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Looking for Love in all the Wrong
Places: Implications of School Reform
for Music Education Programs in Higher
Education
Timothy D. Brakel, The University of Toledo
William K. Guegold, University of Akron
1
4
Fall 2011Enrollment Projection
200 250 300 350 400 450
Gra
de
Le
ve
l
College Career
Readiness Standards
• U.S Department of Labor -- 90% of jobs in 21st century
will require some form of post secondary education.
• If U.S. is competitive globally, must eliminate remedial
courses for first year college freshmen.
7
College Career
Readiness Standards
High School Curriculum
Changed to
College Prep Curriculum
Push for dual enrollment, A.P.
courses, International Baccalaureate
8
College Career
Readiness Standards
College remediation needed
63% Low Income
61% African American
59% Hispanic
33% Non-low Income
27% White
9
College Career
Readiness Standards
Course titles and course content
not the same.
10
College Career
Readiness Standards Initiative led by Council of Chief State School
Officers and National Governors Association
College and Career Readiness (CCR)
standards in reading, writing, speaking,
listening, language and mathematics.
June 2010
College Career
Readiness Implications Extensive use of data for interventions
Interventions with students while they are
taking the course including individualized or
differentiated instruction.
End of course exams.
13
Common Core
Standards
Council of Chief State School Officers
National Governors Association Center
for Best Practices
Common Core Standards The criteria used to develop college- and career-readiness
standards, as well as these K-12 standards are:
• Aligned with college and work expectations;
• Include rigorous content and application of knowledge
through high-order skills;
• Build upon strengths and lessons of current state standards;
• Informed by top-performing countries, so that all students
are prepared to succeed in our global economy and society;
and,
• Evidence and/or research-based.
Common Core Standards Grades K-12
English
Math
Common Core Standards
Adopted by all states except
Alaska
Minnesota
Nebraska
Texas
Virginia
National Coalition for
Core Arts Standards
• Revision of 1994 National Standards for Arts
Education
• Scheduled Release Fall 2012
• Currently creating discipline writing teams
• College Board
National Coalition for
Core Arts Standards
• Address 21st-century skills
• Ensure all students are college and career
ready
• Affirm the place of arts education in a
balanced core curriculum
National Coalition for
Core Arts Standards
• http://nccas.wikispaces.com/
22
Teacher Performance
Assessment
American Association of Colleges of Teacher Education
(AACTE)
Stanford University
Linda Darling-Hammond
Performance Assessment of California Teachers (PACT)
Teacher Performance Assessment Consortium
23
Teacher Performance Assessment
California Iowa Missouri Tennessee
Colorado Maryland New Jersey Virginia
Delaware Massachusetts New York Washington
Idaho Michigan North
Carolina
West Virginia
Illinois Minnesota Ohio Wisconsin
Western
Governors
Univ.
Wyoming
Teacher Performance
Assessment
Complete four tasks for the TPAC assessment:
1. Planning, Instruction and Assessment
2. Instructing and Engaging Students in Learning
3. Assessing Student Learning
4. Analyzing Teaching
Teacher Performance Assessment
Evidence of Teaching Practice: Artifacts and Commentaries
Submit artifacts and commentaries as evidence of
planned and implemented instruction to deepen
student learning in the performing arts.
Artifacts include lesson plans, copies of
instructional and assessment materials, one or two
video clips of teaching, and student work samples
(video, audio, text or other multimedia may be used
as artifacts that demonstrate student work).
Teacher Performance
Assessment
Criteria are in five levels ranging from
Level 1 - the knowledge and skills of a novice
not ready to teach
to
Level 5 – the advanced practices of a highly
accomplished beginning teacher.
Teacher Performance
Assessment
Potential Implications
Server Storage Capacity
Video Recording Equipment & Software
Tracking of Effective Teacher Colleges
Teacher Evaluation
Ohio
129-HB 153 requires State to adopt a framework for
evaluating teachers by Dec. 31, 2011
Boards of Education, in consultation with teachers, must
adopt a standards-based teacher evaluation policy aligned
to the framework by July 1, 2013.
Districts involved with Race to the Top will also implement
teacher and principal evaluation systems aligned to the
state model.
30
Teacher Evaluation
Ohio
Ohio Teacher Evaluation System
10% Goal Setting
30% Assessment of Teacher Performance
10% Communication and Professional
Development
50% Student Growth Measures
Teacher Evaluation
Ohio
Teachers rated
Accomplished
Proficient
Developing
Ineffective
Teacher Evaluation
Michigan
33
Former Law New Law
LENGTH OF PROBATIONARY PERIODLENGTH OF PROBATIONARY PERIOD
4 years
probationary
period before a
teacher obtains
tenure.
5 years probationary
period before a
teacher obtains
tenure.
Teachers under
contract remain on 4
year track.
Tenured teachers
retain tenure status.
Public Act 101Public Act 101 (HB 4625(HB 4625——Rep. Rogers)Rep. Rogers)
Amendments to the Teachers' Tenure ActAmendments to the Teachers' Tenure Act
Former Law
New Law
DISPLACING A PROBATIONARY TEACHER
Tenured teacher
always displaces
a probationary
teacher who is
certified and
qualified to serve
in that position.
A probationary
teacher rated
effective or highly
effective shall not be
displaced by a
tenured teacher
solely because that
teacher has obtained
tenure.
Public Act 101Public Act 101 (HB 4625(HB 4625——Rep. Rogers)Rep. Rogers)
Amendments to the Teachers' Tenure ActAmendments to the Teachers' Tenure Act
Former Law
New Law
NONRENEWING A PROBATIONARY TEACHER
Notice of non-
renewal at least 60
days before close
of school year.
Failure to submit a
written statement is
considered as
conclusive
evidence that the
teacher’s work was
satisfactory.
Notice of non-
renewal 15 days
before the end of the
school year or
employed for the
following year.
Written notice of
effective/ineffective
before the end of the
school year.
Public Act 101Public Act 101 (HB 4625(HB 4625——Rep. Rogers)Rep. Rogers)
Amendments to the Teachers' Tenure ActAmendments to the Teachers' Tenure Act
Former Law
New Law
DISMISSAL OF A PROBATIONARY TEACHER
Prior practice was
end-of-year
dismissal with 60
day notice based
on unsatisfactory
performance.
A probationary
teacher may be
dismissed from his
or her employment
by the controlling
board at any time.
Public Act 101Public Act 101 (HB 4625(HB 4625——Rep. Rogers)Rep. Rogers)
Amendments to the Teachers' Tenure ActAmendments to the Teachers' Tenure Act
Former Law
New Law
EVALUATING PROBATIONARY TEACHERS
Annual year-end
performance
evaluation based on
at least 2 classroom
observations and
held at least 60 days
apart.
Assessment of the
progress toward
goals of IDP.
Annual year-end
evaluations based on
multiple* classroom
observations.
Evaluation must
include at least an
assessment of
progress toward
goals of IDP.
IDP for all years of
probation.
* Note: Sec 1249 of RSC does not require multiple observations for teachers who
received effective or highly effective rating on 2 most recent evaluations.
Public Act 101Public Act 101 (HB 4625(HB 4625——Rep. Rogers)Rep. Rogers)
Amendments to the Teachers' Tenure ActAmendments to the Teachers' Tenure Act
Former Law
New Law
COMPLETION OF PROBATIONARY PERIOD
Probationary
teachers rated as
unsatisfactory were
subject to
nonrenewal. Teacher
gained tenure by
satisfactory
completion
probationary period.
Teachers must be
rated as effective or
highly effective on 3
most recent annual
year-end
performance
evaluations and
have been employed
at least 5 full school
years.
Public Act 101Public Act 101 (HB 4625(HB 4625——Rep. Rogers)Rep. Rogers)
Amendments to the Teachers' Tenure ActAmendments to the Teachers' Tenure Act
COMPLETION OF THE PROBATIONARY PERIOD
“Fast Track” provision
If a teacher has been rated as highly effective on 3
consecutive annual year-end performance evaluations
and has completed at least 4 full school years of
employment in a probationary period, the teacher shall
be considered to have successfully completed the
probationary period.
Public Act 101Public Act 101 (HB 4625(HB 4625——Rep. Rogers)Rep. Rogers)
Amendments to the Teachers' Tenure ActAmendments to the Teachers' Tenure Act
Former Law
New Law
ANNUAL EVALUATIONS FOR TENURED TEACHERS
Performance
Evaluations at least
once every 3 years
based on at least 2
classroom
observations.
IDP for
unsatisfactory
performance,
assessment of IDP
goals, if applicable.
Annual year-end
performance
evaluations, based
on multiple
classroom
observations.
IDP for minimally
effective or
ineffective rating.
Public Act 101Public Act 101 (HB 4625(HB 4625——Rep. Rogers)Rep. Rogers)
Amendments to the Teachers' Tenure ActAmendments to the Teachers' Tenure Act
Former Law
New Law
INDIVIDUAL DEVELOPMENT PLANS FOR TENURED
TEACHERS
No statutory time
limit for teacher to
accomplish goals of
IDP.
IDP must identify goals
and specify a time limit
not to exceed 180 days
in which teacher must
meet goals.
Annual year-end
performance evaluation,
where applicable, must
assess progress on IDP.
Public Act 101Public Act 101 (HB 4625(HB 4625——Rep. Rogers)Rep. Rogers)
Amendments to the Teachers' Tenure ActAmendments to the Teachers' Tenure Act
Former Law
New Law
REDUCTION IN DAYS FOR TENURE HEARINGS
Tenure hearing may
not begin more than
60 days after
service of answer
and must not
conclude more than
90 days after claim
of appeal filed.
Tenure hearing may not
begin more than 45
days after service of
answer and must not
conclude more than 75
days after claim of
appeal filed.
Public Act 101Public Act 101 (HB 4625(HB 4625——Rep. Rogers)Rep. Rogers)
Amendments to the Teachers' Tenure ActAmendments to the Teachers' Tenure Act
DEFINITION OF DEMOTE
Former Law
New Law
To reduce
compensation for
a school year by
more than an
amount
equivalent to 3
school days.
To suspend without pay
for 15 or more
consecutive days, or to
reduce compensation by
more than amount equal
to 30 days.
Public Act 100Public Act 100 (HB 4626(HB 4626——Rep. Scott)Rep. Scott)
Amendments to the Teachers' Tenure ActAmendments to the Teachers' Tenure Act
STANDARD FOR DISCIPLINE
Former Law
New Law
Tenured teachers
may be discharged
or demoted for
reasonable and just
cause.
Tenured teachers
may be discharged
or demoted for a
reason that is not
arbitrary or
capricious*.
*Michigan Courts have defined “arbitrary” as “to be arrived at through
an exercise of will or caprice, without consideration or adjustment with
reference to principles, circumstances, or significance,” and “capricious”
as “to be apt to change suddenly or to be freakish or whimsical.”
Public Act 100Public Act 100 (HB 4626(HB 4626——Rep. Scott)Rep. Scott)
Amendments to the Teachers' Tenure ActAmendments to the Teachers' Tenure Act
PROCEDURES FOR LAYOFF AND RECALL
Former Law New Law
Policy of Last
in, First out;
probationary
before tenured
when making
personnel
decisions for
reduction in
force.
Decisions for
layoff and recall
must be based on
teacher
effectiveness as
measured by
annual year-end
performance
evaluation.
Public Act 102Public Act 102 (HB 4627(HB 4627——Rep. O’Brien)Rep. O’Brien)
Amendments to the Revised School CodeAmendments to the Revised School Code
PROCEDURES FOR LAYOFF AND RECALL
Former Law New Law
A probationary
teacher could
never be
retained over a
tenured
teacher for
layoff or recall
decisions.
District may not have
policies which use
length of service or
tenure status as
primary or
determining factor for
layoff or recall
decisions except
where all other
factors are equal.
Public Act 102Public Act 102 (HB 4627(HB 4627——Rep. O’Brien)Rep. O’Brien)
Amendments to the Revised School CodeAmendments to the Revised School Code
Measuring Effectiveness
Effectiveness shall be determined by:
1. Individual performance, measured by student growth;
teachers’ demonstrated skills and management of
classroom; and teachers’ attendance and disciplinary
record;
2. Significant Relevant Accomplishments and
Contributions; and
3. Special Training.
Public Act 102Public Act 102 (HB 4627(HB 4627——Rep. O’Brien)Rep. O’Brien)
Amendments to the Revised School CodeAmendments to the Revised School Code
CATEGORY OF RATINGS
Old Law New Law
Teachers were
rated as
satisfactory or
unsatisfactory.
Performance
Evaluation
System must
rate teachers as
highly effective,
effective,
minimally
effective or
ineffective.
Public Act 102Public Act 102 (HB 4627(HB 4627——Rep. O’Brien)Rep. O’Brien)
Amendments to the Revised School CodeAmendments to the Revised School Code
TEACHER PERFORMANCE EVALUATION SYSTEM
By September 19, 2011, Districts must implement a performance
evaluation system for teachers and administrators which is
“rigorous, transparent, and fair” and which:
• Evaluates teachers’/administrators’ at least annually;
• Establishes clear approaches to measuring student growth;
• Evaluates teachers’/administrators’ performance using
multiple rating categories using student growth as a
“significant factor;”
• Contains rating categories of highly effective, effective,
minimally effective and ineffective; and
• Uses evaluations to inform personnel decisions.
Public Act 102Public Act 102 (HB 4627(HB 4627——Rep. O’Brien)Rep. O’Brien)
Amendments to the Revised School CodeAmendments to the Revised School Code
TEACHER PERFORMANCE EVALUATION SYSTEM
Beginning with the 2013-2014 School Year: Performance Evaluation
System for Teachers must meet ALL of the following:
• Annual year-end evaluation with rating based on student growth
and assessment data;
• Mid Year Progress Report—For all 1st year probationary teachers
or any teachers rated minimally effective or ineffective;
• Multiple Classroom Observations for all teachers who have not
been rated effective or highly effective on 2 most recent annual year-
end evaluations. (Tenure Act requires ―multiple‖ without exception);
and
• Adoption and Implementation of State Evaluation Tool or Local
Equivalent (State tool to be created by April 30, 2012).
Public Act 102Public Act 102 (HB 4627(HB 4627——Rep. O’Brien)Rep. O’Brien)
Amendments to the Revised School CodeAmendments to the Revised School Code
TEACHER PERFORMANCE EVALUATION SYSTEM
Performance Evaluation System must also provide:
• A teacher rated “ineffective” on 3 consecutive annual year-
end evaluations shall be dismissed from employment. This
does not impact district’s ability to dismiss teacher prior to
receipt of 3 ineffective ratings.
• District may choose to conduct a year-end evaluation
biennially for teacher rated as “highly effective” on 3
consecutive annual year-end evaluations.
* NOTE: Tenure Act requires annual evaluations for all
teachers
Public Act 102Public Act 102 (HB 4627(HB 4627——Rep. O’Brien)Rep. O’Brien)
Amendments to the Revised School CodeAmendments to the Revised School Code
ANNUAL YEAR-END PERFORMANCE EVALUATION FOR
TEACHERS
Use of Student Growth
• 2013-2014 school year: At least 25% of annual year-end evaluation
must be based on student growth and assessment data.
• 2014-2015 school year: At least 40% of annual year-end evaluation
must be based on student growth and assessment data.
• 2015-2016 school year: At least 50% of annual year-end evaluation
must be based on student growth and assessment data.
* Data must be for at least 3 years, or all data available if less than 3
years.
Public Act 102Public Act 102 (HB 4627(HB 4627——Rep. O’Brien)Rep. O’Brien)
Amendments to the Revised School CodeAmendments to the Revised School Code
ANNUAL YEAR-END PERFORMANCE EVALUATION FOR
TEACHERS
Specific Performance Goals
Annual year-end evaluation must include specific
performance goals and recommended training to assist in
improving effectiveness.
Goals and training should be determined by school
administrator or designee conducting the evaluation, in
consultation with the teacher.
Public Act 102Public Act 102 (HB 4627(HB 4627——Rep. O’Brien)Rep. O’Brien)
Amendments to the Revised School CodeAmendments to the Revised School Code
ANNUAL YEAR-END PERFORMANCE EVALUATION FOR
TEACHERS
Mid-Year Progress Report
A teacher who is in the first year of the probationary period or
any teacher who received a minimally effective or ineffective
rating in most recent evaluation must have a mid-year
progress report which:
•Is based at least in part on student achievement;
•Is aligned with teacher’s IDP; and
•Includes specific performance goals for the remainder of
the school year.
Public Act 102Public Act 102 (HB 4627(HB 4627——Rep. O’Brien)Rep. O’Brien)
Amendments to the Revised School CodeAmendments to the Revised School Code
Parental Notification of Teacher Ineffectiveness
Beginning in 2015-2016, if a pupil is assigned to be taught by
a teacher rated as ineffective on 2 most recent annual year-
end evaluations, the board must notify the parent in writing
by July 15 immediately preceding the beginning of the school
year for which the pupil is assigned and identify the teacher
who has been rated ineffective.
Public Act 102Public Act 102 (HB 4627(HB 4627——Rep. O’Brien)Rep. O’Brien)
Amendments to the Revised School CodeAmendments to the Revised School Code
Governor’s Council on Educator Effectiveness
By April 30, 2012: the Governor’s Council will recommend
to the State Board, the Governor and the Legislature:
• A student growth and assessment tool;
• A state evaluation tool for teachers;
• A state evaluation tool for school administrators;
• Recommended parameters for effectiveness rating
categories; and
• Process for evaluating local evaluation tools.
Public Act 102Public Act 102 (HB 4627(HB 4627——Rep. O’Brien)Rep. O’Brien)
Amendments to the Revised School CodeAmendments to the Revised School Code
Public Act 103 of 2011 (―PA 103‖) adds seven items to the list of
prohibited subjects of bargaining found in Section 15 of PERA.
1. Placement of Teachers:
Any decision made by a public school employer regarding the
placement of teachers, or the impact of that decision on an
individual or the bargaining unit.
This provision requires that a school board create and implement
objective policies and administrative regulations to govern
placement of teachers, particularly where performance evaluation
ratings may impact these decisions.
Public Act 103Public Act 103 (HB 4627(HB 4627——Rep. Yonker’s)Rep. Yonker’s)
Amendments to the Public Employment Relations ActAmendments to the Public Employment Relations Act
PROHIBITED SUBJECTS OF BARGAINING (cont’d)
2. Layoff and Recall for Teachers.
Decisions about the development, content, standards, procedures,
adoption, and implementation of a public school employer’s
policies regarding personnel decisions when conducting a
reduction in force or any other personnel determination resulting in
the elimination of a position or a recall from a reduction in force
pursuant to MCL 380.1248.
Public Act 103Public Act 103 (HB 4627(HB 4627——Rep. Yonker’s)Rep. Yonker’s)
Amendments to the Public Employment Relations ActAmendments to the Public Employment Relations Act
PROHIBITED SUBJECTS OF BARGAINING (cont’d)
3. Performance Evaluations for Teachers and Administrators
Decisions about the development, content, standards, procedures,
adoption, and implementation of a public school employer’s
performance evaluation system pursuant to Section 1249 of the
RSC, or decisions concerning the content of a performance evaluation of
an employee under that section or the correlating section under the TTA.
*NOTE: Where the CBA allows grievances for violations of board policy,
grievance procedure may allow arbitration by displaced employees. Our
BEA contract does not have this as grievable offense.
Public Act 103Public Act 103 (HB 4627(HB 4627——Rep. Yonker’s)Rep. Yonker’s)
Amendments to the Public Employment Relations ActAmendments to the Public Employment Relations Act
PROHIBITED SUBJECTS OF BARGAINING (cont’d)
4. Discipline and Discharge Under the Tenure Act
For employees subject to the TTA, the policy regarding discharge or
discipline of an employee (based on the arbitrary and capricious standard),
or the impact of such a decision on an individual employee or the
bargaining unit; Standard other than ―arbitrary or capricious‖ may not be
implemented.
Public Act 103Public Act 103 (HB 4627(HB 4627——Rep. Yonker’s)Rep. Yonker’s)
Amendments to the Public Employment Relations ActAmendments to the Public Employment Relations Act
PROHIBITED SUBJECTS OF BARGAINING (cont’d)
5. Classroom Observations for Teachers
The format, timing, or number of classroom observations conducted for
the purpose of performance evaluations, or the impact of those decisions
on an individual employee or bargaining unit.
*NOTES:
•It will be necessary to develop administrative regulations providing for ―multiple‖
observations for teachers.
•While the RSC only requires multiple observations for not rated effective or
highly effective on 2 most recent annual year-end evaluations, the TTA requires
multiple observations for all annual year-end evaluations.
Public Act 103Public Act 103 (HB 4627(HB 4627——Rep. Yonker’s)Rep. Yonker’s)
Amendments to the Public Employment Relations ActAmendments to the Public Employment Relations Act
PROHIBITED SUBJECTS OF BARGAINING (cont’d)
6. Additional Pay for Teachers and Administrators
Decisions about the development, content, standards, procedures,
adoption and implementation or their impact about how an employee
performance evaluation is used to determine performance-based
compensation.
The words “merit pay” do not appear anywhere within this package of four
public acts (2011 PA 100-103).
Public Act 103Public Act 103 (HB 4627(HB 4627——Rep. Yonker’s)Rep. Yonker’s)
Amendments to the Public Employment Relations ActAmendments to the Public Employment Relations Act
PROHIBITED SUBJECTS OF BARGAINING (cont’d)
7. Parental Notification
Decision about the development, format, content, and procedures of the
notification to parents and legal guardians required under Section 1249a
of the Revised School Code.
Public Act 103Public Act 103 (HB 4627(HB 4627——Rep. Yonker’s)Rep. Yonker’s)
Amendments to the Public Employment Relations ActAmendments to the Public Employment Relations Act
NAfME Teacher Evaluation Position Statement • 1. Measures of student achievement used in teacher evaluation:
• Must be based on student achievement directly attributable to the individual teacher, in the subject area taught by that teacher.
• Must be based on evaluation instruments that accurately reflect the achievements they purport to measure.
• Must be created to evaluate the curriculum that is taught.
• Must be developed and applied in the context of the number of students taught and the instructional time available.
• Must take into account, if they are based on growth models, the beginning level of achievement from which growth is expected to take place. The evaluation instrument must be capable of capturing all levels of achievement, including the very highest levels of mastery.
• Must work on a multi-year cycle to allow for appropriate professional development and growth, enabling the evaluation to meet its primary goal of helping teachers to improve their service to students.
NAfME Teacher Evaluation Position
Statement
• Successful Music Teacher Evaluation:
• Must include a balanced, comprehensive assessment of the teacher’s contributions to student learning through multiple measures. These measures can and should collect information such as: (1) Indicators of teacher practice, such as planning and preparation (2) Indicators of the teacher’s role in maintaining a productive classroom environment (3) Indicators that instruction is designed to reach specified goals (4) Indicators of teacher contribution to the school or district, as well as to the profession of teaching at large (5) Indicators that students attain 21st century skills through instruction
NAfME Teacher Evaluation Position
Statement
• Must include measures of music student achievement along with the above indicators, as only one element of a teacher’s evaluation. For evaluation of music teachers, measurements of student achievement should include evaluation in the three general areas of creating, performing, and responding. The relative weighting of measures in these three areas should be carefully designed to be commensurate with the nature of the class taught and the express educational goals for that class.
NAfME Teacher Evaluation Position
Statement
• Must, where the most easily observable
outcomes of student learning in music are
customarily measured in a collective manner
(e.g., adjudicated ratings of large ensemble
performances), limit the use of these data to
valid and reliable measures and should form
only part of a teacher’s evaluation.
NAfME Teacher Evaluation Position
Statement
• Must avoid using school-wide measures other
than those directly associated with music
achievement. If the use of school-wide
measures of attendance, dropout and
graduation rates, and/or work habits is
mandated, they should for a minimal part of
the music teacher’s evaluation.
NAfME Teacher Evaluation Position
Statement
• Must limit observation-based teacher
evaluations to those conducted by individuals
with adequate training in music as well as in
evaluation.
Improving
Teacher Colleges
• $185 million competition (Sept. 30, 2011)
• Reward colleges whose students perform well
on standardized tests.
Improving Teacher
Colleges
• Funding would also be used in part to finance
scholarships for high performing education
majors in exchange for 3 years of teaching in
high need schools.
• Funding also used to support schools with a
proven record of producing high-quality
minority teachers.
Improving Teacher
Colleges
• In exchange, the U.S. department of
Education, would reduce the reporting
requirements for colleges of education.
Currently that is a 440 question evaluation
form it requires states to complete about
teaching programs.
Improving Teacher
Colleges
• Tighten admissions standards
• Bolster curricula -- especially field experience
• Produce greater numbers of high-quality math
and science teachers.
Improving Teacher
Colleges
• Evaluation will also focus on
• Job placement rates
• Continued tracking of teachers as they are
employed and evaluated. Evaluations will be
linked back to teacher colleges.
21st Century Learning
Skills
• Partnership for 21st Century Skills (P21)
77
21st Century Learning Skills
Mastery of core subjects and 21st century themes is essential for students in the 21st century. Core subjects include:
English, reading or language arts
World languages
Arts
Mathematics
Economics
Science
Geography
History
21st Century Learning Skills
In addition to these subjects, schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects:
Global Awareness
Financial, economic, business and entrepreneurial literacy
Civic literacy
Health literacy
Environmental literacy
21st Century Learning Skills 21st Century Skills Leadership States include:
Arizona, Illinois, Iowa, Kansas, Kentucky,
Louisiana, Maine, Massachusetts, Nevada, New
Jersey, North Carolina, Ohio, South Dakota,
Wisconsin and West Virginia.
P-21 Arts Map Example
82
No Child Left Behind
Reauthorization
Several Things Occurring
• Race To The Top
• Issuance of Waivers
• Some Bills have been introduced.
•Elementary and Secondary Education Act (ESEA)
No Child Left Behind
Waivers
Waivers granted in exchange:
• Rigorous and comprehensive State-developed plans designed to improve educational outcomes for all students
• Closing achievement gaps
• Increasing equity between schools
• Improve the quality of instruction
No Child Left Behind
Waivers
Transitioning to college- and career-ready standards and assessments
Developing systems of differentiated recognition, accountability, and support
Evaluating teacher and principal effectiveness and supporting improvement
Concluding Remarks
Questions or Comments?