The Partnership for 21st Century Skills

I spent some time this week exploring the website of the Partnership for 21st Century Skills. The partnership is comprised of many technology companies and the federal government with a common goal of helping schools develop the resources and programs to deliver 21st century skills to our students. The site describes the skills that are needed for students to become successful in a globally competitive workforce and offers student outcomes and curriculum maps with benchmark goals. Most teachers realize the importance of 21st century learning; the roadblock is the lack of training, support and resources necessary to make these goals a reality. Educators have an understanding of the needs of their students and what is essential to create a learning environment that provides a quality education yet they have very little say in the overall decision making in their schools; educators in other high-achieving nations have greater input in decisions regarding classroom instruction, curriculum and professional development (Darling-Hammond, Chung Wei, Andree, Richardson, & Orphanos, 2009)

The Partnership provides an excellent diagram of a framework that shows how all components of the education system are interconnected in the 21st century classroom (you may view it here). It is important to note that educators and students do not (or should not) have to make a choice between core subjects and the acquisition of 21st century skills and dispositions. Yet on their site they post a survey that asks readers to make a choice between the two and does not provide an option for both. The outermost ring in the support system should be professional development. The promotion of 21st century skills really comes from the classroom teacher; it is the classroom teacher that creates the learning environment. The simple acquisition of resources does not provide a quality learning experience. Teachers may be provided with resources but without training, support and (let’s be realistic) time they cannot develop curriculum and lessons that foster the desired outcomes. Teachers in the US lag behind many countries in the amount of preparation time and opportunities for professional development; intensive teacher training leads to improved instructional practices which, in turn, improves student learning (Darling-Hammond et al., 2009) With adequate training and time teachers can even make do with a lack of resources- it is something we are used to doing.

The corporations involved in the Partnership have them means to make their goal become reality. They will need to truly develop partnerships with schools and teachers to provide them with the resources and training needed to implement their vision. Whether it is providing funding and training or lobbying the government they will need to take an active part in promoting change. At the very least I would like to see their resources page filled with lessons and tips that will make it easier for teachers to promote skill acquisition in their own classrooms.

As a contemporary educator I will continue to do the best I can to provide my students with a quality learning environment that fosters the essential skills that are needed for them to be successful in the 21st century workforce as well as ensuring that they meet NCLB standards, they learn how to live a healthy lifestyle, and they have a decent breakfast and even send food home for them at night. I will encourage my fellow teachers and try to convince my administrators and school board of what is important in our school to provide a quality education for our students. I will remain positive because I became a teacher to make a difference.

References:
Darling-Hammond, L., Chung Wei, R., Andree, A., Richardson, N., and Orphanos, S. (February, 2009), Professional learning in the learning profession: A Status Report on Teacher Development in the United States and Abroad. Retrieved March, 27, 2009 from http://www.nsdc.org/stateproflearning.cfm