21st Century Learning

 ·          What sort of challenges do you believe lies ahead in any district which proposes changing the entire teacher evaluation process based on student need for a change of learning skills? How would it feel to you to participate in this kind of process?

First and foremost I really like this question because it challenges my value for teachers, as well as, my value for students and with any change there is bound to be some push-back and controversy from both parties involved. The challenges that I believe lie ahead may be the struggle to determine the needs of the students and deciding what type of teacher will suit those needs. Low-income schools are often known as “hard-to-staff” schools because they have a higher turnover rate for their teachers.  Finding more teachers will suit one need of the students, however to fit this need to what extent is the evaluation process going to be changed. For instance; would the teachers be required to have extra skills and experience to better serve the students or would teachers be required to have less skills and experience to serve more students at higher rates. I recently had a personal experience that addressed this challenge. I recently inquired about joining Teach for America. This organization or corporation I have determined, recruits newly college graduates to become contract teachers for two years at a low-income schools, after only 5 weeks of training. During this time of working in the classroom, the graduates can earn their teaching credentials. This concept sounds amazing, however in perpetuates the extended cycle of educational inequality with quantity. Teach for America and partnering schools changed the teacher evaluation process based on what they proposed to be the most important need. I disagree that more unprepared teachers are the answer, therefore I was not willing to participate. In connection to other aspects of teacher evaluation changes the biggest challenge I foresee are current teachers expressing contempt for this kind of process, which will create a negative work culture at minimum, yet still effective enough to impact student learning. Attached is a very interesting article discussing Teach for America.

·         “What can I do as a teacher and leader to more effectively bring 21st century learning to my students?”

Currently I’m not working as a classroom teacher and I’m not sure at which level do I want to lead the change in education. After reading about 21^st century learning, I agree that this framework would increase preparedness for students once they finish high school. Whether they go in the direction of college or the workforce, 21^st century learning will allow them to access to a more well-rounded skill set that matches the demands of present times. As an educator, those who aspire to promote learning, I’m interested in policy and the appropriation of the proper training for teacher and parents. This way the students are learning these skills in the two most effective learning environments in their young lives. I want to bring 21^st century skills to the conductors of these students’ support systems. This is important because before we can’t expect students on any level to learn, master, and then apply 21^st century skills until us as educators and facilitators first learn, master, and then apply such skills. Focusing on effectively reintroducing education in the 21^st century and providing a lens to teachers and parents to view the infrastructure as a continuous evolving entity that’s growing with our society, will be my contribution to the students.