Leader's Guide to 21st Century Education, The: 7 Steps for Schools and Districts, 1st edition
Published by Pearson (June 5, 2012) © 2013
- Ken Kay
- Valerie Greenhill
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Educators see how to make the realities of effective 21st century education happen through the focus on implementation, including all major aspects of implementation strategy. (Chapter 1)
Leaders get the tools they need to consider outcomes outside of the 4Cs, including global citizenship and financial literacy, to customize a vision for their particular school or district. (Chapter 1)
Readers see how to take the interests of stakeholder groups into consideration through the book’s marriage of community consensus building and the specifics of education strategy implementation.
Leaders get a unique self-assessment tool for use with their schools and districts—the P21 MILE Guild—in the book’s first-of-its-kind presentation of this guide and how to use it. (Chapter 3 and Appendix)
Leaders are provided up-to-date information on the NEA educator’s guide to the 4Cs, which explains the importance of the 4Cs, offers specific examples of how it can be integrated into specific content disciplines, and offers suggestions on how to make it a focus in their classrooms, schools, and districts. This is the first text to include “Preparing Our Students for the 21st Century: An Educator’s Guide to the Four Cs.” (Chapter 4 and Appendix)
Coverage of the 4Cs as appropriate 21st century student outcomes, the pillars of 21st century pedagogy, and a 21st century leadership strategy is illustrated in the book’s explanations of the role the 4Cs can play in leading, teaching, and learning. (Chapter 7)
Readers learn through specific examples from schools and districts around the country with which the authors have personally worked.
Readers get a first-of-its kind look at the role school leaders need to play to provide vision, consensus building, and organizational strategies for the school or district. (Chapters 1, 2, and 7)
Educators have access to the most relevant resources on critical thinking, communication, collaboration, and creativity, as well as suggestions on how to use the resource guides. This book includes the first 4Cs resource guides.
Preface
Introduction
Step 1: Adopt Your Vision and Lead
Introduction
8 Perspectives on 21st Century Life
Where to Start: The 4Cs
What to Add: Beyond the 4Cs
Coming to Closure
A Broader Vision for Teaching and Leadership
Step 2: Create a Community Consensus around the 4Cs
Introduction
Use the 4Cs to Lead
Communicate the Importance of the 4Cs
Collaborate around the 4Cs
Final Thoughts
Step 3: Align Your System with the 4Cs
Alignment: Bringing the Work to Scale
What is 4Cs Alignment?
What Does Alignment Look Like? A Snapshot from Virginia Beach City Public Schools
How to Get Started: Using the MILE Guide Conclusion
Step 4: Build Professional Capacity
Introduction
The 4Cs as the Design Principles for Professional Development
The 4Cs as the Focus of Professional Development
The Resources for Professional Development
Conclusion
Step 5: Embed the 4Cs in Curricula and Assessments
What is 4Cs Curricula?
Understanding by Design (UbD) and 4Cs Curricula
4Cs Curricula Actions Steps
4Cs and Assessment
The Good News about Assessment
Assessment Action Steps
What’s on the Horizon?
Chapter Conclusion
Chapter Reflection
Step 6: Use the 4Cs to Engage and Support Teachers
Motivate Teachers
Focus on Student Work
Prioritize 4Cs Pedagogies
Strenghten the 4Cs Learning Environment
In Conclusion
Reflection
Exercise
Step 7: Improve and Innovate
Introduction: Creating a “Step 7” Organization
Create a Culture that Supports Continuous Improvement
Focus Your Continuous Improvement on 4Cs Teaching and Learning
Expand Your 4Cs Continuous Improvement Strategy to Other Key Parts of Your Organization
Reflections on Continuous Improvement
Conclusion
Appendices
Ken Kay is the Chief Executive Officer of EdLeader21. Ken has been the leading voice for 21st century education for the past decade. He co-founded the Partnership for 21st Century Skills in 2002 and served as its President for eight years. As executive director of the CEO Forum on Education and Technology, he led the development of the StaR Chart (School Technology & Readiness Guide), used by schools across the country to make better use of technology in K–12 classrooms. Ken spent 28 years in Washington, DC, where he gained a national reputation as a coalition builder on competitiveness issues in education and industry—particularly policies and practices that support innovation and technology leadership. He founded a landmark coalition of U.S. universities and high-tech companies focused on research and development issues. He also was the founding Executive Director of the premier CEO advocacy group in the U.S. computer industry.
Ken is a graduate of Oberlin College and the University of Denver, College of Law. He and his wife, Karen, have three adult children, a daughter-in-law, and a grandson, Ollie. They live in the desert outside Tucson, Arizona, with their golden retriever, Bisbee.
Valerie Greenhill is the Chief Learning Officer of EdLeader21. Valerie leads EdLeader21’s capacity building work. She is currently focused on supporting district leaders in their efforts to integrate the 4Cs–critical thinking, communication, collaboration, and creativity–into assessment and curricula systems. She leads member work in key national initiatives such as the PISA-Based Test for Schools pilot, 21st Century District Criteria, and 4Cs Rubrics. From 2004—2010, Valerie served as the Director of Strategic Initiatives for P21 (Partnership for 21st Century Skills), where she established and led work to integrate career and college readiness skills into standards, assessments, curricula, instruction, and professional development. She focused extensively on the assessment of 21st century skills, developing numerous tools and resources to advance the organization’s goals.
Valerie earned an M.Ed. in educational media and computers from Arizona State University and a master’s in English from the University of Arizona. She is an honors graduate of Vassar College. Valerie was raised in Tishomingo, Oklahoma and has made Tucson, Arizona her home since 1993; She is active in her community, currently serving as Board President of the Children’s Museum Tucson. She lives with her husband, two daughters, and a very cool but high-maintenance Tibetan Terrier.
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