Transcript Learning and Leading in the 21st Century: NJDOE Update
Preparing Students in the 21
st
Century NJ Department of Education Initiatives
County School Board Association Programs 2009-10 Janis Jensen, Director Office of Academic Standards [email protected]
Vision
New Jersey will educate all students to prepare them to lead productive, fulfilling lives. Through a public education system that is seamlessly aligned from pre-school through college, students will gain the requisite academic knowledge and technical and critical thinking skills for life and work in the 21st century.
2009-2010
Initiatives
2009 Core Curriculum Content Standards
Curriculum Development Assessment Professional Development
Secondary Education Transformation
Standards and Assessment Code • Graduation Requirements • Option 2 • Personalization
21 st Century Standards: Why are they different?
1996-2009: What has changed?
New and Emerging Technologies Our students are digital Learners • http://www.edutopia.org/digital-generation Key Global Trends • Economic globalization and the rise of Asia • Demographics are changing • Role of citizens has evolved and expanded
21 st Century Standards: How are they different?
Align with knowledge and skills needed in the digital age for post secondary opportunities and the workplace.
Focus on developing 21 st Century Literacies * Access, evaluate and synthesize vast amounts of information *Apply knowledge and skills to personal, workplace or global situations *Create, collaborate, cooperate and collectively and ethically act
2009 Revised Core Curriculum Content Standards Hallmark of Revised Standards
Integration of 21 and online st Century Themes and Skills Integration of Technology Integration of Global Perspectives Community and international involvement in learning, both face-to-face Cross Content Integration
Timely Content
with upgrades in skills to reflect 21 st century literacies Higher, Clearer and Fewer
CPIs and Standards Support Materials
Meaningful and relevant learning in 21 Performance assessment that enables st century contexts Authentic student collaboration and in-depth learning transfer Linked to website with interactive PD platform
Classroom Applications
Content Area Grade or Grade Cluster Standard and Strand Essential Questions Instructional Focus Sample Assessment Items Instructional/Assessment Strategies Enduring Understandings
Interdisciplinary Connections Technology Integration Global Perspectives Perspective Consciousness “State of the Planet” Awareness Knowledge of Global Dynamics Cross-cultural Awareness Awareness of Human Choices
i.
N.J.A.C. 6A:8-1.1 Standards and Assessment Code
Twenty-first century themes and skills are integrated into all content areas.
Themes: (1) Global Awareness; (2) Financial, Economic, Business and Entrepreneurial Literacy;(3) Civic Literacy; and (4) Health Literacy ii. Learning and Innovation Skills: (1) Creativity and Innovation; (2) Critical Thinking and Problem Solving; and (3) Communication and Collaboration Skills iii. Information, Media and Technology Skills; and iv. Life and Career Skills : (1) Flexibility and Adaptability; (2) Initiative and Self-Direction; (3) Social and Cross-Cultural Skills; (4) Productivity and Accountability; and (5) Leadership and Responsibility
N.J.A.C. 6A:8-3 Implementation of the CCCS
District boards of education shall be responsible for the review and continuous improvement of curriculum and instruction based upon changes in knowledge, technology, assessment results, and any modifications to the Core Curriculum Content Standards 1. 2.
District boards of education shall include interdisciplinary connections throughout the K through 12 curriculum.
District boards of education shall i. Twenty-first Century Themes: iv. Life and Career Skills: integrate into the curriculum the following 21st century themes and skills: ii. Learning and Innovation Skills: iii. Information, Media and Technology Skills; and
Standards Snapshot
Visual and Performing Arts
NAEP framework: creating, performing, responding How the arts are valuable in an increasingly interconnected world community
Health and Physical Education
Global perspectives about health and wellness through comparative analysis of health-related issues, attitudes and behaviors in other countries;
Language Arts Literacy and Mathematics
Common Core Standards- research-based, evidence based and internationally benchmarked
Common Core Standards Initiative in Mathematics and Language Arts
Coordinated by NGA, CCSSO in partnership with
Achieve, ACT and College Board
Goal: a common core of state standards adopted voluntarily 50 states signed on Work group, Feedback group, Validation Committee Standards: research and evidence-based, internationally benchmarked College/career ready standards- July 2009 Grade-by-grade standards- February 2010 State adoption process Next step: National Assessments
The Common Core Addressing the Global Achievement Gap
The gap between what even our best schools are teaching and testing VERSUS The skills all students will need for careers, college and citizenship in the 21 st century
The Skills: Critical Thinking and Problem Solving Agility and Adaptability Initiative and Entrepreneurialism Effective oral and Written Communication Accessing and Analyzing Data Curiosity and Imagination
(Wagner, 2009)
Standards Snapshot
Science
Learning progressions- core scientific principles Is experienced as an active process where inquiry is central to learning
Social Studies
Thinking analytically about how past and present interactions of people, cultures and the environment affect issues across time and culture Active Citizenship in the 21 st Century
World Languages
Communication and use of digital tools to build communicative competence
Standards Snapshot
Technology
International technology and technology education standards and P21 framework Synthesize and create new knowledge Understand global interdependencies and development of multiple perspectives,
21
st
Century Life and Careers
Make informed life and career decisions Make informed consumer and financial decisions Inclusion of career and technical standards to foster integration of other content standards
What does it look like? Integrating Global Perspectives Comprehensive Health and Physical Education
and global health.
: Determine the effect of accessibility and affordability of healthcare on family, community,
21 st Century Life and Careers:
Compare and contrast how traditional and nontraditional occupational roles have changed or remained the same regionally, nationally and globally.
Mathematics:
Use data generated by a mathematical model of a situation or event in the world to make and defend a decision.
Technology
: Analyze the ethical impact of a product, system, or environment, worldwide, and report findings in a web-based publication that elicits further comment and analysis.
21 st Century Curriculum How must curriculum be redesigned to meet the new standards?
Focus: Process of curriculum development Professional development needed to integrate: Technology 21 st century themes and skills Project-based Learning approaches Customization of learning
2009 New Jersey Curriculum Project Aligned to the 2009 New Jersey CCCS
Partnership led initiative Goal: Design a process and exemplar unit plans and accompanying lesson plans that may be used by districts as models for the development of local curricula Emphasis: 21 st century themes/skills, project-based learning approaches, use of technology Products: Curriculum Design Template Unit Overview Template Lesson Plan Template Content Area Exemplars
Creating 21st Century New Jersey Schools
Phase 1 (2009-10) Awareness and Familiarization Phase 2 (2010-11) Critical Transformations Phase 3 (2011-12) Sustaining the Change
A blended model of professional development including online learning, 2.0 tools, virtual and face-to-face professional learning communities, and value-added on site training opportunities
Offered to all stakeholders in a systemic fashion
Planned and delivered statewide in phases
METHODS OF DELIVERY The modules will be supported by online learning in the following formats: On Site learning and Professional Learning Communities DOE Content Specialists and ETTC’s Independent Consultants Professional Development Partnerships Model schools and programs/Visitations Universities
6A:8-3.1 Implementation of CCCS
Aligned with professional standards and student standards Improve content and pedagogy Individual and collaborative PD (in and across content areas and grade levels) to review student work, analyze classroom assessments and other achievement data, critique lesson plans, and solve instructional problems; and Evaluation and analysis of professional development results in order to improve professional development
Time Lines for Adoption: Revised CCCS and Implementation of Revised Curricula Revised Standards
LAL Mathematics Science V&PA, H&PE, Tech, WL, 21 st Cent Life/Careers Social Studies
Adoption
2010 June 2009 June 2009 Fall 2009
Implementation of Curricula
Sept.1,2011 Sept.1,2011 Sept. 1, 2012 Sept. 1, 2012
What is Required? NJQSAC
Districts undergoing NJQSAC during the upcoming academic year should currently have all curricula aligned to the 2004 standards Districts should be engaged in the development of new curriculum aligned to the revised standards in order to meet the 2011 12 curriculum adoption and implementation timelines.
Transforming High Schools
The single biggest predictor of post-high school success is the QUALITY AND INTENSITY OF THE HIGH SCHOOL CURRICULUM.
Many students—but especially low income and minority students—trapped in courses that don’t prepare them for much of anything.
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Too Many N.J. Students Drop Out of the Education Pipeline
100% 75% 81% 68% 50% 25% 0% Graduate high school 60% 40% 44% 27% New Jersey United States 25% 18% Start college Persist 2nd year Earn degree
pipeline progress rather than actual cohort.
New Jersey Public College and University Remediation Rates
Institution
Kean Montclair New Jersey City University NJIT Ramapo Rowan Rutgers Stockton The College of New Jersey William Paterson
Total % Needing Remediation
70% 54% 62% 40%** 23% 21% 33% 14% 8% 72%
40%
Among first time students **Estimate
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Community College Remediation Rates
Atlantic Cape Bergen Brookdale Burlington Camden Cumberland Essex Gloucester Hudson Mercer Middlesex Morris Ocean Passaic Raritan Valley Salem Sussex Union Warren
Total Community College % Needing Remediation
77.6% 81.8% 79.8% 73.8% 81.0% 80% 91.4% 73.2% 67.9% 83% 78.5% 76% 67.7% 96.3% 78% 92.5% 75% 67% 75%
77.8%
First-time, full-time students who graduated from high school in Spring 2004 and enrolled at a community college in Fall 2004.
New Jersey Employer’s Satisfaction Levels with Entry-Level Employees
By Ability Computer/Technology Skills Attitude and Work Ethic Punctuality Verbal Communications Skills Self-Motivation and Initiative Math and Science Skills Critical Thinking Skills Time Management Skills Written Communications Skills % Excellent or Good % Fair 53.0
41.3
35.4
30.1
25.9
25.6
24.3
20.8
20.4
36.3
43.5
42.2
50.1
50.2
50.3
52.9
54.9
49.7
2006 NJBIA Business Outlook Survey
% Poor 10.7
15.2
22.4
19.8
23.8
24.1
22.8
24.3
29.9
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Essential Elements of Transformed Secondary Schools (Grades 6-12) Policy Leadership Student centered learning environment Personalization Learning and Teaching
Secondary Education Transformation Essential Elements Transformed Teaching and Learning
Revised Standards and assessments
Transformed Policy
Graduation requirements are aligned to credit-bearing college courses for all students State and local accountability policies reflect Essential Elements
Transformed Personalization
Personalized Student Learning Plans Revised Option ii
Transformed Leadership
Building school’s capacity to create and sustain effective instructional programs in student-centered environments
Standards and Assessment Code Graduation Requirements
LAL 120 credits 20 credits aligned to grade 9-12 standards Math 15 credits includes algebra I content (2008-2009 9 th grade), geometry content (2010-2011 9 th third year of math content (2012-2013 9 th grade), and grade) Science 15 credits includes biology (2008-2009 9 th grade), one additional lab/inquiry-based science (2010-2011 9 th grade), and one additional lab/inquiry based science (2012-2013 9 th grade) Social Studies 15 credits includes integrated civics, economics, geography, and global content Economics 2.5 credits in financial, economic, business and entrepreneurial literacy
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Health/PE
Graduation Requirements
3.75 credits per year of enrollment*
Visual & Performing Arts
5 credits*
World Languages
5 credits*
Technology
Integrated throughout all content areas*
21 st Century Life and Careers
5 credits*
Standards and Assessment Code: Other Changes
Enable students to pursue a variety of personalized learning opportunities through Option 2 Provide district graduation requirements each year evaluated through QSAC to the executive county superintendent Implement personalized student learning plans for students in grades 6-12 after two-year pilot project and evaluation conducted by DOE, beginning in 2009 2010 34
Student Centered Learning Environment Focusing on the personal and intellectual
development of students ~Learns in an
intellectually challenging
environment ~ Has access to
personalized learning
and to qualified, caring adults.
Honoring individual differences and committing
to high expectations for all ~Is prepared for
success in college further study
and for
employment in a global environment.
or
Supporting innovative thinking, reflection, exploration, and continuous professional learning Creating a pervasive culture of respect and
mutual help ~Learns in an environment that is
physically and emotionally safe. Building a mutually influential relationship among the school, its families,
and its community ~ Is connected to the school and
broader community
.
Organization for Economic Cooperation and Development Top of Class (2009)
Based on study of education and intergovernmental research and PISA data; identifies characteristics of excellence in schools and how students can achieve optimal performance The world is indifferent to past expectations. Success in the 21 and open to change … st century belongs to countries that are swift to adapt, slow to complain Definition of “top performance”: The functional ability to extract knowledge and apply it to personal, social or global situations Routine cognitive skills that can be digitized, automated or outsourced, are no longer sufficient to be successful in the global economy
Reflection: Leading
Leading in a time of rapid change is significantly different from and more challenging than leading when conditions are stable. Today, if you are not a visionary and if you are not creating change, you are not leading. Furthermore, if you are truly leading, you are probably upsetting some people. Those who think stability and tradition will protect them, are condemning their followers to a collision with future conditions .