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The key essentials for learning in the 21st century: programs and practices

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The key essentials for learning in the 21st century: programs and practices

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THE KEY ESSENTIALS FOR LEARNING IN THE 21
ST
CENTURY:
PROGRAMS AND PRACTICES

by

Paulina Cho

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 Paulina Cho

ii

Dedication
This dissertation is dedicated to my supportive and loving husband, Allan. With
his continuous encouragement and guidance, I was able to accomplish this life-long
dream. I am grateful and appreciative of all his support. Thank you, Allan for everything
you have done for me-from driving me to classes, getting necessary books for my study,
taking me out to mini-vacations. Most of all, I am thankful for your patience and
encouragement. You are truly a blessing and a god’s gift to me.
I also dedicate this work to my parents. I would not be who I am today without
their unconditional love, support, guidance, and encouragement. Mom, I am inspired by
your dedication and commitment of your hard work-positive attitude and energy-wisdom.
You are not only my best friend but also my role model and inspiration. You have been
the driving forces in my life to continue my educational pursuits. Because of both of you,
I was able to accomplish my dream. Thank you and I am forever grateful to have such
wonderful parents.

iii

Acknowledgements
With the love and support, guidance and patience of many individuals, I was able
to successfully complete this program. I wish to thank my committee members who were
more than generous with their expertise and precious time. I want to specially thank Dr.
Stuart Gothold, my dissertation chair, for his wisdom, guidance, and constant support.
Thank you, Dr. Dennis Hocevar and Dr. Gregory Bowman for taking time out of their
busy schedules to serve on my committee. Your guidance and support have assisted me
to complete my academic journey. Thank you so much for all your support and guidance
during this dissertation process.
I want to thank my parents, parents-in-law, and my loving husband for listening,
supporting, and encouraging me throughout this program. Without the family’s ongoing
support, especially my sweet husband, Allan, I would not have been successful in this
academic endeavor. Despite the fact that we were just married when I started this
program, you have never asked me to sacrifice nor asked me to compromise anything.
Your guidance and support have encouraged me and made it possible for me to complete
this doctoral program. I am grateful and thankful for everything you all have done for me.
I also want to thank Dr. Sue Kaiser, our sweet and kind Curriculum Director, and
my energetic yet very thoughtful principal, Dr. Gregory O’Brien for their constant
support and encouragement. Additionally, I want to thank my colleague and my dear
friend, Monica Dominguez, for helping, encouraging, and supporting me throughout this
program. Thank you all very much. I am very fortunate to work with such wonderful
people.

iv

Table of Contents
Dedication ............................................................................................................... ii
Acknowledgements ................................................................................................ iii
List of Tables ......................................................................................................... vi
List of Figures ....................................................................................................... vii
Abstract ................................................................................................................ viii
Chapter One: Overview of the Study
Introduction ..................................................................................................1
Statement of the Problem .............................................................................3
Purpose of the Study ....................................................................................6
Research Questions ......................................................................................7
Importance of the Study ...............................................................................7
Assumptions .................................................................................................8
Limitations ...................................................................................................9
Delimitations ................................................................................................9
Definitions of Related Terms .....................................................................10
Organization of the Study ..........................................................................16

Chapter Two: Review of the Literature
Introduction ................................................................................................18
Movement into 21
st
Century: Changes in U.S. Workforce ........................19
Flat World and Education ..........................................................................22
U.S. Education Law: Unintended Consequences ......................................27
Movement towards 21
st
Century Education ...............................................29
Current Major Frameworks for 21
st
Century Skills ...................................32
Case Studies of 21
st
Century Schools ........................................................47
Transforming Education for the 21
st
Century ............................................62
Assessment for Learning in the 21
st
Century .............................................67
PLC Professional Development .................................................................71
Conclusion .................................................................................................74

Chapter Three: Research Methodology
Introduction ................................................................................................77
Research Questions ....................................................................................78
Research Design.........................................................................................79
Sample and Population ..............................................................................80
Instrumentation ..........................................................................................82
Data Collection ..........................................................................................85

v

Validity and Reliability ..............................................................................89
Data Analysis .............................................................................................91
Ethnical Consideration ...............................................................................94
Conclusion .................................................................................................95

Chapter Four: Findings and Discussion
Introduction ................................................................................................96
Description of the Case Study School .......................................................98
Participants ...............................................................................................103
Findings: Research Question 1 ................................................................104
Programs and Practices
Findings: Research Question 2 ................................................................132
Professional Learning Community
Findings: Research Question 3 ................................................................144
School Culture
Discussion of the Findings .......................................................................153
Emergent Themes ........................................................................154

Chapter Five: Summary, Conclusions, and Recommendations
Introduction ..............................................................................................167
Purpose, Significance, and Methodology ................................................168
Summary of Findings ...............................................................................169
Implications..............................................................................................173
Recommendations for Future Research ...................................................176
Conclusions ..............................................................................................177

References ............................................................................................................180
Appendices:
Appendix A: Written Document ..............................................................186
Appendix B: Interview Questions ............................................................189
Appendix C: Interview Protocol ..............................................................191
Appendix D: Partnership for 21
st
Century Skills .....................................193
Appendix E: 21
st
Century Skills Survey ..................................................194
Appendix F: Observation .........................................................................197
Appendix G: Data Analysis Plan .............................................................198

vi

List of Tables
Table 1: Survey Questions Instruction .................................................................109
Table 2: Survey Questions Technology ...............................................................113
Table 3: School-wide API & AYP.......................................................................126
Table 4: Survey Questions Professional Development ........................................133

vii

List of Figures
Figure 1: 21
st
Century Educational Paradigm ........................................................25
Figure 2: Survey Results from OCED ...................................................................26
Figure 3: Partnership for 21
st
Century Skills Framework ......................................35
Figure 4: Conceptual Framework of 21
st
Century Student Outcomes ...................36
Figure 5: enGauge 21
st
Century Skills ...................................................................38
Figure 6: Critical Attributes of 21
st
Century School ..............................................63
Figure 7: Multiple Methods Triangulation ............................................................83
Figure 8: Phases in the Data Collection .................................................................86
Figure 9: Conceptual Model for 21
st
Century Skills .............................................92
Figure 10: PYP Curriculum Framework ..............................................................105

viii

Abstract
The purpose of this case study was to generate new knowledge to learn about
programs and practices that promote the acquisition of 21
st
century skills at a school. The
study identified programs, pedagogical methods, and instructional practices of Charles
Summon Elementary School that have contributed to the school’s ability to prepare its
students with knowledge and skills necessary for the life in 21
st
Century.
Qualitative case study research methodology was utilized to accomplish the
collection, analysis, and interpretation of the relevant data for the study. Documents were
reviewed, observational field notes of site visits were taken, survey questionnaires and
semi-structured, open-ended interviews were conducted to answer three research
questions. Use of Bolman and Deal’s four frames paradigm provided the theoretical
support for the analysis and interpretation of the data gathered at the case study school.
Data analysis uncovered four major themes to C.S.’s implementation of the global
competence skills: a culture supportive of communities of practice and collaboration;
effective leadership to carry out the school’s vision and goals; a strong alignment of
school’s vision and goals to its programs and practices; and lastly, integration of
technology to teach core curriculum. The study revealed that C.S. is organized around
the key components of the Professional Learning Community (PLC) where it focuses on
high levels of learning for all students through ongoing collaborations and supports to its
teachers. Having to offer Primary Years Programme guided by transdisciplinary global
themes with a strong emphasis on technology, this site is committed to deliver a 21
st

Century education to its students. Authentic activities such as inquiry-and project-based

ix

learning allowed for students to work collaboratively and cooperatively while sharpening
their skills in communication, problem-solving, and creativity/innovation. The study
identified some of the implications for school administrators and teachers. They are the
essential elements of PLCs and integration of 21
st
century skills into core curriculum.
Suggestions for future studies included focusing on other schools that are integrating
these global skills to have deeper understanding of 21
st
century curriculum-programs and
practices as well as its impact on student outcomes.

1

Chapter One
The current and future health of America’s 21st Century economy depends
directly on how broadly and deeply Americans reach a new level of literacy-‘21st
Century Literacy’-that includes strong academic skills, thinking, reasoning,
teamwork skills, and proficiency in using technology.

--21st Century Workforce Commission, National Alliance of Business

Introduction
Globalization is flattening the world and challenging the United States as never
before (Freidman, 2005). Rapid economic, technological, and social changes are creating
a world that is increasingly more interconnected. Global competition is eroding as world
has become advanced in technologies thus changing the workforce into more global arena.
For this reason, workplace, jobs and skill demands require 21
st
century skills where
innovation, creativity, collaboration, and critical thinking skills are essential in this rising
complex society (RAND, 2004). According to the 21st Century Workforce Commission
(2000), in order to thrive in this advanced world, “every American youth and adult needs
to acquire 21st Century Literacy- strong academic, thinking, reasoning, and teamwork
skills, and proficiency in using technology” (p.8). The enGauge report also asserts that
rapid change and increased competition require that workers need to acquire 21
st
century
skills to adapt quickly to changing technologies and organizational structures
(Metiri/NCREL, 2003).
The shifts in the nature of business organizations and the changing demands of
the global economy require employees to equip with specific knowledge and skills
(Business Roundtable, 2005). The RAND Corporation (2004) strongly voiced that
workers in the 21
st
century must have strong cognitive skills who are capable of high

2

order analysis, acquire complex communication, and be innovative. However, various
business organizations lament that a significant percentage of students are ill prepared to
enter the highly technological, knowledge-based workforce. The 21
st
Workforce
Commission (2000) retorts that too many adults are entering the U.S. workforce with
poor basic academic and workplace skills, far from the high level skills required for
current workforce. Wagner (2008) claims that the American education system functions
as a barrier since it is not aligned with the needs and demands of current economic
workforce.
In a 21
st
century world where technology is the driving force in the economy,
education is a prerequisite for success and the vital resource in this international race for
the high economic ground (Bellanca & Brandt, 2010). America needs to produce citizens
who are not only intelligent, but who are also more capable of leading, collaborating, and
networking with productive people around the world (Wagner, 2008). Students in the
21
st
century need different set of skills from that were required of them in the 20
th
century.
To succeed in this complex world, students will need a new set of skills that goes beyond
basic skills to incorporate a new proficiency in the twenty-first century skills such as
technology literacy, collaboration, communication, and higher order thinking. Thus, the
globalization of business and the advances in technology increasingly require students to
perform work on a global scale. That is by meeting the needs and demands of this global
marketplace and to remain competitive.

3

Advanced technologies offer tremendous potential to transform the way education
and training is delivered in order to improve efficiency and effectiveness in learning
(Friedman, 2005). But current 20
th
century models of U.S. education fall short in
preparing this country’s students for a knowledge-based, worldwide economy (Wagner,
2008). According to Partnership for 21
st
Century Skills (2006), students of the 21st
century are not only expected to master core subjects-English, world languages, arts,
mathematics, economics, science, geography, history, government and civics, but also
need to acquire a basic understanding of global awareness, financial and economic
literacy, civic literacy, and health literacy.
Preparing students for the increasingly competitive global marketplace of the 21
st

century is critical. Based on the international benchmark, the United States’ educational
results are lagging compared to other industrialized nations (Darling-Hammond, 2010).
Skills such as problem-solving, collaboration, communication and innovation must be
integrated into American schools to prepare students to be successful in this globally
competitive environment. In short, schools’ implementation of these essential skills will
help meet the needs of this changing society and prepare students to qualify for a
prosperous job who can adapt and compete on the global stage.
Statement of the Problem
Globalization is transforming entire economies and cultures, yet American
schools and schooling have not kept pace (Fusarelli, 2005). The profound and
accelerating changes in the economy make it imperative for the nation to be much more
strategic and effective in preparing students to succeed in this new era of globalization

4

(Friedman, 2005). There is international competition from nations with strong education
systems and millions of highly educated individuals. Students around the world
outperform American students on assessments that measure 21
st
century skills.
According to the 2009 Program for International Student Assessment (PISA) of
15-year-olds, the United States performs around the average in science (rank 18) and
below the average in mathematics (rank 25) among the 34 Organization for Economic
Co-Operation and Development (OCED) countries (OCED, 2010). Not much of
improvement has occurred since 2006 PISA survey where U.S. ranked 21
st
in science and
ranked 25
th
in math compared to other countries (OCED, 2007). Furthermore, in each
disciplinary area tested, U.S. students scored lowest on the problem-solving items
(Darling-Hammond & McCloskey, 2007). Additionally, the Trends in International
Mathematics and Science Study (TIMSS) revealed that fourth and eighth grade American
students are falling short in literacy and mathematics (TIMSS, 2007). Unlike the U.S.
lower-level multiple-choice testing favored by No Child Left Behind (NCLB) legislation,
international assessments demand more advanced analysis than most U.S. tests. These
assessments require application of learned knowledge to new problems, emphasize
higher-order thinking skills where they critically evaluate and defend their answers.
While the rest of the world is catching up in terms of innovation, economic
competitiveness and educational achievement, current U.S. education is focused on top-
down teaching, rote learning, multiple-choice assessment, that is emphasized on teaching
basic skills. Additionally, due to NCLB’s accountability system in place, many districts
and schools are concerned about its requirements and sanctions of not meeting the annual

5

target scores, Academic Performance Index and Annual Yearly Progress, which in turn,
have led many educators to narrowed the curriculum and compelled to teach to the high-
stakes test (Fusarelli, 2005).
Dede, Korte, Nelson, Valdez, and Ward (2005) argue that American education
must place high emphasis on the essential skills needed in the 21
st
century such as science
and mathematical skills, creativity, information and communication technologies skills,
and the ability to solve complex problems. The Partnership for 21
st
Century Skills (P21)
demands that education should not focus solely on teaching basic skills. Instead, it needs
to focus on delivering four related areas: core subjects and 21
st
century themes; learning
and innovation skills; information, media, and technology skills; and life and career skills
(P21, 2009).
As stated earlier, United States compares unfavorably to other industrialized
nations on academic benchmarks. As the world becomes more interconnected, the skills
and knowledge that students need to succeed as global citizens have changed. It is clear
that to succeed in today’s world, schools must deliver a 21
st
century education. The P21
provides a framework that focuses on curriculum and instruction, professional
development, and standards and assessment. However, there is no suggestion as to how
schools should be designed to accomplish the acquisition of these essential skills. Some
schools in the United States have responded by embracing globalization. Nevertheless, it
is unclear what programs and practices they are implementing and how they are aligned
to 21
st
century skills. Dede et al. (2005) explain that mastery of 21
st
century skills occurs
through intentional instructional design, quality of curriculum and meaningful

6

assessments. Without this shift in educational priorities, the prospects for U.S. students
and this country’s economy will be diminished significantly (Dede, 2007). Thus, in order
to thrive in an intensely competitive environment, schools must embrace, infuse, and
support the acquisition of 21
st
century skills to prepare students to be globally
competitive to rest assure long run of productivity and prosperity.
Purpose of the Study
As the P21 highlights, the guaranteed success of United States’ education will
depend upon schools infusing the 21
st
century skills where students demonstrate
proficiency on the core academic subjects, exhibit strong cognitive skills, ability to work
cooperatively and collaboratively with others, and solve complex problems. To educate
students to develop the skills and sensibilities necessary to thrive in globally linked,
technologically interconnected economies, it is imperative that schools not only embrace
but also effectively implement these essential skills into their curriculum.
The purpose of this research study is to generate new knowledge to learn about
programs and practices that promote the acquisition of 21
st
century skills at a school.
This qualitative case study is one of nine studies to identify and examine school
curriculum, professional communities, and school culture. Two criteria used to
determine the school organization’s eligibility for this study were: (a) Academic
Performance Index (API) at or above 800 or equivalent on the CA accountability system
scales; (b) International Baccalaureate (IB) or vision/mission/school description that
mentions Partnership for 21
st
Century Skills Framework. A various types of
triangulation-multiple methods, multiple data sources, and theoretical perspective

7

triangulation are used to validate the results of the study. Based on the outcomes of the
study, it aims to collect informative information as regards to key characteristics of a 21
st

century school-programs and practices, curricular alignment with 21
st
century skills, and
promotion of strong professional community.
Research Questions
A thematic dissertation group from the University of Southern California
collaborated in the development of the research questions. These questions are designed
to identify three key areas: curriculum and pedagogical methods, school-wide structures,
and school culture. They are the same questions used by all researchers in this thematic
group.
The research questions are:
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 supports these
practices?
3) What is the perceived impact of 21
st
century skills on the culture of the school?
Importance of the Study
Wagner (2008) asserts that students must be flexible and adaptable, acquire
multiple languages, have proficiencies in 21
st
century skills, ability to problem solve and
engage in teamwork and collaboration. Using the framework of Partnership for 21
st

Century Skills, this study examines a school that has demonstrated a comprehensive
commitment to embracing and infusing the 21
st
century skills into its curriculum and

8

practices. It focuses on identifying the school programs, pedagogical methods and
instructional practices and their alignment to 21
st
century skills. Additionally, it aims to
provide essential characteristics about the school structure and organization-professional
community and school culture which identify this site as a 21
st
century school that
supports the learning and teaching of global competence skills. Through this research
study, this school site will provide valuable information as regards to school organization,
programs and practices that can be replicable to other school settings in an effort to infuse
21
st
century learning and teaching.
Assumptions
The assumption for this study is that the programs, practices, and strategies
utilized by the study school will align closely with information gleaned from the review
of the literature. It is further assumed that the school upheld integrity and honesty in
providing accurate and current information. It is also assumed that the staff had
transparent knowledge of practices, structures, and curriculum used within this school
site. Additionally, it is assumed that all collected data including interviews,
questionnaires, and observation were presented honestly and was sufficient in quality for
the conclusions to be drawn. Also, it is assumed that the data collected from public
sources including the API and statewide data are valid, accurate, and reflective of the true
achievement of all student groups attending this International Baccalaureate elementary
school.

9

Limitations of the Study
The limitations of this study were:
• It includes information from only one IB elementary school.
• Due to the small sample size, findings in this study may not be transferable.
However, this is one of nine studies that can be reviewed for more transferable
purposes and add further insights to the study.
• The accuracy of the responses of the participants relied on their interest in
answering the questions, time of day, mood, etc… This also extended to the
individual interviews, which relied on the participants’ degree of expertise and
knowledge as well as willingness to disclose any personal information, beliefs or
values.
• Interview data can be distorted and is susceptible to inaccuracies (Patton, 2002).
• The study was completed in a limited time frame.
Delimitations of the Study
The delimitations of this study were:
• The thematic dissertation group established a specific set of criteria to which the
study school had to adhere in order to be considered.
• This is a part of nine similar studies which can be reviewed for more transferable
purposes.
• Purposeful sampling strategy was utilized to select information-rich cases.
• To provide assurance for the consistency of findings, data triangulation and
methodological triangulation was used to provide external validity of the study.

10

Definition of Related Terms
A variety of educational terminology will be used in the context of this study. Below are
the definitions of frequently used terms.
21
st
Century Literacy: The 21
st
Century Workforce Commission (2000) defines the 21
st

Century Literacy as having a high level of academic, workplace, and technical skills that
include “critical thinking, reasoning, team work skills and proficiency in using
technology” (p. 8).
21
st
Century School: 21
st
Century School is referred to having schools providing 21
st

century education where 21
st
century skills are learned through curriculum, which is
interdisciplinary, integrated, and project-based (Dede, 2007; Partnership for 21
st
Century
Skills, 2006).
21
st
Century Skills or Global Competence Skills: This term appears in much of the
literature concerned with the future demands on workers in increasingly global
economies (Asia Society, 2008; Partnership for 21
st
Century Skills, 2009; NCREL/Metiri
Group, 2003; OCED, 2005; & Wagner, 2008). Generally, the basis of the definition is
the need for global knowledge and skills.
Academic Performance Index (API): Per the California Department of Education (CDE),
“the Academic Performance Index is the cornerstone of California’s Public Schools
Accountability Act of 1999 (PSAA). The purpose of the API is to measure the academic
performance and growth of schools. It is a numeric index that ranges from a low of 200

11

to a high of 1000. The statewide API target for all schools is 800. A school’s API Base
is subtracted from its API Growth to determine how much the school improved in a year”
(CDE website).
Adequate Yearly Progress (AYP): AYP is a federal mandated measure of accountability
for schools and districts. It is an established goal for student performance on standards-
based assessments based on overall performance and performance for student subgroups.
The score is adjusted each year to make consistent progress toward the federal goal of
100% proficiency by the year 2014, as outlined in No Child Left Behind (California
Department of Education website).
Asia Society: The Asia Society is an international organization dedicated to
strengthening relationships and deepening understanding among the peoples of Asia and
the United States. The programs are aimed at increasing knowledge of society with a
focus on human rights, environment, global health and the position of women (Asia
Society, 2009).
California Standards Test (CST): Per the California Department of Education, “The
California Standards Tests in English-language arts, mathematics, science, and social
science are administered only to students in California public schools. Except for a
writing component that is administered as part of the grade 4 and 7 English-language arts
tests, all questions are multiple choices. These tests were developed specifically to assess
students' performance on California's Academic Content Standards” (CDE STAR
website).

12

Collaboration: Collaboration is the basis for bringing together the knowledge,
experience and skills of multiple team members to contribute to achieve a common goal.
Collaboration relies on openness and knowledge sharing but also some level of focus and
accountability (Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009).
Flat World: In Freidman’s The World Is Flat (2005) defines flat world as the process of
flattening the world due to globalization. He argues that global environment has created
people to collaborate, compete and share with others of different cultures, religions,
educational backgrounds and languages.
Four Frames: Bolman and Deal (2008) research focuses on the four leadership frames:
Structural, Human Resource, Symbolic or Political.
Global Competiveness: The demand for globally competitive workers is relevant to
discussions concerning education. It is based on the assumption that global marketplaces
are increasingly interconnected that today’s workers need to have global competitiveness
to improve and enhance their ability to compete for jobs with workers around the world.
Globalization: Globalization is the interweaving of markets, technology, information
systems and telecommunications systems. It enables individuals and the world to reach
around the world farther, faster, and cheaper than ever before (Friedman, 2005).
International Baccalaureate (IB): The IB is a non-profit educational foundation that
offers three programmes-Primary Years Programme, Middle Years Programme, and
Diploma Programme-for students to help develop the intellectual, personal, emotional
and social skills to better thrive in a rapidly globalizing world (IB website).

13

Metiri/North Central Regional Educational Laboratory (NCREL): This is a nonprofit
organization dedicated to serve and assist schools in gauging technology in K-20 schools
that focus on policy, strategic planning, professional development, and assessment. The
enGauge Framework of 21
st
Century Skills was developed from Metiri/NCREL.
No Child Left Behind (NCLB): The Elementary and Secondary Education Act, No Child
Left Behind (NCLB) of 2001, requires states to have an accountability system which
holds all schools accountable for student learning. The system components are as follows:
high standards, test student progress, and measure each school’s and district’s progress
against annual target (California Department of Education, 2009). The goal of NCLB is
to help students who are disadvantaged and underachieving to improve their reading and
math test scores.
Partnership for 21
st
Century Skills (P21): The P21 is a national organization to serve as a
catalyst to position 21st century readiness at the center of U.S. K-12 education by
building collaborative partnerships among education, business, community and
government leaders (P21, 2009).
Professional Development: Professional Development for teachers is defined as practical
learning opportunities to improve teacher practice. It is an ongoing learning process over
the course of a teachers’ career, rather than a one-time learning experience (Penuel,
Fishman, Yamaguchi, & Gallagher, 2007).
Professional Learning Communities (PLCs): PLC is composed of collaborative teams
whose members work interdependently to achieve common goals directly linked to the
purpose of learning for all (DuFour, DuFour, Eaker, & Many, 2006).

14

Program for International Student Assessment (PISA): The PISA is coordinated by the
Organization for Economic Cooperation and Development (OECD), an
intergovernmental organization of industrialized countries. PISA is a system of
international assessments that focuses on 15-year-olds' capabilities in reading literacy,
mathematics literacy, and science literacy. The objective of PISA is to measure the skills
and competencies students have acquired and can apply in these subjects to real-world
contexts (OCED, 2005).
Organization for Economic Co-Operation and Development (OCED): The OCED is an
international economic organization of 34 industrialized countries founded in 1961 to
stimulate economic progress and world trade. Its mission is to promote policies that will
improve the economic and social well-being of people around the world (OCED, 2005).
OECD coordinates the PISA.
School Accountability Report Card (SARC): California public schools annually provide
information about themselves to the community allowing the public to evaluate and
compare schools (CDE website). It contains important information about the school-its
mission, goals, and accomplishments. It also includes demographic and academic data,
school safety and climate for learning information, class sizes, teacher and staff
information, curriculum and instruction descriptions, information about post-secondary
preparation, and fiscal and expenditure data.
School Culture: School culture is the attitudes and beliefs of persons both inside the
school and in the external environment, the cultural norms of the school, and the
relationships between persons in the school.

15

Similar Schools Ranking: Per the California Department of Education, “The similar
schools rank compares a school to 100 other schools of the same type and similar
demographic characteristics” (CDE website).
Single Plan for Student Achievement (SPSA): California Education Code and the federal
Elementary and Secondary Education Act require each school to consolidate all school
plans for programs funded through the School and Library Improvement Block Grant, the
Pupil Retention Block Grant, the Consolidated Application, and ESEA Program
Improvement into the SPSA (CDE website).
Technology Literacy: The U.S. Department of Education (2009) defines technology
literacy as "computer skills and the ability to use computers and other technology to
improve learning, productivity, and performance."
Title 1 School: The purpose of Title 1 is to ensure that all children have a fair, equal, and
significant opportunity to obtain a high-quality education and reach, at a minimum,
proficiency on State academic achievement standards and state academic assessments
(U.S. Department of Education website). The U.S. Department of Education provides
Title 1 funding to local school districts to meet the needs of at-risk and low income
students. Any schools/districts that fail to meet the Adequate Yearly Progress for two or
more years can lose the Title 1 funding.
Trends in International Mathematics and Science Study (TIMSS): The TIMSS is a major
source for internationally comparative information on the mathematics and science
achievement of U.S. 4th- and 8th-grade students compared to that of students in other
countries.

16

Organization of the Dissertation
This study is described in five sections: introduction, the literature review,
methodology, findings, and conclusion. Chapter One provides an introduction
concerning globalization and background information that leads to the statement of the
problem. Next section identifies the purpose of the study, which explains that the study
generates new knowledge to learn about programs and practices that promote the
acquisition of 21
st
century skills at a school, leading to three research questions, and
importance of the study. The methodological limitations and delimitations are presented
in addition to a comprehensive overview of key terms and definitions in relation to the
case study.
Chapter Two presents a review of the literature on the 21
st
century skills. It
explains the movement into 21
st
century and how the globalization has changed the U.S.
workforce, its impact in education, and how the U.S. education law-No Child Left
Behind (NCLB) became the barrier to educational system. Follow by the unintended
consequences of NCLB, it leads to the Obama’s education reform agenda to move U.S.
education towards 21
st
century education. Furthermore, it explores the current major
frameworks for 21
st
century skills and leads to case studies of exemplary schools that are
considered to be 21
st
century schools. Lastly, it identifies some of the key areas that are
needed to transform education for the 21
st
century. The last section of the literature
review represents the key characteristics of 21
st
century schools with a closer look on its
curriculum and instruction that is focused on interdisciplinary learning. Next section
addresses the assessment for learning in the 21
st
century that highlights performance

17

assessment, and lastly, the key variables found in effective professional development that
supports learning of 21
st
century skills are discussed.
Chapter Three describes in detail the methodology of the research study. It opens
with a brief introduction, research questions, and a discussion of the qualitative case
study design, units of analysis that explains the overview of the school and participants,
instrumentation, and methods of data collection and analysis in relation to the research
questions are addressed in this chapter. It explains how the research design reveals the
practices and programs, curricular alignment to 21
st
century skills, school structure, and
perceived impact of the 21
st
century skills on the culture of school.
Through document analysis, surveys, observations, and interviews, Chapter Four
reports the findings and themes found in the analysis of the data collection tools and
show the relationship between the research questions-programs and practices,
professional community, and impact of the school. The conclusion provides a summary
of these findings and includes reflection and researcher’s insights on the findings.
Chapter Five presents the summary of findings. It opens with a brief summary of
the background, purpose of the study, and research questions. This chapter reveals the
findings from the document analysis, surveys, observations, and interviews by the
teachers and the principals. Implications for practice, recommendations for future
research, and summative conclusions are included.

18

Chapter Two
Literature Review
How has the world of the child changed in the last 150 years? The answer is it's
hard to imagine any way in which it hasn't changed. They're immersed in all kinds
of stuff that was unheard of 150years ago, and yet if you look at schools today
versus 100 years ago, they are more similar than dissimilar.
--Peter Senge

Introduction

As the world moves into the 21
st
century, it has become increasingly
technological, diverse, complex, and globalized. Advanced technologies and global
economies have changed the skills that were necessary to be competitive individuals in
this changing world. Knowledge intensive twenty-first century jobs call for skills to help
students for greater global competences and abilities. That is students are able to think
critically, communicate effectively, work collaboratively, and be innovative (Wagner,
2008). Many countries with the highest performing education systems are meeting the
new workforce demands of the knowledge economy by preparing and training them for
these essential skills. In addition to these trainings, countries such as South Korea,
Ireland, and Finland have advanced their global economic reach by focusing and
investing in education to prepare for them to be competitive individuals in the 21
st

century (Dede, Korte, Nelson, Valdez, & Ward, 2005).
While these countries have made significant investments in educational reform,
the United States continues to lag behind in the world’s ranking in its academic
achievement. In the most recent Programme for International Student Assessments
(PISA) survey by the Organization for Economic Co-operation and Development

19

(OECD), the U.S. ranked 35
th
out of 40 countries in math and 29
th
out of 40 in science,
outscored by nations such as Finland, Sweden, South Korea, and the United Kingdom
(Darling-Hammond, 2010). In order to thrive in a complex, information-based economy,
students will need technological proficiencies and 21
st
century skills to meet the needs
and demands of this globalized world. This chapter examines the existing literature on
globalization and 21
st
century skills as a component of K-12 education in three sections.
First, it explores the economic forces that calls for the movement of 21
st
century skills
and addresses current challenges and obstacles facing public education. Secondly, it
identifies current major frameworks for 21
st
century skills leading to providing case
studies of 21
st
century schools. Finally, a review of the best practices as identified by the
literature will highlight the practices and programs needed to transform education for the
21
st
century that is critical for student success and future health of this nation to be
competitive in these global economies.
Movement into 21
st
Century: Changes in U.S. Workforce
By the end of the twentieth century, the United States economy was shifting from
production to information. The movement into the twenty-first century has forced
business to drive rapid technological change into the very core of business operations and
processes (Dede, et al., 2005). With the growth of economic globalization, the world has
become increasingly interconnected. At the turn of the century, an important new aspect
of trade patterns, “vertical trade,” has emerged where the finished products may be
composed of inputs produced and assembled in stages in different countries (RAND,
2004). This allows the more labor-intensive production process to be located in lower

20

wage settings, as contrast to more knowledge or technology intensive, which are located
in higher wage settings. Not only manufacturing jobs have been outsourced overseas, but
higher skilled jobs in the services sector such as information technology (IT) and
business processing services have been also affected. Technological advancement and
falling prices associated with voice and data transmission facilitate the shift of IT services
from the United States to overseas locations in such countries as China, Hungry, India,
Ireland, Costa Rica, and the Philippines (RAND, 2004). Due to the high-speed computer
networks, the work products in many information-based and knowledge-based industries
place less emphasis on the physical location of the workforce. Friedman (2006) argues
that the ease of outsourcing and international trade enables corporations to search around
the world to find the most productive and efficient workers to fill their positions. As
trade flows have increased and production has become more internationalized, some
industries face greater competitions, and as a result, many will lose jobs. Thus, due to
globalization, Americans no longer are competing with each other for jobs, they are now
competing globally.
As the world becomes more interconnected, its emerging industries and
occupations offer tremendous opportunities for individuals who have the skills and
knowledge. United States companies are competing in a global marketplace where
workers must transition from an industrial to a knowledge-based economy. About
seventy percent of the jobs in the U.S. now require specialized knowledge and skills, as
compared to only five percent at the last century (Darling-Hammond, 2010). The service
economy driven by information, knowledge, and innovation has supplanted the industrial

21

economy and reshaped businesses and workplaces in the United States (Bellanca &
Brandt, 2010). Currently, more than seventy-five percent of all jobs in the United States
are in the service sector (Bellanca & Brandt, 2010). Thus, a majority of high paying jobs
in the 21
st
century are in the knowledge-service sector, with unskilled, factory and natural
resource jobs declining in significant number of jobs, share of the economy and wages.
Rapid changes in technology and increased international competition place
significant emphasis on the skills and preparation of the workforce, particularly the
ability to adapt to advancing technologies and shifting product demand (RAND, 2004).
Job skills requirements have been shifting across all areas as a result of advancement in
technologies. Technology has replaced workers who perform routine activities that less-
skilled workers used to do, while it complements workers with higher-level skills and
empowers them to be more productive and creative (Business Roundtable, 2005).
Business computer systems generate demand for highly skilled labor in the form of
technicians who operate and repair the equipment, develop and install software and
programs, and build and monitor the networks. In addition, computer systems generate
more data to be analyzed, thereby increasing the demand for the workers, managers, and
other professionals to have skills in analytical reasoning, problem-solving, and
communication skills (Dede et al., 2005). Furthermore, the Business Roundtable (2005)
explains that the two key drivers of a knowledge economy are critical thinking and
creativity/ innovation. Thus, the workforce demands knowledgeable workers who go
beyond just providing information to now being responsible for generating and

22

conveying knowledge needed for decision making. As the world enters a global
knowledge marketplace, technological advances promise to further shape the U.S.
economy.
The Flat World and Education
The accelerated growth in technological advances and ongoing processes of
globalization has given challenges to U.S. education systems of formal learning in the
21
st
century. Friedman (2005) points out in The World Is Flat, globalization is flattening
the world and challenging the United States. He explains that students in the United
States must lead a new era of global cooperation as twenty-first century learners. The
21
st
Century Workforce Commission (2000) concur with Friedman that “the current and
future health of America’s 21
st
century economy depends directly on how broadly and
deeply Americans reach a new level of 21
st
Century Literacy” (p. 4). Notwithstanding,
current public education system is not preparing all students for the economic, workforce,
and citizenship opportunities and demands of the 21
st
century (Zhao, 2009).
According to the PISA survey by the OECD in 2006, in high school science, U.S.
15-year olds ranked 25
th
among 30 OECD countries, down from 23
rd
in 2003 and 18
th
in
2000 (OECD, 2007). The PISA report noted that the U.S. has a large proportion of low-
performers in science and mathematics. Based on the report, Tapping America’s
Potential: The Education for Innovation Initiative, cited in Dede et al. (2005) expressed
the deep concern about the United States’ ability to sustain its scientific and technological
superiority through this decade and beyond. It reported a sense of urgency for America
to take an immediate action to secure a prosperous future for the country and its children.

23

In addition, science, technology, engineering, and math (STEM) experts in industry and
higher education also have been warning for years that the United States education is not
preparing an adequate supply of workers for these critical fields (21
st
Century Workforce
Commission, 2000; Bellanca & Brandt, 2010).
In this new era, education plays a critical role in maintaining prosperity and
stimulating economic growth. This ever changing world is accelerated by technology,
spurred by information, and driven by knowledge (Lemke, Coughlin, Thadani, & Marin,
2003). This slowly has flattened the world where people are connecting all the
knowledge centers on the world together into a single global network (Wagner, 2008).
Furthermore, Wagner (2008) asserts that in this era of globalization, it is imperative that
schools prepare students effectively with the knowledge, dispositions and skills they need
to connect, collaborate, and compete in a highly competitive, interconnected world.
Thus, to thrive in this information-based, global society, it is essential to acquire twenty-
first century knowledge and skills such as STEM, critical thinking, problem-solving,
communication, and collaboration (Heckman & Montera, 2009) to meet the demands of
the 21
st
century workforce.
Meeting the challenges require a new system for education. Many countries are
working diligently to prepare their future workers to meet the needs and demands of this
globalized world. Twenty-first century students need a deeper understanding of the core
concepts in the disciplines; they need to be able to frame, investigate, evaluate, and solve
problems using a wide range of information resources and digital tools (Darling-
Hammond, 2010; Heckman & Montera, 2009). However, United States is losing vital

24

talent due to current educational system since it often mirrors those in the 20
th
century
education system where learning is still focused on “top- down” teaching, rote
memorization, and multiple-choice testing (Dede et al., 2005). Moreover, U.S. education
is strongly focused on “back to basics” approach represented by the federal education law
called No Child Left Behind (NCLB). High-stakes assessments are deeply rooted into
current educational arenas due to this legislation that limits students to learn other areas
of discipline such as art, foreign language, and computer literacy (Heckman & Montera,
2009).
In light of rapidly changing world, current practice of instruction is focused on
drill and practice of skills where students are passive in their learning environment
(Fusarelli, 2005). Wallis, Steptoe, and Miranda’s (2006) study have found that it was
common for students to sit in rows, listen to teachers lecture, and scribble notes by hand,
and learn from outdated textbooks. Rather than providing learning derived from
experiences in complex settings to develop skills in problem finding, current education
emphasizes manipulating predigested information to build fluency in routine problem
solving (Dede, 2007; Fusarelli, 2005). These skills are presented in an abstract form
removed from students’ application to knowledge, which makes transfer to real world
situations difficult (Fusarelli, 2005). The figure below represents two educational
paradigms-20
th
century education vs. the proposed practices of 21
st
century education
(Vision 2 Education Group, 2008).

Figure 1: 21
st
Century Educational Paradigm
Similar to Wallis et al.’s
study focused on the nature of student activity in schools
spend 52% of their class time copying from a book or the board and 33% of their time
listening to a teacher (OCED, 2009a)
activity involved innovation or creativity
is the survey results from what activities students in school do most often
p.17).

entury Educational Paradigm
Similar to Wallis et al.’s (2006) study, in 2009, the OCED conducted a research
study focused on the nature of student activity in schools. It has revealed that students
spend 52% of their class time copying from a book or the board and 33% of their time
OCED, 2009a). The study found that there was very little student
volved innovation or creativity-knowledge building activity. The figure below
from what activities students in school do most often
25

OCED conducted a research
has revealed that students
spend 52% of their class time copying from a book or the board and 33% of their time
ound that there was very little student
The figure below
from what activities students in school do most often (OCED, 2009a,

Figure 2: Survey Results

Despite various education reforms, the fundamental way of educating students has
not been changed to match the dynamic change in the economy.
current education system, globalization has driven
this worldwide economy.
importance of knowledge
thinking, abstract reasoning, problem
2004). As stated earlier in this chapter, t
cognitive skills who are capable of higher order analysis, able to deal with ambiguity, and
Survey Results from 2009 OCED
various education reforms, the fundamental way of educating students has
changed to match the dynamic change in the economy. However, unlike the
current education system, globalization has driven expeditious technologica
this worldwide economy. Shifts in the nature of business organizations and the growing
importance of knowledge-based work favor strong cognitive skills such as
abstract reasoning, problem-solving, communication, and collabor
As stated earlier in this chapter, the labor market requires students to acquire
who are capable of higher order analysis, able to deal with ambiguity, and
26

various education reforms, the fundamental way of educating students has
However, unlike the
echnological change in
Shifts in the nature of business organizations and the growing
based work favor strong cognitive skills such as critical
solving, communication, and collaboration (RAND,
he labor market requires students to acquire high
who are capable of higher order analysis, able to deal with ambiguity, and

27

acquire complex communication (Business Roundtable, 2005; Dede, 2007; RAND, 2004).
In an effort to meet the needs of this fast changing world, education has applied learning
technologies as a means to enhance students’ educational outcomes; however, it has not
been systematically incorporated into the learning processes in curricular reform (Dede et
al., 2005). In short, the American educational system has been somewhat constant, slow
to change considering the pace of change in other areas of life. This creates a great
challenge to United States as well as its economy since U.S. education falls short in
preparing this country’s students for a knowledge-based, globalized marketplace.
U.S. Education Law: Unintended Consequences of NCLB
For the last decade, the national conversation on education has focused on reading
and math test scores and closing the achievement gap between social classes. The
passage of the Elementary and Secondary Education Act also known as, No Child Left
Behind Act of 2001, has brought about the significant issue of accountability and
standards-based assessments in the K-12 educational arenas. Having to place all its effort
to close the domestic achievement gap between disadvantaged or minority students and
their affluent or white peers has created the global achievement gap for what is needed to
succeed in today’s world (Wagner, 2008). The demand of the labor market and a global
economy requires more from students than these standardized assessments. Business
communities stress the need for a workforce equipped to be internationally competitive;
however, current education system focuses on the basic skills that hinders American
students to be globally competitive.

28

The quest for responsive education that prepares students for the increasing
demands for skills and knowledge to meet the needs of the information-based economy
has been restricted due to the NCLB legislation. The potential impact of the unintended
consequences is substantial. As a result of its accountability system in place, many
districts and schools are overwhelmed and concerned about the NCLB requirements and
potential financial repercussions of not complying, many are focusing entirely on tested
skills (Popham, 2007). Darling-Hammond (2010) criticizes that U.S. education reforms
have led to the narrowing of the curriculum, with teachers rushing through instructional
materials that allow little time for revision. Rather than focusing on quality teaching and
developing students who can apply their knowledge and skills, teachers are compelled to
teach to the high-stakes test (Fusarelli, 2005). Additionally, the standardized tests are
used to rank schools primarily require students to memorize specific information within
the content standards and answer multiple-choice questions. This has taken the focus
away from teaching students critical thinking, research, writing and real world
application skills (Rothstein, 2007). Thus, instruction becomes shallow and the context
of the rote learning is emphasized in many schools in the United States as a result of the
testing mandates of NCLB.
Wagner (2008) laments that majority of American students are not properly
prepared for life in this current world. They are taught to memorize facts for multiple-
choice tests that merely teach students how to choose an answer, not how to solve open-
ended problems (Popham, 2007; Wagner, 2008; Pappas, 2009; Darling-Hammond, 2010).
Wagner (2008) altercates that this type of rote learning approach is unacceptable in the

29

real workplace. For this reason, NCLB’s standards-based accountability movement is a
direct contrast to the reform for which education and business leaders are requesting
(Ellis, 2008; Pappas, 2009). Moreover, NCLB’s effort to “leave no child behind” has
whether led to leaving entire generation of children behind, lacking essential skills to
meet the demands of global economy because many students are not taught to be critical
and abstract thinkers, problem-solvers, work in teams, or speak a language other than
English (Ellis, 2008; Pappas, 2009; Wagner, 2008). Wagner (2008) explains that this
divide between what schools are teaching and what is required for active societal
participation in this changing world has created a global achievement gap that is leaving
students unprepared for the twenty-first century.
Education Reform: Movement towards 21
st
Century Education
United States workforce needs to increase its adaptability, flexibility, and
education in order to become competitive in a global marketplace (Friedman, 2005). The
ranking of the U.S. on measure of international benchmark raises a great concern
regarding the ability of American schools to properly prepare students for the needs and
demands of the 21
st
century global economy. According to the OCED (2006), education
is one of the key factors to influence a country’s economy. The Obama administration’s
education agenda recognizes that this nation faces urgent challenges to prepare students
to compete in a global economy; U.S. public education must ensure that American
students again lead the world in achievement, creativity/ innovation, and success (Powell,
2009; Sabochik, 2010).

30

President Obama’s commitment to education is linked directly to the promotion
of partnerships and exchanges with communities around the world. In an effort to
improve U.S. education, Obama’s administration proposed its education agenda to reform
America’s public schools to deliver a 21
st
century education that will prepare all children
for success in the new global workforce (U.S. DOE, 2009). Recognizing that U.S. is
falling behind other foreign competitors in STEM (science, technology, engineering, and
math) subjects, President Obama launched the Change the Equation, a CEO-led effort to
dramatically improve education in STEM, as a part of president’s Educate to Innovate
campaign (Sabochik, 2010). In addition, President Obama continues to foster a “Race to
the Top” in this nation’s schools, by promoting world-class academic standards and a
curriculum that promotes 21
st
century skills such as critical thinking, problem solving,
and the innovative use of knowledge to prepare students for college and career (The
White House, 2010).
Despite the NCLB reauthorization sparks fierce debate among policymakers,
education experts, and advocates, the Obama administration pushes to reauthorize and
strengthen this federal education law. Under the administration’s proposal, there will be
a promotion of national standards, commonly known as the “Common Core” standards
and have all students to leave high school “college or career ready” (Powell, 2009).
Currently, more than 40 states are collaborating in an effort coordinated by the National
Governors Association and encouraged by the administration, to write common standards
defining what it means to be a graduate from high school and ready for college or a
career (Lewis, 2010). The Common Core standards are designed to be robust and

31

relevant to the real world, reflecting the knowledge and skills that students need for
success in college and careers where they can be best positioned to compete successfully
in the global economy.
A solid and well-rounded education is necessary to get ahead in today’s complex
world. However, it is evident that many American students are not adequately prepared
to meet the standards to be competitive in this era of globalization. NCLB requires that
students graduate with basic skills by meeting the state proficiency bar, yet these skills do
not qualify them to participate nor to be competitive in a society that needs innovation,
creativity, and problem solving. As society changes, the skills needed to deal with the
complexities of life also change. Schools need to move into implementing these skills
that can profoundly restructure classroom environment by providing students with
rigorous curriculum with more authentic activities (project-and problem-based learning)
that allow for collaborative inquiry rather than teaching skills and standards in the
absence of application and context ( Huber & Breen, 2007; Pearlman, 2006).
With the advent of a reauthorization of NCLB, it is inevitable for federal
government to focus on how to bridge the gap between learning focused on
decontextualized skills and the 21
st
century skills to strengthen and improve U.S.
education and performance. Many experts, organizations, and researchers who have
studied the changing workplace and 21
st
century education strongly expressed their
concern that U.S. education must make parallel changes to meet the needs of the
knowledge-based society and understand and embrace the 21
st
century skills within the
context of rigorous academic standards. As the main driver of education reform at the

32

federal level, the reauthorization of NCLB can be the pivotal lever to ensure world-class
education to American students to prepare them to be active citizens of the globally
competitive workforce.
Current Major Frameworks for 21
st
Century Skills
Various economic and educational organizations, educators, and policy leaders
have called for all students to learn the 21
st
century skills. In response, some
organizations have developed and implemented frameworks for the new millennium
content and processes for schools and districts. Despite the diverse definitions for “21
st

century skills,” it is becoming an umbrella phrase under advocates from various
organizations. Current conceptual frameworks for 21
st
century skills include the
Partnership for 21
st
Century Skills (2006), the Metiri Group and North Central Regional
Educational Laboratory (NCREL) (2003), the Organization for Economic Cooperation
and Development (2005), the International Baccalaureate Organization (2006), and the
Asia Society (2009). Although myriad characteristics of 21
st
century skills appear
prominently in the literature, for the purpose of this literature review, the Partnership for
21
st
Century Skills (P21) and its conceptual framework will serve as the baseline for this
section because the P21’s conceptualization of 21
st
century skills is more comprehensive
and more widely adopted than any of the alternatives discuss later in this section.
The Partnership for 21
st
Century Skills
The Partnership for 21
st
Century Skills (P21) is a national organization founded in
2002, funded by the Bill and Melinda Gates Foundation that supports the K-12 education
by building collaborative partnerships among education, business, community, and

33

government leaders. The P21 is a consortium of 26 organizations, including the U.S.
Department of Education, the National Education Association, Apple and Dell computer,
Microsoft Corporation, and Cisco Systems. Since 2002, fifteen states’ department of
education (Arizona, Illinois, Iowa, Kansas, Kentucky, Louisiana, Maine, Massachusetts,
Nevada, New Jersey, North Carolina, Ohio, South Dakota, and West Virginia, Wisconsin)
have become involved with the movement for 21
st
century skills. Hence, it has emerged
as the leading advocacy organization emphasized on infusing 21
st
century skills into
education for student success in the new global economy (Johnson, 2009).
The Partnership for 21
st
Century Skills provides five recommendations listed
below to ensure student mastery of 21
st
century skills to succeed as effective citizens,
workers and leaders.
1) Twenty-First Century Standards: Design schools to prepare all students with
twenty-first century knowledge.
2) Assessment of 21st Century Skills: Provide authentic assessment that is
applicable to real world setting.
3) Curriculum and Instruction: Require students to demonstrate achievement of 21
st

century knowledge and skills-critical thinking, problem solving, communication
skills, as well as exhibiting competency on information and technology literacy.
4) Twenty-First Century Professional Development: Organize schools to function as
professional learning communities.

34

5) Learning Environments: Partner with the business community and organizations
to help implement the 21
st
century skills and provide students with the opportunity
to work and learn outside the classrooms.
As the United States continues to compete in a global knowledge economy that
demands innovation, the P21 has developed the framework that describes the skills,
knowledge, and expertise students need to succeed in work and life. The elements of 21
st

Century Student Outcomes consist of core subjects and 21
st
century interdisciplinary
themes. The core subjects include: English Language Arts, World languages, Arts,
Mathematics, Economics, Science, Geography, History, and Government and Civics.
Additionally, in order to promote understanding of academic content at much higher
levels, this organization has identified five 21
st
century themes into core subjects: 1)
Global awareness-learn, respect, and collaborate; 2) Financial/economic literacy-
understand the role of the economy and use entrepreneurial skills to enhance workplace
productivity and career option; 3) Civic literacy- participate effectively in civic life; 4)
Health literacy-understand preventive physical and mental health measures; and 5)
Environmental literacy-demonstrate knowledge of society’s impact and take necessary
action (P21, 2009). Hence, the mastery of these core subjects and 21
st
century themes is
essential for all students in the 21
st
century.
Learning to think and make effective and innovative use of what students know
throughout their lives can be essential skills that students must acquire to prepare them
for a more complex life and work in the 21
st
century. The P21 has identified these skills
into three categories: learning and innovations skills of 4Cs- creativity, critical thinking,

35

communication and collaboration; digital literacy skills- information and media literacy;
and life and career skills-flexibility, adaptability, self-direction, productivity, and
responsibility (P21, 2009). Below is the framework identified by the Partnership for 21
st

Century Skills.
Figure 3: Partnership for 21
st
Century Skills Framework
Learning and Innovation Skills

• Critical Thinking and Problem
Solving
• Creativity and Innovation
• Communication and Collaboration
• Cross-Disciplinary Thinking

Information, Media, and Technology
Skills

• Information Literacy
• Media Literacy
• Information, Communications
and Technology (ICT)
Literacy
Life and Career Skills

• Flexibility and Adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility
21
st
Century Themes

• Global Awareness
• Financial, Economic,
Business, and Entrepreneurial
Literacy
• Civic Literacy
• Health Literacy
• Environmental Literacy

Additionally, to ensure student mastery of 21
st
century skills, the P21 has created
its 21
st
century support systems that consists of: standards (focus on 21
st
century skills),
assessments (balance, high-quality standardized testing with effective formative and
summative assessments, useful feedback, and production of student portfolios),
professional development (tools and teaching strategies, project-oriented teaching
methods, and professional learning communities), and learning environments (share best

practices, support professional learning communities, real world 21
and provide architectural and interior designs for group, team, and individual learning).
These core competencies of 21
core academic subjects. I
context and the components required for implementation into school curriculum.
conceptual framework presents the 21
focus on student outcomes with the integration of targeted
with support systems to ensure students to learn the essential skills required of them in
the 21st century. The graphic below
their notions of learning in the 21
Figure 4: Conceptual Framework
practices, support professional learning communities, real world 21
st
century contexts,
and provide architectural and interior designs for group, team, and individual learning).
These core competencies of 21
st
century skills are integrated into the teaching of
It is represented in a framework to enhance understanding of the
context and the components required for implementation into school curriculum.
conceptual framework presents the 21
st
century teaching and learning that combines a
focus on student outcomes with the integration of targeted skills and content knowledge,
with support systems to ensure students to learn the essential skills required of them in
. The graphic below represents the framework used by P21 to
their notions of learning in the 21
st
century.
ramework of 21
st
Century Student Outcomes
36
century contexts,
and provide architectural and interior designs for group, team, and individual learning).
century skills are integrated into the teaching of
nhance understanding of the
context and the components required for implementation into school curriculum. This
century teaching and learning that combines a
skills and content knowledge,
with support systems to ensure students to learn the essential skills required of them in
the framework used by P21 to illustrate
(P21, 2009)

37

In short, the Partnership for 21st Century Skills framework focuses on curriculum
and instruction that is interwoven with five interdisciplinary themes and essential skills
where students learn to adapt, be responsible, and be self directive. To ensure mastery of
these skills, the P21 includes support systems that consist of standards that focus on 21
st

century skills and content knowledge and promote both formative and summative
assessments with teachers’ use of constructive feedback. Professional development (PD)
opportunities are given to strengthen teachers’ instructional strategies and practices,
project-based learning methods, and professional learning communities (PLCs) where
teachers share best practices and support professional learning. Lastly, learning
environment is supported through the process of PLCs. It emphasizes the importance of
real world contexts to students and provide learning environment that is conducive to
group, team, and individual learning for students to master these essential skills.
The enGauge Framework from Metiri/NCREL Partnership
The Metiri Group is a national consulting firm based in Los Angeles, California.
This firm specializes in gauging the impact of technology in K-20 schools that focuses on
policy, research, strategic planning, professional development, assessment, and impact
studies. The North Central Regional Educational Laboratory (NCREL) is a nonprofit
organization dedicated to serve and assist schools and the students to reach their full
potential. This organization helps states, districts, and schools effectively integrate
technology into education by providing high-quality professional development, building
the capacity of leaders, and disseminating information on critical technology issues.

38

In collaboration with Metiri Group and the NCREL (2003), identified the
enGauge 21
st
Century Skills which are as follows: Digital Age Literacy (visual,
information, and multicultural literacies, global awareness, and scientific and
technological literacies); Inventive Thinking (adaptability, self direction, creativity,
higher order thinking and sound reasoning); Effective Communication (collaboration,
interpersonal skills, responsibility, and interactive communication); and High
Productivity (managing for results, effective use of real world tools, and high quality
products). The diagram below provides a visual rendition of the enGauge 21
st
Century’s
conceptual framework, as outlined above (NCREL/Metiri Group, 2003).
Figure 5: enGauge 21
st
Century Skills

39

These twenty-first century skills have been compiled from extensive bodies of
research, as well as from contemporary literature, and the voice of representatives from
education, business, and industry. The information and sources have been cross-matched
with National Education Technology Standards, SCANS, Information Literacy Standards
for Student Learning, Nation of Opportunity, and Preparing Students for the 21
st
Century.
The enGauge 21
st
Century Skills have been reviewed by experts in the field prior to
publication, and it is intended to serve as a bridge across public, business, industry, and
education sectors through common definitions, and contexts for the skills needed by
students and workers in this evolving technological environment (NCREL/Metiri Group,
2003). It is recommended that the educational system must understand and embrace the
enGauge 21
st
Century Skills within the context of rigorous academic standards.
The Organization for Economic Co-Operation and Development
In late 1997, the Organization for Economic Co-Operation and Development
(OECD) initiated the Definition and Selection of Competencies (DeSeCo) Project with
the aim of providing a conceptual framework to inform the identification of key
competencies and strengthen Programme for International Student Assessment (PISA).
This project was linked to PISA that brought together experts in a wide range of
disciplines to work with stakeholders and policy analysts to produce a policy-relevant
framework. In most OECD countries, value is placed on flexibility, entrepreneurship and
personal responsibility. Not only are individuals expected to be adaptive but also
innovative, creative, self-directed and self-motivated (OECD, 2005). Individual OECD
countries were able to contribute their own views to inform the process that

40

acknowledged diversity in values and priorities across countries and cultures. Through
the DeSeCo Project, the OECD has collaborated with a wide range of scholars, experts
and institutions to identify the definitions and selection of key competencies. It has also
identified universal challenges of the global economy and culture, as well as common
values that inform the selection of the most important competencies.
In 2005, the OECD provided its conception of 21
st
century skills. The DeSeCo
Project’s conceptual framework for key competencies classifies such competencies in
three broad categories (OCED, 2005). First, individuals need to be able to use a wide
range of tools for interacting effectively with the environment: both physical factors such
as information technology and socio-cultural factors such as the use of language. It is
important to understand such tools well enough to adapt to individual purposes to use
them interactively. Second, in an interconnected world, individuals need to be able to
interact in heterogeneous groups where they are able to work cooperatively in teams and
resolve conflicts. Third, individuals need to be able to act autonomously where they take
responsibility for managing their own lives and situate their lives in the broader social
context. The OCED competencies highlight “using language, symbols, and texts,” as
well as “managing and resolving conflicts.” Acting autonomously is a major category in
this framework that includes individual’s ability to plan long-term life goals and act
within the broader social context to defend and assert rights, interest, limits and needs
(OCED, 2005).

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The International Baccalaureate Organization
The International Baccalaureate (IB) is a non-profit educational foundation,
motivated by its mission, focused on the student. It aims to develop students to inquire,
be knowledgeable and caring who help to create a better world through intercultural
understanding and respect (IBO, 2006). It offers three programmes of international
education that span the primary, middle, and high school years. Through these
programmes, students are encouraged to become active, compassionate and lifelong
learners.
This organization is founded in 1968. Currently, there are 3,322 schools in 141
countries, and of that, 1,183 IB schools are in the United States offering one or more of
the three IB programs. Each program includes a curriculum and pedagogy, authentic
assessment, and professional development for teachers. The common educational
framework offered by these three programs is: a coherent, broad-based international
curriculum, IB Learner Profile (Inquirers, Knowledgeable, Thinkers, Communicators,
Principled, Open-minded, Caring, Risk-takers, Balanced, and Reflective), and six
transdisciplinary themes of global significance. These themes are: 1) Who we are; 2)
Where we are in place and time; 3) How we express ourselves; 4) How the world works;
5) How we organize ourselves; and lastly 6) Sharing the planet. These IB programs help
develop students with the intellectual, personal, and social skills necessary to live and
work in a globalized world.
In U.S., the Primary Years Programme (PYP) is offered to students in grades K-5
that focuses on the development of the whole child. The PYP is guided by the six

42

transdisciplinary themes with a powerful emphasis on inquiry based learning (IBL) that
allows students to learn beyond the subject content areas. The IB Learner Profile and IB
Attitudes (Appreciation, Tolerance, Respect, Integrity, Independence, Enthusiasm,
Empathy, Curiosity, Creativity, Cooperation, Confidence, and Commitment) are well
integrated into the PYP curriculum. Through its program, students develop a deeper
understanding of important concepts as well as acquire and practice the essential skills.
The Middle Years Programme (MYP) is for students in grades 6-8 that provides a
framework of academic challenge and life skills, achieved through transdisciplinary
themes that are integrated into traditional school subjects. The MYP is designed to help
students find a sense of identity and belonging and to foster a positive attitude towards
learning. Through IBL, students are encouraged to question and evaluate information
critically, explore the links between subjects, and develop intercultural awareness and
communication skills. In MYP, there are eight subject groups that are integrated through
five areas of interaction that provide a framework for learning with and across the
subjects. The content subject areas are: English, a second language, humanities, sciences,
mathematics, arts, physical education and technology. The five areas of interactions that
are integrated across all disciplines are:
1) Approaches to learning- learning skills to create more effective learners.
2) Community and Service- understand and help both local and global
communities.
3) Health and Social Education-build a healthy next generation.

43

4) Environment-understand the reasons, consequences, and impacts of human.
5) Homo Faber-look at the impact of the creative genius of humankind.
Through this transdisciplinary curriculum, students not only learn the content knowledge
and twenty-first century skills, but also they acquire intercultural understandings and
respect that is an essential part of life in this interconnected world.
Lastly, the Diploma Programme (DP) is offered to students aged 16-19 in grades
11 and 12. It is a comprehensive and rigorous two-year curriculum leading to a series of
final exams and a qualification that is welcomed by the world’s leading universities. The
core components of the DP are Theory of Knowledge, Extended Essays, and Creativity,
Action, & Service. In short, through academically challenging and balanced IB programs,
students demonstrate mastery of content subject as well as develop skills and discipline
necessary for success in a knowledge-based global workforce.
The Asia Society
The Asia Society is the leading international nonprofit organization working to
strengthen relationships and promote understanding among the people, leaders, and
institutions whose primary focus is to prepare K-12 students in the United States for the
challenges and responsibilities of an increasingly interdependent world (Asia Society,
2008). Founded in 1956 by John D. Rockefeller, the Asia Society was initially
established to promote knowledge of Asia within the United States. As the world
becomes more globalized, the Asia Society’s education program has been working
towards a nationwide commitment to make international knowledge and skills a top
priority, creating models and resources for schools around the United States. Its

44

programs have been expanded to address Asian American issues, the effects of
globalization, and pressing concerns in Asia including human rights, the status of women,
and environmental and global health issues such as HIV/AIDS (The Asia Society, 2008).
The Asia Society’s work has identified a vital connection between global
education and student academic achievement. According to the Asia Society (2008),
students must emerge from schools college-ready and globally competent. Similar to the
Partnership for 21
st
Century Skills, the Asia Society places a great importance on students’
ability to compete, connect, and cooperate with their generation around the world. Based
on the Asia Society’s research and the promotion of 21
st
century skills, schools have been
restructured by integrating global issues to enhance academic achievement. One such
school is Walter Payton College Preparatory High School in Chicago, Illinois. This is an
inner city magnet high school that has one of Chicago’s most ethnically diverse student
populations, has shown how integrating international education has enhanced academic
excellence at this school. Students learn a world language for four years and experience
home-stay exchanges with sister schools around the world. A wide range of international
visitors, students, seminars and conferences, further enhances the international spirit of
this school. Advance technology include video conferencing, connects to students and
experts around the world. Founded in 2000, this school’s achievement levels make it one
of the top schools in Illinois, and it serves as a model school to others.
In surveying what Fortune 500 corporation Chief Executive Officers (CEOs)
described the importance of basic skills such as reading and writing, however, they
believe that these basic skills are not enough to demonstrate effectiveness of workers.

45

The corporate CEOs stressed that 21
st
century workers must demonstrate global
competence skills. Additionally, according to the committee for Economic Development
(cited in the Asia Society, 2008), more than 200 business leaders and university
presidents expressed that in order for U.S. to compete successfully in the global
marketplace, both U.S. based multinational corporations and the small businesses,
increasingly need employees with knowledge of foreign languages and cultures to market
products to customers around the globe and to work effectively with foreign employees
and partners in other countries. Thus, it is critical that American education must provide
beyond the basics of reading and writing and integrate the 21
st
century skills where
students acquire international knowledge such as ability to speak language other than
English and skills such as collaborating, competing, and problem solving.
The Asia Society (2008) acknowledged six skills that effective workers must
demonstrate: sensitivity to foreign cultures, fluency in foreign languages, understanding
of international trade, technological savvy, have a strong ethical core, and ability to
manage complexity and work in international teams. To integrate these skills into
curriculum, the Asia society developed the key elements of an international education.
These elements are to be incorporated into schools to teach the knowledge of other world
regions, cultures, global issues, skills in communicating in language other than English,
use information from different sources around the world, and values of respect and
concerns for other cultures and peoples. International education includes teaching and
learning about other world regions through arts and culture, language, economics,
geography, history, mathematics, and science (Asia Society, 2008). In addition to these

46

elements, international education emphasizes the key competency skills in cultural
awareness, awareness of global events, effective communication, and collaborative
teamwork.
Based on the Partnership for 21
st
Century Skills, enGauge 21
st
Century from
Metiri/NCREL, OECD, IBO, and Asia Society, the 21
st
century skills frameworks are
generally consistent with each other. Each organization has introduced complementary
ideas to the concept of 21
st
century skills where each envisions a model that incorporates
both knowledge and skills, with an emphasis on problem solving, collaboration,
communication, and technology/ Information literacy. For example, as discussed earlier,
the P21 framework from OECD, IBO, and Metiri/NCREL emphasize the autonomous
actions by students in the classroom. These organizations indicate that in order to attain
21
st
century skills, students must learn to become self-regulated learners who take
initiative in their education, yet this is not a typical part of conventional classroom culture.
Taking the P21 framework as a baseline, all four groups focused on technical skills and
digital literacies emphasize that aspect of P21 has articulated in greater detail which
fluencies in information and technologies are most important.
Despite the similarities of twenty-first century skills identified by these
organizations, each group has different areas of emphasis within the overarching skills set.
The other groups identify some sub-skills within the P21 categories as particularly
important. For example, the P21 and enGauge place strong emphasis on the learning and
thinking skills, whereas, the OECD, IBO, and Asia Society place heavy emphasis on
using tools more effectively and individual’s ability to work with diverse groups. From

47

these identifications of 21
st
century skills, it is evident that many of these skills are not
practiced or commonly implemented into school curriculum. For example, “students
acting autonomously” is a major category for OECD that is contrary to the current culture
of schooling in the United States. Similarly, the Metiri/NCREL and the IBO frameworks
stress the importance on student “risk taking,” but this is unlikely to be encouraged by
many teachers since the current education is framed by state’s content standards that
restricts creativity and innovative activities.
In sum, the overarching skills of the 21
st
century frameworks identified from these
organizations exhibit that many of these essential skills are underemphasized in K-12
educational settings. It is clear that 21
st
century skills stand in contrast to the current
practices in U.S. educational settings (Dede, 2007). This in turn, can be a substantial
challenge to infusing these 21
st
century skills frameworks into current educational
practice. To better prepare all students for a future where world is fast changing with
advanced technologies and innovation, it is imperative for schools to embrace and
understand the importance of the twenty-first century skills and infuse them into every
classroom.
Case Studies of Learning for 21
st
Century Schools
Throughout the literature review, it is noted that acquisition of the 21
st
century
skills are the direct pathway to future success of America’s economy. Despite the fact
that many U.S. public schools lag behind in preparing students to meet the needs of 21
st

century, nevertheless, some schools are working diligently to infuse these essential skills
to support students for the future workforce. In this section, it explores various schools

48

that were founded with 21
st
century skills to observe: What do schools look like where
21
st
century learning takes place? What are the programs and practice? How are these
essential skills aligned to core curriculum? What is the professional community of 21
st

century schools? The following seven schools are considered to be the 21
st
Century
Schools in the United States that exemplify the best of the new learning environments
that have embraced the learning of 21
st
century skills in K-12 schools. Some case studies
explicitly employ the language of 21
st
century skills, whereas others implied these skills
into different language such as college readiness and/or global competencies.
John Stanford International School, K-5 Elementary
John Stanford International Elementary School (JSIS) is one of the partnership
schools with the Asia Society that places high emphasis on the international education. It
is located in Seattle, Washington, serves grades K-5 in the Seattle Public Schools District.
JSIS serves approximately 400 students with diverse student population. This award
winning school is among the few public elementary schools in Washington to receive a
distinguished Great Schools rating of perfect 10 (Seattle Public Schools, 2010). The
vision statement of JSIS emphasizes its importance to create a culturally diverse
community of life-long learners who demonstrate advanced skills in communication,
international language and technology, and whose performance exemplifies the highest
academic standards. As stated in its vision statement, to provide international language,
JSIS offers dual language immersion program to all students. They spend half their day
studying math, science, culture and literacy in their chosen world language, either
Japanese or Spanish, while the other half of the day is spend learning reading, writing,

49

and social studies in English. Its immersion program emphasizes attaining social and
academic fluency in at least one world language. The concepts learned in core courses
are reinforced in both languages throughout their instruction. JSIS has been successful
both in language acquisition and high academic achievement.
Partnerships with local international businesses, Sister City Council, Trade
Development Alliance and the Mexican Council as well as curriculum support from the
University of Washington have helped the development and enrichment opportunities of
the school. Currently, JSIS has established a new partnership with a small school in
Puerto Vallarta, Mexico where students learn about Mexican cultures, traditions, and
exchange resources. In fall 2005, JSIS was named the Best of the Best elementary school
in the nation and received the Intel/Scholastic Schools of Distinction Award (Asia
Society, 2008). In 2010, it received the Washington State School of Distinction Award
for its outstanding academic achievements in English Language Arts and mathematics
(Seattle Public Schools, 2010).
Metropolitan School District of Lawrence Township
The case of the Metropolitan School District of Lawrence Township (MSDLT)
has pioneered a systemic approach to twenty-first century learning to provide students
with skills such as information and technological literacy, and global awareness and
cultural competence (Capuano and Knoderer, 2006). The MSD of Lawrence Township
serves approximately 16,000 students, and it is recognized as a “lighthouse” school
district, a reputation built over the years based on the district’s high-achieving students,
innovative educational programs, and nationally recognized character education initiative.

50

Capuano and Knoderer (2006) studied the MSDLT in Indianapolis, Indiana. In
November 2000, the Lilly Endowment of Indianapolis, Indiana issued a grant proposal to
public school districts in Marion County, Indiana to “develop innovative, systematic, and
transforming approaches” to prepare students to thrive in this highly technological, global
economy (Capuano & Knoderer, 2006, p. 113). In acceptance to this grant proposal,
MSDLT received $5.9 million dollars to launch the Digital Age Literacy Initiative which
accommodated more than sixteen thousand students and more than a thousand teachers to
meet the knowledge skills of the 21
st
century. The MSDLT mission statement “is to
empower all students with the knowledge and skills, compassion and integrity needed to
contribute and succeed as self-directed, life-long learners in a competitive global
community” (p. 114).
Through the Digital Age Literacy Initiative, Lawrence Township has adopted the
research of the NCREL/ Metiri Group’s enGauage 21
st
Century Skills framework to
develop and implement the 21
st
century skills necessary for students to succeed as self-
regulated learners in the digital age. Its curriculum is based on the three paradigms:
content-broaden the scope of digital literacy, process-develop on-going professional
development, and context- implement a professional learning community. From the
NCREL/Metiri Group’s enGauage framework, MSDLT identified seven global
competencies that contribute to preparing students for the global, knowledge-driven
world. These competencies include: basic literacy (language and numeracy proficiency),
technological literacy (networks, applications, and other technological devices), visual
literacy (ability to interpret, express, decipher, charts, graphs, and video), information

51

literacy (to find, evaluate, and make use of information), global awareness/cultural
competence (form authentic relationships across differences), self-direction (ability to set
goals, plan, manage time, and self-regulate), and higher-order thinking/sound reasoning
(analyze, compare, inference, interpret, synthesis, and evaluate).
To support student learning, teachers were given on-going professional
development to strengthen their technology skills. Research confirms that “high-quality,
systemic and ongoing professional development for teachers is the most effective way to
improve student learning” (Capuano & Knoderer, 2006, p. 115). MSDLT incorporated
the coaching method to ensure teachers to apply new strategies. The primary purpose of
using the cognitive coaching method was to encourage teachers to become self-reflective
about their teaching and make subsequent modifications to their teaching. Additionally,
the district has trained thirty-four teachers to serve as full-time digital age literacy
coaches who facilitate teachers’ implementation of digital age skills and on-going
professional development. These coaches’ primary function is to assist teachers and
principals in the understanding and classroom application of twenty-first century skills.
The digital age literacy coaches were divided into one to each elementary school and up
to three coaches for each middle and high schools in this district.
From 2001-2004, MSDLT used the Mankato Survey for a randomly selected
sample of fifth-, eighth-, and twelfth grade teachers and students to analyze their
perspectives and competency of technology access, ability, and usage. Findings from the
four-year study show that there were significant gains in knowledge in technology and its
usage such as use of spreadsheet, database, research, information searching, and

52

technology presentation from all students (elementary, middle, and high school). To
support the continuous learning for teachers and students, the district has implemented
professional learning community. In addition, the district’s partnerships with the Metiri
Group, Purdue University, and the P21 have significantly contributed to developing,
implementing, and sustaining the Digital Age Literacy Initiative. As a pioneer in this
new movement toward 21
st
century learning, the MSDLT has greatly contributed its
effort to prepare students to become globally competitive citizens.
Pennsylvania Governor’s School
The Pennsylvania Governor’s School for International Studies (PGSIS) is funded
by the Pennsylvania State Department of Education, which initiated the program in 1984
(PGSIS, 2006). It is one of eight Pennsylvania Governor’s Schools of Excellence in the
state. The purpose of the Governor’s School model for international education is to
provide valuable educational experiences for subjects that are not traditionally covered in
depth in public schools. The mission of the PGSIS is “to augment each student’s global
perspective along substantive and perceptual dimensions” (PGSIS, 2006, p.1). The
PGSIS curriculum provides broad range of globalization. It is also an overarching theme
in five or the six courses that comprised the curriculum: global issues, global bouquet:
societies and cultures, international political economy, global economic perspectives, and
global citizenship. The students attend each course twice a week for one hour each. A
key feature of the PGSIS curriculum is that students are engaged to form their own
beliefs and opinion about given topic or issue by critically analyzing and assessing the

53

readings. The curriculum also includes the debates on controversial issues and online
discussion boards before and during the program.
Myers (2010) conducted a study to explore what adolescents think about
globalization in an international education program. Of the 100 students enrolled in the
PGSIS program during the summer of 2005, 77 students agreed to participate in the
research study. The ethnic makeup of the sample population included Caucasians, Latino,
Africans-American, and Asian. The data collection was done through semi-structured
interviews that posed open-ended questions which helped explore the students’ thoughts
and beliefs. In addition to the interviews, students’ posts in the discussion boards were
collected as the primary data sources that provided rich source of data that complement
oral interviews. The results of this study showed that students understood globalization
as a complex process with multiple dimensions. Students were generally consistent about
the meaning for globalization and understood its impact of globalization have upon
countries’ economies. The findings suggested that the students’ participation in the
PGSIS program provided possible explanation for the accuracy of their conceptions and
understandings. From this program, students learned all parts of the world to understand
globalization as multi-centered with multiple causes and effects. Myers argued that
globalization should become a more central part of the curriculum. The author concluded
that the study of globalization is essential for students to understand how the world
functions. Through learning about globalization, students are better prepare themselves
as global citizens who can face the challenges of making globalization and global society
a more democratic and inclusive process for all.

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Schools in Massachusetts
The state of Massachusetts is one of a leadership states that is identified as the
national Partnership for 21
st
Century Skills (Massachusetts Board of Elementary and
Secondary Education, 2008). This state is receiving nationwide attention for being a
leader in education reform. On national assessments, Massachusetts outscores virtually
every state (Driscoll, 2006). To succeed in today’s world, Massachusetts Board of
Elementary and Secondary Education (MBESE) recognized that students need to master
much more than the 3Rs (reading, writing, and arithmetic); they need to be creative,
articulate, collaborative, able to manage themselves, use technology, and solve complex
problems in a global economy. For this reason, Massachusetts’ public education system
stepped into incorporating the 21
st
century skills into their curriculum. Informed by the
work of the P21, Massachusetts Board of Education developed a K-12 educational
framework through their extensive collaboration with leaders in business, government,
and education. Here are a couple of examples of schools in Massachusetts that exemplify
their implementation of the 21
st
century skills.
Gates Intermediate School.
Gates Intermediate School is in Scituate School District in Massachusetts. It is a
public school that serves 462 students in grades 7-8, that is recognized as one of the top
performing school on international and national standardized tests in the nation (Driscoll,
2006). Bringing science to life in a middle school classroom and getting student excited
about writing a research paper can be a challenge. To breathe in life to science and
excitement in writing, Gates Intermediate School launched the Mars Students Imaging

55

Project (MSIP) funded by the National Aeronautics and Space Administration (NASA)
where students conduct research and evaluate images sent to earth from the Mars
Odyssey, one of three space crafts orbiting Mars (Driscoll, 2006).
With a funding supported by the NASA and partnership with Arizona State
University’s (ASU) Mars Student Imaging Project, Lindgren and Troy (2005) conducted
an action research study with 126 students from the Gates Intermediate School to observe
the effectiveness of project-based learning have on student learning with integrating
science and English into middle school classrooms. These students were divided into 26
academic teams. Each team selected a Leader, Archivist, Publicist, and Bibliographer.
For twelve weeks, the teams formally met once a week to discuss their progress and plan
strategies for the following week. In addition to the weekly meetings, each team created
a website to communicate their progress. During the twelve weeks, teams learn to
narrow their topic such as “Volcanoes on Mar,” to a specific topic that could be answered
by visible light image such as “Is It Possible to Find the Relative Age of Volcanic
Depressions in a Lava Flow using a Mars Odyssey Image?” In addition to traditional
research method, students participated in four teleconferences with ASU’s scientists
chaired by Paige Valderrama, Assistant Director of the Mars Education Program. As the
project progressed, students were guided with content while the English teachers
provided strategies for writing proposals, using citations, and recording bibliographical
entries. When the proposals were completed, each team created a PowerPoint
presentation to introduce their proposal to everyone for peer review. Through this
project-based learning, students learn about outer space and Mars imaging software, as

56

well as how to develop scientific proposals, to work in teams, use critical thinking skills,
and understand the importance of competitive peer review.
Newton South High School.
One of the model school identified by MBESE is the Newton South High School,
which is located in the suburbs of Boston, Massachusetts. Newton is known for its
exchange programs with foreign countries. It has grades 9-12, a total of 1,781 student
population (Newton South High School Website, 2011). The Newton South’s mission
statement focuses on providing equality and opportunity for all students. It encourages
communication and personal connections, nurtures curiosity and creativity, and fosters
self-confidence and success for all learners. In 2003, Newton South received a Smaller
Learning Communities (SLCs) federal grant to help students feel connected to one-
another, faculty and communities to improve learning for all students (Massachusetts
Board of Elementary and Secondary Education, 2008). Through SLCs, this school has
designed sets of interdisciplinary courses called Connect programs creating small
learning communities of students and teachers who work together as a team. Through
Connect, students study core subjects in depth where they meet with experts in the field
and engage in collaborative project-based learning that integrates knowledge from the
various disciplines. Moreover, students have the opportunities to supplement their
academic experiences by incorporating employment into the learning process. By
exploring interrelationships between fields, students are provided with meaningful
learning experience where their learning is direct application to real world.

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Newton South is also highly recognized with a program called Modern Global
Communities (MGC). This is a three year program beginning in 10
th
grade where
students participate in a linked history and English class to learn about global literature,
culture, economics, politics, and the environment. In accordance with the MGC program,
it also offers the exchange program to students and faculty. The Newton-Beijing
Jingshan School Exchange Program is the oldest exchange of public secondary school
students between the United States and China. In each fall, Newton hosts students and
teachers for four months and sends students and teachers to Beijing each spring. Through
these exchange programs, students lead presentations about their culture to the school and
engage in activities all in the language of their host country. In addition to its partnership
with Beijing Jingshan School, Newton also has a long-standing relationship with its sister
city of San Juan Del Sur, Nicaragua. Every spring, a small group of Newton South
students visit Nicaragua to live with local families and learn about their culture, tradition,
and assist with community services. From these experiences, students learn to appreciate
and respect different cultures and learn to work collaboratively with foreign students.
The Modern Global Communities program has been highly successful, and it continues
this trend to this date. Over the years, Newton’s exchange program’s success has led to
its recognition for state and national replication (The Asia Society, 2008).
Schools in California
Even though California is not one of the partnerships with P21, there are a
number of schools in California that have embraced globalization by integrating the 21
st

century skills into their curriculum and instruction. These schools have placed high

58

emphasis on project-based learning where students learn to collaborate and cooperate
with each other while applying knowledge into real world setting. Additionally, use of
technology is one common practices found in these schools.
New Technology High School: Project-Based Learning.
In 2001, the New Technology Foundation (NTF) based in Napa, California has
assisted fifty-one communities in ten states launch and implement 21
st
century high
school based on the model and practices of New Technology High School in Napa,
California (Bellanca & Brandt, 2010). The design principle of New Tech High is that
“students best work, produce, and construct knowledge through project-based learning”
(Bellanca & Brandt, 2010, p. 120).
New Technology High School (NTHS) was founded in 1996 as a twenty-first
century school. It houses four hundred students for grades 9 to 12. NTHS emphasizes
project and problem-based learning that are keys to 21
st
century learning. In its first years,
mapped with the Secretary’s Commission on Achieving Necessary Skills standards and
twenty-first century skills, New Tech High teachers collaboratively defined the school’s
eight learning outcomes: content standards, collaboration, critical thinking, oral
communication, written communication, career preparation, citizenship and ethnics, and
technology literacy (Pearlman, 2006). These essential standards are built into the
curriculum where students work on projects that are designed to elicit these skills while
simultaneously meeting state or national content standards. Each unit starts with a
realistic or real-world project that both engages interest and generates a list of things that
students need to know. They are designed to solve complex problems that require critical

59

thinking skills. Thus, the graduation requirements from NTHS are demonstrating
mastery of the eight learning outcomes through a digital portfolio.
Despite its name, this school is not a technology school; however, there is more
technology at this school than most other schools in the Napa Valley Unified School
District. Technology plays a critical role in supporting twenty-first century learning
environments because it enables students to research, plan, and communicate. In NTHS,
every classroom is equipped with desktop or laptop computers one per student with wired
or wireless computers, for individual or small team work. Unlike the traditional report
card where students receive grades at the end of the term, at NTHS, the gradebook is
online, accessible by password; it is updated whenever there is new information. Thus,
students are constantly aware of their strengths and weaknesses which help them to target
their efforts toward improvement. Project -and problem based learning does not work
unless a learner receives constructive, timely feedback. This continuous feedback plays a
critical role that enables students to become self-directed learners.
NTHS is a different kind of school that produces a different kind of student. A
study that surveyed the schools’ eight graduation classes strongly suggests that students
feel that the use of project-based learning (PBL) and focus on twenty-first century skills
were important in preparing them for college, careers, and citizenship (Pearlman, 2006).
Ninety-eight percent of NTHS’s seniors report postsecondary enrollment plans, compared
to 67% that the district reports. California and the United States graduate 67% and 71%
of high school students, respectively, of which 32% in California and 34% nationally are
deemed college ready. Furthermore, the study found that 40% of all New Tech High

60

School graduates and 37% of graduating girls either pursue college study, complete
college study, or work in science, technology, engineering, or math careers, compared to
7% nationally. In short, NTHS’s project-based learning approach has transformed
students to become twenty-first century learners who are articulate, powerful, and self-
regulated collaborators and entrepreneurs.
High Tech High School Organization.
High Tech High (HTH), San Diego, California, is a public school development
organization launched in 2000 by a coalition of San Diego business leaders and educators
(Wagner, 2008). This school organization evolved into an integrated network of schools
spanning grades K-12 with a diverse student population of approximately 3,000 students
in the San Diego county region. HTH operates eleven schools: two elementary schools,
four middle schools, and five high schools and functions as professional learning
communities (High Tech High Website, 2010). All of these schools embody the High
Tech High design principles of personalization, adult world connection, common
intellectual mission, performance-based student work and assessment, and teacher as
designer (High Tech High Website, 2010). These schools have gained international
recognition for their highly innovative education practices and for students’ academic
achievement (Wagner, 2008). Academic Performance Index rankings (API) which is the
NCLB accountability system place HTH schools among the highest achieving in the state
(Wagner, 2008).

61

The unique aspect of High Tech High is its pedagogy. HTH teachers refuse to
teach to state’s assessments, in the belief that it will dilute their curriculum. Instead, all
academic content is taught through interdisciplinary projects. HTH schools highly
emphasize the team-building and collaboration. Through project-based learning, teachers
instruct and address skills that students need such as analytical thinking, problem-solving,
as well as able to write and research. Teachers function as facilitators and guide the
process as they provide constructive feedback whenever necessary. Moreover, the
criteria to promotion to next grades do not depend on students’ test scores. Instead,
students have to create a digital portfolio of their work samples to a panel of teachers,
students, and other adults from the community to show their mastery of academic
contents (Wagner, 2008). HTH’s first graduating class in 2003, one hundred percent of
its students have been accepted to college and among those, eighty percent have been
accepted to prestigious universities such as Johns Hopkins, MIT, Stanford, University of
California-Berkeley, and New York University (Wagner, 2008).
The schools identified in this section are on their way of restructuring their
schools to be the 21
st
century schools. They are in full force in preparing students to
become global citizens who not only acquire necessary knowledge to be successful but
also posses the essential skills to thrive in this knowledge driven, technologically
advanced world. The approach to problem based learning was one common instructional
practices exhibited by many schools that embraced the 21
st
century skills. Primarily,
pedagogical practices of using the PBL provided connection to the community- local,
state, national and global, where students learn to work with different people, understand

62

and value differences, and learn to solve complex problems within real world application.
In sum, these schools are embracing and infusing the 21
st
century skills into their
practices in an effort to prepare students to meet the needs and demands of this complex,
interconnected world.
Transforming Education for the 21
st
Century
A growing number of educators, business and policy leaders are united around the
idea that the American students need the 21
st
century skills to be successful today
(Darling-Hammond, 2010; Rotherham & Willingham, 2009). Currently, United States
education systems are deeply challenged by worldwide movement of globalization
(Wagner, 2008). Students around the world outperform American students on
assessments that measure the global competence skills. Davidson and Stone (2009)
strongly voiced that American schools need to transform education for the 21
st
century.
The transformation of educational systems and practices in the global world requires the
reorganization of current schooling to creation of 21
st
century schools by infusing the 21
st

century skills into the school curriculum. Designing 21
st
century schools and learning
starts with understanding what knowledge and skills students need for the 21
st
century.
In deed, transforming education to 21
st
century schools can be complex, multipronged,
and long-term process. It encompasses implementation of 21
st
century skills into core
curricular areas as well as practices by replacing multiple-choice tests to authentic
assessments to measure the depth and complexity of student learning, and providing
necessary professional development for teachers to improve instructional practices by
organizing schools into professional learning communities.

The Attributes of 21
st
Century School
Striano (2009) explains that a
environment that helps students master core subjects and connect
needs. The key focus of 21
from high school prepared for the option of enrolling in a four
pursuing a successful career, and living a healthy life
have infused and implement
students to develop and acquire the competence
choices for their future. This in turn
participate in the 21st century economic, political, cul
global society (Selander, 2008)
attributes of a twenty-first school (
Figure 6: Critical Attributes of 21

Century Schools
Striano (2009) explains that a twenty-first century school is a learning
environment that helps students master core subjects and connects them to real world
focus of 21
st
century schools are to ensure that every student graduates
from high school prepared for the option of enrolling in a four-year college or
pursuing a successful career, and living a healthy life (Striano, 2009). These schools
and implemented 21
st
century skills into their curriculum and instruction
develop and acquire the competence and information needed to make pos
. This in turn, provides opportunity for students to
in the 21st century economic, political, cultural, and intellectual life in the
(Selander, 2008). Below is a graphic representation that highlights the
first school (Davidson & Stone, 2009; P21, 2009; Striano, 2009
Critical Attributes of 21
st
Century School
63
a learning
them to real world
that every student graduates
llege or university,
hese schools
and instruction for
mation needed to make positive
provides opportunity for students to actively
tural, and intellectual life in the
that highlights the
; Striano, 2009).

64

Curriculum and instruction.
A curriculum and instruction for the 21st century has certain essential attributes
(see Figure 4 above). It is rigorous, interdisciplinary, multilingual, inquiry-and project-
based approaches, that is relevant to real world contexts (Davidson & Stone, 2009; P21,
2009). The twenty-first century curriculum is connected to the community– local, state,
national and global where students collaborate with people around the world in various
projects (Striano, 2009). The curriculum and instruction enables innovative learning
methods that integrates the uses of technology and incorporates multiple literacies of the
21st century skills (Davidson & Stone, 2009; P21, 2009). Moreover, Davidson and Stone
(2009) explain that curriculum and instruction should focus on enhancing 21
st
century
skills through both content acquisition and content application within disciplines.
A curriculum is the way content is organized and presented in the classroom that
is based on a design or roadmap of learning. It is the “what” of teaching. For this reason,
it is important to have a strong grasp of 21st century skills when developing and
organizing the curriculum (P21, 2009). Instruction is the “how” of teaching.
Understanding the 21st century skills in instruction becomes using knowledge to infuse
the global competence skills into pedagogical practices. Similarly to Davidson and Stone,
the P21 (2009) further expands that curriculum and instruction in 21
st
century not only
focuses on providing opportunities for application of these essential skills, but also
utilizes problem-based approach to learning for students to investigate rich, challenging
issues and topics. Within the context of core instruction, experts explain that students
must also learn the essential skills such as high order thinking and reasoning, problem

65

solving, communication and collaboration (Davidson & Stone, 2009; Dede, 2007; P21,
2009; Wagner, 2008). Educators must encourage the integration of community resources
beyond school walls to provide opportunities for students to apply what they learned out
in the real world (Davidson & Stone, 2009; Dede, 2007). It is important to note that
curriculum and instruction must challenge students to develop important skills to function
in this increasingly interconnected world (P21, 2009; Wagner, 2008). Based on these
premises, the Partnership for 21
st
Century Skills has identified interdisciplinary learning
as a core element to a 21
st
century education.
Interdisciplinary learning. The classroom is expanded to include the greater
community. Students are self-directed and work both independently and
interdependently. The curriculum and instruction are designed to challenge all students
and provide for differentiation to meet the diverse needs of individual student. The P21
(2009) identifies that the core subjects are as follow: English/Language Arts, World
Languages, Arts, Mathematics, Economics, Science, Geography, History, and
Government and Civics. When 21st century skills are integrated into the curriculum,
students benefit studies in core subjects while allowing them to develop attributes and
processes such as high order analysis, problem-solving, and critical thinking skills
necessary for participation in a globalized world (Gibson, Rimmington, & Landwehr-
Brown, 2008). The curriculum is not textbook-driven or fragmented, but it is thematic,
project -and problem-based that is integrated with the use of technologies (Bellanca &
Brandt, 2010; Davidson & Stone, 2009). Use of interdisciplinary learning allows
students to construct, apply, and connect to new knowledge and personal experience.

66

The skills and content become relevant and needed as students learn and apply within the
context of the curriculum. The Partnership for 21
st
Century Skills (2009) identifies five
21st century interdisciplinary themes into core subjects:
1) Global Awareness:
• Use 21st century skills to understand and address global issues.
• Collaborate with individuals representing diverse cultures, religions, and
lifestyles.
• Understand other nations and cultures, including the use of non-English
languages.
2) Financial, Economic, Business and Entrepreneurial Literacy:
• Know how to make appropriate personal economic choice.
• Understand the role of the economy in society.
• Use entrepreneurial skills to enhance workplace productivity and career
options.
3) Civic Literacy:
• Participate effectively in civic life.
• Exercise the rights and obligations of citizenship.
• Understand the local and global implications of civic decisions.
4) Health Literacy:
• Obtain, interpret, and understand basic health information.
• Use available information to make appropriate health-related decisions.
• Establish and monitor personal and family health goals.

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5) Environmental Literacy:
• Demonstrate knowledge and understand environment and the circumstances
and conditions affecting it.
• Investigate and analyze environmental issues, and make accurate conclusions
about effective solutions.
• Take individual and collective action towards addressing environmental
challenges.
In short, it is important for schools to develop interdisciplinary curriculum and instruction
that practices the use of teaching of 21
st
century skills to prepare students for their future.
Assessment for Learning in the 21
st
Century
The standardized tests have become dominant forces in American public
schooling. Current high-stakes assessments are typically based on multiple-choice
questions that have no mechanism for assessing attainment of higher order
understandings and performances. Instead, they are focused on lower-level skills in
reading and math in measuring students’ fluency in various routine skills (Silva, 2008).
These types of tests are useful for meeting the proficiency goals of the federal NCLB
requirements and state accountability systems. Complaints about existing high-stakes
assessments abound: They are poor quality, insufficiently rigorous, and rely heavily on
multiple-choice tests that limit assessing important skills such as problem solving and
critical thinking (Mead & Rotherham, 2008). In addition, business leaders, government,
and higher education are increasingly emphatic in asserting that having the basic skills in
reading and math are not enough in this complex global economy (Rotherham &

68

Willingham, 2009). They lament that the intellectual demands of 21
st
century work
requires assessments that measure more advanced skills, 21st century skills (Rotherham
& Willingham, 2009).
As stated above, the weaknesses of the multiple-choice assessments are not only
low-level skills without much application to strong cognitive skills; perhaps the most
challenging aspect of these types of assessments is that it significantly limits students’
ability to transfer their knowledge to real-world context (Martone & Sireci, 2009). In
contrast to multiple-choice tests, performance assessments use analytical questions,
challenging tasks, and projects that require students to use research, writing and problem-
solving skills to reach their conclusions (Martone & Sireci, 2009; Toch, 2006). Through
the process, students learn to apply complex cognitive skills such as to use abstract
thinking skills, analyze and reason, defend their points of view, and evaluate the findings
and/or outcomes.
The two of the largest educational survey, the PISA and the Trends in
International Mathematics and Science Study (TIMSS), measure how well early
adolescent students (PISA tests 15-year-olds and TIMSS tests the rough equivalent of
eighth-graders) are faring in their abilities to problem-solve in math and science.
According to the TIMSS’ report, U.S. eighth graders are above average performers
among participating nations, particularly in science, from the 1999 to 2003 tests (Silva,
2008). But the PISA assessment designed to test students’ application of math and
science to real-world scenarios, found U.S. students to be among the worst performers
(Silva, 2008). Taking this into an account, these results reveal that U.S. students may be

69

performing well in their mastery of instructional material; however, this performance is
not carrying over to the application of material to real-world problems. Thus, it is
important to note that schools need to provide opportunities for students to apply what
they learned into a variety of contexts. This is a critical component to acquire since they
need to apply their knowledge and skills in the real world. To alleviate the concerns of
inadequate assessment practiced by many U.S. schools, various organizations and experts
have called for movement for performance assessment that is applicable to real world
setting.
Performance Assessment
Performance assessment, also known as authentic assessment, is a form of testing
that requires students to perform a task rather than select an answer from a ready-made
list (Wood, Darling-Hammond, Neil, & Roschewski, 2007). The primary purpose is to
assist students in learning and teachers in teaching for higher order intellectual skills
(Wood, et al., 2007). It requires students to structure and apply information which
engages students in the process of their learning. More importantly, it can provide
impetus for improving instruction and monitor students’ learning progress. In preparing
students to work on a performance task, teachers are involved in design of tests that
assess understanding and cognitive skills, thus they align standards, instruction, and
assessment (Wood et al., 2007). This requires a careful description of the elements of
good performance and allows students to evaluate their own work as they proceed.
Effective assessments need to support the more complex knowledge and skills
needed in the 21
st
century. Assessments for learning should provide students with

70

constructive feedback about their own learning and links it to information on the criteria
needed to do better. In contrast to continuous testing system required by the NCLB, top
performing countries such as South Korea, Finland, Singapore, and Canada have little
external testing. These countries emphasize extensive school-based performance
assessments driven by curriculum standards and teacher-created performance-based
assessments (Bellanca & Brandt, 2010). Although, it is not widely practiced in United
States public schools, there are various schools that have been effectively incorporating
the performance assessments in addition to high-stakes tests. Previously stated in this
chapter, Gates Intermediate School has implemented project-based learning and portfolio
assessments; Newton South High School has Connect programs in partnership with the
various businesses where they work with experts in the field and engage in collaborative
project-based learning that integrate knowledge from the various disciplines.
Assessments should move from regurgitation of memorized facts and
disconnected processes to demonstration of understanding through application in a
variety of contexts (Silva, 2009). According to Silva (2009), twenty-first century
assessments are focused on both the learning process and the assessment outcome. The
Partnership for 21
st
Century Skills emphasizes the importance of authentic projects and
performance assessments such as portfolios as monitoring the progress of individual
students as well as assessing their understanding (P21, 2009). Research suggests that
learning how and where information can be applied should be a central part of all
curricular content areas (P21, 2009). Based on the results reported from the international
testing organizations, it is evident that United States students are not only lacking in

71

essential skills such as problem solving and abstract reasoning, they have weaknesses in
applying the knowledge in a rich variety of contexts. Through the use of performance
assessments, teachers can improve their instructions, able to monitor students’ progress,
and evaluate what students know which serves as a pivotal factor in guiding their
instruction. In short, use of performance assessments that are relevant to students’ lives,
connected with the world beyond the classroom, are central to the 21
st
century education.
Professional Development: Professional Learning Communities
Integration of 21
st
century skills starts with teacher professional development.
The importance of creating an environment best suited to teach 21
st
century skills are to
provide assistance to teachers, so they can enable students to succeed in life (Wilson,
2006) and leave 20
th
century educational practices behind. In order for students to
acquire these essential skills, schools must recognize that teachers need to expand and
sharpen their skills and receive training and support to infuse the 21
st
century skills into
their classrooms. Penuel, Fishman, Yamaguchi, and Gallagher (2007) explain that staff
development activities must be focused on team-based to facilitate collegiality and
collaboration. Thus, teachers need a various professional development (PD)
opportunities that are embedded in the content they teach, around the kinds of test they
want students to engage in, with colleagues trying strategies and debriefing them together.
According to Penuel et al. (2007), the professional learning community (PLC) is
seen as a powerful PD approach and an effective strategy for school change and
improvement. The vital essences of PLC are providing a learning community that is
focused on and committed to the learning of all students and enable educators to

72

collaborate, share best practices, and integrate 21
st
century skills into classroom practice
(DuFour & DuFour, Eaker, & Many, 2006; Hilda, 2006). In a PLC, collaboration
represents a systematic process in which teachers work together in order to impact their
instructional practices in ways that will lead to better outcomes for their students, for
their team, and for their school (DuFour et al., 2006). The research provides evidence
that strong professional learning communities can foster teaching, learning, and
instructional improvement (DuFour et al. 2006; Penuel et al. 2007).
The Partnership for 21
st
Century Skills requests schools to organize into PLCs
where educators are encourage to share knowledge among communities of practitioners
and have face-to-face interactions (Bellanca & Brandt, 2010). According to P21 (2009),
professional learning communities enables teachers to model the kinds of classroom
learning that best promotes 21
st
century skills for students. Additionally, PLC cultivates
teachers’ ability to identify students’ strengths and weaknesses and helps teachers to
develop their abilities to use various instructional strategies to reach diverse student needs
(P21, 2009). Here are three main ideas of the PLC concept that has espoused from P21
(Bellanca & Brandt, 2010). These are as follow:
1. A commitment to high level of learning for all students.
2. The imperative of a collaborative and a collective effort to fulfill that
commitment.
3. The intense focus on results that enables a school to respond to the needs of
all students, inform teacher’s instructional practices, and promote continuous
improvement.

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The PLC concept is designed to assist teachers to develop their individual and
collective capacity to utilize precise skills necessary to instruct students. The P21
explains that unless schools function as PLC, it is unlikely for students to acquire the
skills and knowledge essential for the 21
st
century (Bellanca & Brandt, 2010). For
example, in a traditional PD, educators receive a copy of the 21
st
century skills and
perhaps attend a day or two workshop(s) to get an overview of the initiative. Conversely,
teachers in PLCs collaboratively study the resources with the members of their teams and
honor the 21
st
century skills framework. They focus on helping students to acquire a
deeper understanding of the knowledge and skills necessary for success in work and in
life (Bellanca & Brandt, 2010). Teachers regularly meet and share ideas and resources as
well as engage in vertical dialogue with grade level above theirs to enhance their
understanding of the learning that is most essential to the success of their students. Most
importantly, through PLCs, teachers are committed to their colleagues that all students
have access to the same knowledge and skills regardless of the teacher to whom they are
assigned. Thus, this creates mutual accountability among the PLC teams where they
work interdependently to achieve a common goal-student success.
In short, effective professional development is based on a notion of “professional
learning as continuing, active, social, and related to practice” (Webster-Wright, 2009, p.
703). If schools are to teach students 21
st
century skills, it is essential for PD activities to
gear toward the professional learning communities. Through the practices of PLCs,
teachers become the learners and collaboratively engage in the process of learning and

74

sharpening their skills, monitor to ensure students learning, and share the best strategies
they can employ in helping students develop the essential skills needed for the 21
st

century.
Conclusion

The world has moved from the industrial era to the information era and is well on
the way to the era of creativity and innovation. The rapid changes in technology have
increased the world to become increasingly interconnected placing international
competition around the world marketplace. The 21
st
century workforce demands workers
equipped with skills and knowledge where they are able to solve complex problems,
acquire critical thinking skills, ability to work collaboratively with teams and other
groups, and have effective communication skills to be competitive in the 21
st
century
workforce. However, the literature review has shown that U.S. students are graduating ill
prepared to enter the high tech, knowledge-based marketplace, and this nation is
producing insufficient supply of workers for the field in science, technology, engineering,
and mathematics. It has become apparent that all levels of American society-business
communities, educators, and policymakers-understand the importance of 21
st
century
skills play in the future success of students’ ability to thrive in this information-based,
knowledge economy.
Despite changes in world economies, U.S. schools and students have not adapted
to the changing world. Over the years, there has been a growing consensus among the
corporate communities, informed educators, and policy leaders warning that United
States are losing ground when it comes to preparing students to meet the demands of this

75

knowledge intensive global marketplace. To ensure that all students are well prepared to
be successful in a competitive world- a world with plenty of opportunities for high skilled
individuals, it is essential to create a 21
st
century education system. A primary challenge
for U.S. education is to transform students’ learning processes in and out of school and to
acquire student in attaining 21
st
century skills and knowledge. While many countries
have made significant investments in educational reform to prepare future workers to
meet the demands of this globalized world, American education system is stagnant in
advancing all schools into 21
st
century education. Currently, U.S. K-12 education system
as a whole does not yet directly teach and measure these essential skills. The federal
NCLB education law functions as barrier since it focuses on “back-to-basic” approach
which limits schools to embrace and infuse 21
st
century skills necessary for all levels of
success. Thus, United States students continue to lag behind internationally where
students from around the world are outperforming American students on comparative
assessments that measure competences in 21st century skills. In an effort to improve U.S.
education, the Obama Administration has proposed various educational programs to
support schools to better prepare students for the new global workforce.
It is imperative that U.S. educational system evolve at a rate comparable to this
complex society. Transforming schools for this new millennium requires educators who
are attuned to the demands of a knowledge society. It is about developing proficiency in
global competence skills, supporting innovative teaching and learning that are geared
toward real life application, and creating robust education support systems. Instead of
relying on multiple-choice tests, schools need to utilize more effective measure of

76

assessments such as performance assessments using project-based or inquiry-based
learning to monitor and assess students’ progress. By expanding access to high quality,
rigorous academic courses teaching 21st century skills, organizing schools into PLCs and
providing PD to support knowledge and skills needed for teachers, the future of K-12
education will increase access to educational excellence for all students thus improve
outcomes for a 21st century society.
The literature reviews in this chapter revealed some of the key characteristics of
effective practices and exemplary schools that are considered to be the model schools in
leading the 21
st
century education. The next chapter discusses the methods used to
conduct the study of a school that is embracing and implementing the 21
st
century skills
while maintaining high levels of academic achievement. This case study aims to identify
the programs and practices that promote the acquisition of 21
st
century skills at one high
performing school and hopes to provide informative information and guidance to
educators about the importance of 21
st
century education.

77

Chapter Three
Methodology
Schools have been trying to implement impossible curriculums based on a
technocratic accountability model. The future demands students who retain a love
of learning-students with their talents, dreams and passions developed. To
achieve these demands a new appreciation of what a curriculum for the future
should be.
-Unknown

Introduction

Research on the 21
st
century skills show that ongoing processes of globalization is
flattening the world and challenging the United States education systems in the 21
st

century. Various organizations, educators, and policymakers strongly voiced its
importance of 21st century skills play in preparing students to succeed in highly complex,
knowledge-based workforce. Currently, the U.S. compares unfavorably to other
industrialized nations on academic benchmarks. As the world becomes more
interconnected, the skills and knowledge that students need to succeed as global citizens
have changed. Some schools have responded by embracing globalization. However, it is
unclear what programs and practices they are implementing.
The purpose of this study was to generate new knowledge to identify and learn
about the programs and practices that promote the acquisition of 21
st
century skills at a
school. The primary criteria used to determine the school organization’s eligibility for
this study were: (a) Academic Performance Index (API) at or above 800 or equivalent on
the CA accountability system scales; (b) International Baccalaureate or vision, mission,
and/or school description that mentions Partnership for 21
st
Century Skills Framework.
The specific practices that the study examined were school curriculum, programs and

78

extra-curricular activities, instructional practices, and school climate. The study used a
qualitative case study research methodology. The case study research provides an in-
depth study of the case and use of triangulation will enhance the validity of case study
(Gall, Gall, & Borg, 2003).
Research Questions
Research questions aimed at providing descriptive information about what
happened were used to provide detailed information about the programs and practices
observed at the high performing school of the study. The research questions were
developed by a thematic dissertation team that met over the course of four months. Each
member collected research on a school that contributed to embracing and implementing
the 21
st
century skills, and narrowed the findings to the following three key areas:
instructional practices and programs, school climate, and perceived impact on the school.
The study specifically focused on answering the following 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 supports
these practices?
3. What is the perceived impact of 21
st
century skills on the culture of the
school?
These research questions are aimed to examine learning for the 21
st
century where school
structures, programs, and teaching practices are effectively implemented for 21
st
century
teaching and learning. Through an in-depth study at one International Baccalaureate

79

elementary school, the researcher learned in great detail about characteristics of 21
st

Century School and its programs, practices, and impact of the 21
st
century skills on the
school.
Research Design
The study used a qualitative case study design. Creswell (2007) defines
qualitative study as an inquiry process of understanding based on distinct methodological
traditions of inquiry that explore a social or human problem. The key characteristics of
case study design focuses on a contemporary phenomenon within its real-life context and
an in-depth study of each case and the perspective of case study participants (Gall et al.,
2003). Due to having various perspectives of multiple stakeholders (e.g., key informants),
a case study provides a “big-picture,” in detail with holistic description and interpretation
that is thick and rich data to provide understanding and explanation of a single
educational phenomenon (Patton, 2002).
Additionally, viewpoint of the participants by using multiple sources of data
known as triangulation can overcome the weaknesses or intrinsic biases that may occur
from single method. Based on the use of triangulation, it strengthens a study and can
enhance the validity of case study findings (Gall et al., 2003). In short, a case study
produces a wealth of detailed information and individual meaning. It is a powerful
source of grounded theory that is inductively generated from fieldwork that emerges from
the researcher’s observations and interviews out in the real world (Patton, 2002). Thus,
case study was the most appropriate method for this study given the complexities of the
educational setting and variability that exists among schools under a single school.

80

Sample and Population
Two criteria were applied in the selection of a school for this study: (a) Academic
Performance Index at or above 800 or equivalent on the CA accountability system scales;
(b) International Baccalaureate or vision/mission/school description that mentions
Partnership for 21
st
Century Skills Framework. According to Patton (2002), purposeful
sampling focused on information-rich cases which illuminated the questions under study
that yield in-depth understandings. The study focused on Charles Summon (C.S.)
Elementary School that offers the International Baccalaureate (IB) Primary Years
Programme (PYP) in 21
st
Century Unified School District. This site has been offering
PYP for the last nine years, and it is a fully accredited IB school that places high
emphasis on technology and art. It should be noted that all names contained in this study
are pseudonyms to protect the identities of the participants.
This particular school was selected for this study for the following reasons. First,
C.S. offers the IB programs that create a transdisciplinary curriculum for students in
grades K-5. It offers Spanish classes to all students in grades 2-5; Mandarin classes are
offered to English Speaking students in grades 3-5 before school. Secondly, technology
is one of the key factors to both teaching and learning at this site. It has two computer
labs for primary and upper grades. In addition to the computer labs, in grades K-2, there
are two computer carts for each grade level as well as 20 I-Touches per grade level. This
school year, C.S. launched one to one IPad in grade 3 and one to one laptop in grades 4
and 5. Many classrooms are equipped with interactive Eno Boards, promethean boards,

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and/or wireless tablets. Lessons are delivered through technology, and a majority of
student work is published through use of technology in a variety of ways.
This organization has a total of 31 teachers which includes 3 -vocal and
instrumental music teachers, Technology/Title I Teacher on Special Assignment (TOSA),
and IB Coordinator/5
th
grade teacher, foreign language teachers (Spanish and Chinese),
physical education teacher, 4 instructional aides, a counselor, a Library Media Technician,
3 office clerks, and a principal. It serves a diverse student population reflective of ethnic
and socioeconomic diversity of the local community. Current enrollment at this site is
521 students, including 15% in special education, 18% English Learner, and 32%
qualifying for free or reduced price lunch program. Ethnic make up includes 43%
Hispanic or Latino, 32% Asian, 9% Caucasian, and 6% African American, and 10%
Filipino. Next, this site has achieved a 2011 Academic Performance Index (API) score of
902 and met all 2011 Adequate Yearly Progress criteria (California Department of
Education, 2011).
In addition to its academic excellence, Charles Summon Elementary School has
demonstrated a comprehensive commitment to infusing the 21
st
century skills into its
curriculum and practices. The vision statement of this site highlights that C.S. is
committed to preparing students for new era of globalization where it places a strong
emphasis on technology, a rigorous curriculum, and essential skills such as critical
thinking and problem solving. For these reasons, the researcher has selected this school
for the study to learn about programs and practices that makes a 21
st
century school.

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Instrumentation
The thematic dissertation group began work on the aforementioned study during
the winter of 2010. Under the guidance of Dr. Stuart Gothold, Clinical Professor of
Education, the thematic group (1) determined the goals of the study, (2) identified a
conceptual framework of 21
st
century skills that guided the study, (3) formulated the
research problems and research questions, (4) developed the instrument for data
collection, (5) developed a criteria for school selection for the case study, (6) developed
the conceptual model espoused from Partnership for 21
st
Century Skills, (7) decided units
of analysis to study, (8) selected instructions for data collection, and (9) determined how
to analyze the data to address the research questions under study.
The use of multiple forms of data or triangulation is used to validate the results of
the study. This study used the following forms of multiple data: observations, interviews
including surveys, and document analysis. Qualitative findings grow out of three kinds
of data collection: (1) written documents, (2) in-depth, open ended interviews, and (3)
direct observation (Patton, 2002). In keeping with the goal of data triangulation, research
instruments were designed to support confirmation of the findings. However, they were
developed to obtain different information and limit redundancy. Below figure is the
graphic representation of data triangulation.

Figure 7: Multiple Method
The research instruments were developed by the thematic dissertation team and found in
the Appendices. All instruments used for this study are
research questions. In addition to multiple methods triangulation, this study also used
theoretical perspective triangulation
Political Frame, Symbolic Frame, Structural Frame, and Human Resource Frame.
The documents provide the re
may include routine records, charts, data, rules, regulations, and official and unofficial
work (Patton, 2002). The
questions (Appendix A). The
strategies, extra-curricular activities, and assessment. Next section is consisted of
leadership, collaboration, and culture and climate. The last section inquired about the
ple Methods Triangulation
The research instruments were developed by the thematic dissertation team and found in
struments used for this study are aligned with the established
In addition to multiple methods triangulation, this study also used
theoretical perspective triangulation using Bolman and Deal’s (2008) four frames
Political Frame, Symbolic Frame, Structural Frame, and Human Resource Frame.
The documents provide the researcher information about the unobservable and
may include routine records, charts, data, rules, regulations, and official and unofficial
work (Patton, 2002). The document analysis chart was divided according to the research
). The first section addressed the curriculum, instructional
curricular activities, and assessment. Next section is consisted of
leadership, collaboration, and culture and climate. The last section inquired about the
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The research instruments were developed by the thematic dissertation team and found in
aligned with the established
In addition to multiple methods triangulation, this study also used
Bolman and Deal’s (2008) four frames-
Political Frame, Symbolic Frame, Structural Frame, and Human Resource Frame.
searcher information about the unobservable and
may include routine records, charts, data, rules, regulations, and official and unofficial
hart was divided according to the research
first section addressed the curriculum, instructional
curricular activities, and assessment. Next section is consisted of
leadership, collaboration, and culture and climate. The last section inquired about the

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impact on students, teachers, and community. Some of the document review included
school records such as School Accountability Report Card (SARC), IB programs,
organization and program records, memoranda, Single Plan for Student Achievement
(SPSA), and other written materials.
In the process of instrument development, thematic dissertation group decided to
use the interview questions to be the research questions (Appendix B). For this reason,
the proposed interview questions led to become the interview guide list to better facilitate
the interview process. Interviews provide direct quotations from people about their
experiences, opinions, feelings, and knowledge. According to Patton (2002), the purpose
of interviewing is to enter into the other person’s perspective and “capture the
complexities of their individual perceptions and experiences” (p. 348). A set of interview
protocols (Appendix C) was created to facilitate this process in conjunction with a
standardized open-ended approach applied throughout the interview series. A combined
approach using Patton’s (2002) interview guide with a standardized format allowed for
discovery and flexibility while establishing consistency across the interviews. In addition,
thematic dissertation group also developed a one page list of Partnership for 21
st
Century
(P21) skills and knowledge (Appendix D) to assist the interviewees about P21’s
conceptual framework.
Survey is another type of interview (Patton, 2002). The survey is a non-
experimental, descriptive research method. It is useful when a researcher wants to collect
data on phenomena that cannot be directly observed as well as for verifying results on a
larger scale (Creswell, 2003). The survey data is designed to gather information that

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reflected the learning for 21
st
century at this site. The survey is divided into three
sections: Programs and Practices-Instruction and Pedagogy; Professional Community;
and Culture of the School (Appendix E). The survey questions used a four-point Likert
scale. It asked the participants to rate their degree of agreement with the statements on a
scale of 1-4. This type of rating system was chosen so that answers could be quantified
in order to understand the data at a larger scale.
The observation instrument is designed to focus on specific criteria and was
organized according to the research questions (Appendix F). The data from observations
provide detailed descriptions of activities, behaviors, interactions, and organizational
processes. An observation form was developed by the dissertation group and
incorporated the Four Frames developed by Bolman and Deal (2008). The four frames
include: Structural, Human Resource, Political, and Symbolic. This framework provided
the researcher a structure to study the school’s organization and identify the different
types of interactions. Observation form is consisted of a various educational settings at
the site and provided guidance for observation.
Data Collection
There are phases to the process of data collection. The researcher used Creswell’s
(2003) phases of data collection to gather data. As shown on figure 8 below, these phases
are the sampling procedures, permissions, types of information collected, forms for
recording the data, and the activities involved in administering the data collection.

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Figure 8: Phases in the Data Collection Process for Qualitative Research
Qualitative Data Collection Phases in the Process of Research
• Purpose sampling strategies
• Small number of participants and
sites
Sampling
• From individuals providing access
to sites
• Institutional review boards
• Individuals
Permissions
• Documents
• Open-ended observations
• Open-ended interviews
• Audiovisual materials
Data Source
• Interview protocols
• Observation protocols
Recording the data
• Attending to field issues
• Attending to ethnical issues
Administering data collection

The researcher contacted the site principal and permission was granted to conduct
research at the selected school site. The study commenced after it was approved by the
Institutional Review Board (IRB) from the University of Southern California (USC). The
study utilized a case study using triangulation of data approach in which data was
collected, organized, and analyzed around the research questions.
Data collection in a qualitative study consists of interviews (open-ended questions
and survey), observations, and document analysis. Data collection took place at the
school site over a period of four weeks. Additional information was obtained through
phone interviews, emails, school website, California Department of Education website,
and documents. Prior to document review, the researcher had a tour of the site guided by
the principal to meet with the staff and learn the facilities.

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The document review was the first step in data collection. Many of the
documents, including SARC, SPSA, Staff Meeting agendas, Student Handbook, and the
Technology and Professional Development Plans were all made available by the school
principal. Other data such as school vision statement, school calendar, announcements,
and extra-curricular activities and programs were collected from the school website and
SARC. Additional documents requested and reviewed were IB planners, school flyers,
and newsletters.
Site visits and observations were conducted over eight separate days. Observation
is a tool used by researchers to better understand and capture the context within which
people interact. The observation settings include but not limited to the interviewed
teachers’ classrooms, before and after-school extra-curricular activities/programs,
morning assemblies, staff meetings and professional development sessions. This
firsthand experience with a setting and the participant allowed the researcher to be open,
discovery oriented, and inductive (Patton, 2002). Through observation, researcher was
able to collect rich, pertinent information to the study.
Next data collection was the interviews, both survey and open-ended questions.
Surveys were administered on early October during the staff meeting. Twenty-five staff
members that include full-time classroom teachers, Title 1/ Technology TOSA, IB
Coordinator, and a site administrator responded to the survey questionnaires. They were
distributed to learn staffs’ beliefs, opinions, and perspectives of this site’s programs and
practices of 21
st
century skills have on teacher practices and student learning. Follow by
the surveys, semi-structured open-ended interviews were conducted to seven staff

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members from this site. Patton (2002) explains that semi-structured interview provides
flexibility in probing that allows certain subjects in greater depth and gives the freedom
to explore general views or opinions in more detail. Additionally, it captures the
interviewee’s perspectives, thoughts and feelings. According to Creswell (2003), the
purposeful selection of participants represents a key decision point in qualitative study.
Interview participants were purposefully selected to represent teachers from various
grade levels and backgrounds along with a Title 1/Technology TOSA, IB Coordinator
(also a 5
th
grade teacher), and both former and current site administrator.
The interview process was combined with an interview guide approach and open-
ended questions. Interviewer used the predetermined questions along with the interview
guide lists. A common combination strategy involves using a standardized interview
format in the early part of an interview and then pursues any subjects of interest during
the latter parts of the interview (Patton, 2002). The key benefit of combination strategy
allowed the interviewer to remain “free to build a conversation within a particular subject
area, to work questions spontaneously, and to establish a conversational style but with the
focus on a specific subject” (Patton, 2002. P. 343). In addition to the interview guide, to
better facilitate the interview process, the researcher provided one page list of P21
knowledge and skills.
In order to ensure validity, all interviews were conducted at the school’s
conference room located next to the principal’s office. Interview lasted from 40-60
minutes in length. Handwritten and typed notes were taken during the interview.
Quickly, after the interview, reflective notes were added. With prior permission, the

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interviews were digitally recorded and results were transcribed for the analysis. These
records allowed the researcher to more accurately and richly describe the perspectives of
the staff at the school and authenticate those practices that are contributing to learning
21
st
century skills. Anonymity was guaranteed for all participants.
In short, the document review, observations, and interviews are used to collect the
data at Charles Summon Elementary School. Triangulating data is a form of assurance
that allowed for checking the consistency of findings (Creswell, 2003; Gall et al., 2003;
Patton, 2002). It can provide a wealth of information and enhance the validity of the
study (Patton, 2002). Patton (2002) explains that using only one method makes the study
subject to error and “no single method ever can adequately solve the problem of rival
explanations” (p. 555). The use of survey data can compliment the existing data sources.
Incorporating the multiple data sources provide the qualitative analysis to be much richer
and more robust that allow the researcher to understand the organization’s practices from
various angles and gain better understanding of how C.S. school infuses and implements
the 21
st
century skills to prepare students for this new globalized world.
Validity and Reliability
Validity and reliability are critical considerations in a qualitative study. In order
to ensure the quality of this research, four criteria are used to establish validity and
reliability. These criteria are as follow: construct validity, internal validity, external
validity, and reliability (Yin, 2003). Construct validity was maintained through the use of
multiple measures and data sources. Each source of data was triangulated and data from
the survey further bolstered the findings. According to Patton (2002), use of combing

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methods such as data triangulation (use of a variety of data sources) and methodological
triangulation (use of multiple methods to a single variable or program) not only
strengthens a study but are used to validate the results of the study. Furthermore,
triangulation of data also served to eliminate potential bias from the use of a single source.
Patton explains (2002) that studies that use only single method are more vulnerable to
errors than studies that use multiple methods in which different types of data provide
cross-data validity check.
There were a total of seven interviews from various staff for this study. The
purpose of interviewing is to allow the researcher to enter into the participant’s
perspective (Patton, 2002). To strengthen the validity, all interviews were conducted in
private location, free from others and guaranteed anonymity. From their responses,
interview data were transcribed and analyzed to determine commonalities and alignment.
The protocols for observations and interviews were used to support the internal validity.
Emerging themes based on the coding of the interview transcripts, field notes, documents,
and other materials enhanced the reliability of this research study. Observations,
interviews and surveys were corroborated with findings from document analysis. Yin
(2003) explains that the coding check where researcher develop or select a category
system to code the segments into various data sources can support the reliability of the
study. In short, the validity and reliability of the study was assured through the depth of
the dissertation team’s review of current research, triangulation of data sources and
methods, and shared use of instruments across nine schools.

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Data Analysis
Thick, rich description provides the foundation for qualitative analysis and
reporting (Creswell, 2007; Patton, 2002). The data analysis and interpretation of all data
sources used in this study of a high performing IB elementary school focused on themes
that emerged from a triangulation of the available data source. Data analysis is an
eclectic process where it occurs simultaneously and iterative with data collection, data
interpretation and report writing (Creswell, 2003). It followed the generic approaches
with specific types of qualitative research steps outlined by Creswell (2007) to provide
meaning to findings. The generic process of data analysis involves continual reflection
about the data, writing memos throughout the study, preparing the data for analysis,
conducting different analyses, going deeper into understanding the data, representing the
data, and making a meaningful interpretation of the data (Creswell, 2009). For this
reason, data analysis plan has been developed to organize each source with the research
questions to assist with the coding process to generate overarching themes (Appendix G).
Creswell (2009) outlined six steps to qualitative research: 1) Organize and prepare
the data for analysis; 2) Read through all the data to obtain a general sense of the
information and to reflect on overall meaning; 3) Begin detailed analysis with a coding
process to organize the material into chunks; 4) Use the coding process to generate a rich
description of setting and people; 5) Create categories or themes per research question
and corroborate evidence for analysis; and 6) Interpret the data from the researcher’s
perspective and the literature’s perspective.

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The researcher used a narrative analysis to report findings for this case study.
Patton (2002) explains that a narrative analysis involves interpretation of the study and
allows the story to “carry connotations and offers translucent window into cultural and
social meanings” (p. 116). The conceptual model espoused from Partnership for 21
st

Century was used to lay the foundation in analyzing the findings of the study to
determine whether or not the data collected support the learning of 21
st
century skills at
this school. Below is the visual representation of the conceptual model that was
developed by the dissertation team.
Figure 9: Conceptual Model espoused from Partnership for 21
st
Century Skills
ICT Literacy
Media
Literacy
Information
Literacy
Flexibility and
adaptability
Creativity and
innovation skills
Critical thinking and
problem solving skills
Communication
and collaboration skills
Initiative and
self-direction
Social and
cross-cultural skills
Leadership and
responsibility
Productivity and
accountability
Technology
Global Competition
Global Economy
Sustainability
Environmental
Literacy
Health Literacy
Financial, economic,
business and entrepreneurial
literacy
Global awareness
Changing
Job Market
Global Collaboration
Global Citizenship
21
st
Century
Learning
Networked Environments
Civic Literacy

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School site, classrooms, and program observations occurred at C.S. Elementary
School on eight separate days, with a goal of being in every classroom, attend at least one
staff meeting and professional development. Documents were collected through
assistance from the site administrator, IB Coordinator, and office manager. Additional
documents were gathered through use of internet-school website and California
Department of Education. Documents such as the school vision and beliefs
communicated the culture of this school. These documents were carefully examined for
trends, for academic growth and demographics, and for comparison to similar schools.
Documents included the following for review: School Accountability Report Card,
California Standards Test scores, master schedule, lesson/IB planners, API and AYP
index scores, Single Plan for Student Achievement, Professional Development Plan,
Technology Plan, student handbook, school newsletters, IB programs, Principal’s
Message, and school’s vision statement.
Observation sites included the following areas: classrooms, library, computer labs,
staff meeting, professional development meeting, before and after-school programs, C.S.
School Tour, IB planner meetings, and grade level meetings. The observations were
conducted using the observation chart that guided the process. The field notes from the
observation were typed and coded according to Bolman and Deal’s four frames:
Symbolic, Human Resource, Political, or Structural. Based on the field notes, the
researcher identified the overarching themes, which were then categorized into different
segments and coded for analysis.

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Interviews were designed to help researcher identify school culture, attitudes,
beliefs, practices, and validated other findings collected through observation and surveys.
Interviews were digitally recorded, transcribed, and coded for data analysis.
Correspondence to research questions, each data source was analyzed and the information
was placed into thematic categories. The researcher used coding segments to classify the
collected data into themes, trends, and patterns. Subcategory codes based on the research
questions were used to effectively identify themes within the data. Document analysis
was conducted prior to the interviews and used in conjunction with the coded themes to
triangulate the findings among interviews, documents, and observations. This in turn,
provided a lens to examine the school for alignment of school’s vision, goals, practices
and programs to P21’s framework of 21
st
century skills.
Ethical Consideration
The researcher successfully completed the Collaborative Institutional Training
Initiative (CITI) training offered by USC’s Institutional Review Board. The research
proposal was submitted and approval was obtained through the IRB at the University of
Southern California. This process required training of the individual researcher in the
data collection for human subjects. The primary purpose of Institutional Review Board
procedures is to protect the human subjects and exhibit commitment to treat all
participants with respect (Patton, 2002).
Qualitative methods are personal and interpersonal due to its naturalistic inquiry
that takes researcher into the real world- to people’s lives and work; it can be “intrusive
and involve greater reactivity than surveys, tests, and other quantitative approaches”

95

(Patton, 2002, p. 407). The name of the school, district, and all of its members has been
changed. Participation in this research study was entirely voluntary. All participants
were given fictitious names. Prior to data collection (observation and interviews),
participants had to sign and return the consent forms to the researcher. During the
interview process, all participants consented to both manual and digital recording of the
interview. No information had been published without the consent of the individuals
from whom it was elicited. All transcribed interviews and observation data have been
store in a secure location, access to which is limited to the researcher. All information
collected at this site will be destroyed in year 2014.
Conclusion
Chapter Three outlined the research methodology employed at Charles Summon
Elementary School. This section included a discussion of the following elements:
research questions, design of the study, selection of the sample and population, research
instrumentation, data collection procedures, and procedures for data analysis. This case
study explores and identifies the programs and practices of 21st century learning defined
by the P21’s conceptual model. The research design protected the anonymity of
participants in that instruments were not coded for identification and no identifiable data
was requested in both survey and interview protocol. The following chapter will outline
the findings of this research study.

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Chapter Four
Results and Discussion
21
st
century skills…are not new, just newly important.
--Elena Silva
Introduction
Globalization has been transforming entire economies and cultures. Due to
advancements in technology, various business organizations require their employees to
perform work on a global scale. For this reason, many of the industrialized countries
have made significant investments in educational reform to catch up in terms of
innovation, economic competitiveness, and educational achievement. However, the
current American education system focuses on a “back to basics” approach where
learning is “top-down” teaching, that is focused on rote learning, drill and practice, and
multiple-choice assessments. The two most significant pitfalls of these types of practices
are the absence of application and context, and the creation of a passive learning
environment. These practices often impede students’ ability to learn and acquire the 21
st

century skills-ability to work in teams, use problem-solving strategies, think abstractly,
and apply knowledge to real world context (Fusarelli, 2005). This is evident by the
international benchmark where students around the world outperform American students
on assessments that measure global competence skills. In order to prepare students for an
increasingly competitive job market, the United States educational system must adapt to
changes and demands of this global economy and educate students in building 21
st

century skills.

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The focus of this case study was to generate new knowledge and learn about
programs and practices that promote the acquisition of 21st century skills at a school.
This case study was one of nine studies to identify and examine school curriculum,
professional communities, and school culture. The research questions were collectively
developed by a thematic dissertation group. The purpose of these research questions are
aimed at examining learning skill of the 21
st
century where school structures, programs,
and teaching practices are implemented.
The research questions guiding the study were:
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?
This case study utilized qualitative research methods for the collection of data.
Guided by the research questions, this study was conducted in a triangulated approach to
data collection, which involved document review, observations, questionnaires, and
interviews. Data collection took place at the school site over a period of four weeks.
Document review was conducted in early September. The documents provided the
researcher information about the general information of the school as well as the
unobservable behaviors of the school’s climate. Next, a 28-item survey, aligned with the
three research questions was administered to staff during a staff meeting in the first week
in October of 2011. To further examine the programs, practices, and culture of the school

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site, a total of seven certificated staff members were interviewed. Each participant
provided information on the school through their perspectives. Interviews were
conducted privately in a conference room over three consecutive days before or after
school hours. They were recorded and later transcribed to provide accurate record of the
data. In addition to the interviews, the researcher observed the site for a period of eight
separate days to learn the programs and practices, activities, behaviors, interactions, and
organizational processes. The dissertation group collaboratively developed an
observation form incorporating Bolman and Deal’s (2008) Four Frames of Leadership.
This allowed the researcher to frame the observations into four categories: Human
Resources, Structural, Symbolic, and Political.
Description of the Case Study School
Charles Summon (C.S.) is an International Baccalaureate (IB) school that offers
the Primary Years Programme (PYP) to K-5 students in the 21
st
Century Unified School
District. Due to a significant number of minority students living in poverty, C.S. is also
receiving Title I funds to targeted students at this site. From a traditional public school,
this site has transformed itself to a fully accredited IB school since the year 2003. This
high performing organization has a total of 31 teachers which includes 3 -vocal and
instrumental music teachers, Technology/Title I Teacher on Special Assignment (TOSA),
and IB Coordinator/5
th
grade teacher, foreign language teachers (Spanish and Chinese),
and physical education teacher. As for site support staff, there are four instructional aides,
a counselor, a Library Media Technician, three office clerks, and a principal. Current
enrollment at C.S. is 521 students, including 15% in special education, 18% identified as

99

English Learners, and 32% qualifying for free or reduced price lunch. Two significant
subgroups are the Hispanic/ Latino and Asian populations which make up 43% and 32%
respectively of the total student population.
Located at the border of two contrasting cities, the South end of the city is mainly
an Asian community whereas the North end of the city is predominately Hispanic
community. The school’s neighborhood is a safe area, ranging from low to mid-upper
socioeconomic levels. The surrounding neighborhood is filled with apartments, town
homes, condos, and houses. C.S. is situated on top of a hill clearly visible to the outside
viewer with beautiful parking structures that has designated parking for staff, visitors, and
a drop-off safety zone to allow for ease of student and parent access to the elementary
school. The front of the school is decorated with colorful flowers and trees, mural walls,
an IB logo, and a school mascot. Additionally, a California Distinguished School award
emblem is engraved on a stone plaque in front of the school. Overall, the outside
appearance of the school is very pleasant, organized, and well cared for.
The main office consists of a principal’s office, a spacious conference room, a
counselor’s office, and a nurse’s office. The principal’s office has student work samples
posted to the walls as well as the school’s California State Standards (CST) data while
another wall consists of school pictures displaying staff and students. The Principal
noted that more pictures are added into this wall as the school year progresses. Adjacent
to the principal’s office is a conference room with a round mahogany conference table
with two large cabinets. Years of C.S.’s school plans, technology plans, as well as
professional development (PD) plans are stored in the conference room. Behind the

100

counselor’s office is the staff lounge. Two distinctive features of this room are the chart
stands that say “Questions and Comments to Principal” and “Brag Board.” The chart
stands function as a two-way communication between the staff and principal. Any
questions and comments are written on this chart paper and whenever the principal is able,
he responds to the questions and provides his opinions/feedback. As for the Brag Board,
the staff places items or pictures that they want to share with their colleagues. For
instance, on this board, there are vacation pictures from various teachers that were taken
during their summer break, as well as a couple pictures of one teacher’s engagement
party. Based on the pictures and comments from teachers, this staff shared their personal
lives with one another and functioned more like a family.
At the center of the main office is the office manager and two clerks’ desks
adjacent to each other. Upon entrance to the office, there is a long counter that divides
the waiting area of the main office. The protocol for entering the school consists of
signing into the visitor sign-in log and waiting until the appointed person greets the
visitor. On the right hand side of the office, there are ten clocks representing various time
zones of the countries around the world with a label of each country’s name underneath
the clock. Below these clocks, there are greetings and flags that are representative of
various countries. According to the administrator, these international icons such as flags,
world clocks, and greetings are placed at this site as symbolic representations of our
pluralistic world as well as placing the importance of acquiring global perspectives to all

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stakeholders. In sum, C.S.’s central office was very welcoming with a spacious open
area with a multitude of various items that are representative of interconnected world
themes as well as school achievements.
From the main office, there are three hallways. The west wing of the main office
leads to a multi-purpose building which consists of two music rooms, IB Coordinator’s
office, and a cafetorium (used as a cafeteria and an auditorium). Displayed on the walls
of this building are different types of paintings by foreign artist’s depicting their home
country; next to each painting, there is a brief biography of that artist. The paintings
represent various countries around the world. Overall, this building feels somewhat like
an art gallery. The north wing leads to the library, lower grade computer lab, volunteer
room, and primary grades classrooms. Along the walls of the hallway, there are displays
of student work samples as well as pictures of IB Learner Profile which consisted of:
Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring,
Risk-takers, Balanced, and Reflective. The banners of the IB Attitudes-Appreciation,
Commitment, Confidence, Cooperation, Creativity, Curiosity, Empathy, Enthusiasm,
Independence, Integrity, Respect, and Tolerance-are hanging from the hallway ceiling
that stretches all the way to the entrance to the library.
Charles Summon has a very spacious yet organized school library. It has an
extensive collection of books of various genres. One area is devoted to a multi-cultural
learning where it holds numerous books and cultural artifacts from around the world.
Computer stations are stretched across the room, so students can search for the books and
do research as well. At the center of the library, there is a librarian’s desk. Each class

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has 35 minutes of designated library time where the librarian assists and helps students to
locate and renew books as well as conduct story telling events. Additionally, next to the
librarian’s station, there are six huge cushions and two sofas for students to comfortably
sit and read.
The Northeast of the office hallway leads to upper grade classrooms, grades 3-6,
special program classes, and one Special Day Class. Similar to the lower grades’ hallway,
there are student work samples mainly developed using technologies. One section of the
wall has travel brochures from diverse locations, both domestic and international areas,
that students created using Microsoft Publisher. Both lower and upper grade wings serve
as an example of a presentation of a learning gallery that are filled with students’ work
samples, projects and presentations. This school celebrates student work through its
display in the common walking spaces as well as the main office wing.
One unique feature of C.S. is that this school was built on an “open concept”
theme where there are no walls that divide the classrooms. From certain locations of the
hallways, one can see the entire grade level classrooms at a glance. Basically, with one
huge space, classrooms are divided by partitions. Thus, there are no doors in any
classrooms. For this reason, many of the student work samples were posted in the
hallways and hung from the ceiling. The following posters were posted in every
classroom: IB Attitudes and Learner Profiles, school schedule, Unit Theme, and Bloom’s
Taxonomy. Additionally, this site offers advance technology equipment to its teachers
and students.

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Participants
In early spring of this year, the school site administrator granted permission to
conduct research at C.S. Elementary School. However, during the summer vacation,
there was a change in leadership at this site, so the researcher contacted the new principal
in early August. The researcher confirmed with the new site administrator, and
permission was granted to continue the study. The surveys were distributed to all staff
who attended the staff meeting in early October of 2011. Approximately 90% of the full
time certificated staff (classroom teachers, Title 1/ Technology TOSA, IB Coordinator,
and administrator) responded to the survey questionnaires. The seven participants
interviewed for this case study were: both former and present school administrator, IB
Coordinator who is also a 5
th
grade teacher, Title I/Technology TOSA, and three teachers
representative of various grade levels. Additionally, the researcher conducted
observations of the school as well as the classrooms; however, in depth observations were
conducted only to interviewed teachers’ classrooms to better understand the functions
and interactions of their classrooms as well as their instructional practices and programs.

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Findings
The conceptual model espoused from Partnership for 21
st
Century (P21) was used
to lay the foundation in analyzing the findings of the study to determine whether or not
the data collected support the learning of 21
st
century skills at this school.
Findings for Research Question #1
Research Question One: What are the programs and practices at the school, and how are
they aligned to the skills required in the 21
st
century?
Charles Summon Elementary School has many focused programs and practices
that address and directly teach 21
st
century skills to its students. However, the teachers
and principal at this case study school did not refer to those skills as 21
st
century skills.
Instead, they unanimously identified them as transdisciplinary skills and themes.
Being an International Baccalaureate and targeted Title I school, this site offers
both IB and categorical programs to all its students. C.S. offers the IB-Primary Years
Programme (PYP) for students in grades K-5. It is a framework guided by six
transdisciplinary themes of global significance, explored using knowledge and skills
derived from core subject areas, as well as transdisciplinary skills, with a powerful
emphasis on inquiry-based learning. The IB Learner Profile is at the core of its
curriculum and permeates throughout the curriculum. International Baccalaureate
Organization (2006) states that:
IB-PYP programmes promote the education of the whole person, emphasizing
intellectual, personal, emotional and social growth through all domains of
knowledge. By focusing on the dynamic combination of knowledge, skills,
independent critical and creative thought and international-mindedness, the IBO
espouses the principle of educating the whole person for a life of active,

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responsible citizenship. It aims to develop inquiring, knowledgeable and caring
students who help to create a better and more peaceful world through intercultural
understanding and respect.

The content subjects identified by the IB-PYP are: language, mathematics,
science, social studies, arts, and personal, social, and physical education. These subjects
are integrated with the six transdisciplinary themes that are embedded into IB curriculum:
1) who we are; 2) where we are in place and time; 3) how we express ourselves; 4) how
the world works; 5) how we organize ourselves; and 6) sharing the planet. Below is the
graphic representation of the PYP curriculum framework (IB website, 2010).
Figure 10: PYP Curriculum Framework

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Additionally, there are five essential elements that are incorporated into every
theme. They are concepts, knowledge, skills, attitudes, and action, so that students are
given the opportunity to: 1) gain knowledge that is relevant and of global significance; 2)
develop an understanding of concepts to make connections with their learning; 3) acquire
transdisciplinary and disciplinary skills; 4) develop attitudes that will lead to open
mindedness; and 5) take action as a consequence of their learning. Teachers are guided
by these transdisciplinary themes as they design their IB planners or units of inquiry that
both transcend and articulate subject areas.
Based on the P21’s conceptual framework where it focuses on the core subjects
and 21
st
century themes (Learning and Innovation Skills, Life and Career Skills, and
Information, Media, and Technology Skills), IB curriculum is very closely aligned to P21.
Uniformly, the key essence of P21 and IB-PYP is to promote student mastery of 21
st

century skills to prepare them for a more complex life and work environments in this
globalized world.
As stated earlier, inquiry-based learning (IBL) is one of the key essential
pedagogical strategies used at this site. According to the PYP Coordinator at this site,
IBL is a part of IB program that is the foundation of teachers’ instructional practices. She
further elaborated that inquiry is the pedagogy that underpins all programs in the IB
because the primary purpose for all students is to seek information by questioning, using
critical thinking and problem-solving skills. This is a part of IB Learner Profile and
Attitudes where students are encouraged to conduct inquiry and research, and apply
critical and innovative thinking skills to solve problems.

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Being an IB school, its school curriculum focuses on six themes that are
integrated within core subject areas using inquiry-based learning approach. Through
inquiry learning, students are required to create projects. Thus, IBL is a project-based
oriented pedagogical strategy that is also known as project-based learning. This project is
then used as an authentic assessment to assess student mastery of the content. This is a
direct alignment with P21 where it highly stresses the importance of project-oriented
teaching methods and practices where students learn and acquire 21
st
century skills such
as critical thinking and problem solving, communication and collaboration.
According to Bishop, Bertram, and Lunsford (2004), inquiry-based learning is
often described as a cycle, which implies formulation of a question, investigation,
creation of a solution, discussion and reflection in connection with results. Similar to this
notion of cycle of inquiry, C.S. has also adopted the IB Inquiry Cycle. The cycle of
inquiry has five global steps: Ask, Investigate, Create, Discuss, and Reflect. Many
teachers have voiced that as students explore a concept and identify their question, it
often times leads to the creation of new ideas and other questions. One teacher indicated
during the interview that inquiry learning is not about memorizing facts. It is about
formulating questions and finding appropriate answers to the questions and issues.
Through this process, students develop personal responsibility, flexibility, and
adaptability. These are essential skills identified in both IB and P21 organizations.
From the researcher’s classroom observations and reports from a number of
teachers during the interviews, not all lessons utilize the inquiry-based approach.
Additionally, based on the principal’s interview statements and other data sources, most

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of the early morning subjects such as English Language Arts (ELA) and mathematics
were taught more traditionally where teachers functioned more like lecturers. In these
two subjects, instructional practices were a more teacher-directed, didactic format of
instruction. Mathematics was taught using whole class instruction and textbooks with
frequent use of tests. However, this does not mean that students were passive learners.
The researcher has observed that students were in various classrooms working in
collaborative groups developing their literacy map from one of the stories in their ELA
textbook.
Most students’ work was developed through some sort of technology tool. The
most common electronic resource being utilized by students during the ELA block was a
computer program known as Kidspiration. Based on the interview statement from an
upper grade teacher and the researcher’s observation of her classroom activity, students
in each group decided upon the graphic organizers to lay out their stories. Rather than a
flow map or sequence chart, students used various visual representations to present their
story. For afternoon subjects such as science, social studies, or computer block,
instructional delivery was inquiry-based with a final product being the individual or
group projects. Students worked on open-ended projects and in heterogeneous groups.
Many teachers taught using a variety of methods with little use of textbooks; they
allowed students to freely explore ideas, formulate their own questions, and facilitate the
collaborative learning environment. It was evident that there were significant differences
in teaching approaches, practices, as well as student interactions between morning and
afternoon subjects.

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Despite having inquiry-based learning at its core of teaching practices,
implementation of this approach looked somewhat different from classroom to classroom.
This is partially due to different levels of practices, knowledge and skills of individual
teachers. It was observable that some teachers favored more of a traditional method of
instructional delivery, whereas, others tended to be more innovative and creative by using
various instructional and technological tools. To further corroborate the findings from
the interviews and observation, Table 1 below presents the survey data provided from
Charles Summon Elementary. It indicates that a majority of the teachers utilize various
instructional methods and strategies.
Table 1: Teacher Responses to Survey Questions on Instructional Strategies

0 0 0 0 0
5 5
7
0
3
9
10
11
9
6
11
10
7
16 16
0
5
10
15
20
25
30
Cooperative
Grouping
IBL/PBL Global
Issues
Critical
thinking
Multi-modal
approaches
Always
Most of time
Sometimes
Never

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As seen from the data, a majority of the teachers implement various instructional
strategies. For example, based on the survey data, 80% of the teachers indicated that they
“always” or “most of time” use problem-based instruction, whereas, 20% of the teachers
reported that they “sometimes” use this instructional method. Also, it was evident that a
few teachers had some difficulties scaffolding students’ activities. Therefore, at times
students were given too much independence or too little modeling and feedback.
However, a significant number of teachers implemented inquiry-based learning and
weave it through various instructional strategies to enhance and support student learning.
From IBL, students generate their own questions and explore various options to reach
their solutions. In these classrooms, teachers functioned as facilitators and scaffold
students’ learning processes. Teachers ensured that projects are complex tasks based on
challenging questions that involved students in design, problem-solving, decision making,
or investigative activities. In short, all teachers strongly believed that inquiry-based
learning has a variety of positive benefits for students. They reported that IBL promotes
positive attitudes towards learning, strengthens students’ work habits, enables students to
be capable of solving problems, and bolsters self-esteem.
Another IB program offered at this site is called the Exhibition. For each IB unit,
students develop their project and share with their class, grade level, or with the entire
school community. According to the IB Coordinator, the Exhibition is a collaborative
inquiry project carried out by students under the guidance of their teachers. Based on the
teachers’ responses, each project usually takes approximately six to eight days. Through

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the inquiry projects, students learn essential skills such as problem solving, critical
thinking, and most of all, working collaboratively in teams.
Inquiry project learning is also an effective way to integrate technology into the
curriculum. Based on the interviews from the staff at this school, the Exhibition provides
opportunity for students to share their projects through various uses of technology tools
such as student videos, creation of 3D models, computer-generated presentations (e.g.,
PowerPoint), Kidspiration, and I-Movies. Additionally, through the use of technology
resources, students learn to acquire transdisciplinary skills such as problem-solving,
communication, and illustration of thoughts. One upper grade veteran teacher who has
taught at the school for over 11 years added that a typical project can easily accommodate
computers and the Internet, as well as interactive whiteboards, digital cameras, and video
cameras. During the observation, the researcher was able to observe various types of
published projects that were exhibited along the hallways as well as in the classrooms.
Additionally, the researcher was fortunate to observe two 4
th
grade classrooms’
presentations on their first theme-Who We Are during their social studies block. Some of
the presentations were created through I-Movies with associated music and captions.
Also observed were 3D models of the solar system in 3
rd
grade classrooms. It was
observable that students were confident and had many experiences in presentations.
They were articulate and would stop for questions from time to time. In sum, through
Exhibition, students not only demonstrated their understanding of the content matter but

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also showed their proficiencies in using various technology resources and tools to present
their projects (i.e., LCD projectors, web tools, digital cameras and videos, scanners, and
the Internet).
Due to a diverse and globalized multicultural society, it is imperative that students
in the 21
st
Century acquire a second language. One of the highlighted core subjects
identified in Partnership for 21
st
Century Skills and International Baccalaureate is the
world language. Both emphasized the importance of acquiring a second language
because it promotes an understanding of another culture through the study of its language.
Thus, as a part of IB program, C.S. offers the Second Language Program. Spanish
classes are offered to all students in grades 2-5 during the school day for about 45
minutes per class per week. In grades 3-5, Mandarin classes are offered to English
Speaking/English Proficient students before school for about 45 minutes every Monday
morning. These classes are divided into two levels: Beginning and Intermediate.
Technology and performing arts are two additional programs that are strongly
emphasized at this school. The Technology/Title I TOSA, who has been at this site for
sixteen years, reported that technology is one of the key factors to both teaching and
learning at this school. This statement was further corroborated by the staffs’ survey
responses that 88% of teachers reported that their instruction involve use of technology
and 88% of teachers responded that their students utilize technology on daily basis.

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Table 2: Teacher Responses to Survey Questions Regarding Technology

Currently, this case study school offers various types of technology software
programs. Funded through categorical programs, in ELA, there are Accelerated Readers
(AR), Ticket to Read, and Skills Tutor. Accelerated Readers is a reading assessment
where students take tests after reading their books. After each assessment, students can
earn points based on their test score. Ticket to Read and Skills Tutor are organized into
games that help strengthen skills in ELA as well as build students’ critical thinking and
problem-solving skills. These skills are transdisciplinary skills defined in IB Learner
Profile under “Thinker” where students exercise initiative in applying thinking skills
critically and creatively to recognize and approach problems and make reasoned
decisions. Through these interactive games, students receive computer prizes where they
can build and/or buy things. This is similar to “Simulation City” where students build
cities by purchasing buildings, homes, and other necessities needed in civilized cities.
3 3
5
3
17
19
0
5
10
15
20
25
30
Instruction involves use of
technology
Student use technology
Always
Most of the
time
Sometimes

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From the interviews of teachers, they believed that these software programs not only
strengthen students’ content knowledge, they also reinforce students’ thinking skills.
Furthermore, one upper grade teacher explained, “Students really enjoy using these
programs because it is like playing video games. However, it is also educational because
they receive feedback and scores immediately after they are done.” She added that
because students track their scores in their data folder for each assessment, it encourages
them to be self-reflective and be responsible for their learning. Students become active
participants in their learning environment where they evaluate, monitor, and set their own
learning goals. These are essential skills identified by P21 because students learn to
become self-directive, accountable, and responsible.
In mathematics, C.S. offers a math program called Mind Institute. There are two
components to the Mind Institute (MI) which are Gigi Math and Music. In Gigi Math,
Gigi is a penguin who enters various obstacles and events. Students play different kinds
of math games as they solve math problems and move up to various levels. This program
not only teaches math skills but also teaches students problem-solving and abstract
thinking skills. GiGi Math is scheduled for 2 blocks for 45 minutes per week in all
grades.
Another component to Mind Institute is the music. As a part of MI math
program, students in grades 2-3 learn keyboarding, students in 4
th
grade learn how to play
the recorder (a flute-like instrument), and 5
th
grade students can join the band or the
chorus. Therefore, music is offered to all students in grades 2-5. The site administrator
and PYP Coordinator commented during their interview that by the time students get

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promoted to middle school, C.S. students not only learn to read and play music, they are
proficient in using technology tools as well as acquire 1-2 foreign languages during their
elementary schooling.
Due to profound growth in technology, it is evident that students in the 21
st

century must learn to acquire information, communicate effectively, and possess
Information and Communications Technology (ICT) literacy. As highlighted in C.S.’s
vision statement, this site places a strong emphasis on technology. First, C.S. has a
comprehensive technology plan that was developed by the technology committee
members consisted of a site administrator, Title I/Technology Coordinator, and four
classroom teachers representative of various grades. Last school year, they collectively
developed the school’s Technology Plan for the next two years. Five areas were chosen
for performance indicators for students.
1) Creativity and Innovation: Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
2) Communication and Collaboration: Students use digital media and
environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to their learning of
others.
3) Research and Information Fluency: Students apply digital tools to gather,
evaluate, and use information.

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4) Critical Thinking, Problem-Solving, and Decision-Making: Students use
critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and
resources.
5) Digital Citizenship: Students understand human, cultural, and societal issues
related to technology and practice legal and ethical behavior.
Having a plan in place, some of the essential agreements made by all teachers are:
1) Technology and projects are integrated into all IB planners/units; 2) Mind Institute,
AR, Ticket to Read, and Skills Tutor are implemented with fidelity as school wide use;
and 3) Electronic textbooks and curriculum will be used as appropriate for 3
rd
-5
th
grades.
Additionally, EduSmart is used to supplement science. To properly implement the
technology plan, the Technology team provides support to teachers through
troubleshooting and implementation of technology.
To carry out the Technology Plan, this site has an abundant amount of technology
equipment. As mentioned earlier, Charles Summon houses two computer labs for both
primary and upper grades. In addition to the computer labs, in grades K-2, there are two
computer carts for each grade level as well as 20 I-Touches per grade level. This year,
C.S. launched one to one IPads for all third grade students and continued with its one to
one laptop program in grades 4 and 5. All classrooms are equipped with state-of-the-art
technology equipment such as interactive Eno Boards, promethean boards, and/or
wireless tablets. Lessons are delivered through technology, and a majority of students’
works are published through use of technology tools and resources.

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This site has 45 minutes of computer time embedded into its master schedule.
Teachers have flexibility in planning for this blocked computer time as long as they
adhere to the site’s technology plan to instruct and address ICT skills. However, based
on the responses from teachers and researcher’s classroom observations, it was evident
that teachers use this computer time very differently. Some teachers incorporated Gigi
Math or other educational software programs such as AR or Skill Tutors. During the
interviews, many teachers reported that teachers use the computer time to practice skills
since they are still held accountable for State assessments. In contrast to these teachers,
some teachers explained that they teach ICT skills as well as word processing, research
skills, and publishing computer generated presentations. Based on this mandatory
computer block, it was evident that staff was divided as to what was taught during that
block and how that time was being utilized.
Moreover, from the researcher’s classroom observations on lesson delivery and
student activities, about fifteen percent of C.S. teachers seemed to have some difficulties
incorporating technology into their classrooms. This was evident by the sometimes
sporadic use of technology tools in their classroom as well as student activities. For
example, a majority of the teachers were using interactive Eno Boards, promethean
boards, or wireless tablets; whereas, some teachers use more of traditional way of
instruction by using the white board and textbooks. In two of the four 3
rd
grade
classrooms, teachers had projected 3D models of the Solar System where all planets
appeared in the atmosphere and as teachers clicked on the wireless tablet, a description of
each planet projected onto the interactive Smart board. In contrast to these two

118

classrooms, other two teachers had students using textbooks to learn about the planets.
The content presented during the lesson was very similar, yet it was a totally different
learning experience and environment. Despite the different levels of implementation, it
was evident that technology was incorporated into daily routines and lives of both
teachers and students at this site.
Based on the various data sources, the two most prevalent school-wide practices
at C.S. Elementary School are modified version of Explicit Direct Instruction (EDI)
framework and Professional Learning Communities (PLCs). The EDI model of
instruction is similar to most commonly implemented practices of Direct Instruction (DI)
model. However, the key difference between the EDI and the DI framework is that the
EDI model suggests that the cognitive load shifts slowly and purposefully from teacher to
student. It is a strategic collection of instructional practices combined together to design
and deliver well developed lessons that explicitly teach content to all students. Having to
implement this model of instruction, C.S. has modified the EDI model by adding the
collaborative learning (CL) phase into its framework. Thus, EDI model implemented by
this site is I do it (anticipatory set-setting objectives and activating prior knowledge); we
do it (guided instruction); you do it together (collaborative); and you do it (independent).
According to Hollingsworth and Ybarra (2009), learning is highly collaborative process;
thus, meaningful instruction is delivered explicitly from the teacher as a model, then
moves from joint responsibility, to independent practice and finally application by the
student.

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In the EDI framework, the focus lesson is the first stage in lesson delivery; for it
to be effective, teachers must clearly establish a purpose (learning objectives) and model
their own thinking. It was evident that most of the classrooms observed by the researcher
had focused lessons where learning objectives were set and those lessons encouraged
students to activate their prior knowledge. During this time, many teachers provided
frontloading of the unit to students. One lower grade teacher explained that depending on
the unit, sometimes, she spends 3 to 4 days just frontloading the materials. She expressed
that many of her students have limited prior knowledge; thus, she provides many
examples using a variety of materials including Internet resources for students to freely
explore the topic. Based on the interviews by teachers, it was evident that teachers spend
a significant amount of time frontloading because this is the stage where students explore
the concepts to formulate their questions for their unit of study.
Guided instruction is the second stage of the EDI model. This is where the
cognitive load begins to shift from teacher to student. In this stage, teachers break down
the strategy into its component sub-skills. The strategy is demonstrated, practiced, and
applied to the entire comprehension task. The key features of this phase are the
formulation of small groups to differentiate instruction, the use of different types of
scaffolds to enhance student learning, and the systematic use of formative assessment to
improve student achievement. From researcher’s classroom observations, there were
some differences in practices and levels of teachers incorporating guided instruction
features. However, in almost every classroom, small group instruction was evident
where teachers used different scaffolding techniques to meet the needs of their diverse

120

learners. During the interviews, many teachers echoed that teachers monitor student
progress by frequent use of formative assessment; from student data and Specific,
Measurable, Attainable, Results-based, and Time-bound (SMART) Goals, teachers
restructure their small groups and provide instruction that is tailored to their students’
needs. Nonetheless, the degree of effective implementation of these features differs from
teacher to teacher. For example, when it comes to teacher scaffolding, some teachers
provide a low level of support where they ask basic questions or are quick to provide
answers when students do not respond. In contrast, other teachers use effective
scaffolding techniques within student’s zone of proximal development where they
provide prompts and ask a range of questions for students to think and clarify their
understanding. One significant difference between these teachers was that teachers who
effectively utilize this feature, all allowed ample time for students to think and respond.
The third phase, Collaborative Learning (CL) is the most vital component of the
instructional delivery method utilized at this school. Being an IB school, CL is at the
heart of all instructional practices at this site. All teachers have reported that
collaborative/cooperative learning is essential because through this process, students
learn to work together, share ideas, and solve problems. Additionally, CL motivates
students to learn because learning becomes fun and meaningful; it boosts students’ self
esteem as well as enhances student learning. During CL, teachers facilitate students’
thinking processes by providing feedback and guidance; students learn to collaborate and
cooperatively work in teams. They learn to communicate and respect the differences in
ideas. From the interviews and observations, the researcher was able to view that all

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teachers valued and placed CL as a top priority when delivering their lessons. To further
compliment these data sources, 80% of the teachers reported that they utilize
collaborative/cooperative grouping on a regular basis (see Table 1).
Teachers reported that in CL groups, the instant a student experiences difficulty,
that student receives immediate clarification and support from members of his or her
group, as well as from the teacher. It boosts students’ self-esteem as they explain content
to others, and it improves interpersonal relationships between culturally diverse students.
In sum, despite the different levels of teachers’ implementation of EDI model, inquiry-
based learning was a key foundation that permeated throughout the lesson that was
executed through the use of the collaborative learning approach.
Darling-Hammond (2002) explains that effective schools practice organizational
strategies of “high-performance and high involvement” among all stakeholders (p. 150).
Since the district implementation of Professional Learning Communities (PLCs), teachers
at C.S. not only have site collaboration meetings, but they also collaborate with other
teachers within the district. According to the site administrator, there are district PLC
meetings for both administrators and teachers. For administrators, PLC leadership team
meetings are held once a month where they discuss local issues, share best practices,
analyze data, and plan for instructional rounds or walks. As for the teachers, there is a
Grade Level Articulation Day (GLAD) which is held once a year. This is a district-wide
initiative that was launched four years ago for all teachers to get together and collaborate.
It is a full day articulation where the district provides substitutes to release classroom

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teachers. During this time, teachers share student work samples, share best practices and
ideas, and discuss and plan for SMART goals. Moreover, C.S teachers get together with
other IB teachers to share and exchange ideas about their IB planners and plan units by
conducting backward mapping to align state content standards into their core curricular
content subjects.
As for the site PLC collaborations, in addition to three staff meetings, there are
full day articulation meetings, IB collaborations, and weekly grade level PLCs and
Classroom Study Team (CLST) meetings. Here at Charles Summon Elementary School,
teachers are provided with numerous opportunities to meet and collaborate during school
hours. Currently, this site participates in Early Intervention for Student Success (EISS)
grant program that allows teachers in grades K-2 to collaborate on a regular basis. This
grant was written in cooperation with their County Office for $50, 000 that is spread over
a 2 year span. The primary goal of this grant is for teachers to collaborate amongst
themselves to improve their practices in an effort to enhance student learning outcomes.
From this grant, lower grade teachers were given the opportunity to have release time to
plan, collaborate, and/or conduct lesson studies. As for the upper grade teachers, the
principal has allocated some of the categorical funds for upper grade teachers to meet and
collaborate. According to the site administration, there will be a total of four
collaboration meetings during the school year, and among those, two will be spent on
vertical articulations. In addition to these grade level calibrations, all grade level teams
will have two full release days to conduct data analysis and develop written and
performance-based assessments. Currently, this site has two types of assessments in

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place: formative assessments that are based on content standards and summative
assessments that are project-based assessment derived from IB planners/units.
According to the PYP Coordinator, site IB collaboration meeting is held on
Wednesday of each month. Teachers are released during school hours to hold this
meeting. Each grade level has ½ day once a month for IB planning. During these
meetings, the site administrator and the IB Coordinator provide support to teachers with
curriculum alignment to IB and state standards. With guidance from the PYP
Coordinator, each grade level team plans and develops their IB units. One veteran
teacher expressed that:
I really believe that collaboration is very important especially working at an IB
school. Unlike other schools, we not only have the state standards, but also we
are responsible for IB standards. If one teacher needs to do all…well, I think it
would be very difficult and frustrating. During most of our PLC meetings and IB
collaborations, we plan. We analyze our students’ data, work samples, lesson
plans, and activities. Having to embed the state standards into the IB curriculum
is not that simple. However, over the years, we feel that we are improving and
feel confident in what we are doing (she smiles).

Throughout the year, as they meet, teachers are responsible for assembling an IB binder
consisting of six organizing themes including the goals for the year and students’ work
samples to validate their practices in meeting the Primary Years Program’s requirements.
One IB collaboration meeting was observed by the researcher, in which the 4
th

grade teachers and the PYP Coordinator got together and discussed their first IB
planner/unit. Collectively, they were providing inputs to frame the first unit. They
identified some of the anticipatory sets to launch the unit as well as some sample inquiry
questions for students to explore. One teacher stated during the interview that despite
having to teach the same grade for seven years, she feels that she learns new things every

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year. Having worked at both traditional and IB schools, she added that one unique aspect
of the IB curriculum is the whole notion of student centeredness. Students are the ones
who generate questions for them to explore, which in turn, guide the classroom lessons;
thus, not one unit is the same. She further elaborated that even though each grade level
plans the IB units together, every lesson looks different in every classroom. For example,
at a traditional school, teachers’ lessons are usually guided by the use of textbook and the
pacing calendar; however, here at C.S., students are the ones who drive their learning.
One upper grade teacher asserted that each planner is like a tree. Students’ inquiries are
branches that spread outward from the tree. Through the inquiry learning process,
students add leaves and colors. A full-grown tree becomes their project that is
communicated and shared through the Exhibition.
The CLST and grade level PLCs are held on a weekly basis. Students struggling
to meet standards are subject to case study by the teacher, and it is presented to the CLST.
At the CLST meeting, teachers and the Title I staff collaborate to determine the best steps
to take to ensure student success. In addition to these weekly meetings, C.S. teachers
hold grade level PLCs regularly. During special programs such as Spanish, performing
arts, or physical education classes, classroom teachers are released to meet with their
grade level PLC team. Even though grade level meetings are not explicitly built into the
bell schedule, during these blocks, teachers usually meet with their team and collaborate
or conduct peer observations. The common practices held during grade level meetings
are to share best practices, create SMART goals for their targeted standards and/or
students, and develop common assessments. Over the years, grade level meetings were

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semi-structured where administrator guided and provided agendas; however, after
becoming a PLC school, teachers have taken ownership by creating their own agendas
and goals for each meeting. Often times, the site administrator attends the meeting to
provide support and feedback to teachers.
During the PLCs, conversations regarding student achievement focus on evidence
from ongoing assessments, the particular skills that a student has yet to master, and the
precise prerequisite learning that the student needs in order to become proficient. Thus, a
majority of the time is spent on creating SMART goals based on the student data. At this
school, teachers need to submit two types of SMART goals to the principal every
trimester. Having to implement Response to Intervention (RTI) at this site, one of the
SMART goals is the identification of the bottom 20% of students to receive tier II
academic intervention. At this stage in RTI, teachers provide differentiated instructions
to meet the needs of targeted learners; these targeted students will be provided with
support, and teachers will focus on and monitor their progress. At the end of each
semester, each grade level meets with the principal for about an hour to report the
outcomes. The primary purpose for this meeting is not only to inform the principal on
the progress and the outcome of the intervention, but also to evaluate resources,
assessments, and reflect on their practices.
Another SMART goal is based on essential content standards. In addition to IB
standards, being a Title I school, C.S. needs to adhere to the No Child Left Behind
legislation. For this reason, all stakeholders at this site work diligently to meet both
Academic Index Performance (API) and Annual Yearly Progress (AYP) target goals.

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According to the teachers, January is the California Standards Test (CST) Kick Off. This
means that most of the collaboration topics are geared toward the CST. During this time,
all teachers identify their target students based on their academic performances, and
SMART goals are created on bimonthly basis to monitor their progress. From these
practices of continual analysis and monitoring of student progresses, Charles Summon
has met both school-wide and subgroups for 2010-2011 growth API and AYP targets.
Table 3 shows the CST data for C.S. Elementary School.
Table 3: School-Wide API Growth Target Data for C.S. Elementary School

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Table 3, Continued
Subgroup API Growth Target

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Table 3, Continued
2011 Adequate Yearly Progress Report

(CDE Website, 2011)
Based on the CST data above, this site’s three most significant subgroups-
Hispanics, English Learners, and socioeconomically disadvantaged students have all
exceeded the state’s targeted growth. Thus, it is evident that teachers’ reflective practices,
on-going progress monitoring, and routinely held collaborations that are focused on
student learning have increased students’ academic performance at this case study school.

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Another component to PLC is the professional development (PD). As highlighted
in the literature review, the PLC is seen as a powerful PD approach for school change and
improvement. To promote the utilization of best practices in the classrooms, the
principal spends significant resources on PD. He strongly believes that in order to
effectively implement intended curriculum and be compliant to IB accreditations,
teachers need to expand and sharpen their skills, and receive training and support.
Fortunately for this site, the use of Title I funds allow the principal to offer PDs to
his teachers. Over the years, teachers have gone through Guided Language Acquisition
Development to address the needs for their limited English proficient students. All of its
teachers attended five day trainings and are all certified. Currently, this site is going
through Nancy Fetzer writing program training. Based on the careful analysis of their
students’ performances in writing, all grade level teams have expressed concern
regarding students’ writing skills. Teachers reported that based on the disaggregated data
from CST, “Writing Strategies” was one of the weakest strands among all ELA cluster
areas. Teachers felt that they need to have trainings on writing to better support students
in writing application and writing strategies. According to the Title I staff, she explained
that the C.S.’s PD is based upon student performance and teachers’ needs. Thus, from
last couple of years, this site has received trainings in Step-Up-to Writing and the Nancy
Fetzer Writing Program. In addition to skills workshops, all teachers at this site attend IB
trainings. According to the PYP Coordinator, there are three levels, and as of now, all
teachers have received trainings up to Level 2. This year, teachers will receive training

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on Level 3. Each workshop takes three to four days long which are usually held in other
states or even different countries.
This school offers ongoing support to teachers on technology. As an adopted
curriculum, teachers receive specific trainings in problem-solving and algebraic thinking
addressed in the Mind Institute. Additionally, specialists from UC Irvine provide C.S.
teachers with specific trainings on the computer software games developed to address the
math content standards. Moreover, based on the teachers’ Needs Assessments, individual
teachers or the entire grade level team can sign up for the technology training. C.S.’s
technology support team provides continuous support and training to teachers whenever
necessary to assist them to fully implement the school’s special programs.
The Partnership for 21Century Skills explains that curriculum and instruction
must be interwoven with interdisciplinary themes where students learn to acquire global
awareness (learn, respect, and collaborate), acquire economic and civic literacy where
they learn to be responsible, be self directive and reflective, and most of all, learn to
adapt to changes. Based on these premises, Charles Summon Elementary School’s
programs and practices are closely aligned to P21. Despite the use of different names or
labels, the essential skills identified by P21 are embedded into the IB curriculum. IB-
PYP has two components-IB Attitudes and IB Learner Profile where it focuses on
developing internationally minded people who “recognize their common humanity and
shared guardianship of the planet” (IB Website, 2011). Additionally, the IB program has
six transdisciplinary themes that are surrounded by six subject areas. Similar to IB
curriculum, the P21 also demands that education should be more holistic by focusing on

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delivering core subjects and 21
st
century themes that focus on global awareness and
technology literacy (P21, 2009).
From the various data, the 21
st
century skills are incorporated into the activities as
well as into the daily practices and operations at this organization. Often times, these
essential skills are directly taught to students through numerous instructional practices
and pedagogical approaches such as inquiry-project learning and/or through the
Exhibition process. In accordance with P21’s authentic assessment approach, C.S. also
implements various types of assessments including a more holistic approach such as
performance-based assessment. In conclusion, the data shows that the 21
st
century skills
adopted by P21 were aligned to this site’s programs and practices. These two
organizations firmly believe that when 21
st
century skills are integrated into the
curriculum, students benefit with studies in core subjects while developing attributes and
processes such as abstract thinking skills, problem-solving and high order analysis that
are essential skills for participation in a globalized world.

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Findings for Research Question #2
Research Question #2: What is the professional community at the school, and how does
it support these practices?
The professional community of Charles Summon Elementary School is organized
around the three significant ideas of the Professional Learning Communities (PLCs)
concept. These three ideas are as follows: 1) Ensure that All Students Learn; 2) A
Culture of Collaboration; and lastly 3) A Focus on Results.
Big Idea #1: Ensuring that All Students Learn
One of the key components to the PLC is the whole notion of high levels of
learning for all students (Darling-Hammond, 2002). The PLC model flows from the
assumption that education is not simply ensuring that students are taught, but it is making
certain that they learn. Here at C.S., the principal and teachers diligently work together
to guarantee that all students learn. First, this case study school has a strong instructional
leader. Both the former and the current administrator placed student achievement as a
top priority. They asserted that whatever students are expected to learn, teachers need to
learn as well; thus, they provide any support necessary for teachers to be effective in their
classroom.
Charles Summon provides needs-based professional development (PD) trainings
to its teachers. Table 4 shows the response of teachers regarding the effectiveness of the
site’s professional development program.

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Table 4: Survey Questions Regarding Professional Development

As shown on the data, the majority of the teachers feel that the site’s professional
development meets their needs to improve their practices.
In addition to providing various PD opportunities, both principals reported that
they conduct classroom visitations on a daily basis and regularly participate in grade level
collaborations to provide support and feedback to teachers. However, with the change in
leadership this year, there were some changes in the school’s structure. The school’s new
principal having worked at a program improvement school for many years as an
administrator, strongly believes that his visibility really impacted students, parents, and
teachers as well as the whole community. The school leader reaffirmed, “I make sure to
make myself visible, not just physically visible, but in my presentations and messages.”
His daily routine for each morning starts off by morning messages through the Public
0 0
1
2
5 3
5
9
10
18
11 11
0
5
10
15
20
25
30
PD workshop helps
mebe a better teacher
PD addresses teaching of
critical thining skills
PD address the teaching
of global issues
Always
Most of time
Sometimes
Never

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Announcement (PA) system. During this time, he does the Pledge of Allegiance and
goes over the “IB Attitude” of the month in four languages. Being a multilingual
Vietnamese man, he is able to begin his announcements in English, and then translates
the message into Spanish, Chinese, and Vietnamese. This means that students and
teachers will hear the same word throughout the month in four languages. The principal
reported that by the end of a week or two, students have memorized the word in all
languages and use them interchangeably. He chuckles and softly explained that during
the Monday morning assembly, as soon as he speaks the word “Cooperation,” the entire
student body and faculty say the word “Cooperation” in other three languages.
Additionally, he asserted that having to say the word every day, not only reinforces that
particular behavior for students, but also reminds teachers as well. He further elaborated
that one significant aspect of leadership is to be sure your message is consistent and
repetitive. He states, “If it is important, then say it over and over again. People forget,
and it helps you to remember and helps the audience to stay focused. ” Also, he added
that the more you say it, the more people will feel it is important.
Followed by the morning message, he starts the classroom walkthroughs making
himself visible to all students and teachers. Since there are no doors between the
classrooms, he explained that it makes it much easier for him to observe the teaching
environments. He can simply stand in the hallway and observe the entire grade level.
However, he often times enters the classroom and interacts with students. As an
instructional leader, he strongly expressed the importance of performing instructional
walkthroughs because it allows him to become more familiar with the school’s

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curriculum and teachers’ instructional practices as well as understand and learn the
dynamics of each classroom. During the interview, he smiled and explained that one day,
he had missed the walkthroughs due to other issues and some of the teachers and students
asked why he did not come. He feels that now his students and teachers are conditioned
to having him as a part of the class. He feels he is welcomed and wanted, and if there are
not any pressing issues, he plans to have daily classroom visitations.
Currently, this site implements Positive Behavior and Intervention and Support
(PBIS). The central component of PBIS is to have school-wide expectations and explain
what those expectations look like. In an effort to build relationships with all stakeholders
and have school-wide expectations of high levels of learning for all students, the C.S.
administrator has implemented Monday morning assemblies. Every Monday morning,
school starts with a morning assembly out on the playground where the students line up.
During this time, he announces the “IB Attitude” of the month. In the beginning of the
school year, IB Attitudes were organized and planned by the entire staff in collaboration
with the principal. During the assembly, three students participate and share their
experiences of exhibiting the behavior. Additionally, every week, through drawings, six
students are recognized and awarded for their exemplary behavior defined by the IB
Attitudes. Teachers reported that students get really excited to have their names called on
the PA system, which in turn, motivates students to get the “blue” tickets. Blue tickets
are used for rewarding students who exhibit one of the IB Attitudes. Any staff member at
this site can give these coveted “blue” tickets.

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In addition to daily classroom walkthroughs and newly adopted morning
assemblies, this school leader also restructured the staff and collaboration meetings. Up
until last year, C.S. held only one 45-60 minutes staff meeting on the third Tuesday of
each month; however, this school year, the once a month staff meeting was extended to
three staff meetings a month. The first staff meeting is scheduled every 1
st
Tuesday of
the Month from 7:45 a.m. to 8:10 a.m. The second meeting is scheduled on every 1
st

Tuesday of the Month from 3:00-3:45. Lastly, the 3
rd
meeting is on the 3
rd
Tuesday of
the Month from 7:45 a.m. to 8:10 a.m. According to the principal, having only one
monthly staff meeting was inadequate for sharing, discussing, and disseminating
information; thus, he proposed to the teachers that instead of one lengthy staff meeting,
he has divided that time into three shorter meetings. Since the meeting was guaranteed to
end before 4 p.m., all teachers agreed to have three short staff meetings.
In addition to extended staff meetings, the principal also requested to have
separate SMART goal collaboration meetings. Through the process of SMART goals,
teachers conduct gap analysis to identify struggling students and provide appropriate
interventions to close those achievement gaps. The site administrator strongly voiced
that in order to keep those goals alive, teachers and all support staff must set those goals
collaboratively using the common assessments.
In previous years, SMART goal collaborations were embedded into grade level
meetings. Additionally, once each trimester, the grade level would meet with the
principal to report the outcomes and debrief on the progress of the goal’s attainment.
However, this year, he has allocated some funds for teachers to hold these meetings

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separately. According to the site administrator, C.S.’s vision is to ensure the success of
all students through the setting of high standards and providing a rigorous curriculum that
meets their needs. In order to follow through on this vision, he feels that everyone must
have a common understanding of the school’s vision and goals. Instead of waiting until
the end of each trimester, he has planned to participate in the SMART goal articulation
meetings. He feels that during the meeting, he can share his insights and better articulate
those goals to teachers.
The site’s instructional leader strongly emphasized that teachers are the leaders in
their classroom who plan instruction, develop assessments, and work closely with
students. They are the key people in making educational decisions; thus, it is imperative
for teachers to have quality time devoted to analyzing data and planning their lessons.
Many teachers have expressed during their interviews that they are grateful to have
release days for these meetings. One teacher reported, “There are lots of things to do
during these meetings. We analyze student performance data, identify key standards for
each trimester, plan for interventions, and develop/evaluate common assessments.”
Given released days, they feel they can accomplish many things.
As stated earlier, there are two types of SMART goals that teachers identify and
develop each trimester. For example, before school starts, teachers were given six hours
to meet with their grade level PLC teams to conduct data analysis. Each team has
identified their strengths and weaknesses based on the CST data; teachers then identified
their targeted students (At-Risk students, or the bottom 20% in class ranking based on
CST scores in ELA and Mathematics). From those students, teachers analyzed students’

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performances on each of the CST cluster content areas and developed action plans. The
second SMART goal is the grade level SMART goals. Once teachers identified their
focused students, as a grade level, they chose two to three essential content standards per
cluster area (Vocabulary Development, Comprehension, Writing Convention, and
Writing Strategies) and mapped them onto their curriculum and unit planners. These key
standards are embedded into their lessons and units to help students to master the content
standards. Additionally, all common assessments are developed using the focused
standards each trimester.
Big Idea #2: A Culture of Collaboration
All schools have cultures that have beliefs, expectations, and habits that constitute
the norm for a school (DuFour, DuFour, Eaker, & Many, 2006). All data sources
highlight that collaboration and collective decision making practices have become the
norm at C.S. Elementary. All stakeholders’ interactions were collaborative and
cooperative in nature. It was evident that they have built a professional learning
community that recognizes the importance of working together to achieve their collective
purpose of learning for all. As highlighted in literature review, DuFour, DuFour, Eaker,
and Many (2006) explain that the vital essence of a PLC is providing a learning
community that is focused on and committed to the learning of all students. This very
notion of commitment to educate every student is deeply rooted into this school’s
programs and practices. Thus, they have created structures to promote a collaborative
culture.

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The faculty at this case study site has various opportunities to collaborate. Since
the district’s adoption of the key elements of the PLC, the administrator and teachers are
provided with opportunities to meet and collaborate. Administrators have PLC
leadership meetings on a monthly basis where they discuss local issues, receive
information regarding professional development opportunities, as well as share best
practices. As for the teachers, there is a Grade Level Articulation Day that is held
annually where all teachers in the same grade level get together and collaborate. In
addition to the district collaborations, there are numerous PLC meetings offered at this
site. There are weekly CLST meetings and grade level articulations, monthly IB
collaborations, and trimester SMART Goal planning meetings. During these meetings,
teachers hold collaborative conversations where they set goals, share strategies, materials,
questions, concerns, and results. Many teachers commented that from these calibrations,
each team not only aligns the lessons for the unit but also aligns the teaching strategies to
be implemented for each of the units planned. These discussions give every teacher
someone to talk to; the principal added that they are explicitly structured to improve the
teacher’s practices.
Here at C.S., the site administrator plays an important role in ensuring that the
school functions as a true PLC. For this reason, the school leader is very much involved
in most of the collaboration meetings occurring at this site to provide support and
assistance to teachers. According to the former principal, she has attended most of the
SMART Goal articulations to facilitate and support the alignment of curriculum with
state and IB standards and differentiating the curriculum to meet the needs of all learners.

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The current principal elaborated further that as an instructional leader, he feels that it is
crucial that he be a part of instructional planning to ensure that everyone has the common
understanding and focus of the school’s goals. Additionally, at the end of each trimester,
grade level teams meet with the principal and hold a debriefing session. During this time,
they discuss students’ learning outcomes and reflect on their SMART goals. Based on
the analysis of the SMART goals, in collaboration with the site administrator and the
teachers, they collectively define new goals for the next trimester. Thus, all instructional
decisions and plans are made collectively and collaboratively among teachers and the site
leader. One teacher reported during the interview:
I have been working here for sixteen years, before it transformed into IB. As long
as I remember, everybody worked together. As you can see, it is nearly
impossible to work in isolation here. At least now, we have partitions to divide
the classrooms, but before, we didn’t even have that. So, teachers tend to sit
around and talk to one another which eventually led them to work and plan
together.

She further explained that because of the unique physical structure of this site, she
believes that it has not only brought people together but also allowed for teamwork.
Many teachers commented that because they see each other’s lessons and practices every
day, it is common for them to interact during the lessons where they share information
and resources, as well as celebrate successes.
In addition to staff collaboration, students are also collaborating on a daily basis.
Its programs and practices are guided by the pedagogical methods of CL and IBL as well
as through the Exhibition, students work in teams to create projects and provide oral
presentations. Through CL and IBL processes, students are given opportunities to
explore, investigate, and collaborate. Based on the researcher’s observation of one 5
th

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grade classroom, students were in small CL groups, listening to each other and reasoning
together where they were building upon each other’s ideas. They listened attentively to
each member’s ideas and decided upon one topic. It was evident that students had many
experiences working in teams and making collective decisions.
Being an “open concept” school, teachers reported that they collaborate
throughout the day. In many occasions, the researcher has witnessed teachers walk to the
other class to share or discuss ideas about the lesson. During CL group activity, even
students from different classes walked across to another class to get information or share
ideas about their projects. By having all grade level students in one open area, students
have the opportunity to work with other classes. In short, over the years of collaborative
practices at this site, C.S. has transformed itself to have a culture of collaboration and a
strong sense of trust that permeates throughout the school.
Big Idea #3: A Focus on Results
Professional learning communities evaluate their effectiveness on the basis of
results (DuFour et al. 2006). C.S. functions as a data-driven decision making school. All
educational decisions are not only informed by the use of data but also drive the
instruction in every classroom. According to the survey, ninety-two percent of the staff
indicated “Most of the time” or “Always” to the statement “Data is used by teachers and
administrators to promote best instructional practices.”
As stated previously, there are a number of PLC meetings that are held at this site.
Rather it is a grade level PLC articulation, IB collaborations, or SMART Goal meetings,
the primary purpose of these collaborations is to use data to inform instruction and plan

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accordingly. In the beginning of the school year, Charles Summon holds a CST data
analysis meeting. Based on the student achievement data, each grade level team
identifies the essential knowledge and skills that all students need to learn. From this
analysis, teachers map these skills onto their units. Additionally, through use of the
SMART goals, every teacher participates in an ongoing process of identifying the current
level of student achievement. From this data analysis, teachers establish a goal to
improve student learning, work together to achieve that goal, and provide periodic
evidence of progress. For each trimester, grade level PLC teams meet and identify the
individual and grade level SMART goals and develop action plans in an effort to
maximize all student learning outcomes.
Throughout the year, each grade level team develops common formative
assessments. These assessments can be multiple-choice questions or performance based
assessments. Based on the reports from the teachers, many of the skills assessments are
given in multiple-choice or short answer format. These assessments are given to students
prior to their lesson/unit as a form of pre-assessment. After the lesson/unit, students take
the same test to see what they have learned. Common assessments are given once or
twice a month depending on the skills and concepts. During grade level meetings,
teachers then, identify how their students performed on each skill compared with other
students and call on their team colleagues to help them reflect on areas of concern. Each
teacher has access to the ideas, materials, strategies, and talents of the entire team.
Moreover, due to being an IB school, a common form of assessment is conducted through
the IBL and Exhibition where students show mastery of content by creating projects and

143

oral presentations. Teachers reported that project-based or performance based
assessments are used to assess students’ understanding of particular concepts rather than
skills. For this reason, after each IB unit, students’ projects serve as an end of the unit
summative assessment. Thus, during these meetings, PLC teams discuss valid ways to
assess student mastery. They set the standard for each skill or concept that each student
must achieve to be proficient. Through careful analysis of students’ data, the team
identifies strengths and weaknesses in student learning and begins to discuss how they
can build on the strengths and address the weaknesses. From this process, teachers gain
new insights into what is working and what is not, and discuss new strategies that they
can implement in their classrooms to raise student achievement. It was evident that
teachers and administrators, in an effort to promote best instructional practices, are
utilizing data on a regular basis. Based on the analysis of data, Charles Summon
Elementary functions as a true PLC school where teachers and the principal collaborate
on a regular basis. They focus on student learning by identifying SMART Goals,
analyzing student data, sharing best practices, and developing/evaluating common
assessments and rubrics.

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Findings for Research Question #3
Research Questions Three: What is the perceived impact of 21st century skills on the
culture of the school?
To answer research question three, the researcher has divided the stakeholders
into three categories: Students, Staff (teachers and site administrator), and Community.
From each category, the researcher has identified the perceived impact of 21st century
skills on the culture of the school.
Students
Students in Charles Summon Elementary School are not only academically
proficient, but they are also better prepared for the 21st century global economy than
students who attend traditional public schools. Being an IB and Title I school, this site
offers numerous special programs to its students who are not only academically
competent, but are also given the opportunities to learn and acquire the essential 21st
century skills to better thrive in this complex society. As previously stated, C.S. offers
Second Language Program (Spanish and Mandarin) to its students. All second through
fifth grade students are required to take Spanish class once a week for 45 minutes. Both
beginning and intermediate Mandarin classes are voluntary that are offered to English
proficient students in grades third through fifth. These classes are held on Monday
mornings before school for about 45 minutes. This means that by the time students enter
middle school, C.S. students have already taken at least one second-language class. This
in turn, puts them ahead of other students in the same grade since foreign language is not
usually offered until they reach middle school.

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According to the classroom teachers, by the time students are in fifth grade, many
of the students are able to exchange conversations in Spanish. In addition to
conversations, they learn to read and write short phrases in Spanish. Having 43% of
Latino/Hispanic student population, Spanish speaking students become the class model
during conversational dialogue with the Spanish teachers. Three teachers commented
that there are many benefits to this class besides acquiring another language. Students,
especially limited English speaking students and/or At-Risk Spanish speaking students
feel proud when they can help their classmates. They also added that English learners
also learn English by working with their peers since they also need to describe and
explain to them in English. Thus, from these activities, students provide mutual support
to each other as well as enhance their self esteem.
A third grade Spanish class was observed by the researcher. Based on this
observation, the dynamic of this class was highly interactive and engaging. The Spanish
teacher and students greeted each other in Spanish as they sat on the carpet. She started
the lesson by singing the calendar song in Spanish. One student went up to the front of
the class with the pointer to point to each day as students were singing. Once they
finished the calendar activity, the teacher spoke in Spanish then in English to get students
into their groups. Once they formed themselves into groups of three, Spanish speaking
students started off the conversation. The activity was “What did I do over the weekend?”
It was evident that Spanish speaking students facilitated the group activity. They listened
to each other attentively and helped their classmates whenever needed by giving them
clues. Often times, students were correcting their vocabulary if it was misused.

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According to the Spanish teacher who has been at C.S. for about five years, many
of the Hispanic students are becoming more fluent in Spanish than ever before. When
students first enroll in kindergarten, many of the students’ primary language is Spanish;
however, as they progress to different grades, they become more fluent in English, losing
their ability to speak Spanish. Here at C.S., as early as 2nd grade, students learn both
English and Spanish. For Spanish speaking students, they can strengthen their skills, and
for non-Spanish speaking students, they are given the opportunity to learn the language.
She also added that being the only Spanish teacher at this site, held many benefits. Since
students already know the classroom routines and expectations, she can just start the
lesson. Year to year, they build upon what they already know and expand foreword. In
short, having to take the foreign language classes at an early age, students at C.S.
Elementary not only acquire a second language, but they also learn to appreciate and
respect different cultures and traditions. Through the second language program offered at
this site, students have developed sensitivities toward different ethnicities, cultures, and
traditions as well as developed the skills necessary to work with diverse people.
In addition to students’ ability to speak a second language, C.S. students have
acquired transdisciplinary skills. Having an IB curriculum with a strong emphasis on
inquiry-based learning, students at Charles Summon are able to think critically by using
higher order analysis and solve complex problems using problem solving strategies and
skills. Additionally, in an effort to promote and enhance these essential skills, three years
ago, the site leadership team decided to have these attitudes directly linked into the
school-wide Positive Behavior Intervention and Support system. Thus, IB Attitudes are

147

put onto discipline tickets. For example, blue tickets are given to students for positive
behavior. However, when negative behavior is displayed, they are given the green tickets,
and they need to complete a reflective journal and explain what they did wrong based on
the IB Attitudes and Learner Profiles.
Moreover, this year, the site administrator has implemented a Monday Morning
Assembly. According to the principal, the assembly starts off by identifying all the IB
Attitudes and IB Learner Profile. Students, teachers, and parents all chant them as he
reviews them. Afterwards, he picks six blue tickets from the raffle bin and rewards those
students publically for exhibiting those positive attitudes and behaviors. Then, he reveals
the “IB Attitude of the Month” for that month. As stated earlier, this targeted attitude is
discussed throughout the month during morning PA announcements in four different
languages. For this reason, students are constantly exposed to various languages.
Through the practices of IBL, school-wide PBIS focusing on IB Attitudes and
Learner Profile, and the Exhibition, all students are given the opportunities to sharpen
their skills in communication and the ability to work collaboratively and cooperatively
with one another. The principal explained that C.S. students take pride and ownership of
their learning. They enjoy helping each other and truly understand the meaning of
collaboration. To further complement the principal’s assertion, from the various
classroom observations, the researcher has observed students going through the
collaborative learning process to solve a problem and complete a task with their CL
groups. There was a facilitator in each group who was making sure that all ideas were
heard and a reporter who was jotting down the ideas. Once they had a consensus, they

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moved onto another part of the project. They functioned like miniature adults. In
addition to these essential skills, students have also acquired proficiencies in technology
literacy. They can conduct research and use various technology resources and tools as
well as generate computer presentations for their projects. As they advance to next grade,
students become more advanced in ICT skills where they can freely navigate and utilize
various technology tools to complete their projects (i.e., iMovie, ebooks, and Skype).
In short, from many years of offering IB curriculum to its students, they have
become inquirers who have developed the skills necessary to conduct purposeful research.
They are risk-takers who have the confidence to explore new ideas, roles, and strategies.
Most of all, through the learning of IB-PYP, C.S. students have become open-minded
individuals who understand and appreciate not only their cultures but also are open to the
perspectives, values and traditions of other people. It was evident that the site’s strong
emphasis on global perspectives that are embedded into its core curriculum promoted
students to understand and develop positive attitudes toward different groups of people.
As they progress year to year, it is assumed that students become more skillful and
proficient in 21st century skills. They are able to connect what they learn with problems
that arise in different subjects using these essential skills and with multicultural aspects of
this global society.

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Staff
It was nine years ago that C.S. transformed itself from a traditional school into an
IB school. Over the years, staffs’ attitudes and beliefs on education have changed, which
in turn, has had a significant impact on school’s culture. In the past, it was common that
teachers organized their curriculum to address the content standards. According to one
veteran teacher, curriculum was the textbook. Textbooks were the driving force for all
teachers’ instructions. They used lesson quizzes and chapter tests from the textbooks.
Often times, these assessments were multiple-choice format to assess students rote
memory. The PYP Coordinator reported that prior to becoming an IB school, teachers
functioned more like lecturers. They focused on what they were teaching, in lieu of what
students were learning. However, over the years, C.S. has evolved into a Professional
Learning Community where it transformed itself into a child-centered elementary school.
As C.S. organized itself into a PLC school, teachers’ pedagogical practices and
approaches has been impacted significantly. During the interviews, many teachers
reported that having to teach the IB curriculum, their perspectives as well as their
teaching practices have changed. In the Primary Years Program, there are six
transdisciplinary themes of global significance that are embedded into its core content
subject areas. All teachers are guided by these six principles as they design their IB units
of inquiry. Instead of teaching the content in the textbook, teachers now teach
transdisciplinary skills identified by the PYP framework. This framework provides both
teachers and the principal the foundation and understanding of international standards as
well as the awareness of the importance of preparing students for the global economies.

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Currently, teachers are better aware of the cultural differences and able to develop
and deliver instruction to meet the needs of their diverse learners. Due to its curriculum,
staff focuses on issues of diversity, cultural proficiency, and related achievement gaps.
Having shifted from the lecture style instructional approaches, inquiry-based learning
became the core teaching practice at this site. Through IBL processes, teachers facilitate
and scaffold student activities and provide constructive feedback to students to strengthen
and enhance their conceptual knowledge and skills.
One teacher commented that before working at this site, she worked at a
traditional school where the teachers’ main concern was about meeting API and AYP
scores. Teachers taught only the essential standards that were addressed on the state
assessment and a significant time was devoted to teaching students test-taking strategies.
However, here at C.S., she reported that standards are not the driving force for any
teachers’ instructions or lessons. Alternatively, with each theme as a structure of its unit,
state content standards are embedded into the unit theme. C.S. teachers place high
importance on conceptual understanding, in lieu of isolated skills. Thus, they do not
focus their instruction on isolated standards. Instead, they teach the big idea by
effectively integrating content reflecting diversity when teaching key concepts.
Therefore, teaching the state standards is not the essence of its curriculum. Through the
IB unit, the teacher’s primary goal is to deliver the PYP curriculum in an effort to
develop IB learners (i.e., inquirers, knowledgeable, thinkers, communicators, and
reflective) who acquire global perspectives and learn the content through the use of IB
Attitudes (i.e., cooperation, creativity, respect, independence, and integrity).

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In addition to changes in teachers’ instructional practices, the professional
community of this school has also been impacted due to the adoption of the PLC
components. Dufour et al. (2006) explained that in a PLC, teachers work in collaborative
teams “whose members work interdependently to achieve common goals linked to the
purpose of learning for all” (p. 3). As stated earlier in this chapter, Charles Summon is a
strong PLC school. There are numerous opportunities for teachers to collaborate. There
are both district and site-based collaboration meetings throughout the year. During these
meetings, teachers share best instructional practices, evaluate their implementation of
their action plans and strategies, as well as analyze student data.
In addition to these formal collaborations and articulations, the physical structure
of C.S.’s building further enhances teacher’s opportunities for collaboration. Having an
“open concept” school, teachers at this site collaborate informally on a daily basis- before,
during, and after school. The principal, Title I/ Technology TOSA, and IB Coordinator
attend many of the Grade Level PLC meetings to provide guidance, support, and
feedback to teachers. Based on the number of the researcher’s classroom visitations,
teachers were having collaborative conversation during their lessons as well as during
their lunch time. One primary grade teacher expressed that teachers talk to each other all
the time. When teachers have issues or concerns about the lesson or simply have
questions, they walk over and get advices from a colleague.

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Community
Charles Summon School has a strong parent club called “Community Club.” This
club is comprised of 25 to 30 parents who are involved with all fundraisers and field trips.
All grades have at least two field trips and at least one big field trip supported by the
Community Club. Additionally, during the bimonthly community visitations, they assist
the principal and function as guides and provide a tour of the school to visitors.
According to the teachers, there are various Family Fun nights held throughout the school
year sponsored by the parent club. The first event is called the “Ice Cream Social.” In an
effort to involve the community, parents put on a mini carnival and bring in food, games,
prizes, and music.
The second event is called “Family Camp/Movie Night.” This event is usually
held on a Friday in November. C.S.’s spacious playground becomes their campground.
During this event, school lends out camping spots for families to rent. If they do not have
the camping equipment, school rents them out as well. Once night falls, they project a
movie onto the handball court for viewing. The Community Club sells popcorn, hot dogs,
and other refreshments. Saturday morning, they have breakfast, and they all go home.
The staff reported that the principal and teachers’ families also come and spend quality
time with their students and their families. One primary grade teacher explained that
Camp Night is a symbolic event. Not only does everyone have fun, but it makes
everyone feel like they are all part of one big family. The site administrator asserted that
this is the day for everyone to bond, get to know each other (especially students’ families),
and build relationships with all stakeholders.

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Lastly, there are two family educational events. They are “Family Math Night”
and “Family Literacy Night.” During these events, teachers and staff members meet with
parents and teach games or strategies for parents to use with their children at home.
Based on the parents’ input from parent surveys from these events, Charles Summon staff
determines topics and type of activities for future events. In sum, these meaningful
annual family events provide students, parents, teachers, and the principal a chance to
appreciate and respect one another. It can be assumed that this school is committed to
providing high levels of learning for all its students through the involvement of all
stakeholders.
Discussion of the Findings
This section examines the findings of the study discovered during the course of
the investigation, providing in-depth analysis with regard to generating new knowledge to
learn about programs and practices that promote the acquisition of 21
st
century skills at
this case study school. Through careful analysis of data, it provided insights into possible
applications of the programs and practices in other schools and developed proposals for
further study found in Chapter Five. The data analysis and interpretation of all data
sources used in this study focused on themes that emerged from a triangulation of the
available data source. With the major themes identified in the review of the literature
found in Chapter Two, the document reviews, observations, surveys, and transcriptions of
the interviews were examined for key issues and reoccurring themes that were initially
placed into related categories. Through continuous comparison among the individual
data sources within each category and with the major themes identified in the literature

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assisted with the refinement of each category. In the end, four major themes were
identified because of their frequent reoccurrence at this high performing case study
elementary school.
1. A culture supportive of communities of practice and collaboration to ensure high
levels of learning for all students.
2. Effective leadership to carry out the school’s vision and goals.
3. A strong alignment of school’s vision and goals to its programs and practices.
4. Integration of technology into the core curriculum.
Each of the outlined themes is analyzed in the following section using a theoretical
framework provided by Bolman and Deal’s (2008) Four Frames.
A Culture Supportive of Communities of Practice and Collaboration to Ensure High
Levels of Learning for All Students
Structural Frame
Charles Summon Elementary School is organized around the key components of
the professional learning communities. The core essence of the PLC is to work
interdependently among collaborative teams to achieve common goals linked to the
purpose of learning for all students (DuFour et al. 2006). Moreover, the P21 encourages
teachers to share knowledge among communities of practitioners and have face to face
interactions (P21, 2009). From these interactions, the PLC promotes teachers’ ability to
identify students’ strengths and weaknesses, therefore helping them to develop their
abilities to use numerous strategies to reach diverse student needs.

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In the Human Resource Frame, according to Bolman and Deal, organizations
exist to achieve established goals and objectives. Based on the analysis of the data, there
is a strong infrastructure of teams focused on improving student learning through ongoing
collaboration, collection and analysis of a wide range of data. There are numerous
support teams who meet on a regularly basis to provide support and assistance to teachers.
Grade level PLCs and the Classroom Support Team meet on a weekly basis where they
share and reflect on their practices, analyze student data based on their SMART goals,
and/or plan for their next objectives. The primary function of having the SMART goal is
to identify students who are not meeting the benchmark set forth by the school and to
provide specific interventions to fill those achievement gaps. These specific goals and
targets become the driving force for teachers’ ongoing conversations. Teachers at this
case study school are required to submit two types of action plans called “SMART Goals.”
The SMART goals are focused on specific, measureable, and achievable goals that have a
set time frame for reaching mastery. These two types of SMART goals are linked to on-
going common assessments to identify student’s strengths and build on their weaknesses
by implementing targeted strategies. These goals are monitored over time using
formative assessments to help the PLC stay focused on which improvement efforts have
the greatest impact on student learning. To support the grade level PLC teams,
Classroom Study Team provides additional support to classroom teachers. Based on their
SMART goals, if students are not making adequate progress, classroom teachers then
refer their case to the CLST. Then the CLST tracks and monitors student progress,
discusses the progress made, and plans for alternative interventions and strategies.

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Additionally, each trimester, the grade level PLC team meets with the site administrator
and reflects upon their targeted goals. As each team debriefs their outcomes, the site
administrator functions as a facilitator and provides constructive feedback and guidance
to teachers.
The statements from teachers and the principal revealed that C.S. students are
regularly assessed to monitor their progress and identify specific academic needs. They
engage in purposeful dialogue to develop differentiated instructional strategies that
provide students with universal access to the state content standards and focuses on
development based practices. Through on-going assessments, teachers build on the
student’s strengths and develop a prescriptive approach to student learning. Based on the
development of the team’s SMART goals, strategies and action plans are implemented
and progress and results are monitored periodically. Teachers collaborate regularly to
monitor and discuss the progress or lack of progress of students and adjust their teaching
and support for students needing intervention.
In addition to weekly collaborations, there is a monthly IB collaboration meeting
with the IB Coordinator and grade level team. During the IB articulation, the IB
Coordinator guides teachers in planning for their unit, thus ensuring that they are
compliant to IB requirements. Using the IB standards as a framework, teachers embed
CA content standards into their IB units to make certain that they address both IB and CA
content standards. Through collaborative planning, the grade level team develops an unit
plan and discusses the outcomes of the unit at the next meeting. In addition to these
formal collaborative meetings, teachers collaborate informally throughout the day. Being

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an “open concept” school, teachers have on-going collaborative conservations regarding
their lessons, students, or practices. From a number of observations and teachers’
responses in the interviews, teachers can team-teach, share ideas, and exchange resources
during their lessons. Having the entire grade level in one room has many benefits
according to one upper grade veteran teacher. She explained that it allows teachers to
observe each other’s practices and lessons, which allows them to trust one another, and in
turn have open communication. These practices encourage teachers to become
autonomous and take active participation in both learning and teaching at this school.
In short, based on the analysis of data, it was evident that there is a culture of
communities of collaboration among staff members who not only value the notion of
PLC, but also work diligently to ensure high levels of learning for all students. There are
collaborative and collective efforts to achieve a common goal for which all members are
mutually accountable. As a result of the dialogue focused on student learning and the
continuous staff support implemented to improve teacher practices, this organization has
been successful in educating and preparing its students for this highly technological,
knowledge-based society.
Symbolic Frame
According to Bolman and Deal, the Symbolic Frame views organizational life as
one that involves culture. Culture is the glue that holds an organization together and
unites people around shared values and beliefs (Bolman & Deal, 2008). They
emphasized the critical importance of culture, values, and vision. Leadership is
contextual; it is important for leaders to have a deep understanding of the cultures in

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which they are embedded. Thus, effective leadership requires a supportive culture, but
creating a positive culture requires leadership.
Here at C.S., the site administrator practices shared leadership. Both the previous
and the current principal placed great importance on making leadership roles at this site
accessible to teachers. There are many teachers who take on leadership roles in addition
to being a classroom leader. The technology teacher is in charge of coordinating the Title
I program as well as facilitating the Technology Team. One of the 5
th
grade classroom
teachers is in charge of the site’s IB programs. Additionally, many teachers are involved
at the site support team level such as: Technology Team, Classroom Support Team,
Student Study Team, Leadership Team, and grade level leads. These teachers are
actively involved in making decisions and carrying out the school plan to meet the school
goals of ensuring academic rigor and high academic performance of all students.
Through the teachers’ active interactions and involvement in these leadership roles, the
principal can effectively articulate the school’s vision and values, therefore giving
purpose, direction, and meaning to its organization.
Effective Leadership to Carry out the School’s Vision and Goals
Symbolic and Political Frame
As described by Bolman and Deal, the symbolic frame focuses on issues of
meaning. It puts ritual, story, ceremony, and culture at the heart of organizational life.
Symbolic leaders view vision and inspire people in its organization (Bolman and Deal,
2008). In an effort to communicate the school’s vision and goals to all stakeholders in
this organization, the site’s administrator has implemented morning assemblies and built

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instructional walks into his daily routine in an effort to carry out the goals and visions set
forth by this school. Based on these premises, it is evident that the C.S. principal is
functioning as a symbolic leader. According to Bolman and Deal, symbolism is
important as is ceremony and ritual to communicate a sense of organizational mission.
This site’s vision statement highlights that this organization is recognized as a
child-centered elementary school that is committed to preparing students for the new era
of globalization. It encompasses a rigorous academic focus including foreign language
and the latest technology. Through its innovative educational programs, students become
innovative thinkers, problem solvers, and life long learners who can become an essential
part of a global community. The C.S. principal communicates this vision through his
presentations and messages. In an effort to convey this vision to all stakeholders, the
principal has implemented Monday Morning Assemblies. The primary function of this
assembly is to promote students to acquire transdisciplinary skills through educating
students on IB Attitudes and Learner Profiles. Additionally, placing such importance on
these skills on a weekly basis, he is indirectly instilling and communicating to parents
and teachers the importance of these skills. This can be seen as a perspective of the
political frame. Bolman and Deal emphasize that organizational change and
effectiveness depend on a leader’s political skills. According to the site administrator,
being a new principal, it is very important for him to build relationships with all
stakeholders. He felt that most effective way to do this was through having weekly
assemblies and morning announcements. From these implementations, he has not only

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built relationships with parents, students, and teachers, he is continually articulating his
visions and goals for the school in a meaningful, non-threatening way.
Early this school year, the leadership team collectively developed a plan to teach
the IB Attitudes to its students. The Principal explained that in order to carry out any
plans or goals, the message must be systematic and consistent throughout the C.S.
community. Thus, he has implemented Monday Morning Assemblies and daily morning
announcements. The Principal starts the assembly by identifying all the IB Attitudes and
IB Profiles. Students, teachers, and parents chant them as he reviews these
transdisciplinary skills. After, he announces the targeted “IB Attitude of the Month” and
invites students to participate and model the targeted attitude as to “What it looks like?”
and “What it sounds like?” Followed by the student demonstration, he publically awards
and celebrates individual students for exhibiting positive attitude or behavior as defined
by the IB Attitudes or IB Learner Profile. By having these assemblies, students become
motivated, staff members understand the importance of educating these skills, and
parents are receiving information regarding these essential 21
st
century skills.
His daily routine for each morning starts off with the morning message through
the PA system. He shares the information for that day and ends with the “IB Attitude of
the Month.” This is stated in four different languages: English, Spanish, Chinese, and
Vietnamese. According to the site administrator, by the end of the week, students and
teachers can articulate the targeted attitude. Also, having to repeat it everyday, it benefits
both teachers and students and will compel them to be more focused in the teaching and
learning of these essential skills. After the morning PA announcement, he continues his

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day by conducting classroom walkthroughs. Often times, he enters the classrooms and
interacts with the students. He listens to students’ conversations, observes teacher
interactions with students, and teachers’ lessons. He explained that:
Having daily instructional walkthroughs are very important. From my past
experience working at a PI school, the more you visit, the more you can better
support your teachers. Especially being a new principal this year, it is important
for me to have these walks. It gives me the opportunity to get to know the
students and teachers.

He also added that by conducting classroom walkthroughs, it provides him the
opportunity to better understand his teachers’ practices and instructional approaches as
well as the school’s curriculum.
Principals are responsible for the overall operation and functions of their schools.
In order for improvement to occur, there must be a strong leader who sets a clear
direction and provides connections across all levels of the school as an organization.
Thus, the most influential person to promote change in this school is the principal.
Principals who supervise and evaluate instruction, coordinate the curriculum, support
professional development, and value school wide expectations are key characteristics of
an effective instructional leader (Blase & Blase, 1999). From these actions taken by the
site administrator, it is evident that he utilizes both symbolic and political approaches to
leadership. A leader’s ability to use multiple frames is associated with greater
effectiveness for leaders (Bolman and Deal, 2008). Thus, Charles Summon principal’s
focused and effective leadership underscores the development and implementation of an
international education, both in terms of school goals and value setting, to promote staff
development and globally competent students.

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Strong Alignment of School’s Vision and Goals to its Programs and Practices
Structural Frame
From the structural framework perspective, there is a strong alignment of the
school’s visions to its programs and practices. Based on the vision statement, C.S. is
devoted to create a child-centered elementary school that “develops students who strive
for excellence and are preparing to successfully compete in a rapidly changing
world...provide a rigorous academic curriculum, including foreign language and the latest
technology.” Currently, this site offers the IB-PYP to all its students. Its curriculum is
guided by six global themes that are integrated into its core content areas. In an effort to
prepare students for the global workforce, this case study school places a strong emphasis
on transdisciplinary skills known as IB Attitudes (i.e., Appreciation, Commitment,
Cooperation, Creativity, Curiosity, Respect, and Independence) and IB Learner Profile
(i.e., Inquirers, Knowledgeable, Communicators, Caring, and Reflective). These skills
are not only embedded into its content, but they are rehearsed and practiced in their daily
activities and routines at this school.
As stated in Chapter 2, interdisciplinary learning allows students to construct,
apply, and connect to new knowledge as well as their personal experience (Gibson,
Rimmington, and Landwehr-Brown, 2008). By integrating transdisciplinary themes and
skills into the curriculum, C.S. students not only benefit studies in core subjects, but also
they acquire attributes and processes such as critical thinking and problem-solving skills
needed in this global world. Through inquiry-based/project-based learning and the
Exhibition, students become active participants who take ownership of their learning.

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Additionally, IBL promotes the idea that both teachers and students share control
of the decision making, teaching and learning taking place at the school. Similarly, all of
the 21
st
Century Schools identified in the review of the literature all placed the IBL or
PBL as the central teaching strategy where students encounter and learn the central
concepts of the discipline via inquiry or project. These practices promote students to
become inquirers and thinkers, learn to work collaboratively with one another, and
enhance their communication skills.
Another alignment to its vision statement is C.S.’s Second Language Program.
As highlighted in the vision statement, this site offers two foreign language classes.
Spanish is offered to students in grades 2-5 during school hours for approximately 45
minutes once a week. In grades 3-5, Chinese class is offered to students who are
proficient in English. This class is held before school every Monday morning. Through
this program, students acquire international knowledge such as the ability to speak a
foreign language as well as teach students to appreciate and value different cultures and
traditions. As the world becomes more interconnected, acquiring a world language also
became one of the essential skills needed to thrive in this globalized arena. Thus, C.S.’s
programs and practices are in direct alignment with its vision statement where the staff
and site administrator are strongly devoted and dedicated to ensuring a world-class
education to its students in an effort to prepare them to be active citizens in a globally
competitive marketplace.

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Integration of Technology to Teach Core Subjects
Structural Frame
Charles Summon Elementary places a strong emphasis on technology. The idea
of technology as a tool for implementing 21
st
century skills is prevalent as one enters any
one of the classrooms at this site. First, this site is equipped with modern technological
equipment. This site houses two computer labs used by both lower and upper grades.
For grades K-2, there are two computer carts and 20 I-Touches. This year, this site
launched one to one IPad program in 3
rd
grade and continued with one to one laptops in
grades 4 through 5. All classrooms are equipped with wireless internet, and every
classroom is equipped with interactive Eno-Boards, Smart Boards, document cameras,
LCD projectors, student response systems, and wireless tablets. Most of the classroom
lessons are delivered through various technology tools; students use student response
systems to answer or respond to questions or classroom activities. Additionally, the
majority of the students’ work is published through use of technology tools and
resources.
According to Bolman and Deal (2008), the structural approach focuses on the
design of units, rules and roles, goals and policies. Thus, the structural leader tries to
design and implement a process or structure that will be appropriate to the problem and
the circumstances. There are various types of software programs to supplement the core
curriculum. To support the learning in ELA, Accelerated Readers, Ticket to Read, and
Skills Tutor are being utilized during the ELA block and/or computer time. These
software programs are organized into games to strengthen skills in ELA as well as build

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students’ critical thinking and problem-solving abilities. Moreover, Ticket to Read and
Skills Tutor programs are designed in an aptitude format where questions can be “high”
or “low” depending on the students’ abilities. These programs are geared towards
meeting the individual needs of diverse learners. The Mind Institute is an adopted math
curriculum that is jointly used with their math textbook. It is organized into games to
improve students’ algebraic thinking processes and problem-solving skills. Being an
adopted math curriculum, all students are scheduled to have MI at least twice a week for
45 minutes. In short, these educational technology programs are well integrated into
daily lessons and activities throughout the day, and they allow students to enhance and
bolster their skills in core content areas.
In addition to these software programs, Charles Summon has built in computer
time into its master schedule. Each class has a 45 minute computer block; however there
is flexibility as to how this time can be utilized. In an effort to provide a common goal
and maintain cohesive practice and implementation, this high performing organization
has developed a comprehensive Technology Plan. Within this plan, there are essential
agreements made by all teachers to integrate technology into all IB units/planners and
implement school-wide software programs (i.e., Mind Institute, Ticket to Read, and Skills
Tutor) to increase all students’ academic performances.
To ensure proper implementation of the site’s technology plan, this IB school has
a Technology Team consists of Technology Coordinator, site administrator, and four
classroom teachers. This support team provides on-going assistance to teachers in
troubleshooting and the implementation of technology. Additionally, to support student

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learning, teachers are given on-going PD to strengthen their technology skills. As an
adopted curriculum, teachers receive trainings on the computer software games
developed to address the CA math and ELA standards, as well as additional trainings in
the problem-solving and algebraic thinking addressed in the Mind Institute. Research
confirms that systemic and ongoing PD for teachers is the most effective way to improve
student learning (Capuano & Knoderer, 2006). Thus, C.S. not only offers continuous
PDs to its teachers, there are district PDs to support teachers in improving their practices
of utilizing and integrating technology into its curriculum and daily routines.

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Chapter 5
Conclusions and Recommendations
What’s new today is the degree to which economic competitiveness and
educational equity mean these skills can no longer be the province of the
few…State, national, and international assessments show that despite a two-
decade-long focus on standards, American schools still are not delivering a
content-rich curriculum for all students.

--Andrew Rotherham, founder, 21
st
Century Schools Project

Introduction
The accelerating growth in economics, technology, and society is creating a world
that is increasingly complex yet highly interconnected. Globalization is transforming
entire economies, creating global competitions as the world has become more advanced
in technologies. This in turn has changed the workforce into a more global arena.
Currently, in this ever changing world, business organizations require employees to
acquire 21
st
century skills where innovation, creativity, collaboration, and critical
thinking skills are some of the essential elements needed to thrive in this global
marketplace (RAND, 2004; Metiri/NCREL, 2003). Thus, to guarantee success in
producing highly competitive and productive individuals, schools need to integrate the
21
st
century skills in a way in which students not only demonstrate proficiency in the core
subjects but also exhibit strong cognitive skills, work cooperatively and collaboratively
with others, and solve complex problems. In sum, in order to educate students to develop
the skills and sensibilities necessary to thrive in these highly technologically
interconnected economies, it is imperative that schools embrace and effectively
implement these global competence skills into their curriculum.

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Purpose, Significance, and Methodology of the Study
The purpose of this qualitative research study is to generate new knowledge to
learn about programs and practices that promote the acquisition of 21
st
century skills at a
high performing school. This case study has identified programs, pedagogical methods
and instructional practices that have contributed to the school’s ability to prepare students
with knowledge and skills for the 21
st
Century. Additionally, it aims to relate the
essential characteristics of the school’s structure, the organization of its professional
community, and its culture-that supports the learning and teaching of 21
st
century skills.
This qualitative case study is one of nine studies to identify and examine school
curriculum, professional communities, and school culture. The two criteria used to
determine the school’s eligibility for this study were: (a) Academic Performance Index
(API) at or above 800 or equivalent on the CA accountability system scales; (b)
International Baccalaureate (IB) or vision, mission, or school description that relates
skills from Partnership for 21
st
Century Skills (P21) Framework. A various types of
triangulation-multiple methods (document review, survey, interviews, and observations),
multiple data sources, and theoretical perspective triangulation were used to validate the
results of the study. Based on the outcomes of the study, this research study set out to
identify key characteristics of the school’s programs and practices, curricular alignment
with 21
st
century skills, and its school culture. Three research questions were collectively
developed by the thematic dissertation team:
1. What are the programs and practices at the school, and how are they aligned to
21
st
century skills?

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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?
Summary of Findings
Charles Summon Elementary School is truly a 21
st
Century School. The essential
attributes of 21
st
Century Schools highlighted in the review of literature explain that these
schools provide rigorous, interdisciplinary, multilingual, inquiry-and/or project-based
learning that is focused on enhancing 21
st
century skills through both content acquisition
and content application within disciplines. Being an IB school, C.S. offers the IB-
Primary Years Programme (PYP) to its students that are guided by six transdisciplinary
global themes that are well integrated within core content areas with a strong emphasis on
inquiry-based learning (IBL). According to the Partnership for 21
st
Century Skills (2009),
use of interdisciplinary learning allows students to construct, apply, and connect to new
knowledge through their own personal experience. Thus, learning becomes meaningful
and relevant to students.
To affirm the practices identified in the review of the literature on the 21
st
Century
Schools, this research site also provides curriculum that is thematic, inquiry –and project-
based learning. C.S.’s curriculum is not a textbook driven; rather it is organized around
six themes that focus on global perspectives. As one of the IB programs highlighted at
this school, IBL is one of the key essential pedagogical strategies practiced at this
site. All six IB themes are delivered through the use of IBL and the collaborative

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learning (CL) process where teachers and students are guided by a series of questions as
they design curricular units for exploration and study.
IBL is a project-based oriented instructional strategy that is also known as project-
based learning. The projects are used as an authentic assessment to assess students’
content knowledge and understanding. Through the process of IBL, teachers provide
projects that are complex tasks based on challenging questions that involve students in
formulation, investigation, and solutions to their problems or questions. Students drive
their own learning through inquiry, as well as work collaboratively to research and create
projects. They learn to apply the knowledge and skills learned from the content through
their projects, as well as learn to acquire transdisciplinary skills (i.e., critical thinking
skills, problem-solving abilities, higher order analysis, and collaboration) that are integral
for success in this globalized world.
C.S.’s curriculum and instruction enables teachers to use innovative learning
methods to integrate the supportive use of technology and multimedia. Having to place a
significant emphasis on technology, this site offers state-of-the-art technology equipment
to its teachers and students, who in turn incorporate it into their daily teaching and
learning. Most of the classroom instructions are delivered through various technology
tools and resources. One of the IB programs offered at this site is the Exhibition,
where students’ develop, present, and display their projects using a multitude of
technology tools (i.e., computer-generated presentations, digital cameras and videos).
Students at C.S. learn content through various software programs in conjunction
to its core curriculum. Such programs are being implemented to reach diverse learners to

171

strengthen their content knowledge and skills in various disciplines as well as enhance
their problem solving and algebraic thinking skills. Moreover, this site offers the world
language classes-Spanish and Chinese to its students as early as second grade. From
these opportunities, students acquire a second language as well as learn to understand and
value of other cultures through the study of language.
To promote the utilization of best practices in the classroom, the principal spends
significant resources on professional development (PD). The site leadership team meets
on a monthly basis to plan and coordinate its programs for continuous improvement.
Because many of its PD workshops are based on needed-based trainings, each grade level
lead reports to the leadership team as to what is needed. Over the years, C.S. teachers
have received trainings on the key components of the Professional Learning
Communities (PLCs) to better support and assist teachers in an effort to maximize high
learning for all students. Additionally, being an IB school, all teachers and site
administrators receive annual IB trainings as well as ongoing PD on technology to
support teachers with their applications and successful implementation of the technology
plan into their curriculum.
The success of Charles Summon Elementary School is the result of the
collaborative efforts of all teachers and staff at this organization. The professional
community at this school is organized around the key components of the PLCs, in which,
teachers and principal share common values and vision for the school to prepare students
for the complex, global world by ensuring the academic success of its students through
creating a culture of collaboration. From its transformation to an IB school, this site

172

shows continuous effort in meeting the needs of its students through its collaborative
practices of shared decision making and ongoing support to its teachers. A plethora of
research studies reported that the strong PLCs can foster teaching and learning as well as
improve teachers’ instructional practices. Additionally, through the systematic process of
collaboration, teachers work together with each other in order to impact their
instructional practices and approaches in ways that enhance their students’ learning
outcomes as well as for their team and their school (DuFour, DuFour, Eaker, & Many,
2006; Hilda, 2006; P21, 2009).
Here at Charles Summon, there are weekly, bi-weekly, and monthly meetings for
teachers to meet and collaborate. During these collaborative meetings, teachers share
best practices, analyze student data, plan for instruction/IB units as well as develop
common assessments and rubrics. Additionally, there are numerous support teams to
guide and assist teachers from technology support, planning and evaluating IB units,
analyzing data or student work samples, to tracking and monitoring student progress. All
educational decisions are derived from the use of data which are made collectively
among the teachers and the principal to maximize student learning outcomes at this case
study school. In short, through on-going collaboration and practices of the PLC, over the
years, C.S. staff has established a positive, trusting relationship which has evolved this
organization into a supportive professional learning community.
Moreover, to ensure the acquisition of 21
st
century skills, the site administrator
and teachers are committed to educating students in acquiring the IB Attitudes and
Learner Profiles. The principal has implemented Monday Morning Assemblies and daily

173

morning announcement to have everyone focused on the learning of these global
competence skills and behaviors. Additionally, this organization provides numerous
family/community events such as the Ice Cream Social, Family Camp/Movie Night, and
Family Education Nights to increase and enhance parents’ and community involvement.
From these meaningful events and interactions, students, parents, staff, the site
administrator, and the community all become active participants and partners in this high
performing organization. In short, through its unique programs and practices, Charles
Summon Elementary School is providing a 21st Century education to its students to
actively participate in the 21
st
century economic, cultural, and intellectual life in an
information-based global society.
Implications for Practice
This research study offers a closer look at one high performing IB elementary
school’s programs and practices that supports the acquisition of 21
st
century skills. To
the extent that the findings can be generalized to other urban schools, there are clear
implications for school administrators and classroom teachers to integrate 21
st
century
skills into its organization.
First and foremost, the key implication this study offers is the practices of the
Professional Learning Communities. Teachers and school administrators must share a
common vision of collaboration and commitment to ensure high levels of learning for all
students in their organization (Darling-Hammond, 2002; DuFour, DuFour, Eaker, &
Many, 2006). For Charles Summon, this commitment begins with the alignment of the
school’s vision to its programs and practices through on-going collaborations among

174

teachers and the site administrator. Its innovative educational programs and practices are
continuously monitored and evaluated through various collaborative meetings.
The essence of the PLC is to improve teacher’s practices to maximize student
learning. Through on-going collaborations, teachers and site administrators can hold
collaborative conversations and dialogues about their students’ needs. Teachers share
best-practices, exchange ideas, conduct lesson studies, or develop lessons/units
collaboratively. The routinely held PLC collaboration meetings practiced by this
research site are: data analysis based, develop and evaluate the SMART Goals as well as
identify professional development needs.
Another key implication of this study is the integration of 21
st
century skills into
its core curriculum. From this study, it has revealed that the P21’s conceptual framework
is closely aligned to IB curriculum. Both of these two organizations focus on the core
subjects as well as the 21
st
century themes. The key essence of these two organizations is
to promote student mastery of global competence skills to prepare them for the complex
life and workplace of this information-based, global society. Thus, for educators who
value the P21’s framework but choose not to embrace IB, this study can provide
informative information as regards to IB’s educational framework and its structures.
Additionally, as highlighted in the vision statement, this school is deeply
committed to preparing students for the 21
st
Century. It focuses on academic rigor with a
strong emphasis on technology and a foreign language program. The 21
st
century skills
or transdisciplinary skills are well integrated into its curriculum as well as daily practices
and activities. From its transdisciplinary curriculum that focuses on IBL and CL

175

approaches, it provides students with the opportunity to acquire specific knowledge and
skills such as strong cognitive skills, which in turn, allow students to be better capable of
performing higher order analysis, acquiring complex communication skills, as well as
working collaboratively with others. In short, through the IB-PYP, it was evident that
students develop a deeper understanding of important concepts and acquire and practice a
wide range of 21
st
century skills.
Finally, to ensure successful implementation of any initiatives or programs, it is
important for schools to provide on-going support to teachers to strengthen their skills
and knowledge. For this reason, it is crucial to have support teams in place like this
research site where it provides on-going technology and instructional supports to its
teachers whenever possible. Additionally, to improve teacher’s instructional practices, it
is important for the site to offer needs-based that is on-going professional development
opportunities to its teachers.
Schools need to move toward implementing 21
st
century skills by expanding their
access to high quality, rigorous curriculum teaching global competence skills. It is
important for schools to organize themselves into strong professional learning
communities and provide professional development to support knowledge and skills
needed for teachers. With C.S.’s special programs such as the second language and
comprehensive technology programs, school-wide practices of collaboration, strong focus
on student learning, and ongoing PD, this organization has transformed itself into a
21
st
Century School. In order to prepare students to successfully compete in this rapidly
changing world, it is imperative for schools to become 21
st
century schools where they

176

are committed in delivering 21
st
century curriculum that is critical for success in this
advanced world.
Recommendations for Future Research
From this research study, the researcher has learned and gained great insights about
this school’s programs and practices as well as the daily operations and functions of this
organization. After the data collection, it became apparent that Charles Summon
Elementary was an outstanding school reaching extraordinary heights for their
students. Despite the fact that this organization is meeting the needs of its students and
teachers through its unique programs and practices, the following recommendations are
made for future research that are based upon the findings presented in Chapter Four.
Further study on traditional public schools, non-IB schools, are needed to
understand if traditional schools can infuse and incorporate 21
st
century skills into their
curriculum while meeting the state target goals. With Academic Performance Index
points of 902 and meeting all Annual Yearly Progress for all its subgroups, this case
study school has exhibited high learning for all its students. Thus, further study on other
traditional public schools that implement 21
st
century skills that are also high performing
can further compliment this study. Additionally, further study should attempt to elucidate
how schools, especially those in the elementary school setting, can implement
21
st
century skills with their standards-based curriculum. Furthermore, it is
recommended that further study is needed to understand the impact and effect of
inquiry-and project based learning on improving student outcomes and levels of
academic achievement. Often times, IBL and student projects are conducted under the

177

guidance of their teacher as well as through collaborative groups within their group
members. It is still unclear, how teachers can accurately assess individual
student learning through projects as well as its impact on acquiring 21
st
century
skills. Finally, it is recommended that further research is conducted at other schools that
are effectively integrating the 21
st
century skills into their school’s curriculum.
Discovering variables that have not been included in the existing research may contribute
to a deeper understanding about programs and practices that addresses these global
competence skills. Combining this study with existing and future research can offer a
more comprehensible and practical understanding of 21
st
Century Schools and their
curriculum.
Conclusion
In the review of the literature, the researcher has discussed some of the current
major frameworks for 21
st
Century Skills such as the Partnership for 21
st
Century Skills
(P21), enGuague 21
st
Century Skills, DeSeCo Project from Organization for Economic
Co-Operation and Development, International Baccalaureate Organization, and the Asia
Society. Despite the fact that many organizations have different names and skill sets for
its framework, overarching themes derived from these organizations all placed high
importance on the following skills: 1) information and technology literacy; 2) global
skills such as ability to speak a language other than English; 3) innovative skills such as
higher order analysis, critical thinking, problem solving, communication, collaboration,
and innovation/creativity; and lastly, 4) high productivity where students can efficiently
utilize various tools to become efficient in what they do. Based on these premises, the

178

researcher has identified some of the schools in the United States that exemplify the best
of the new learning environments that have embraced the learning of 21
st
century skills.
In accordance with the literature reviews and this study, it is revealed that 21
st

Century Schools have three key characteristics: 1) curriculum and instruction is
organized into thematic approaches that is rigorous and interdisciplinary, multilingual,
and inquiry –and project-based learning that is relevant to real world contexts; 2)
technology and multimedia is well integrated into core content areas, and they are the
heart of teaching and learning at the 21
st
Century Schools; and 3) the organization
supports the learning of all students and functions a strong PLC. As the P21 highlights in
its elements of 21
st
Century Student Outcomes, curriculum and instruction must be
interwoven with interdisciplinary themes and essential skills where students learn to
acquire high cognitive skills, digital literacy skills, and life/career skills. To ensure
mastery of these essential skills, the P21 focuses on practices of PBL methods, authentic
assessment, and professional learning communities. Similar to the P21, this IB
organization offers a curriculum that is guided by transdisciplinary themes where
students acquire 21
st
century skills focused on developing global perspectives and
internationally minded individuals. Additionally, through its innovative programs (IBL,
Second Language Program, Exhibition, and technology program), students learn and
develop a deeper understanding of important concepts and acquire global skills as well as
develop positive attitudes towards learning, the environment, and other people.
As the world enters the second decade of the 21st century, it is evident that
schools need to provide a 21
st
century education that challenge students to develop

179

essential skills to function in this increasingly complex global society. This qualitative
case study was conducted to identify the programs and practices that promote the
acquisition of 21
st
century skills at a school. As a result, the findings add to the body of
knowledge that can guide educators to make informed decisions to adapt to the demands
and needs of this rising society.

180

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Appendix A: Written Document
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, and
Environmental literacy
Textbook adoption list

Year of adoption (outdated?)
Do texts address global perspectives or
issues? 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 Plans
group work, debate, presentations, &
problem-based/ inquiry learning,
Technology plan
SARC
How are students using technology?
How many computers are available for
students and how much time is allocated for
usage?
What other technology infrastructure is
available?
Extra
curricular
activities
Student handbook
School website/ SARC
School calendar and
announcements

Clubs, activities or programs that reflect:
global perspectives; workforce; international
social justice; student travel/exchange
Assessments Benchmarks
Common assessments
Common rubrics
Is there evidence of performance-based,
curriculum-embedded assessments, problem
solving assessment?

187

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.
PBL/ IBL; PLC; Job-embedded PD;
Support of collaboration
International travel opportunities
Union contract How are decisions made?
Collaboration Department meeting or grade
level meeting notes
Meeting Schedules/ Agenda
Staff development plan/school
site plan
Evidence of topics:
Core content mastery integrated
with 21
st
century skills.
Critical thinking within the context
of core subjects.
Project-based/Inquiry-based
learning
Performance-based assessment
Curriculum-embedded assessments
Problem solving assessment
Creative/innovative solutions
Teacher schedules Common prep periods
Opportunities for collaboration
Union contract What is the agreement about
instructional time, prep time, and
collaborative time
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

188

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

Data Needs Document What are we looking for?
Students Blank report card Student progress related to:
Critical thinking
Communication
Collaboration
Creativity
• Civic literacy
• Financial literacy
• Health literacy
• Environmental literacy

Student Achievement Data CST data, graduation rates,
CAHSEE, local assessment
measures

Community School district vision and
mission
Foundation mission and
description

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

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

Corporate or business
sponsorship
University relationships
Is there an explicit
partnership with the local
community to prepare
students for college/career?

Teachers School climate survey Do teachers value working
collaboratively?

189

Appendix B: 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 programs and practices at the school, and how are
they aligned to 21
st
century skills?
CURRICULUM
How does the school curriculum and instructional strategies reflect 21
st
Century Learning?
1. What technology is used in classroom curriculum?
2. How are world languages a part of the school curriculum?
3. How does the school promote diversity and global perspectives?
4. What interdisciplinary work is done in classrooms at this school?
5. How does the curriculum promote collaboration, investigation, higher-order
thinking, and posing of analytical questions?

What kinds of extra-curricular activities reflect 21
st
Century Skills?
1. How do extra-curricular student activities include world perspectives?
2. What community outreach programs are available for students?
3. 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?
1. How does the school’s mission and vision statement and vision influence
decision making at the school?
2. How are these decisions put into action?

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

190

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?
1. What enrichment activities are available for students, and how do these
activities address positive behavior?
2. 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?
1. Who promotes positive school culture at your school, and what does that
school culture look like?
2. How is diversity appreciated and celebrated at the school?

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

191

Appendix C: Interview Protocol
I. Introduction
Hello! My name is ________________, and I am currently a doctoral student
at University of Southern California. Today, I will be asking some questions
regarding (school name) implementation of 21
st
century skills-curriculum and
instruction as well as school’s professional community. This interview will take
about 30-45 minutes. In order to get the complete account, in addition to writing
notes during the interview, I would like to audio tape record the conversation. Is it
okay if I record this interview?
The responses from all interviews will be combined for my report. Nothing you
say will ever be identified with you personally. As we go through the interview, if
you have any questions about why I’m asking something, please feel free to ask. Any
questions before we begin?
[Turn on recorder and test it.]

II. Rapport/ Interview
Give the interviewee a handout on 21
st
century skills.
Background
Please tell me about yourself. How many years have you been teaching? What
position do you currently hold? If a teacher, what grade do you teach? How long
have you been at this school?

[Interview Questions]

III. A list of useful probes
• What do you think your school looks like in comparison to other
schools?
• How did this site become an IB school? Did many things change?
• What do you like/dislike about working at an IB school? If anything?
• What do you think about your curriculum?
• Who is in charge of planning (curriculum and instruction)?
• What instructional practices do you use when delivering content?
• How do you think you got there? Would you elaborate on that?
• What are the international standards? How are they different from
California standards?

192

IV. A list of useful “rapport getting” and “empathy generating” comments
• From your perspective, what has had an impact on your school’s development
as a 21
st
century school?
• This next question may be difficult to answer with certainty, but I’d like to get
your thoughts on it. How can a traditional school transform itself into 21
st

century school? How do you get buy-ins from your staff?
• Next question is aimed directly at getting your perspectives. What is it like to
be working at an IB school? How do you feel that your programs and
practices promote 21
st
century learning?

V. The Final Closing Questions/Comments
That covers the things I wanted to ask. Is there anything else you would like to share or
add? I’ve gotten some rich data from this interview. Thank you for participating in this
interview. Please be assured that I will hold all responses confidential. If I have any
further questions regarding your responses or experiences, I may contact you for a
follow-up phone interview.

193

Appendix D: List of P21 Skills and Knowledge
Interview Handout:
Partnership for 21
st
Century Skills 21st Century Themes and Student Outcomes

21st Century Themes
• Global awareness
• Financial, economic, business and entrepreneurial literacy
• Civic literacy
• Health literacy
• Environmental Literacy
21st Century Student Outcomes
Learning and Innovation Skills
• Creativity and innovation skills
• Critical thinking and problem solving skills
• Communication and collaboration skills
Information, Media and Technology Skills
• Information literacy
• Media literacy
• ICT (information and communications technology) literacy
Life and Career Skills
• Flexibility and adaptability
• Initiative and self-direction
• Social and cross-cultural skills
• Productivity and accountability
• Leadership and responsibility

194

Appendix E: 21
st
Century Skills Survey

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

I utilize cooperative grouping.
1 2 3 4

I utilize problem-based instruction.
1 2 3 4

My instruction involves the use of technology.
1 2 3 4
My students use technology.
1 2 3 4
My instruction includes global issues.
1 2 3 4
I model and encourage critical thinking and problem-solving skills.
1 2 3 4
Students demonstrate mastery in different ways.
1 2 3 4
Students are exposed to different cultures, languages and experiences.
1 2 3 4
My instruction includes civic responsibility.
1 2 3 4
I utilize multi-modal instructional approaches.
1 2 3 4

195

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
Professional Community 1 2 3 4
Never Sometimes Most of the time Always
Professional development sessions help me be a better teacher.
1 2 3 4
Professional development sessions address the teaching of critical thinking skills.
1 2 3 4
Professional development sessions address the teaching of global education issues.
1 2 3 4
Collaboration is encouraged and promoted by the school.
1 2 3 4
I play a leadership role at the school.
1 2 3 4
Data is used by teachers and administrators to promote best instructional practices.
1 2 3 4
My classroom is equipped to meet students’ instructional needs.
1 2 3 4
School’s vision and mission are aligned with practices and programs.
1 2 3 4

196

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
Parents share the vision/mission of the school.
1 2 3 4

197

Appendix F: Observation
OBSERVATIONS
FRAME/
RQ
What to Observe
RQ 1
• Goals – are goals
(vision & mission)
visible?
• Are goals posted? (also RQ 2)
• Faculty/staff and students’ actions (also RQ 3)
• Does curriculum in action align with the goals?
RQ 1
• Instructional
strategies - through
observations you
can observe
creativity,
innovation,
communication,
critical thinking,
collaboration (4Cs),
problem solving,
etc.
• Student talk – what kind of conversations are
students engaging in? low/high
• Type of projects/ Use of group work
• Levels of questions (teachers and students)
• How is technology integrated into curriculum? Is it
used for process and product?
• Manipulative
• Student outcomes (also RQ 3)
• Teacher feedback
• Student participation (also RQ 3)
• Levels of student independence
• How is diversity address – global awareness
• Are subjects integrated? World languages
• 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 leads PD? How does the PD align with the
school’s focus/vision/mission?
• Faculty and staff interactions (formal/informal)
RQ2 • Culture & climate
• How do students walk into school?
• What do transitions look like?
• Interactions between students/faculty/staff/parents
• Are parents on campus? If so, what are they doing?
• What’s on the wall? – multicultural, college, jobs,
global
• Organizations (also RQ 3)/ Community (also RQ 3)
• School traditions (also RQ 3)
• School Site Council – How are decisions made? 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.

198

Appendix G: Data Analysis Plan

Primary Secondary Tertiary Quaternary
A.
RQ #1
1.
Document review
2.
Observation
3.
Survey
4.
Interview
a.
Programs/practices
I.
Technology
II.
Curriculum
III.
21
st
Century Skills
IV.
Extra-curricular
B.
RQ #2
1.
Document review
2.
Observation
3.
Survey
4.
Interview
b.
Professional
Community
I.
Leadership
II.
Professional
Development
III.
Community Partners
C.
RQ #3
1.
Observation
2.
Survey
3.
Interview
c.
Culture
I.
Teacher perceptions
II.
Student perceptions
III.
Community
perceptions

When refer to the organization of the data, this DATA ANALYSIS PLAN could be
helpful. Instead of referring to research question 2 for the interview instrument for
leadership, you can just refer to it as B4bII.

Abstract (if available)

Abstract The purpose of this case study was to generate new knowledge to learn about programs and practices that promote the acquisition of 21st century skills at a school. The study identified programs, pedagogical methods, and instructional practices of Charles Summon Elementary School that have contributed to the school’s ability to prepare its students with knowledge and skills necessary for the life in 21st Century. ❧ Qualitative case study research methodology was utilized to accomplish the collection, analysis, and interpretation of the relevant data for the study. Documents were reviewed, observational field notes of site visits were taken, survey questionnaires and semi-structured, open-ended interviews were conducted to answer three research questions. Use of Bolman and Deal’s four frames paradigm provided the theoretical support for the analysis and interpretation of the data gathered at the case study school. ❧ Data analysis uncovered four major themes to C.S.’s implementation of the global competence skills: a culture supportive of communities of practice and collaboration

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Asset Metadata

Creator Cho, Paulina (author)

Core Title The key essentials for learning in the 21st century: programs and practices

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 03/21/2012

Defense Date 02/29/2012

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

Tag 21st century schools,21st century skills,academic programs,collaboration,collaborative learning,effective leadership,global competence skills,Globalization,inquiry based learning,instructional practices,OAI-PMH Harvest,professional learning communities,project based learning,school culture

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Gothold, Stuart E. (committee chair), Bowman, Gregory (committee member), Hocevar, Dennis J. (committee member)

Creator Email paulinecho73@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c127-677536

Unique identifier UC1352135

Identifier usctheses-c127-677536 (legacy record id)

Legacy Identifier etd-ChoPaulina-535.pdf

Dmrecord 677536

Document Type Dissertation

Rights Cho, Paulina

Type texts

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

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