l21st Century Teacher

Teaching and learning in the 21st century Many teachers continue the tradition of teaching the way from the past 50 years. Traditionally teachers have been the experts downloading their knowledge to the open minds of children. Technology and the learning tools it provides access to forces us to change to being facilitators of learning. We have to change the stereotype of teacher as the expert who delivers information and students as consumers of information in order to meet the needs of digital students. Teachers not only need to learn to speak digital, but also to embrace the language of Digital Natives. Language is generally defined as a system used to communicate in which symbols convey information. Digital Natives can communicate fluently with digital devices and convey information in a way that was impossible without digital devices. People born prior to 1988 are generally referred to as Digital Immigrants. They speak with accents and experience difficulty programming simple devices like a VCR. Digital Immigrants do not start pushing buttons to make things work. Learning a language is best done early in a childs development. In acquiring a [second language], Hyltenstam (1992, as cited in Wikipedia, 2007) found that around the age of 6 and 7 seemed to be a cut-off point for bilinguals to achieve native-like proficiency. After that age, [second language] learners could get near-native-like-ness but their language would, while consisting of very few actual errors, have enough errors that would set them apart from the [first language] group (para. 4). Kindergarten, Grade 1 and 2 are critical to student success as Digital Natives because not all students have Digital rich childhood. Students learning Digital before Grade 3 can become equivalently bilingual. Language-minority students who cannot read and write proficiently in English cannot participate fully in American schools, workplaces, or society. They face limited job opportunities and earning power. (August 2006, p. 1) Speaking Digital is as important as being literate in order to participate fully in society and have full options to lifes opportunities within North America. When teachers are aware of the IML capacities that are needed to grow in students, they are seeking to meet the diverse learning needs of students. 21st century classrooms could look like this: read an email from Flat Stanley, a fictional character, look up the weather channel, synchronize calendar time with another class via webcam, practice math concepts at home with virtual manipulative, and use digital microscopes to meet the

Kindergarten science PLO to describe properties of materials, including colour, shape, texture, size and weight. (BC MoE, 2005a, p 27) Another free resource for students is the online story of Inanimate Alice. Alice grows up in this new age and the episodes combine music, images and text to stimulate the imagination and involve the learner in her digital world( http://www.inanimatealice.com/).

21st century teaching and learning combines a discrete focus on 21st century student outcomes (a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century.

21st Century Learner Collaborative = collaborative learning refers to methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other. These include both face-to-face conversations[5] and computer discussions (online forums, chat rooms, etc.). Adaptive = Adaptive learning is an educational method which uses computers as interactive teaching devices. Computers adapt the presentation of educational material according to students' learning needs, as indicated by their responses to questions and tasks. The motivation is to allow electronic education to incorporate the value of the interactivity afforded to a student by an actual human teacher or tutor. The technology encompasses aspects derived from various fields of study including computer science, education, and psychology. Information, media and technology = People in the 21st century live in a technology and media-suffused environment, marked by various characteristics, including: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology. The IML learning capacities prepare students to be 21st Century

literate, being able to use the latest electronic technologies has everything to do with being literate. According to Jeff Wilhelm (2000), technology has everything to do with literacy. And being able to use the latest electronic technologies has everything to do with being literate. [9] He supports his argument with J. David Bolters statement that if our students are not reading and composing with various electronic technologies, then they are illiterate. They are not just unprepared for the future; they are illiterate right now, in our current time and context. (Wilhelm, 2000, p. 4) Wilhelm's statement is supported by the 2005 Wired World Phase II (YCWW II) survey conducted by the Media Awareness Network of Canada [10] on 5000 Grade 4 - 11 students.[11] The key findings of the survey are: 62% of Grade 4 students prefer the Internet 38% of Grade 4 students choose the library. 91% of Grade 11 students prefer the Internet, 9% of Grade 11 students prefer the library (YCWW II, 2005a, para. 28). Marc Prensky (2001) uses the term digital native to describe the individuals, who have been brought up in a digital world. [12] The Internet has been a pervasive element of young peoples home lives. Ninety-four percent of kids report that they have Internet access at home, and a significant majority of them (61 percent) enjoy a high-speed connection. By the time kids hit Grade 11, half of them (51 percent) have their own Internet-connected computer, separate and apart from the family computer (YCWW II, 2005b, p. 6). The survey has also showed that young Canadians are now among the most wired in the world. But contrary to the earlier stereotype of the isolated and awkward computer nerd, todays wired kid is a social kid (YCWW II, 2005b, p. 8). In general, many students are better networked through the use of technology than most teachers and parents. Teachers and parents may not understand the abilities of technology. Students are no longer limited to the desktop computer. Students use mobile technologies to graph a mathematical problem, research a question for Social Studies, text message an expert for information as well as send homework to a drop box.[13] Students are accessing information

by using MSN, personal Web pages, Weblogs and social networking sites. *Information and Media Literacy (IML) enables people to interpret and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right.[1] Prior to the 1990s, the primary focus of Information Literacy has been research skills.[2] Media Literacy, a study that emerges around 1970s traditionally focuses on the analysis and the delivery of information through various forms of media.[3] Nowadays, the study of Information Literacy has been extended to include the study of Media Literacy in many countries like UK, [4] Australia and New Zealand.[5] The term Information and Media Literacy is used by UNESCO [1] to differentiate the combined study from the existing study of Information Literacy. It is also defined as Information and Communication Technologies (ICT) in the United States.[6] [7] Educators, such as Gregory Ulmer, has also defined the field as electracy. Communicators = They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Students who are COMMUNICATORS are able to think and communicate in more than one language. They can express their ideas by speaking, drawing and writing. They can also communicate using mathematical language and symbols. immediate and instant = instant means "happening or becoming very quickly, without delay; immediate." It is used in conversation and other informal contexts, and it is especially common in the following fixed expressions: instant messaging (communicating with short text messages, usually with cell phones or smart phones) instant gratification (immediate positive results or feelings) instant coffee (coffee that can be made quickly by mixing powder with hot water) instant replay (playing a video recording of the most recent moments from a televised sports event)

require instant gratification = (immediate positive results or feelings). The psychological concept of Instant Gratification refers to the idea that humans like to have what they want right now; not later and they don't want to wait. You will notice that products and services that promise instant push-button results tend to do well. Think Aspirin for pain and McDonalds for fast food. Humans are mostly short term and Instant Gratification orientated because if you value immediate results you stay alive. It's an Evolutionary advantage that has played out over a period of millions of years and was very valuable when we were living in different times. The disparaging term instant gratification is often used to label the satisfactions gained by more impulsive behaviors: choosing now over tomorrow.[1]The skill of giving preference to long term goals over more immediate ones is known as deferred gratification or patience, and it is usually considered avirtue, producing rewards in the long-term.[2] is the pleasurable emotional reaction of happiness in response to a fulfillment of a desire or goal.

Framework for 21st Century Learning

The key elements of 21st century learning are represented in the graphic and descriptions below. The graphic represents both 21st century skills student outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom). The elements described below are the critical systems necessary to ensure 21st century readiness for every student. Twenty-first century standards, assessments, curriculum, instruction, professional development and learning environments must be aligned to produce a support system that produces 21st century outcomes for todays students.

P21 Framework Definitions To help practitioners integrate skills into the teaching of core academic subjects, the Partnership has developed a unified, collective vision for

learning known as the Framework for 21st Century Learning. This Framework describes the skills, knowledge and expertise students must master to succeed in work and life; it is a blend of content knowledge, specific skills, expertise and literacies. Every 21st century skills implementation requires the development of core academic subject knowledge and understanding among all students. Those who can think critically and communicate effectively must build on a base of core academic subject knowledge. Within the context of core knowledge instruction, students must also learn the essential skills for success in todays world, such as critical thinking, problem solving, communication and collaboration. When a school or district builds on this foundation, combining the entire Framework with the necessary support systemsstandards, assessments, curriculum and instruction, professional development and learning environmentsstudents are more engaged in the learning process and graduate better prepared to thrive in todays global economy. While the graphic represents each element distinctly for descriptive purposes, the Partnership views all the components as fully interconnected in the process of 21st century teaching and learning.

Framework for 21st Century Learning The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes (a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multidimensional abilities required of them in the 21st century. The key elements of 21st century learning are represented in the graphic and descriptions below. The graphic represents both 21st century skills student outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom). While the graphic represents each element distinctly for descriptive purposes, the Partnership views all the components as fully interconnected in the process of 21st century teaching and learning.

The elements described below are the critical systems necessary to ensure 21st century readiness for every student. Twenty-first century standards, assessments, curriculum, instruction, professional development and learning environments must be aligned to produce a support system that produces 21st century outcomes for todays students.

CORE SUBJECTS AND 21st CENTURY THEMES Mastery of core subjects and 21st century themes is essential for all students in the 21st century. Core subjects include: English, reading or language arts World languages Arts Mathematics Economics Science Geography History Government and Civics

In addition to these subjects, we believe schools must move to include not only a focus on mastery of core subjects, but also promote understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects: Global Awareness Using 21st century skills to understand and address global issues. Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts. Understanding other nations and cultures, including the use of non-English Languages. Financial, Economic, Business and Entrepreneurial Literacy Knowing how to make appropriate personal economic choices. Understanding the role of the economy in society. Using entrepreneurial skills to enhance workplace productivity and career options. Civic Literacy Participating effectively in civic life through knowing how to stay informed and understanding governmental processes.

 Exercising the rights and obligations of citizenship at local, state, national and global levels. Understanding the local and global implications of civic decisions. Health Literacy Obtaining, interpreting and understanding basic health information and services and using such information and services in ways that enhance health. Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction. Using available information to make appropriate health-related decisions. Establishing and monitoring personal and family health goals Understanding national and international public health and safety issues. Environmental Literacy Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems. Demonstrate knowledge and understanding of societys impact on the natural world (e.g., population growth, population development, resource consumption rate, etc.). Investigate and analyze environmental issues, and make accurate conclusions about effective solutions. Take individual and collective action towards addressing environmental challenges (e.g., participating in global actions, designing solutions that inspire action on environmental issues). LEARNING AND INNOVATION SKILLS Learning and innovation skills increasingly are being recognized as those that separate students who are prepared for a more and more complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future. CREATIVITY AND INNOVATION Think Creatively Use a wide range of idea creation techniques (such as brainstorming). Create new and worthwhile ideas (both incremental and radical concepts). Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.

Work Creatively with Others Develop, implement and communicate new ideas to others effectively Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work. Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas. View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes. Implement Innovations Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur. CRITICAL THINKING AND PROBLEM SOLVING Reason Effectively Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation. Use Systems Thinking Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems. Make Judgments and Decisions Effectively analyze and evaluate evidence, arguments, claims and beliefs. Analyze and evaluate major alternative points of view. Synthesize and make connections between information and arguments. Interpret information and draw conclusions based on the best analysis. Reflect critically on learning experiences and processes. Solve Problems Solve different kinds of non-familiar problems in both conventional and innovative ways. Identify and ask significant questions that clarify various points of view and lead to better solutions. COMMUNICATION AND COLLABORATION Communicate Clearly

 Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts. Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade). Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact. Communicate effectively in diverse environments (including multilingual). Collaborate with Others Demonstrate ability to work effectively and respectfully with diverse teams. Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. Assume shared responsibility for collaborative work, and value the individual contributions made by each team member. INFORMATION, MEDIA AND TECHNOLOGY SKILLS People in the 21st century live in a technology and media-suffused environment, marked by various characteristics, including: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology. INFORMATION LITERACY Access and Evaluate Information Access information efficiently (time) and effectively (sources). Evaluate information critically and competently. Use and Manage Information Use information accurately and creatively for the issue or problem at hand. Manage the flow of information from a wide variety of sources Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. MEDIA LITERACY Analyze Media Understand both how and why media messages are constructed, and for what purposes.

 Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors. Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Create Media Products Understand and utilize the most appropriate media creation tools, characteristics and conventions. Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-cultural environments. ICT (Information, Communications and Technology) LITERACY Apply Technology Effectively Use technology as a tool to research, organize, evaluate and communicate information. Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy. Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. LIFE AND CAREER SKILLS Todays life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills. FLEXIBILITY AND ADAPTABILITY Adapt to Change Adapt to varied roles, jobs responsibilities, schedules and contexts Work effectively in a climate of ambiguity and changing priorities Be Flexible Incorporate feedback effectively. Deal positively with praise, setbacks and criticism. Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments.

INITIATIVE AND SELF-DIRECTION Manage Goals and Time Set goals with tangible and intangible success criteria. Balance tactical (short-term) and strategic (long-term) goals. Utilize time and manage workload efficiently. Work Independently Monitor, define, prioritize and complete tasks without direct oversight. Be Self-directed Learners Go beyond basic mastery of skills and/or curriculum to explore and expand ones own learning and opportunities to gain expertise. Demonstrate initiative to advance skill levels towards a professional level. Demonstrate commitment to learning as a lifelong process. Reflect critically on past experiences in order to inform future progress. SOCIAL AND CROSS-CULTURAL SKILLS Interact Effectively with Others Know when it is appropriate to listen and when to speak. Conduct themselves in a respectable, professional manner. Work Effectively in Diverse Teams Respect cultural differences and work effectively with people from a range of social and cultural backgrounds. Respond open-mindedly to different ideas and values. Leverage social and cultural differences to create new ideas and increase both innovation and quality of work. PRODUCTIVITY AND ACCOUNTABILITY Manage Projects Set and meet goals, even in the face of obstacles and competing pressures. Prioritize, plan and manage work to achieve the intended result. Produce Results Demonstrate additional attributes associated with producing high quality products including the abilities to: Work positively and ethically Manage time and projects effectively Multi-task Participate actively, as well as be reliable and punctual Present oneself professionally and with proper etiquette

- Collaborate and cooperate effectively with teams - Respect and appreciate team diversity - Be accountable for results LEADERSHIP AND RESPONSIBILITY Guide and Lead Others Use interpersonal and problem-solving skills to influence and guide others toward a goal. Leverage strengths of others to accomplish a common goal. Inspire others to reach their very best via example and selflessness. Demonstrate integrity and ethical behavior in using influence and power. Be Responsible to Others Act responsibly with the interests of the larger community in mind.

21st Century Standards Focus on 21st century skills, content knowledge and expertise Build understanding across and among core subjects as well as 21st century interdisciplinary themes. Emphasize deep understanding rather than shallow knowledge. Engage students with the real world data, tools and experts they will encounter in college, on the job, and in life; students learn best when actively engaged in solving meaningful problems. Allow for multiple measures of mastery. Assessment of 21st Century Skills Supports a balance of assessments, including high-quality standardized testing along with effective formative and summative classroom assessments. Emphasizes useful feedback on student performance that is embedded into everyday learning. Requires a balance of technology-enhanced, formative and summative assessments that measure student mastery of 21st century skills. Enables development of portfolios of student work that demonstrate mastery of 21st century skills to educators and prospective employers Enables a balanced portfolio of measures to assess the educational systems effectiveness in reaching high levels of student competency in 21st century skills. 21st Century Curriculum and Instruction

 Teaches 21st century skills discretely in the context of core subjects and 21st century interdisciplinary themes. Focuses on providing opportunities for applying 21st century skills across content areas and for a competency-based approach to learning. Enables innovative learning methods that integrate the use of supportive technologies, inquiry- and problem-based approaches and higher order thinking skills. Encourages the integration of community resources beyond school walls.

21st Century Professional Development Highlights ways teachers can seize opportunities for integrating 21st century skills, tools and teaching strategies into their classroom practice and help them identify what activities they can replace/de-emphasize. Balances direct instruction with project-oriented teaching methods. Illustrates how a deeper understanding of subject matter can actually enhance problem-solving, critical thinking, and other 21st century skills. Enables 21st century professional learning communities for teachers that model the kinds of classroom learning that best promotes 21st century skills for students. Cultivates teachers ability to identify students particular learning styles, intelligences, strengths and weaknesses. Helps teachers develop their abilities to use various strategies (such as formative assessments) to reach diverse students and create environments that support differentiated teaching and learning. Supports the continuous evaluation of students 21st century skillsEncourages knowledge sharing among communities of practitioners, using face-to-face, virtual and blended communications. Uses a scalable and sustainable model of professional development 21st Century Learning Environments Create learning practices, human support and physical environments that will support the teaching and learning of 21st century skill outcomes. Support professional learning communities that enable educators to collaborate, share best practices and integrate 21st century skills into classroom practice.

 Enable students to learn in relevant, real world 21st century contexts (e.g., through project-based or other applied work). Allow equitable access to quality learning tools, technologies and resources. Provide 21st century architectural and interior designs for group, team and individual learning. Support expanded community and international involvement in learning, both face-to-face and online. About the Partnership for 21st Century Skills The Partnership for 21st Century Skills is a national organization that advocates for the integration of skills such as critical thinking, problem solving and communication into the teaching of core academic subjects such as English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics. The Partnership and our member organizations provide tools and resources that help facilitate and drive this necessary change. The Characteristics of the 21st Century Teacher

21st century teacher characteristics in order

must embody every single one of these to be considered. You (teacher) should

understand, internalize, and be able to exemplify any of these skills at any time. What you do need to do, though, is be able to pull from experience and be a leader, a collaborator, a communicator at a moments notice. Thats what (to me) a 21st century teacher does. They adapt to their surroundings and can quickly figure out how to properly integrate something into their classroom. Whether its technology, some professional development, a flipped learning model, or something they learned at about Twitter, its all useful stuff. The key is to be able to figure out how every single one of the new skills and tools works for you. The mix of flexibility, intuitiveness, imagination and subject knowledge is complex but so necessary for our new generation of learners. Education is so exciting at the moment with the technological changes. It would be interesting to know how new teachers are being prepared for this everchanging and challenging role as do the current teachers trying to adapt. (the 21st century teacher/educator) must also have a clear vision of the goals, objectives and end points he or she must reach. the 21st century teacher who is meant to facilitate and enable all of this learning. Learners are expected to be reaching all levels of Blooms taxonomy as well. We all think of ourselves as learners would enable us to have a wide perspective, have huge tolerance and be able to adapt, manipulate, evaluate and create? teacher must also be a leader! We Model for teachers as well as students! They must also be Reflective although I would put that characteristic within The Adaptor and The Learner rather than creating a new category. Self assessment is key. Questioning of practice is essential. The Adaptor The 21st Century teacher is an adaptor. Harnessed as we are to an assessment focused education model the 21st Century Educator must be able to adapt the curriculum and the requirements to teach to the curriculum in imaginative ways. They must also be able to adapt software and hardware designed for a business model into tools utilisable by a variety of age groups and abilities. They must also be able to adapt to a dynamic teaching experience. When it all goes wrong in the middle of a class, when the technologies fail, the show must go on. As an educator, we must understand and apply different learning styles. we must be able to adapt our teaching style to be inclusive of different modes of learning. The Visionary Imagination, a key component of adaptability, is a crucial component of the educator of today and tomorrow. They must see the potential in the emerging tools and web technologies, grasp these and manipulate them

to serve their needs. If we look at the technologies we currently see emerging, how many are developed for education? The visionary teacher can look at others ideas and envisage how they would use these in their class. The visionary also looks across the disciplines and through the curricula. They can make links that reinforce and value learning in other areas, and leverage other fields to reinforce their own teaching and the learning of their students. The Collaborator As an educator we must be able to leverage these collaborative tools to enhance and captivate our learners. We too, must be collaborators; sharing, contributing, adapting and inventing.

The Risk taker How can you as an educator know all these things? How can you teach them how to use them There are so many, so much to learn. You must take risks and some times surrender yourself to the students knowledge. Have a vision of what you want and what the technology can achieve, identify the goals and facilitate the learning. Use the strengths of the digital natives to understand and navigate new products, have the students teach each other. The learning pyramid shows that the highest retention of knowledge comes from teaching others. Trust your students. The Learner The 21st Century teacher or educator must learn and adapt. We expect our students to be life long learners. The phrase life long learners in there mission statements and objectives from schools. Teachers too must continue to absorb experiences and knowledge. We must endeavour to stay current. People are still using their lesson and unit plans from 5 years ago. Information technology and certainly in many of the sciences, especially the life sciences; knowledge, understanding and technology are fluid and dynamic are evolving and changing. To be a teacher you must change and learn as the horizons and landscape changes. The Communicator

Anywhere, anytime learning is a catchphrase we hear often. Usually its paired with life learner. To have anywhere anytime learning, the teacher to must be anywhere and anytime. It does not have to be the same teacher, but the 21st Century teacher is a communicator. They are fluent in tools and technologies that enable communication and collaboration. They go beyond learning just how to do it, they also know how to facilitate it, stimulate and control it, moderate and manage it. The Model We must model the behaviours that we expect from our students. Today and tommorow more so, there is an expectation that teachers will teach values. We, are often the most consistent part of our student life. Teachers will see the students more often, for longer and more reliably than their parents. This is not a criticism of the parents rather a reflection. The 21st Century educator also models reflective practice, whether its the quiet, personal inspection of their teaching and learning, or through reflective practice via blogs, twitter and other medium, these educators look both inwards and outwards. These teachers also model a number of other characteristics. These are not necessarily associated with ICT or the curriculum, but are of equal importance. They model: 1. tolerance 2. acceptance 3. a wider view than just their curricula areas 4. global awareness 5. reflection The Leader Whether they are a champion of the process of ICT integration or the quiet technology coach, the ICT Trainer and a teacher leading by example; A maverick or early adopter, the 21st Century Educator is a leader. Leadership, like clear goals and objectives crucial to the success or failure of any project. Teachers For The 21st Century Vision Statement The vision of the program is to give every child in our schools the opportunity to live a quality and rewarding life as a result of a quality Early Childhood through 12th grade education. Mission Statement

The mission of the program is to prepare teacher candidates with the pedagogical knowledge and skills/strong subject matter knowledge to make sure that no child is left behind. The Texas Essential Knowledge and Skills (TEKS) and TAKS have created a paradigm shift in the way we educate our children in Texas. The educational goals which are mentioned below can now become reality, provided that teachers receive the appropriate training by professionals. The professionals can model and guide the teacher candidates to acquire the knowledge and skills that effective classroom teachers possess to: Educate all children. Provide for individual differences. Create strategic readers. Create strategic writers. Create independent thinkers. Create problem solvers. Give students the necessary knowledge and skills to enable them to become independent learners.

Through collaborative planning and goal-setting, it has been established that our Teachers For The 21st Century Program will achieve the following: A high quality and ongoing mentoring relationship between intern and a master teacher. Strong preparation in subject content areas, as well as educational and pedagogical methods. Collaboration among high performing educators, partnering with area school districts, and intern teachers. Increase of multicultural diversity and effective ACP teachers. Hands-on teaching and learning in realistic classroom setting prior to permanent placement.