). These studies and other comparative analyses with countries that are world leaders in primary and secondary education, demonstrate that successfully preparing students with 21 st skills correlates to the economic wellbeing of the nation and socioeconomic equality of its people (OECD: Strong performers and successful reformers in education, 2010, p. 121). In a knowledge-based economy, income and wealth are linked to technology and innovation. Competitive advantage is based on a workforce that is ICT literate, flexible, and can continue to update and adjust their skills to adapt to new situations and technologies. Studies show that individuals will change jobs and careers seven or eight times; hence, for people to compete for middle and high paying jobs, they must possess 21 st century competencies. (Dede, 2005; Wagner, 2008; OECD: Strong performers and successful reformers in education, 2010; Aubert & Reiffers, 2003; Friedman 2007). According to Bellanca and Brandt (2007), ICT knowledge and skills in the 21 st century are major factors in determining wages. IT jobs will pay about 45% more than average income jobs or $38,000 for mean wages versus $70,000 for IT jobs. Even if workers are not entering the IT industry, employees who have IT skills are more likely to have higher earnings than those who do not possess such capacities. Individual and Social Impact The advantages of preparing students with knowledge and skills that are adequate for a technology driven economy doe not only benefit the nation’s economy, 36 but also society and the individual. A cornerstone of the American dream is that an individual can achieve success – a “level of well-being higher than where one started” – by acquiring an education. (Hochschild & Scovronick, 2003, p12). As Thomas Jefferson said, the objectives of education are “to instruct the mass of our citizens in their right, interests, and duties” while providing them with social and economic opportunities (Hochschild & Scovronick, 2003, p17). Today’s global economy demands highly educated citizens who have critical thinking, collaboration, adaptability, and multi-dimensional communication skills. Research shows that students who earn a high school diploma earn higher wages, have better health, and better job mobility than students who do not have a diploma (Rice et al, 2010). These benefits continue to increase significantly as an individual’s education level advances. Individuals who obtain a high school diploma are also less likely to be involved in criminal activities and to obtain welfare benefits than individuals who dropout high school. While it is beneficial for students to receive a high school diploma, it is also imperative for educators to prepare them with 21 st competencies for them to thrive socially and economically. As individuals attain higher levels of education, federal, State, and local spending decreases. The higher the number of graduates with 21 st century skills the system produces, the less government spends on crime, healthcare and welfare. Since people with quality and advanced education have higher earnings, the government also benefits from higher net tax revenue (Rice et al, 2010). Even though the United States has historically been a leading nation in providing universal primary and secondary 37 education, during the past 30 years, graduation rates have been stagnant. In 2007, the graduation rate was 78%. Out of 34 OECD countries, only eight have lower graduation rates than the U.S. The nation’s graduation rates are well below countries like Denmark, Poland, Japan and South Korea which graduate 96%, 92%, 93%, and 94% of their students respectively. South Korea is now ranked as one of the countries with highest graduation rates in the OECD consortium, whereas two generations ago it ranked 23 rd . Conversely, U.S. rates have remained about the same and are now below the OECD average (82%) and the EU19 average (85%), (OECD: Strong performers and successful reformers in education, 2010; OECD Indicators, 2009; Wagner 2008). Overall, students in the United States are not adequately prepared in reading, science and mathematics. According to the 2009 PISA results, 15-year-old students in the U.S. perform average in reading and science, and below average in mathematics. Out of 34 OECD countries, the U.S. ranked 14 th in reading, 17 th in science and 25 th in mathematics. While other countries such as Finland, South Korea, Singapore, Hong Kong, Shanghai in China, and Canada which have become global competitors in innovation are speeding ahead, U.S. ranking in these areas has remained about the same during the past nine years (OECD: Strong performers and successful reformers in education, 2010). The United States’ educational system is facing an educational crisis. On top of the OECD data, statistics illustrate that at the k-12 level the achievement gap shows that socio-economically disadvantage students and African American and Latino students are two to three grade levels behind academically. According to Rothstein (2004), and 38 Levitt and Dubner (2006), children from low socio-economic classes do not do as well as White children even if they attend one of the best schools. Summary It is evident that 21 st century skills and knowledge are fundamental for the success of individuals, society, the economy, the nation and the world. There are still, however, obstacles that create barriers for educators to integrate 21 st century skills into the core curriculum. Due to high stakes testing, k-12 education lacks the incorporation of 21 st century skills because teachers often find themselves teaching to the test rather than teaching skills that will prepare students to enter a global world. High stake tests do not assess 21 st century competencies; they do not measure higher order thinking skills – inquiry and analysis, critical and creative thinking. Rather, they measures fluency in abstract, routine competencies. The writing prompts only measure presentation and structure, but do not assess sophisticated, critical thinking analysis. Students’ ability to filter data to create new solutions to unknown, but real world problems are not assessed either. Collaboration, the ability to use complex communication or technological tools are not part of high-stake tests. (Dede, 2009). Consequently, to prepare students who can compete a 21 st century economy, schools and educators have to purposefully teach 21 st century skills and knowledge. This study will add to the literature about programs and practices in operation at a school that embraces 21 st century skills. Chapter Three will review the study’s research methodology. It will explore the reasoning behind using a qualitative methodology, the 39 research design, sample and site population, instrumentation, and data collection and analysis procedures. 40 Chapter Three: Research Methodology No Child Left Behind high stakes testing accountability measures hinder educators’ ability to prepare students to enter higher education and employment where 21 st century skills are necessary for success. Federal and state accountability measures require students to be proficient in concept mastery and lower level knowledge. These assessments do not examine critical thinking skills, problem-solving, collaboration and ICT skills, which are competencies that are required by higher education institutions and employers. Moreover, NCLB high stakes testing has had negative consequences in that teachers have narrowed their curriculum to teach content rather than higher order thinking, collaboration, and ICT skills. For lower education institutions to change the way in which they prepare students for a global world, schools have to implement a 21 st century vision, mission and curriculum. The purpose of this qualitative case study was to measure, analyze and identify how a school implemented programs and practices that promote the acquisition of 21 st century skills. In order to understand how the 21 st century school culture and model was established, and how the school implements its programs and practices, the researcher examined leadership practices, school culture, instructional practices and reviewed school records. Furthermore, the researcher surveyed and interviewed various stakeholders in the organization. While there are various ways of defining what constitutes 21 st century skills, for the purpose of this study the Partnership for 21 st Century Skills Framework will be used (Figure 2.4). 41 Figure 3.1: Partnership for 21 st Century Skills Framework The Partnership for 21 st Century Skills Frameworks was used to organize data collection. At the center of the framework, represented by the green arch, is academic content and interdisciplinary themes (global awareness; financial, economic, business and entrepreneurial literacy; and civic, health and environmental literacy) which all students should master. P21, however, believes that student mastery should reach high levels where individuals are able to apply their knowledge to real-life challenges. Students should be critical thinkers and problem solvers; they should possess communication, collaboration and ICT skills, which are lacking from today’s high school graduates, but are, nonetheless, required by higher education institutions and employers (represented by the yellow and purple arches). The final category of 21 st century skills of the Partnership Framework is represented by the red arch. This includes life and career skills which include flexibility and adaptability, initiative and 42 self-direction, social and cross-cultural skills, productivity and accountability, knowledge in world languages other than English, and leadership and responsibility. On top of outlining the skills and knowledge that graduates must possess, the Partnership for 21 st Century Skills Framework also provides support systems that must be in place to successfully teach students these competencies – 21 st century assessments, curriculum and instruction, professional development, and learning environments. This framework was selected because it provided a clear and comprehensive model that focused not only on the learning aspect, but also on the supports that are conducive for a 21 st century pedagogy. This framework includes the 21 st century programs and practices, and skills and knowledge or literacies that students must possess to be successful in a 21 st century global society and economy. As part of a thematic dissertation group, this case study was developed in collaboration with nine researchers. The researchers met regularly from November 2010 through February 2012 to collaboratively create the research questions and the research instruments, develop a criterion for determining the selection of the school site, and define the framework for the study. The dissertation group consequently utilized the same tools to drive the study. As the other studies, this study used a qualitative, descriptive research methodology. As it is the goal with this type of research, in this case study, the ultimate goal was to identify and analyze a school that effectively implemented programs and practices to promote the acquisition of 21 st century skills. The researcher intended to provide vital information that can work for other educational institutions to help their students thrive in school and be successful in postsecondary 43 21 st century life, school and work. Even though this was a study of one school, the combined nine case studies give a deeper understanding of the programs and practices that effectively promote the acquisition of skills and knowledge that a 21 st century global society and economy demands. This study was designed to measure, analyze and determine the manner in which a school implemented 21 st century skills to prepare students to become global citizens. Using the Partnership for 21 st Century Skills Framework, a school’s programs and practices were examined – review of records, curriculum and instruction, organizational beliefs, practices and supports, and professional development. During the field study, the following questions were addressed: 1. What are the practices and programs at the school and how they are aligned to 21 st century skills? 2. What is the professional community at the school, and how does it supports these practices? 3. What is the perceived impact of 21 st century skills on the culture of the school? Through an in-depth study of one school, the researcher became knowledgeable of how the organization created a 21 st century school that supported such practices through school culture and structure, professional development, and implementation of a 21 st century curriculum and instruction for the purpose of preparing students to be global citizens. In this analysis, the instruments used were document analysis, interviews, surveys and observations. These data provide raw information on how 44 educators and leaders support, promote and implement 21 st century practices to create 21 st century citizens. Research Design This research study focused on creating a detailed description of the programs and practices, professional community, and culture at one school that promote the acquisition of 21 st century skills and knowledge. The thematic dissertation group chose a qualitative case study format as the best method of painting a holistic image of the phenomenon stated above. According to Gall, Gall and Borg (2003) and Patton (2002), qualitative studies illuminate findings, and are able to translate numbers and statistics into images that create deeper understanding. Rather than focusing on many schools, this study focused on an individual school site to provide a rich, in-depth and wholesome description of the phenomenon. A qualitative methodology allowed the researcher to paint an image with sufficient context and description about a smaller population to understand variation and document differences (Creswell, 2007; Gall et al., 2003; Patton, 2002). A qualitative methodology was also selected because the study took place in a naturalistic setting and, being part of a thematic dissertation, it provided a deeper understating about the implementation of the programs and practices, the professional community and the culture that is effective in developing 21 st century competencies. This study utilizes Patton’s (2002) three types of data collection for qualitative studies – document reviews, direct observations, and open-ended interviews. All of the data collection tools were made in collaboration with nine person dissertation group and 45 were created to support the research questions and purpose of the study. The nine researchers also agreed to use a survey. Even though this is a quantitative tool, in this study, it was used to support and complement the other instruments. The surveys were administered with the intention of guiding the researcher as to whom and what to observe. Using the surveys as guides, the interviews were conducted with key stakeholders to gain a deeper description and understanding of the participants’ perceptions of the programs and practices, the professional community and the school culture. An observation matrix that uses Bolman and Deal’s (2008) four frames was also created to ensure that the field notes were rich and thick. As suggested by best practices, this matrix included descriptions of behaviors, interactions, actions, dialogues, organization and community structures and processes, and any other observable characteristic that added depth to the research (Patton, 2002). The document analysis included the review of written plans and school reports. Using these instruments allowed the researcher to triangulate and to provide qualitative validity. Furthermore, this methodology and the instruments used allowed the researcher to tell a story and depict a clear picture that educators can use to transfer the knowledge to their own educational setting. Sample and Site Population The criteria selected to determine the school’s eligibility for this study were that the school had to have an Academic Performance Index (API) score of at least 800 or an equivalent classification and that the school’s vision, mission or school description includes characteristics from the Partnership for 21 st Century Skills Framework. 46 • Academic Performance Index (API) at or above 800 or equivalent; • International Baccalaureate or vision/mission/school description that mentions Partnership for 21 st Century Skills Framework For confidentiality purposes, the school that will be used for this research will be referred to as Saint Andrews Charter Middle School. Saint Andrews belongs to a K- 12 charter school district in the Los Angeles area. For the purpose of this research, the district will be referred to as Schools for the Community (SC). As all the schools in the district, Saint Andrews is located in an underserved community. Their mission is to increase college entrance and college graduation rates for the populations that they serve. Even though the SC district has been in operation for more than ten years, Saint Andrews is currently on their third year of operation. Using the mission to prepare college ready students and through their belief in continuous professional development, collaboration, and belief that students have the potential to be 21 st century learners, after their second year of operation Saint Andrews was able to reach an API score of 800. Saint Andrews currently has 284 students, and 10 full time teachers and 2 part time teachers. Instrumentation The instruments used in this study were created by the dissertation group during the spring of 2011. The instruments used in this study included a review of records, observations, a close-ended survey, and open-ended interviews. All the tools were made with the purpose to address issues of reliability and validity and for triangulation. According to Patton (2002), using different tools to triangulate allows the researcher to 47 check for consistencies and inconsistencies. Triangulation provides the researcher diverse ways of analyzing the same phenomenon. Even inconsistencies in the different data can also provide further understanding and strengthen credibility. The researcher conducted the review of records before the school visit. This was done with the purpose of providing the researcher with an overview of the school, programs and practices, and student achievement data. The observation matrix that the dissertation group created allowed the researcher to view the programs and practices, interactions, classroom and school routines through Bolman and Deal’s (2008) four frames. The four frames enabled the researcher to analyze the programs and practices, the professional community, and the culture of the school through the structural, human resource, political and symbolic lenses. A close-ended survey was administered to various teachers, administrators, counselors and other staff members. Using the information from the survey, open-ended interviews were administered to ten staff members including principals, counselors and teachers. Review of Records As stated in Patton (2002), the document review provides a wealth of information that can reveal important insight and can help guide the field research. With this in mind, a subgroup of the dissertation team created a list of potential documents to review. This list was reviewed and revised by the entire dissertation group. Since the schools that the different members in the dissertation group chose varied in size, grade level and organization type, the group decided to create a large and flexible document review matrix to accommodate for the difference in organizations. 48 The final document review (Appendix A) is broken down to address the three research questions. The first portion of the matrix addresses the programs and practices at the school. The dissertation group agreed that the documents needed addressed the areas of curriculum, instructional strategies, extra-curricular activities, and assessments. To find more information on the organization’s professional community, the records that were examined were in the areas of leadership, collaboration, culture and climate. For the last research question, the perceived impact of 21 st century skills on the culture of the school, the documents reviewed were separated into the categories of students and community. Under each category, the dissertation team brainstormed the different sources to find the specific documents, records, artifacts, and archives. In this study the “material culture” was obtained from a plethora of sources. The researcher looked at the mission and vision of the school, different accreditation reports like the Western Association of Schools and Colleges (WASC) report, benchmark assessments, staff professional development plans, bell schedule, and the school and the California Department of Education website. Since the evaluation of documents provides information that cannot be necessarily observed and can also guide the researcher to observe and delve deeper into certain areas, the document review was the first step in the data collection. Observations The observation matrix (Appendix B) was created by a different dissertation subgroup and later revised and modified by the entire dissertation group. As in the other tools, the observation matrix directly addressed the research questions. The 49 matrix labeled the different areas to observe and gave specific bulleted descriptors of what to look for to ensure that the observations were comprehensive. The researcher performed the observations during the regular school day. Using the literature for 21 st century programs and practices, the researcher studied the common spaces, students in the hallway, classroom instruction and activities, professional development, leadership meetings, staff collaboration and planning, and resources that the school utilized to create a 21 st century learning and environment. While performing the observations, the researcher used Bolman and Deal’s (2008) four frames to guide their observations and be able to observe and analyze everything using the different lenses. Survey A subcommittee of the dissertation group created a survey to address the three research questions. The survey was then reviewed by the collective dissertation group to ensure for consistency and eliminate redundancy. The questions in the survey (Appendix C) were generated using themes that most commonly appeared in the literature of 21 st century skills and knowledge. A 28 question survey that addressed the three research questions was created after various modifications. The survey was a 4-point Likert scale (1=never, 2=sometimes, 3=most of the time, and 4=always). The final product was broken down into three sections which addressed each of the research questions. The first section addressed was Instruction and Pedagogy. The second portion dealt with the Professional Community, while the third section concentrated on the culture of the 50 school. To ensure that the survey was valid and reliable, some of the team members piloted the survey at their school site. The information and insight was shared with the dissertation team and modifications were made. The team decided that the survey was to be paper-based to increase the rate of participation and administered to the entire staff. The teachers were given the survey at a staff meeting without the presence of the administrators. The staff was ensured that the information would be completely confidential. Interview The interview protocol was created by a different dissertation group sub- committee and later revised and modified using the recommendations of the entire dissertation group and two of the professors on the committee. The dissertation team decided to use the exact research questions as the interview questions (Appendix D). To give flexibility to the researcherm the committee created follow-up questions that directly supported the literature and the research questions. To keep the discussion focused and aligned to the Partnership for 21 st Century Skills Framework and the research questions, the team created a handout on 21 st century skills based on the P21 Framework that the study used (Appendix E). This handout was given to the interviewee prior to questioning. To guarantee validity, the10 interviews were conducted in a similar manner. The 21 st century skills handout was given prior to open-ended interview questions. The researcher also used a series of potential follow-up questions for every research questions. This method allowed the researcher to have flexibility and ensured that the 51 focus remained on 21 st century competencies that were found in the literature. Furthermore, it allowed the researcher to analyze the participants’ responses using the Bolman and Deals’ (2008) four frames. To guarantee reliability, the ten interviews were done in a similar fashion. The interviews were the last tools administered to allow the researcher to pinpoint key staff participants, as well as to further deepen understanding and paint a clear picture of the programs and practices, the professional community and the culture of the school. Each interview lasted from 45-60 minutes and with the consent of the participants, interviews were recorded. Data Collection Before beginning data collection, the dissertation group completed the certification from the Collaborative Institutional Training Initiative Course in Human Research and received approval from the University of Southern California’s International Review Board (IRB). The participants and the school that participated in this study were guaranteed that that their participation was voluntary and that their identity, as well as the district’s identity, would remain confidential. Review of Records, Observations, Surveys, and Interviews After choosing the research methodology, the Partnership for 21 st Century Skills Framework, creating the instruments, and attaining IRB approval, the researcher began reviewing the records of the school in late April 2011. Even though the field study did not commence until fall of 2011, the researcher established communication with the school during the spring and summer of 2011. In the fall 2011, the researcher conducted the field study during a period of two weeks. The researcher began with the 52 observations of the school – hallway interactions, classroom instructions and activities, staff professional development and collaboration, leadership meetings, and school resources that support 21 st century learning. Halfway through the observation, the researcher administered the survey to the faculty during a faculty meeting. Separate from the teachers, the survey was given to rest of the staff. Post observations and survey, the researcher administered the interviews to ten selected members of the staff. The interviews lasted between 45-60 minutes. Analysis Procedures This qualitative study was performed with the purpose of understanding and explaining how a school implements programs and practices that promote 21 st century skills and knowledge. The data collection tools for this case study were review of documents, on-site observations, surveys and interviews. Interviews, however, became the most informative piece of data. As Patton (2002) states, interviews are a way to get into people’s heads to understand their perceptions, beliefs, perspectives and unique experiences. The interviews had an open-ended structure, interview questions were created and follow-up questions and topics were also brainstormed to allow for flexibility and discovery during the interview, while holding a constant format across all of the interviews. The people who were interviewed were administrators, counselors, and teachers (Appendix F). The researcher applied Creswell’s (2003) six steps in analyzing and interpreting the data. The data analysis process included taking the visual, textual and verbal data gathered, and organizing it in a manner that made sense and created meaning to the 53 researcher and the reader. The researcher took the raw data (document review, observations, surveys and interviews), organized it and prepared the data for analysis. This first step involved the transcription of interviews, the typing of the field notes and the surveys, and organization of the data according to the source of information. The second step that the researcher took was to read through the data and find a preliminary idea of the information gathered. The third step in the data analysis was chunking, organizing and coding the data into the three research questions. This step was crucial in getting a sense of the entire picture and understanding the content of the data. The researcher then separated them into themes and descriptions, which was step four. According to Creswell (2003), the themes are the topics that show as major findings in the study, while descriptions are the visual images of the people, setting and categories. Using this information, in step five, the investigator identified important interconnecting themes within the data. The last step in the data analysis was to create meaning or interpret the data. In this step, the researcher triangulated the data to check for consistencies and inconsistencies. Using this information, as well as comparing and contrasting the findings with the information in the literature, the researcher was able to create meaning, make correlations, ask questions, describe the lessons learned, and make recommendations and next steps for further analysis on this topic. 54 Chapter Four: Findings Introduction This chapter presents an in depth analysis of the data gathered in this research. This study was conducted to identify the programs and practices that promote the acquisition of 21 st century skills at Saint Andrews, a charter middle school. The Partnership for 21 st Century skills (P21) is a comprehensive educational framework that emphasizes students’ proficiency in core subjects, and 21 st century themes. The P21 framework focuses on ensuring that students have a solid foundation of the core subjects where students are able to apply the knowledge to real-life scenarios. Students also have to have life, career, learning and innovation skills, and media and technology literacy. Furthermore, this framework states that 21 st century students should have global awareness; financial, economic, business and entrepreneurial literacy; and civic, health and environmental literacy. This study was guided by the following research questions: 1. What are the programs and practices 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? Using the P21 Framework, a case study method was used to collect data from Saint Andrews’ Charter Middle School. A review of records matrix, observation matrix, 55 close-ended survey, and open-ended interview questions were used as research tools to analyze and create a holistic description of the phenomenon of the charter middle school. Saint Andrews Charter Middle School Saint Andrews Charter Middle School is one of thirteen k-12 charter schools that is part of a non-profit charter organization in the Los Angeles area. For the purpose of this research, the district will be referred as Schools for the Community (SC). Even though some of its schools have been operating for more than ten years, Saint Andrews is on its third year of operation. As it shares the goals of the district, Saint Andrews is committed to increase college entrance and graduation rates for underserved populations. As the organization, Saint Andrews believes that educated community members and high performing schools in underserved communities will eventually improve the school’s surrounding communities. To fulfill the mission, with the support of SC, Saint Andrews ensures that the faculty and staff is coached and developed to support the programs and practices that prepare students with 21 st century skills. Findings Research Question #1: What are the programs and practices at the school, and how are they aligned to 21 st century skills? Ensuring that the thirteen charter schools consortium align to the district’s mission to create proficient students who are prepared for college success so they can give back to the community, the district holds an eight-day long institute for teachers who are new to the district. This institute, called the Summer Teacher Learning Lab, 56 serves as a time to articulate the mission, and to develop a culture of excellence, teaching and learning. During the eight-day training, teachers also observe model district teachers teach district students while they implement researched-based strategies that the district wants the new teachers to learn and implement. These strategies include how to creative engaging learning experiences that allow students to be creative and innovative, as well as students who have the ability to construct their knowledge, be reflective and critical thinkers. The outcomes for the training were to “discuss how college readiness, cognitive engagement and the construction of knowledge are foundational concepts…to teacher effectiveness.” The essential question meant to engage teachers by asking them to reflect throughout the training what “powerful teaching and learning” meant. Overall, the big idea for the training was the emphasis that district “teachers are intellectual architects, reflective practitioners, highly relational, and relentlessly pursue excellence.” According to one of the district’s leaders, the Teacher Learning Lab was created to prepare new teachers with the SC culture of collaboration, academic achievement, and college-readiness. Furthermore, this training was an introduction on how each site and the district will support teachers throughout the year to ensure that they give their students an education that prepares them for college success. Each day of the Learning Lab had a focus area that allowed for teacher reflection and collaboration with same subject teachers across the district, as well as specific site teacher/leader collaboration. Rather than lecturing to the teachers, the activities modeled those that teachers are expected to use with their students. 57 Throughout, the district used a constructivist approach where teachers collaborated and constructed their knowledge on effective teaching. This was supported through a variety of group activities and projects. The overall idea was to promote collaboration amongst the district, as well as to emphasize the importance of collaboration within sites. Using the College-Ready Teaching Framework, the Learning Lab focused on “powerful Teaching and Learning.” This framework is a research-based teacher developing system that was created with the support of the Bill and Melinda Gates Foundation and which is used by the district to support all teachers to become highly effective. The framework focuses on developing teachers professionally in the areas of data-driven planning and assessment (Domain I), creating a positive classroom learning environment (Domain II), effective instruction (Domain III), and professional contributions (Domain IV). Domain I focuses on what teachers know about the content and what they do in preparation to engage students in meaningful learning experiences to achieve mastery and develop higher order thinking, collaboration and communication skills; “Instructional plans provide cognitively engaging learning experiences that ensure students construct knowledge.” Domain II focuses on what the teacher does to establish and maintain a culture for learning that supports cognitive engagement. Domain III is on how the teacher cognitively engages students and how the teacher implements instructional strategies to challenge students and teach the mastery of core subjects, creativity, innovation, critical thinking, problem solving, initiative and self- direction, flexibility, adaptability, productivity, accountability, collaboration, and social and cross-cultural skills. Ultimately, amongst teaching the skills mentioned above, the 58 leaders want to coach teachers to be able to facilitate students’ learning experiences, where they “promote a variety of constructive interactions, autonomy, student choice, and college-readiness opportunities.” Domain IV emphasizes the professional contributions, responsibilities and behaviors that occur outside of the classroom. This includes the teachers' initiative to develop professionally as well as the development of their leadership capacities. The first day of the Learning Lab was an overview of the SC’s mission and the College-Ready Teaching Framework. The second day focused on “Domain II: Relationships as a foundation for guided discipline.” Day three stressed the creation of a college-going classroom, and a learning environment with clear routines, rituals, and personal artifacts as the foundation for guided discipline (Domain II). During this day the teachers brought an artifact that symbolized who they were and how it influenced their practice as educators. As with the rest of the training, this activity was done as a simulation of what teachers can do in the classroom to create an environment of trust, learning and high expectations. Day four and five focused on Domain I, where teachers looked at their scope and sequence, learning targets and creating meaningful learning experiences and assessments that supported critical thinking, innovation, creativity and collaboration. During this time teachers were able to work collaboratively with grade level teachers across the district. Day six and seven focused on Domain III. On these days the teachers worked on creating standard expectations for academic discourse, questioning, checking for understanding, group structures, and strategies to monitor for progress. Day eight focused on Domain I. As it is relevant to P21, teachers were also 59 introduced to the importance of creating meaningful assessments and using data to drive instruction. Hence, during the Teacher Learning Lab, teachers were also introduced to Data Directory, the data system that the district uses. The teachers were given an overview of how to use data to continuously improve instruction. All the domains in the College-Ready Teacher Framework are used to target the supports that individual teachers need to become highly effective in teaching skills that are aligned to the Partnership for 21 st Century Skills. During day one through seven, the Learning Lab studied the pedagogical theory using the College-Ready Teaching Framework and researched based teaching strategies during the first part of the day. The second part of the day focused on the praxis of the specific domain and/or strategy that was studied by watching model district teachers teach a group of the district students. Each day began and ended with a time for teachers to personally reflect on some aspect that articulated powerful teaching and learning, and the core values and beliefs of a teacher in the district. These reflections were meant for the new teachers to begin to understand the core foundational beliefs, and mission of the district which in turn carried into the specific sites of creating college ready students who are self-reflective, collaborative, and problem solvers. Specifically, at the end of the day teachers reflected on the theory, the observations, what they learned and how they planned to incorporate the knowledge into their practice. For example, at the end of the first day of the Learning Lab the teachers were asked to answer the following question: “how did our sessions help you understand that our district teachers are intellectual architects, reflective practitioners, highly relational, 60 and relentlessly pursue excellence?” Furthermore, the district leaders also asked the teachers to fill out Plus/Delta reflection cards. This feedback was immediately analyzed by the leaders; modifications were made and presented to the teachers the following day. As the researcher noticed to be a common practice, these questions were purposefully imbedded to model for the teachers what the expectation were for students; district students are expected to become architects of their own education, to be reflective, collaborative, and work relentlessly to further their education and become positive members of their community. To continue to cultivate the lessons and values from the Teacher Learning Lab, Saint Andrews holds weekly professional development for the entire staff every Monday from 2:00pm to 4:30pm. Furthermore, to sustain these practices, throughout the year the district has five total district wide, full day professional developments that are individualized by subject matter. The meeting topics vary. The Regional Director and the Principal stated that this time is dedicated towards developing teachers’ practice and increasing student achievement. Professional development allows for teachers to work collaboratively and backwards plan. As the Regional Director stated, “we believe in backwards planning design for lessons and curriculum design” to create units that are relevant, meaningful and rigorous. Being that Saint Andrews is not a text book based school, in the creation of the lesson design is where teachers have the flexibility to develop students’ learning and innovation skills. Creating meaningful learning experiences where students have the opportunity to learn and be innovative are also imbedded in the College-Ready Teacher Framework says the Regional Director. This 61 Framework has indicators that focus on student engagement, college ready skills, creativity and innovation, critical thinking, problem solving skills, communication and collaboration skills. Other topics of professional development that Saint Andrews focused on this year was “…having the teachers become proficient with the learning/lesson cycle.” According to the Principal and the Regional Director, during the first trimester the site focused on the first part of the learning cycle – warm-up, due now and mad minute to review a current skill; “having a learning cycle that is structurally the same in every classroom allows students to understand what is expected.” Despite the predictability in the cycle, the teachers still has a lot of flexibility in creating innovative and engaging learning experiences, while giving students autonomy. As the Regional Director mentioned, “we now have students in classes asking other student for the answer, correcting each other, and encouraging academic dialogues.” The purpose is for students to have more ownership for their learning, be creative and innovative. This was evident in one of the classroom that the researcher observed; a student was standing at the front of the classroom leading the warm-up and with the collaboration of his classmates, the student created a dialogue to justify the mathematical problems that were used in the warm-up. As it was exemplified in the learning Lab, Saint Andrews also believes heavily in using data to drive instruction and collaboration to ensure that all students are prepared for high school and college success. The staff meeting that the researcher observed reinforced this principle. Facilitated in collaboration of the principal and vice- 62 principal, half of the meeting was used to analyze students’ pre-assessment data. Grade level teachers worked together to modify their scope and sequence to ensure that students become advanced in the subject matter and 21 st century skills that prepares students for college success. During collaboration time the teachers used the data to create interdisciplinary cross curricular project-based learning opportunities for the students. On top of collaboration during staff meetings, the teachers also have common grade level planning periods. The later part of the staff meeting that the researcher observed was dedicated to develop a plan on how to improve the “This is It” period. This period is a literacy intervention and college ready period that all students have four times per week. Three days per week all teachers focus on literacy skills using Teen Biz, a computer literacy program. The fourth day, the teachers focus on teaching students college-ready skills. This includes teaching study habits, what students can expect when they apply to college. This is also a time when teacher are able to reinforce The 8 Keys of Excellence Beliefs, which is a framework for success in life that Saint Andrews adopted and trained all staff to integrate in their curriculum. The 8 Keys are: 1. Integrity – the state of authenticity when our values and actions are aligned. Integrity happens when what we value is evident in our actions. 2. Failure leads to success – feedback from failures provides the information we need to learn so we can succeed. 63 3. Speak with good purpose – speaking in a positive manner. Being responsible for honest and direct communication and focusing on truth- telling, and maintain integrity. 4. This is It! The commitment to focus our attention on the present moment and the willingness to make whatever we are doing most important. 5. Commitment – the ability to follow our vision without wavering; staying true to the course. 6. Ownership – the quality of accountability and responsibility. The ability to be counted upon and the willingness to take responsibility for the choices we make. 7. Flexibility – the willingness to change what we are doing to achieve the outcome we desire. Flexibility allows us to choose the best option to accomplish the outcome. 8. Balance – balance is our personal ‘bank account’ of meaning and fulfillment within out life. To stay in balance we must make the choices that give the greatest meaning to us. The school uses these principles not just during the This is It period, but also to teach students to become responsible citizens, take responsibility for their actions, learn from their actions, and become flexible and learn from past experiences. As part of the 8 Keys of Excellence beliefs, the school uses the Quantum Learning Program throughout the year. This program is a research-based program that 64 accelerates learning and life skills. It also helps students raise their grades, test scores, and personal confidence. In the area of academics, students are taught different thinking maps, memory strategies, math mastery, test-taking skills, creativity, and problem solving skills. In the area of life skills, on top of the 8 Keys of Excellence, the students are taught responsibility, goal-setting and communication skills. To ensure that the in- coming 6 th grade class is introduced to the belief that students are being prepared for college, this class has a one-week Summer Bridge program at Occidental College. This is an intensive introduction the Quantum Learning curriculum, college-ready culture and expectations that the school has for their scholars. The school and the district values cross-curricular learning using a constructivist approach. This aspect is also part College-Ready Teacher Framework. Moreover, even though the school expects teachers to teach California required standards, the teachers have the freedom and are expected to be innovative and creative in their pedagogy. This was evident when the researcher performed classroom observations. In one of the Humanities’ classroom, the researcher saw work samples posted of political cartoon analysis done by the students of different time periods, including today. Moreover, while studying the day’s objective “how the Great Awakening in the 1730’s prepared the colonist for the American Revolution,” the teacher made it a point to have students discuss the political power of religion and how it can enlightened people. To ensure that students used scholarly vocabulary, all classrooms have sentence starters and academic vocabulary that is relevant to the discipline posted on the walls. In the interview with 65 the Humanities teacher the researcher found that for her it was common practice that her students were globally aware of current socio-political issues. The Humanities teacher ensures that whenever possible she incorporates global issues into the curriculum even if it means stopping the current historical lesson to include issues such as natural disasters, global crises, or a major dictator being overthrown. As the teacher stated, “it is these moments where students have the opportunity to become globally aware of issues that will allow our students to become globally aware citizens who are able to think critically, analyze various situations and even create possible solutions to improve such situations.” She explained that in her curriculum design there are always two places where she incorporates the importance in learning 21 st Century Skills. On a daily basis the teacher provides opportunities for students to work together using strategies such as Think-Pair-Share. The second part of her lesson design where this teacher incorporates 21 st Century Skills is by creating in- class and large projects where students problem solve historical issues. The teacher asks questions such as “what would you do if this was happening at the moment and how could you resolve the issue?” to spark students’ creativity and problem solving skills using the knowledge they acquired not only in her class, but also across the curriculums. Furthermore, throughout the year students receive assignments where collaboration is an integral part. This type of innovative and curriculum design that touches on topics that are relevant and allow students to converse like scholars, collaborate and use higher order thinking skills was also evident in the Reading classroom. In this class the students 66 were reading the book The Circuit – Stories from the Life of a Migrant Child by Francisco Jimenez (2002). While on this particular day the students were studying imagery and mood, the final product was a typed expository piece on child labor using the book and current articles. Along with the observations of the Teacher Learning Lab, the classroom, and other school observations, the survey that the researcher administered also showed that the school has various programs and practices that support a 21 st century education. The results show that 50% of the participants utilize problem-based instruction most of the time or always and 50% said sometimes. 90% of the participants also stated that they model and encourage critical thinking and problem-solving skills, while100% of respondents stated that they encourage collaboration, creativity and innovation in their classroom most of the time or always. Creativity is also required of students in their assignments. According to 80% of those surveyed, assignments require students to demonstrate creative approaches most of the time or always. While 60% of participants stated that they utilize cooperative groupings sometimes, 40% said most of the time or always. Regarding technology, 100% the participants surveyed stated that their instruction involves technology most of the time or always. 50% said that the students themselves use technology most of the time and 40% sometimes. 67 Table 4.1: Survey Responses Instruction and Pedagogy Never Sometimes Most of the time/always I utilize cooperative grouping 0% 60% 40% I utilize problem-based instruction 0% 50% 50% My instruction involves the use of technology 0% 0% 100% My students use technology 10% 40% 50% My instruction includes global issues 10% 40% 50% I model and encourage critical thinking and problem-solving skills 0% 10% 90% Students demonstrate mastery in different ways 0% 30% 70% Students are exposed to different cultures, languages and experiences 11% 34% 55% My instruction includes civic responsibility 20% 50% 30% I utilize multi-modal instructional approaches 0% 33% 66% I primarily use the adopted curriculum 22% 33% 44% I encourage collaboration in my classroom 0% 0% 100% I encourage creativity and innovation in my classroom 0% 0% 100% My assignments require students to demonstrate creative approaches 0% 20% 80% Based on the evidence gathered, Saint Andrews exemplifies programs and practices that support the 21 st century skills described in the Partnerships for 21 st Century Skills. The school, with the support of the SC district, has strong programs and practices that support teacher development for a 21 st century pedagogy. All teachers are trained to use and promote collaboration, innovation, critical thinking, communication, creativity, and autonomy skills in their lesson design as well as in their classroom. Furthermore, the school’s culture is one that is self-reflective to ensure that students learn 21 st century skills and are prepared for college success; teachers make an effort to 68 include issues such as current events, literacy, technology, researching, collaboration, communication, creativity, and innovation skills. Research Question #2: What is the professional community at the school, and how does it support these practices? Being a charter school with limited resources and space, Saint Andrews’ campus was created out of a parking lot. The school is composed of multi-purpose turf field that is about 900 square feet. The classrooms and main office create an L shape around the turf field. All the classrooms and main office are bungalows. Being that the school is small and was opened in the spirit of uplifting the community, the school does not consider the classroom as property of the teacher, but a place that serves each student. Therefore, the space is designed to have multiple subjects taught in one. Classrooms are shared spaces, where teachers and students travel from class to class to accommodate for classes such as music and art, as well as other events like the Book Fair that may require a temporary space for an entire day. The first time that the researcher walked into Saint Andrews was at the end of the school day. The researcher also observed students in the yard. As the researcher walked into the parking lot and passed the lunch benches a couple of students greeted the researcher. The researcher proceeded to ask the group of students where the main office was located; they pointed in the direction of the office. Some were sitting on the lunch benches talking waiting for the after school program to begin. The main office and small staff lounge/teacher work room is a bungalow that is partitioned and shared with the math/history teacher. When you walk into the main 69 office you see a small space with the parent coordinator and office assistant sit behind a counter. Behind them is a sliding door that leads into the principal and assistant principal’s shared office. Even though the researcher had met the office staff off campus once before, they kindly requested that the researcher signed in. The office staff proceeded to ask for the purpose of the visit. Even though the first day the researcher was going to observe the staff’s professional development, the school prides itself on having an open door policy where parents, district teachers, and leaders can visit at any time. As several SC and Saint Andrews’ leaders explained, the belief is that everyone who visits, including parents, has valuable information that can help the school grow and create partnerships to help further the school. Furthermore, since one of the school’s core values is collaboration to ensure that students are prepared for high school and college success, having an open door policy builds on the spirit of transparency and working together towards a common goal. Collaboration was evident in the survey, observations and interviews. To improve pedagogy and train teachers with best practices to teach 21 st century skills, there is a community of practice where the expectation is for teachers to collaborate and observe each other. As the Regional Director stated, even though this current year peer observations are not the main focus compared to the previous year, it is still part of Saint Andrews' core value. As with the Regional Director, teachers concur that these practices are valued at the school and the district. This year however, the focus has been on improving student discipline and ensuring that the community strengthens their college-going culture. According to the 70 leaders, site as well as district, and the teachers, the school has had a large teacher turnover rate. During the current school year, the school has had three long-term substitute teachers, two of which are in the 8 th grade. Being such a small staff, this means that 30% of the teachers are substitutes. During an interview, an 8 th grade teacher stated that due to the high turnover in 8 th grade not just this current year, but in the past three years as well, the grade level currently has a plethora of discipline issues. Discipline problems were evident when observing the 8 th grade math classroom. During the past three months this class has had three different long-term substitutes. Even though the leaders tried coaching these teachers in the implementation of the learning cycle and student engagement, it was evident that there was a lack of student engagement, culture, and classroom rituals and routines. The teacher posted the warm- up, however, failed to explain it. Consequently, during the first ten minutes of class students did not know what to do, about 90% of the students were talking, and only about three copied the prompt down. The different substitutes created a lack of consistency in behavioral expectations which impacted the overall school college-going culture at Saint Andrews. Therefore, the school has made discipline, along with student achievement a priority in the development of the school and the grade levels. Saint Andrews’ district, SC, commits to prepare students for college success. This is done by giving every student an offer letter at the time they graduate from high school which is valid post college graduation. Even though the neither organization nor Saint Andrews necessary calls the academic and non-academic skills that students must master in order to be successful in college, leadership and life 21 st Century skills, the 71 professional community at the school is committed to supporting the professional community supports the programs and practices that promote 21 st Century learning. The commitment to prepare students with 21 st Century Skills is the district and schools’ shared mission to ensure that every student graduates from high school prepared for college success. Even though the staff does not receive direct training on these skills, 21 st Century Skills represented in the Partnership for 21 st Century Skills Framework are embedded into the organization and the school’s operations, daily practices and professional development. Table 4.2: Conceptual Framework of 21 st Century Skills – Partnership for 21 st Century Skills Mastery of core subjects Flexibility and adaptability Global Awareness Initiative and self-direction Financial, economic, business and entrepreneurial literacy Social and cross-cultural skills Civic, health, and environmental literacy Productivity and accountability Creativity and innovation Knowledge in world languages other than English Critical thinking and problem solving Authentic Assessments Communication and collaboration 21 st century reform professional development Information, media, and technology literacy Leadership and responsibility Note – * For the purpose of this study At Saint Andrews, rather than referring to these skills as 21 st Century Skills, teachers and leaders cultivate a learning environment where students are able to create knowledge, be innovative, have solid communication and collaboration skills, be critical thinkers and problem solvers, as well as become flexible, adaptable and conscientious citizens. These skills are summed up in the term scholar and scholarly behavior used to refer to each student at Saint Andrews. As the Humanities teacher 72 states, “[the school] has a supportive environment where we can be creative and be able to implement new ideas/programs. The school gives us flexibility to be creative and supported by the leaders and the district.” Despite the different types of learners – English Language Learners and students with special needs – teachers always make it a point to accommodate curriculum that is relevant. As the survey administered shows, 68% of respondents stated that they utilize multi-modal instructional approaches most of the time or always, while 33% stated sometimes. As the same teachers stated, the leaders and the teachers strive to create “a culture where students feel comfortable to pose questions and search for answers in a critical manner.” It is through the modeling of a 21 st Century culture that the school teaches the staff to become 21 st Century educators and prepare future leaders and innovators. Being a small community of 10 teachers, all subject teachers and leaders have the opportunity to work closely, collaborate and innovate. As one of the teachers who was interviewed said, “This school does not hold traditional professional development where the leaders lecture. Rather, it is based on workshops and gallery walks where teachers [read, observe and integrate into their practice] new pedagogical strategies.” Saint Andrews and the district believe that in creating 21 st Century educators, students will receive an education that will prepare them for a 21 st Century world. Beginning last year, Saint Andrews uses part of professional development to collaboratively analyze videos of the strongest teachers of the district. As a school the teachers come up with strategies that they adapt to their own content. The teachers will continue this practice for the rest of the year. Furthermore, they will use researched-based teaching strategies 73 by Doug Lemov (2010) from his book Teach Like a Champion to continue to improve their pedagogical practices and to ensure that students learn skills that will prepare them for college, leadership and life in a 21 st century society. Even once teachers are proficient and advanced in their practice, the leaders ensure that everyone continues to develop their practice and leadership abilities by having one-on-one coaching sessions and classroom observations on a weekly basis for high need teachers and biweekly session for proficient and advanced teachers. On top of the face to face coaching sessions, the leaders also encourage teachers to perform observation either at Saint Andrews or at different schools in the district. For teachers who are advanced in their practice, they have the opportunity to apply to the Teacher Leadership Program. This program provides teachers with a leader mentor within the district to develop teachers in curriculum design, pedagogical practices, as well as strategies and other opportunities to become leaders within their school. Ensuring that instruction is preparing students to be college ready, Saint Andrews uses data as a means to drive instruction and make modification in the scope and sequence. Teachers constantly collaborate in grade level teams and content teams to ensure that instruction and assessments assess the content, but it is also cross-curricular and relevant to the society that students come from. “Data is an important factor of our culture,” said one of the teachers. All core subjects use Data Director on top of using informal assessments and projects to drive curriculum. Overall, the district has four total benchmarks throughout the year: a pre-assessment, two mid-year and one post- assessment to determine growth. The district has strategic professional development 74 days immediately after each assessment so subject teachers can collaborate, analyze and create next steps to create further supports for the different level students – low, medium and high. Unlike previous years, this current year, the professional community at Saint Andrews dedicated a significant portion of their efforts to address behavioral issues that are reoccurring in the 8 th grade class. In the past month the 8 th grade team met with the leaders, the Regional Director and another leader at a different school to address these issues and create innovative ways to change the culture, and find ways to engage students, ensure that students are accountable and responsible to behave like scholars. The skills in the P21 Conceptual Framework are core beliefs that the Saint Andrews ensures to imbed in operations, practices and professional development. The professional community at Saint Andrews focuses on empowering students to become critical thinkers, problem solvers, innovators, creative, avid collaborators, and flexible. The leaders at the school try to disseminate and support these skills using the College Ready Teacher Framework and supporting teachers through professional development in the classroom and outside of the classroom. Making 21 st Century Skills part of the staff and faculty’s daily culture allows the school to practice these skills and ensure that they are part of their actions, curriculum, and instruction. Even when challenges arise, the school, rather than ignoring them acts promptly to ensure that the culture only changes for the better. The data collected in the survey corroborates with the observations and interviews the researcher conducted regarding a professional community that supports 75 21 st century learning. According to 67% of the participants, professional development sessions have helped teachers improve their practice most of the time or always. 60% stated that professional development sessions address the teaching of critical thinking most of the time or always, and 89% of participants responded that collaboration is encouraged and promoted by the school most of the time or always. 80% of the participants stated that data is used by teachers and administrators to promote best instructional practices most of the time or always, while 70% stated that their classroom is equipped to meet students’ instructional needs. Finally, 80% of participants stated that the school’s vision and mission are aligned with 21 st century programs and practices. Table 4.3: Survey Responses Professional Community Never Sometimes Most of the time/ Always Professional development sessions help me be a better teacher 0% 33% 67% Professional development sessions address the teaching of critical thinking skills 20% 20% 60% Professional development sessions address the teaching of global education issues 30% 30% 40% Collaboration is encouraged and promoted by the school 0% 11% 89% I play a leadership role at the school 0% 60% 40% Data is used by teachers and administrators to promote best instructional practices 0% 20% 80% My classroom is equipped to meet students’ instructional needs 10% 20% 70% School’s vision and mission are aligned with 21 st Century practices and programs 0% 20% 80% The data gather show that Saint Andrews values professional development as a means to create a 21 st century culture of collaboration, communication, flexibility, adaptability, and higher order thinking skills. The professional community is design to 76 coach and supports teachers to improve their practice, imbed critical thinking and collaboration to ensure that students are prepared for the 21 st century. Furthermore, the school provides leadership opportunities for teachers who want to continue to advance their practice. Finally, the school is aware of their areas of growth and continuously works towards improving those aspects of their school. Research Question #3: What is the perceived impact of 21 st century skills on the culture of the school? Imbedded in the 8 Keys of Excellence are 21 st century outcomes that the Partnership for 21 st Century skills considers essential in preparation for a 21 st century world. The 8 Keys of Excellence are meant to teach students flexibility, adaptability, initiative, self-direction, productivity, accountability, leadership, responsibility, and communication skills. As evidenced during the observations and during the interviews, the stakeholders use the language of the 8 Keys of Excellence on a daily basis to create 21 st century school culture that prepares students for high school and college success. During the observations, posters of the 8 Keys of Excellence were in every classroom. While observing students in their natural classroom setting, the researcher saw evidence of students speaking in scholarly language amongst themselves and in whole group conversations. The students were using scholarly phrases where they were able to substantiate their opinions and answers using evidence from the text or using their previous knowledge. In an observation of a school event to celebrate and recognize students who exemplified scholarly behavior, academic excellence, and most improved, the parents were also observed in the natural setting. Parents spoke about their 77 satisfaction of how the school pushed all children, regardless of their level and academic need to prepare them with the skills necessary for high school and college success. In the interviews with the different stakeholders, all mentioned that in their daily practice they ensured to model and imbed the 8 Keys of excellence. During the observation of students in their natural setting, the researcher observed students who through their own initiative would arrive to school early to help teachers set up their classroom and distribute morning breakfast. Saint Andrews, like all schools in the district are part of a grant that provides students with a free, healthy breakfast. Student initiative and self-direction was also evident in the classroom. While conducting observations the researcher observed the students in the physical education class carrying out the lesson while the teacher was in a meeting with a parent in the principal’s office. During a sixty minutes period there was a student leader who directed the warm up, while everyone else followed. Once the students finished the warm-up, the student leader instructed the class to break into two different groups to commence the activity. During this time all students held each other accountable and encourage each other to continue even though the teacher was not present. It is also a common practice at Saint Andrews for students to be self-reflective and create goals that will help them reach high academic levels. When students receive their benchmark scores, teachers provide them with a “Benchmark Results and Goals” reflection form. During this process students are shown their proficiency band and percentage. They analyze the percentage points they need to move to the next band. The 78 students are also taught to understand that the number of questions they need to get correct to improve their proficiency. Furthermore, the students analyze the standards that they have mastered, reflect on how they have been able to make this achievement, and then analyze the standards they need to master and the things they need to work on to progress. During this process students see if they met the school goal and understand what they need to do to be able to reach goal. As one of the leaders in the Schools from the SC organization mentioned, “…learning and innovation skills are part of the [organization’s] culture. This is what [the organization] believes in lesson design. The same thing goes for collaboration and communication skills…we live and breathe this” This belief includes the culture of the teachers and leaders at Saint Andrews. An SC leader stated, “Life and career skills are strong, especially with the incorporation of the 8 Keys of Excellence....These [skills] are not only lived, they are also taught. [Currently], the students are learning how to live those and [the staff] is constantly discussing them.” Even though the 8 Keys of Excellence are an integral part of the culture of the staff – they are incorporated in professional development and in the teachers’ curriculum, in working with the leaders and the staff at Saint Andrews, the SC leader stated that “…students and parents are not living them to proficiency.” Hence, the school and the organization have made this a high priority when working with the teachers and the culture of the school. A different stakeholder mentioned that “there is a disconnect between the [21 st century] language, what it means and how [students] are supposed to act.” In the survey that the researcher administered, 50% of the stakeholders surveyed believe that students are responsible for their behavior in the 79 classroom most of the time and always. In this same survey, 67% of the participants responded that the parents share the vision and mission of the school sometimes. 33% believe that parents share the vision and mission most of the time and 67% sometimes. During the interviews with the various stakeholders, they mentioned that Saint Andrews is diligently working to ensure that the 8 Keys of Excellence and culture where students live and breathe the mission of the school. The school recently adopted a discipline and intervention program that holds students more accountable and supports them in their path to becoming scholars. Meanwhile, teachers are sent to visit model schools that have an established college-ready culture. Saint Andrews is a recipient of the After School Education and Safety Program (ASES). This program gives funding to the school for an after school enrichment program to provide academic support as well as other extracurricular activities for the students. Currently Saint Andrews provides students with different sports throughout the year – basketball, flag football, volleyball and soccer. The school also offers academic enrichment programs such as tutoring and homework support, as well as strategic mandatory mathematics intervention for students who struggle. According to the survey administered, 80% of participants stated that students participate in extra- curricular activities related to the vision and mission of the school sometimes and 20% most of the time. With regards to the life of the school, 60% of participants said that students are exposed to different cultures, languages and experiences sometimes, 10% stated most of the time and 30% said always. However, when it came to instruction and pedagogy, 11% stated that the students were never exposed to different cultures, 80 languages and experiences, while 33%, 33%, and 22% said sometimes, most of the times, and always respectively. 75% stated that students are sometimes given the opportunity to participate in out of school activities, such as fieldtrips. Saint Andrews holds Family Night every year. At this event parents have the opportunity to speak to teacher and understand the expectations and learning that will occur that academic year. Furthermore, parents go to various workshops led by the teachers and the leaders. One of the workshops that was available this year was Chalk Talk about the current API. In this workshop parents collaborated and communicated about how they in conjunction to the school can support student success. Another workshop that parents were part of regarded strategies that parents could implement at home to help students and consequently help raise the school’s API. The parents also had an interactive workshop on how the homework inventory (log) worked and how they could check their child’s homework. Finally, parents were given a family contract that required them to volunteer and support students in achieving the mission of creating college ready students. According to the stakeholders who participated in the survey, 11% responded that parents are never involved in school related activities; 56% answered sometimes, and 33% said most of the time. 81 Table 4.4: Survey Responses Life of the School Never Sometimes Most of the time/Alway s Students are responsible for their behavior in the classroom 10% 40% 50% My students participate in extra-curricular activities related to the vision and mission of the school 0% 80% 20% Parents are involved in school related activities 11% 56% 33% Students are exposed to different cultures, languages and experiences 0% 60% 40% Students are given the opportunity to participate in out of school activities, such as fieldtrips. 0% 75% 25% Parents share the vision and mission of the school 0% 67% 33% According to the data gathered, the researcher was able to observe evidence of students’ behavior which models skills that are necessary to succeed in a 21 st century world. Per survey results and observations, most students were working together, being self-directed, and showing initiative, leadership, responsibility, accountability and scholarly communication skills. Parent involvement was also evident. Parents participated in school-related events that advanced the learning and supported students and 21 st century expectations. Emergent Themes The themes derived from this research illustrate the programs and practices of Saint Andrews that promote the acquisition of 21 st century skills. The major themes evident in the research were: 1. Clear articulation of the vision by the school and the district. 82 2. Strong teacher development program that support 21 st century learning. This program begins at the district level and continues at the specific site and provides teachers various leadership opportunities. 3. A curriculum that prepare students in core subjects, as well as 21 st century skills – collaboration, communication, leadership, innovation, and accountability. 4. Strong culture of collaboration to ensure that teachers prepare students with 21 st century skills. 5. Firm believe in using data to improve school culture and pedagogy. 6. A school culture that is reflective and works towards achieving the mission. As evidenced by the data gathered and the emergent themes above, Saint Andrews implements 21 st century programs and practices. With the support of the district, the school provided teachers with strong professional development that prepared and supported teacher growth throughout the year. This was particularly evident in the observations of the Teacher Learning Lab, and teachers and leaders’ interviews. Furthermore, the school provided teachers with leadership opportunities to continue to grow and develop. Prepared by the teachers, curriculum at was designed to create proficient and advanced students in the core subjects while allowing for students to be innovative, self-directive, and collaborate. This was most evident during observation; students showed initiative, self-directive, collaboration and communication 83 skills in the different classrooms as well as in the work that they produced. Finally, the school showed a strong data culture to ensure the continuous improvement of their programs and practices, as well their 21 st century school culture. The data showed that the school had strong programs and practices that supported 21 st century skills and learning, however, as described by the teachers, mentioned by the SC leaders, and evident in the observations, the school culture and students’ actions did not exemplify 21 st century skills 100% of the time. Even though students were expected to act like scholars at all times, the research showed that this was not always the case. There is a disconnect between the scholarly expectations that the leaders have of the students and how act on a daily basis. The researched showed that Saint Andrews was experiencing discipline problems which impeded the learning of 21 st century skills and practices. This issue can be attributed to a top-down leadership. Even though the district and the school implemented researched-based programs and practices, the research at Saint Andrews showed that decision making, rather than being something where all stakeholders were involved, the leaders were the ones that made decision and then instructed others to follow. In other words, the researched showed that even though the school is placing great efforts in improving the college-going culture, it is an effort where the leaders make decisions, rather than involving and investing all stakeholders in the decision making. 84 Chapter Five: Summary Conclusions and Recommendations This research study offers a look at the programs and practices, the professional community and the culture of Saint Andrews Charter Middle which promote the acquisition of 21 st century skills and knowledge. This research was composed of a thorough analysis of the leadership practices, the school culture, instructional practices, and review of school records. Using the Partnership for 21 st Century Skills Framework the researcher was able to look at best practices and implications. According to Bolman and Deal’s Four Frame approach to leadership (1991), leaders display leadership of four types of frames: Structural, Human Resource, Political, and/or Symbolic. In the Structural Framework the leaders create a leadership environment that is based on structure, analysis, strategy, environment, implementation, experimentation, adaptation and design. In the Human Resource Framework, leaders have a leadership style that supports, empower and advocates for those they lead. These types of leaders are accessible, supportive, share decision making while empowering others. The leaders who lead through a Political Frame are invested in creating coalitions and building. They are clear about what they want; they assess the distribution of powers and interest. They use persuasion and negotiation as a means to accomplish a task. The leaders who lead through a Symbolic Frame have an inspirational leadership style, where they use symbols to communicate the mission and move people forward. From the data gathered, the leadership at Saint Andrews falls into three of the four frames: Structural, Human Resource, and Symbolic. 85 Being that Saint Andrews is going through a cultural challenge where there is a disconnect between the expectations of being a scholar and acting like one at all times, with the help of the district the leadership is constantly evaluating their progress, strengths and needs. The leaders train teachers and present different behavior strategies, experimenting and adapting as they ensure that the school lives and breathes a culture of college success. Saint Andrews constantly finds new and innovative ways to help teachers improve and grow professionally. Using the district as a resource, The Summer Teacher Learning Lab trains teachers using the College Ready Teacher Framework to be highly effective in order to prepare students with 21 st century skills while teaching the core subjects. The practice to continuously develop teacher practice continues at the school site where the leaders coach and develop teachers through weekly professional developments, observations and teacher feedback. This leadership style was also evident in the manner in which the leaders gathered their efforts to address the cultural disconnect between what the school expects of their scholars and how the students currently behave. As evident through the interviews and the surveys, the constituents expressed that the students were not at a point where they exemplified scholarly behavior through all of their actions; however, it was evident that the leaders were working with the different stakeholders towards improving the culture of the school. As the district, the school site also leads using the Human Resource Frame. To ensure that teachers are prepared to teach 21 st century skills, the school and the district aim to empower teachers with 21 st century pedagogy through professional development 86 as well as classroom observation and coaching. Along with the Human Resource Frame, the Symbolic Frame was another form of leadership that was obvious during the observations. In the data gathered, it was evident that leaders, those at Saint Andrews as well as at the district level, constantly used the mission of the school – to prepare students for college success, as a means to inspire all stakeholders. Implications This study gives insight to the successful programs and practices of a charter school that support the acquisition of 21 st century skills. These structures and traditions include the school and the district’s clear articulation of the vision, a strong teacher development program that supports 21 st century learning, and a school culture that is reflective and that constantly works toward achieving the mission – preparing students for college success. These programs and practices, even though effective at increasing student achievement, they are only a portion of the equation. To raise the level of student achievement and prepare them with 21 st century skills and knowledge, schools have to have the aforementioned practices, but most importantly have to have a teaching staff that puts into practice the skills they learn in professional development in their classroom. Being that the skills required by employers demand students to communication, collaboration, innovation, critical thinking and problem solving skills, it is vital for schools to prepare students with 21 st century skills. The leaders of the school and the organization have to share a culture of collaboration, achievement, and ongoing professional development to ensure that 21 st century practices, skills and knowledge are at the core. At Saint Andrews this practice 87 begins with the selection of the new teachers and their training during the New Teachers’ Learning Lab before the school year begins. The practice of professional development continues throughout the school year at the school site and during the professional developments that the district holds four times per year. Furthermore, the flexibility of the school to shift and adjust their professional development scope and sequence to address issues that require immediate attention also plays a significant role in creating a successful 21 st century school. Another implication that the study offers is the importance of including 21 st century skills as indicators used to support and continuously develop teachers. These indicators include collaboration, communication, higher order thinking skills, and cross- curricular knowledge which are assessed and developed using the College-Ready Teacher Framework and which are integral to the Partnership for 21 st Century Skills Framework. Moreover, using the indicators from the College-Ready Teacher Framework allows teachers and leaders to assess performance, set goals and continuously grow in order to prepare students with 21 st century skills. Overall, the creation of a successful school that teaches 21 st century skills and knowledge has to have various factors that work together, and if one of them is missing or is not working to potential, the learning of 21 st century skills suffers. This study offers a glimpse to this – strong professional development, teacher collaboration, and development must ultimately be a practice that is reflective in the classroom. In other words, the quality and effectiveness of teachers’ 21 st century instruction which they learn during professional development and during coaching must be evident in their 88 daily pedagogy. 21 st century programs and practices and training of teachers are effective when they influence teachers’ skills and knowledge, as well as the level of rigor and active learning in the classroom. Furthermore, decision making and implementation of the programs and practices that promote 21 st century learning has involved all stakeholders to ensure buy-in and successful implementation. Recommendations for Future Learning Being a fairly new school, Saint Andrews relentlessly works to prepare teachers and students with 21 st century skills and knowledge. Additional research, however, is warranted to determine Saint Andrews’ success of 21 st century programs and practices, as well as their efforts to improve their college-going school culture. Studying these programs and practices over time will allow the researcher to determine with greater confidence the success of Saint Andrews’ 21 st century programs and practices, as well as their amelioration of their college-going culture. Furthermore, to be able to make generalizations of the success of the specific programs and practices that support 21 st century skills and knowledge, it is recommended to do comparative studies of other schools’ programs and practices. 89 References Atkinson, Robert D., and Andrew S. McKay. "ITIF: Digital Prosperity: Understanding the Economic Benefits of the Information Technology Revolution." The Information Technology &amp Innovation Foundation. N.p., 14 Mar. 2007. Web. 17 Jan. 2011. <http://archive.itif.org/index.php?id=34>. Aubert, J., Reiffers, J. (2004). Knowledge economies in the Middle East and North Africa: Towards new development strategies. Washington, DC: World Bank. Bellanca, James A., and Ronald S. 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U.S. Department of Commerce: Economics and Statistics Administration. (February 2002). A Nation Online: How Americans are Expanding Their Use of the Internet. Washington, D.C.: Author. Available at: http://www.esa.gov/508/esa/nationonline.htm 92 Varian, Hal , Robert E. Litan, Andrew Elder, and Jay Shutter. "The Net Impact Study: The Project Economic Benefits of the Internet in the United States, United Kingdom, France and Germany." NetImpact Study . Version 2.0. N.p., 14 Jan. 2002. Web. 17 Jan. 2011. <www.netimpactstudy.com/NetImpact_Study_Report.pdf>. Viadero, D., (2009). NCES finds states lowered ‘proficiency’ bar: Results may help drive common-standards efforts. Education Week. 93 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 94 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 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? Extracurricular activities Student handbook School website School calendar and announcements SARC Clubs, activities or programs that reflect: global perspectives workforce (career tech) international social justice 95 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? 96 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 97 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 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 98 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 Clubs, activities or programs that 99 List and description of booster clubs SARC, website, newsletters 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? 100 Appendix B: Observation Matrix OBSERVATIONS FRAM E/RQ Areas 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 101  Student participation (also RQ 3)  Levels of student independence  How is diversity address – 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? 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? 102  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. 103 Appendix C: 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 4 104 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 4 105 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 4 106 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 Students 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 4 107 Parents share the vision/mission of the school 1 2 3 4 108 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? 109 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 does 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? 110 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? 111 How does the community show their support for school programs on diversity, culture, and customs? 112 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 113 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 The 21st century economy is driven by information and communication technologies (ICT). This change has made innovation, manufacturing and production of products and services, rather than manufacturing of material goods, the driving force of economies of leading countries (Wagner, 2008). Due to this shift, today’s 21st century society and work sphere require individuals to have 21st century skills – communication, innovation, adaptability, and higher order thinking skills. Even though some schools have responded to these changes and demands by embracing globalization, it is unclear what programs and practices these 21st century schools are implementing to prepare students to be global citizens and employees. The purpose of this study was to identify the programs and practices at a charter middle school that promote students’ acquisition of 21st century skills and knowledge.

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Asset Metadata

Creator Velez, Alejandra (author)

Core Title Preparing students for the future - 21st century skills

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 05/02/2012

Defense Date 02/29/2012

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

Tag 21st century programs and practices.,21st century skills,higher order thinking skills,OAI-PMH Harvest

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Gothold, Stuart E. (committee chair), García, Pedro Enrique (committee member), Hocevar, Dennis (committee member)

Creator Email alejandra.velez@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-26131

Unique identifier UC11288979

Identifier usctheses-c3-26131 (legacy record id)

Legacy Identifier etd-VelezAleja-729.pdf

Dmrecord 26131

Document Type Dissertation

Rights Velez, Alejandra

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