Kowalishen,+Christine


 * Use the course materials to help you respond to these questions for each Module.**


 * Module 1 Notes**
 * 1) What skills you think today's students will need to be able to live and work in the 21st Century? Today’s students will need many skills to be able to live and work in the 21st Century. All students must be equipped with a strong set of basic skills that include reading, writing, math, listening and speaking. Beyond the basic skills, a 21st Century worker will need to be able to think creatively, make decisions quickly, and solve a myriad of problems perhaps initially foreign in concept. Also, a strong self-esteem will help 21st Century workers collaborate effectively with others while maintaining a their integrity and managing their responsibilities. In addition to managing themselves, 21st Century workers will most likely manage others and shared resources. To do this, confidence in informational and technology systems will be required.
 * 2) How you are preparing your students to gain these skills? If you are not currently teaching: How are educators preparing students to gain these skills. The best set of tools I have at my disposal in the classroom currently are cooperative learning structures that I learned in Dr. Kagan’s workshop. For example, in Rally Coach, one partner will either coach another partner to the right answer or praise the partner for answering correctly. All the structures are interactive and help students build public speaking skills, self-esteem and confidence, as well as decision making and problem solving skills. I also have five computers that I use to help students build their ITC literacy skills. Finally, I encourage students to join or be actively involved in some part of the school community whether it is sports, social clubs, or participating in school dances by volunteering their time.
 * 3) What is the difference between ’Foundation Skills" and "Functional Skills"? Foundational skills are aptitudes and abilities required for everyday living that can be added or improved through education, training, or experience. Functional skills are related to a specific performance task usually in the work place.
 * 4) How well your curriculum and current instructional strategies are helping your students acquire these skill? If your are not currently teaching how well do you think our schools are using instructional strategies to help students acquire these skills? I would give my curriculum and current instructional strategies a C- in their effectiveness to help students acquire foundational skills and a D- in helping students acquire functional skills.
 * 5) Think about today's students and the potential professions they might go into. Which of these skills might each student need? How can we make sure that all students are prepared with the skills necessary to enter the 21st Century Job Market? Considering how fast technology changes, I believe that students will need to master foundational skills and have strong exposure to the functional skills. Modeling 21st century skills in the workplace can help students prepare. Strong leadership with a shared vision can be modeled from the administration. Teachers can model collaboration on cross-curriculum lesson plans that embed technology. Both administration and teachers can model using design and systems to effectively solve problems. Parents can model self-management and responsibility by attending school functions. Students can model leadership and conflict resolution. Preparing students can be done. But it will take a concerted effort on the part of the community rather than a handful of individuals in the community working in silos.
 * 6) What patterns are beginning to emerge between the various resources you’ve been exploring? How do these skills compare with the list you made in question 1? I see that PBL is essential to effectively teaching many 21st century learning skills. Making PBL a priority will change how we grade students and changing that dynamic is necessary. When we couple PBL with technology such as social media, media-rich literacy, curriculum based software we can really begin to incorporate many of the 21st century learning skills are students require. Finally, connecting learning to the real world and making our classrooms and campuses a place where students see failure as an opportunity is essential. Changing how teachers grade, connecting learning to the real world, and seeing failure as an opportunity were not on my original list.


 * Module 2 Notes**
 * 1) How can we make personalized learning a part of our schools and classrooms? In schools we could ask our teachers to loop with their students. We have one middle school that does this currently. When you look at their CST scores there are huge jumps from 6th grade to 8th grade. For example, last year their numbers were 54, 65, 80 -6th, 7th, and 8th respectively. Teacher stay with their kids from 6th to 8th grade. The teachers will tell you that it is easier for them because they know so much about each student and each student’s family. I like the idea of looping. States could help districts create flexibility in their district budgets (such as it is.) Classrooms could be redesigned so as to have learning stations in which students progress at different levels or personal journeys. Teachers often complain about how hard it is to teach to such a wide array of student talents and interests. This is a perfect solution. Teachers in classrooms could set time aside to ensure that teachers and students set learning targets so that students are more engaged in the learning process. Consequently, assessments may actually have meaning to the learner.
 * 2) How do we help our students become real learners? We can help our students become real learners by helping them understand how they learn best and then teaching the standards to their strength. Once students have this understanding teachers can collaboratively create UDL and personalized lessons that highlight students strengths. We can remove barriers to learning by understanding individual students’ weaknesses. Having a class profile of strengths and weaknesses will help the teacher create a learner-centered environment . From my experience, we—meaning the educators—have this information but it is not systematized. Much the way the medical industry has found ways to protect privacy, I wish school districts could update the format of the cumulative file so that teachers could more easily and efficiently create learner centered environments that implements UDL and personalized lessons.
 * 3) What is/should be the role of assessment in student learning? How can we improve upon our assessment practices in order to really help all students be engaged, life-long learners? Assessment of student learning should measure students’ progress of higher order thinking skills and to identify any weaknesses that should be addressed. To improve upon our assessment practices educators should not rely so much on lower order thinking skill tests such as closed question multiple-choice exams. Rather, they can incorporate practices such as Japan’s Lesson Study to create rubrics that measure how well students are judging, designing, refining, developing ideas, analyzing, comparing, critiquing, and many other higher-order skills.
 * 4) What is the role of e-learning, and how will/isl this change(ing) the educational paradigm? E-learning is central to the way 21st century students learn. Using textbooks and worksheets simply does not allow enough flexibility is a student-centered classroom. To meet the needs of all students, teachers will want to create lessons and environments where information can be manipulated, accessed 24/7, and linked to more information. E-learning is changing the educational paradigm by allowing teachers to meet students where they are. Consequently, teachers are more apt to have student-centered environments and lesson designs so that students are constructing their own knowledge.
 * 5) How do your students compare with the 21st Century learners described in Mark Prensky"s article on "The 21st Century Digital Learner"? Many students say they are bored much of the time in school. I’m so grateful for having the clarity of WHY students are bored: “Today’s kids hate being talked at. They hate it when the teacher is simply telling. They hate lectures and tune them out.” Interestingly, in my district, in the low performing schools in which I worked for five years, the administrators told teachers that ELD students needed explicit direct instruction. Administrators come into classrooms with a checklist and would watch to see if the teacher follows the script. Teachers are expected to be in the same place on the pacing guid e. Unfortunately, most students will not act out while visitors are present either out of fear or out of respect for the teacher. Once the visitors leave, we go back to the management dilemma so eloquently explained in the Flipped Fizz Classroom video. I responded to students’ complaints by introducing the Kagan structures and venturing into some project based lesson plans but I did so at risk of not being on pace, which is just guideline-but!! Hopefully this year, we—the MERIT program—will persuade my principal to allow me to pilot some UDL and project based learning plans.
 * 6) HotChalk’s article on 21st Century Learners ? If you are not a teacher: How do you as a student or your children compare with the 21 Century learners described in this article? My students are “screenagers” in the sense that they instant message, talk on the cell phone, play video games wirelessly, and chew bubble gum all at the same time. They do create their own language (but all teenagers have done that). On the other hand, my students do not author blogs (yet—that I know of), design web sites (yet), or create ring tones. I’m not sure if they can pursue multiple outcomes at the same time. I really try to keep them focused on one thing at a time. This is an interesting idea I would like to think about. Sure, they absorb the information but can they also analyze, synthesize and create from the information? I really don’t know if it is the traditional classroom environment that does not allow me to witness my students being innovative, creative designers, critical thinkers, collaborators, and complex problem solvers or if they are not skilled in these ways. I am determined to find out though. I will definitely offer my students at least the opportunity to show these skills.
 * 7) To what extent to you see your students (or your children, or yourself as a student) possessing the qualities shown on thegraphic on the wiki for the International School in Bangkok? If you see any gaps, what do you consider the reason for these gaps, and how might educators help students gain these skills and qualities? When my students get to choose what to research, they are inquisitive. When they write personal narratives they are reflective. When given access to images and music like Animoto, they are creative. When they understand and are invested in a reward or incentive, they are tenacious. When they understand how the system works, they are efficient. When they trust the authority figure, whether it is me or the leader in the group, they are flexible and collaborative. Some are open-minded and some are not. I think this quality is related to their family experiences but can be mediated through education.
 * 8) To what extent are you, your children or your students Effective Learners, Effective Communicators, and Effective Global Collaborators.? As a child, my family moved many times. In short and long spurts, we would move from one extreme, Japan, to another, Fort Worth, Texas. Next, we were on our way to Panama and then Oklahoma. Two years later, I was living in Wisconsin. These experiences as a young child and teenager instilled a value of learning and reflecting. Learning occurred when I arrived at a new destination and reflection occurred as soon as I was informed that we would be moving again. I am very comfortable with change and actually seek it out as perhaps a touchstone to my youth. I’m less inclined to ponder how and why I understand what I understand. Although I am attracted to meditation and yoga, I’ve never thought explicitly about thinking about my thinking. I’ll be more cognizant moving forward. My best gifts as an effective communicator are resourcefulness, goal setting, and time-management. I scour the Internet looking for just the right resource for the lesson at hand. However, I’m not original. This is probably a result of not being more aware about how and why I know what I know. I can see the connection and I’m motivated to become more creatively authentic. Interestingly, in examining my past, I feel I was born to be an effective global collaborator but until taking this course, I never really thought about how I can bring the outside world into my classroom. I definitely have the social and cultural awareness, flexibility, and inner interdependence awareness but I have not taken an active role in making my students globally connected and collaborators. This is my model for becoming a better global communicator [|Karl Fisch_Whole New Experience]
 * 9) To what extent is your school (or your children's school) and classroom meeting these needs? We have excellent, hard-working teachers, loving parents, and curious, fun-loving students at my school. What we lack is leadership with vision. Don’t get me wrong—my principal is wonderful and really manages his resources. Even the board and superintendents are well meaning in their roles. Yet, there is a lack of coherence and unity. I took it upon myself to become a better teacher by apply for MERIT (and consequently, enrolling in this class) so that I could intelligently incorporate more technology in my classroom (I never imagined that I would learn so much or realize how much is missing from my district, school, and class.) I'm sure there are teachers, parents, and students in my school and district who have taken similar endeavors but there doesn't appear (at least to me) to be any synergy. Why isn’t there more (even scaled down to just Google tools) collaborating using 21st century skills and tools at my school? Is that a teacher task? After watching Davos Annual Meeting 2010, I'll paraphrase John Chambers, "We have to stop looking for answers at 1000 meters and get up to the 50,000 meter point." I received my master’s degree in Educational Leadership from SJSU using Word doc alone, and that was only three years ago. There was no modeling of collaboration using 21st century tools and bringing in global perspectives in real time via Twitter or TalkMeet. The more I think about it the more I realize how far we have to go.
 * 10) How might you rethink your classroom to make it a 21st Century classroom? What are the barriers you face to making your class a 21st Century learning environment? If you are not currently teaching how should classrooms be re-thought? I’m going to rethink my definition of collaboration in my classroom. One aspect of collaboration is to have students sitting in groups. Taking it further, I would like to have students create collaboratively using Google docs, forms, presentation, and other open resources. Going even further, I would like students to iChat or Skype collaboratively with students and experts outside the classroom. I’m going to rethink my position in the room. I would like to get rid of my desk and simply have a podium (computer storage and such) at the back of the room. This is a physical reminder to me of my role as facilitator. I’m going to rethink how I deliver my classroom norms and routines. Instead of handing them the syllabus on day one, I will ask them what Prompt, Prepared, Productive, Polite, and Proud sound like, look like, defined as, and mean to them personally. From there, we can post some norms. I’m going to rethink whether a particular lesson is better suited for screen casting and viewed at another time so as to free up time in the class for guided problem solving. I’m going to rethink how students can use the technology devises they know and love in the classroom and outside the classroom. I’m going to rethink how I can ask students to answer how a particular standard is relevant to them personally and/or relevant globally. I’m going to rethink how I will get feedback from students so I can monitor their engagement. I’m going to rethink how I assess my students. I’m going to rethink whether a particular unit can become project, problem, or inquiry based with some diligent planning. Finally, I’m going to rethink how students communicate their learning and understanding of my lessons to a broader audience. Some barriers I face are a rigid IT department that is apparently overwhelmed with work orders. Also, navigating administration mixed messages about high-test scores on traditional standards and embracing the Common Core standards. It may be difficult to find synergy with my fellow teachers. I know I will struggle to maintain my own life/work balance. Finally, I think our students have been through a drill and kill model of student learning. Many will “wait it out” meaning no matter how engaging a particular task is, they have been trained to wait for the answer to come, either from the teacher or “the usual ones that answer.” I will struggle with initial inertia.

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 * Module 3 Notes**
 * 1) List how your school and classroom environments support 21st Century learning outcomes. If you are not teaching, think about your school experience of the your children's school. Consider: After studying the side-by-side comparison of 20th Century classrooms and 21st Century classrooms, I can safely say that my school and my classroom have made only minor environmental changes to support 21st Century learning outcomes. We have a lot of work ahead of us! For the most part, each classroom is equipped with a Promethean Interactive Whiteboard (IWB) mounted at the front of the classroom (the mounting of technology is not discussed in collaboration with what a teacher might want—and it would take an act of Congress to get anything mounted moved). The Ed Tech team had envisioned the IWB to be interactive so that students are working together to solve a problem. But, the training provided only showed teachers how to present information rather than how to have students interact with the board. Some teachers have taken it upon themselves to learn the power of this technology and some classrooms have been labeled as just using the IWB as a glorified overhead projector . The research and training presented to the English Language Development teachers stated that ELD students need systemic implicit direct instruction and the district adopted that model by using Language! The technology that accompanies this program is geared more toward data collection and assessment. The active learning associated with this particular program involves body movement but as it relates to phonetic sound drills not problem solving. I have two aging MacBooks that I donate to my classroom and five Netbooks that I check out from the District. With these computers, I have been able to introduce collaborative assignments using Animoto and Google tools. Finally, all my students have a classroom social networking account with Edmodo.
 * the extent to which faculty at your school collaborate, share best practices and integrate 21st century skills into classroom practice The faculty at my school are assigned a shortened day dedicated to professional collaboration. According to the union, no activities can be directed by the administration. The time is intended solely for the purpose of teachers getting together to work on things that teachers want to work on. The department chair will collect ideas to be discussed but they are usually related to upcoming events such as CELDT testing, three-week cycle assessments, and data collection. The final few minutes may contain a best practice comment but not with much elaboration. After reading the articles in module three, I would like to introduce Edmodo not to just my class but to create a teacher group by department for my school. We would share more in an “anytime, anywhere” learning environment. We could post “cool stuff” (for example, many of the links that I’ve read for this class would be welcomed by our faculty) that can be viewed when it becomes personally relevant to the teacher. In this way, there would be one place online that teachers could go to revisit testing schedules and so forth and then they can use their time together to discuss how to meet the needs of our 21st Century learners. For example, we could have one day dedicated to grant writing for Donors Choose.
 * students learn in relevant, real world 21st century contexts such as project-based and applied learning experiences Students in my classroom are assigned three project-based assignments for the year. The first is a parts of speech project in which they work together in groups using a choice board. Each part of speech has two choices and they choose one. They may use a computer to create their collection or they may write out or draw their collection or a combination of both. The second project is based on the novel The Giver . They work together to create their concept of a utopian society using Animoto and my guidelines. The third project is a simulation experience that lasts seven days while we read Flour Babies, by Anne Fine. Student must be responsible for a five pound flour bag that they name, dress up and take care of. The flour baby project is turned in as a booklet and includes birth certificate, pre and post weigh-in, baby-sitting slips, diaries, and lecture notes on child abuse, and The Purple Period of Crying. This coincides with their planned-parenthood curriculum in science. After reading the articles in this module, I feel that more can be done in class to support a career week in which students hear from <range type="comment" id="115790">outside experts in their fields and research options they are interested in to culminate in a career report.
 * students experience equitable access to quality learning tools, technologies and resources It is a very interesting time regarding access to quality learning tools. In order to get iPad carts or 1:1 computers, teachers must compete in limited grant writing campaigns. Out of 50 applications, usually one or two teachers are awarded a pilot program and <range type="comment" id="508366">must adhere to strict guideline in how they are used. Also, we have not been creative with all the limited available resources that we do have.<range type="comment" id="53255"> More can be done to establish a bring your own device to school. This would help supplement the devices that the district offers. In this way, students who do not have access to technology can use what the school offers and students who have their own device can personalize their data. Teachers would be able to use Poll Everywhere and LocaModa to complete and analyze formal/informal assessments.
 * to what extent architectural design of your classroom creates space for for group, team and individual learning The architectural design of my classroom is straight out of the 60’s open education pod model. However, <range type="comment" id="56328">the only time the walls are folded back is when the custodian waxes the floor. The open education pod has been turned back into a four-walled room with one very small window. Although I would be okay with folding back the walls, the teachers around me prefer the privacy of their own room. Luckily, I have desks that can be arranged into whatever configuration I desire. Using a seating chart software program, Boomer, it is very easy for me to change seating to reflect my lesson outcome whether it is Socratic seminar or individual testing. We have two LifeSize video conferencing TV systems that I have not been able to figure out how to use. I will be changing that this year and plan to schedule some virtual fieldtrips.
 * to what extent you provide opportunities for both face to face and online interaction with community members and experts in their field for your students Although we have the equipment, <range type="comment" id="306147">LifeSize video conferencing and VBrick live stream, to my knowledge no one in our district uses it with systemic synergistic goals. At our school, the VBrick live stream system was used for student announcements which was awesome but glitches occurred and teachers were frustrated. I would like to resurrect this system to include community voices.
 * to what extent does your school and classroom reflect the 21st Century Learning environment <range type="comment" id="790258">My students have access to limited technology tools (five Net books, one computer lab.) Desks can be moved around so that we can have multiple learning styles; Socratic seminar, teams of four, pair share, individual. Students use Edmodo to network with each other.

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 * Module 4 Notes**
 * 1) In what ways are your assuring that the 21st century skills taught discretely in the context of core subjects Is your curriculum interdisciplinary? If you are a middle or high school teacher how can you or do you collaborate with teachers in other departments to create multidisciplinary projects? After taking this course, I think the best way for me to assure that 21st century skills are being taught discretely in the context of my core subject, Language Arts, is to assure that the reading material and project based lessons are based in real-world problems that my students will face in their future. My lessons will be guided by the idea that “students are learning to learn.” They will be prompted to think about the “big questions” with an “inquiring minds want to know” attitude. Our district middle schools are divided into clusters and we are the Green and Sustainable living cluster. We as a school have never had a meeting to discuss how we can work together on a school-wide project that teaches these concepts. I would like to propose an agenda item and <range type="comment" id="716182">offer some ideas such as how departments can work together to grow the garden beds that were donated and built by Kaiser Permanente’s Martin Luther King volunteers.
 * 2) How does your curriculum focus on providing opportunities for applying 21st century skills across content areas and for a competency-based approach to learning? My curriculum is extremely scripted and time based. It follows a philosophy of “sound to text” in 90 minutes. Students move through a series of six steps starting with phonics followed by spelling rule awareness. The prior two steps set up an understanding of morphology followed by grammar followed by reading and writing. Each unit is composed of 10 lessons guided by a key word and informational thematic texts that address topics in history, science and math. Students begin with an independent text followed by two instructional texts and then two challenge texts. Technically, it is a good literacy program; however, as the instructor in the room,<range type="comment" id="74578"> it is essential that I make the material come alive so that it has meaning for the student. Naturally, with such a systemic program, administrators have calculated and paced on a calendar time based mastery tests that presume if the teacher is following the steps properly, then students should master tests with 80 percent accuracy.<range type="comment" id="254085"> If I had never taught this program before and I had completed MERIT and this class, I would be protesting to the administrator that this program is no longer valid for 21st Century students.
 * 3) What instructional strategies do you use to enable innovative learning methods that integrate the use of supportive technologies such as inquiry-based, project-based and problem-based approaches as well as promote higher order thinking skill? I have had three years experience teaching with fidelity to the program (being a good Union soldier.) Consequently, I’m a great candidate to prepare a 21st Century competency based blended program, which I intend to do. First, I will find a video that supports the basis of the independent text to build knowledge of the topic. Second, I will create screen casts of step one: Phonemic Awareness and Phonics. After modeling in class how to complete the exercises, students will practice this step as homework. To assess mastery, students will play a game “Sortegories” (created by the publishers and is aligned with the unit) in which they have to segment sounds for points. The program can keep track of individual student scores. Third, I will create Quizlet flashcards for step two: Word Recognition and Spelling. They will be assessed by in class pre-test and post-test. Activities that are related to this step in the unit are typically word sorts done with paper and pencil. I will create Promethean board word sorts that allow the word to bounce out it the student is not accurate. This frees up about twenty minutes. After establishing routines, we can begin class with step three: Vocabulary and Morphology. This step and step four, Grammar must be taught in class. We will use the direct instruction model here. Step five, Listening and Reading Comprehension, includes fluency drills that can be recorded and measured (students like this) and text features using visuals, diagrams, and maps. After learning about the concepts students can apply their knowledge by creating a multimedia presentation at the end of each unit. The last step, Speaking and Writing will be incorporated into the multimedia presentation but an essay will be required of the group. Starting with the end in mind, students will know that they must present a multimedia presentation per unit which will be shared on Edmodo.<range type="comment" id="246768"> I’m thinking about how I can make it into a contest using Edmodo polling option.
 * 4) How do you encourage the integration of community resources beyond school walls? After students have mastered basic multimedia presentations using either Powerpoint, Prezi, Google Presentation, Paper Slide using video, Google Earth or Maps, or screencasting, I would like to <range type="comment" id="588131">start a student film festival along with another middle school. I’m collaborating with the teacher who encouraged me to apply for the MERIT program and is also MERIT certified. Initially, we would ask students to make a five minute video about (at my school) how they Go Green at Home and (at her school) This is How I Use Technology. Then we would vote for the best and invite others to watch. Eventually, we can expand to include each of the clusters. Additionally, I<range type="comment" id="577224"> would like to introduce students to E-Pals http://www.epals.com when we begin the Explore Social Forces unit.
 * 5) How can you better integrate 21st Century skills into your curriculum. T<range type="comment" id="981943">he best way for me to integrate 21st Century learning skills into the curriculum is to create a map---much like the one assigned in module 4. With proper planning, I will find wonderful opportunities that tie seamlessly into the curriculum. Also, collaboration with other teachers will help assure that students are exposed to 21st century skills. My goal is to choose one skill per unit and then build incrementally. For example, my first unit is titled Form a Circle and focuses on poetry but the independent text is about Stonehenge. I can introduce Discovery Education streaming video student accounts and ask students to evaluate some of the videos clips about Stonehenge. The next unit is titled Create Movement. The independent text focuses on tsunamis. I have students create VoiceThreads describing unique weather phenomena experiences. The next unit is titled Exploring Social Forces with Wolf Packs as the independent text. Students could create a digital photo story of their community hierarchy. At any rate, integration should be planned incrementally but with an ultimate <range type="comment" id="998356">vision and goal --like year end student film festival.

IF you are not currently teaching answer this from the point of view of your children's school or your experience as a college student.


 * Module 5 Notes**
 * 1) What are the best uses of technology to promote student learning in a 21st Century Classroom? The best uses of technology to promote student learning in a 21st century classroom are technologies that engage and inspire students to reach beyond what they already know and to take risks. For example, students are familiar with social networking like Facebook. It is not that big a leap for students to do the same collaboration and networking focusing on personal learning pursuits using Edmodo or Twitter. The power is so exponential. Using this type of forum in class as backchanneling discussions or polling quizzes can instantly reveal adjustments needed by the facilitator and can also give powerful feedback for the student in real time. Digital photos and video are also powerful tools used in the classroom to help students visualize perhaps difficult texts or concepts. Skype, iChat, and video-conferencing create a classroom that is global and instantly brings new perspectives that may not have otherwise been noticed.
 * 2) What strategies can teachers use to assure their students are acquiring the 21st Century skills necessary for their future? Teachers will need to model 21st Century skills for students by creating problem, inquiry, or project-based lessons. By no means is problem, project, or inquiry based lesson planning for one teacher, times 6 units-multiplied by 30 lessons. Teachers will be more productive and find more work balance working together, via social networking, Skype, or Facebook, creating lessons that are rigorous and relevant. Districts could help by having a single vision of success and carving out true collaboration time.

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 * Module 6 Notes**
 * 1) What aspects of Finland's educational model work in the United States? Americans like competition. Americans are innovative. Americans like freedom. These aspects of Finlands’s educational model would work in the United States. It would not take much to bring these aspects to the forefront of a district’s mission statement or vision goals. Unfortunately, they probably work in Finland due to the trust factor. Trust is built on long-term relationships. “ A district is as stable and grounded as its superintendent, according to some leaders and education experts. And given findings in a recent report from the Council of the Great City Schools (CGCS), which specifically states that the average tenure of urban superintendents increased from 2.3 years in 1999 to 3.6 years in 2010, an increase of 56 percent, educators across the nation are celebrating.” [|Superintendent Staying Power]. I think we need a more rounded discussion that includes the leaders driving the boat.
 * 2) How can we best reshape education so that all students gain the skills they need to live and work in the 21st Century? Implement systems and processes that weed out or retrain low performing teachers. Make problem, inquiry, and project-based learning a priority and an art through paid collaboration with team building structures built in. Create forums for students’ voices and choices to be heard and applied. Incentivize community/business partnership in educational leadership. Model 21st Century skills from the top down. Construct 21st Century classrooms and schools that reflect a personal journey. Invite global voices into the classroom regularly. Go on more field trips :)