This document summarizes a presentation given to education deans about the Common Core State Standards and efforts to align K-12 and postsecondary education in North Carolina. It discusses the evolution and implementation of the Common Core, including the goals of increasing understanding, achieving policy alignment, and defining college and career readiness. It also provides an overview of North Carolina's Core to College grant which aims to foster collaboration between education sectors to improve student preparation and success.
ICT Role in 21st Century Education & its Challenges.pptx
NCICU Core to College Grant Presentation
1. NORTH CAROLINA
INDEPENDENT COLLEGES AND UNIVERSITIES
EDUCATION DEANS
NOVEMBER 2, 2012
GREENSBORO, NORTH CAROLINA
DR. JOHN D. DENNING, STATE DIRECTOR
K-12 & POSTSECONDARY ALIGNMENT INITIATIVES
2. “Education is a social process;
education is growth; education is
not a preparation for life but
is life itself."
-John Dewey
3. What do we want students to know
and be able to do in the 21st century?
4. 1. Evolution of Common Core
2. Implementation of Common
Core in NC to-date
3. Overview of Core to College
grant
5. THE IMPACT OF COMMON CORE
Independent
NCCCS UNC Colleges and
Universities
High School Graduates Ready for Postsecondary Success
High School Graduates Ready for Certificate andDegree Completers
Certificate and Degree Completers
Postsecondary Success
Productive, Employed Workers and Citizens
8. Education Requirements for Jobs, 2018
Georgetown University, Center on Education and the Workforce, 2010 p. 14
http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf
9. Common Core State Standards
• Address disparity across states,
equity matters
• Let’s be honest: HS wasn’t
preparing all of our kids
• Clear, focused guideposts
• Economies of scale
10. THE IMPACT OF COMMON CORE
Independent
NCCCS UNC Colleges and
Universities
High School Graduates Ready for Postsecondary Success
High School Graduates Ready for Certificate andDegree Completers
Certificate and Degree Completers
Postsecondary Success
Productive, Employed Workers and Citizens
12. • SBE adopted 2010
-all sectors of higher ed immediately pass
resolutions of support
• DPI - Massive effort
-HUGE shift in thinking about
instruction/professional development
-Starting round 2 of READY! Mtgs
-Teacher education – program approval
process
13. • Implementation Matters
-it’s not just words on paper – it’s
about teaching and learning
-raising the bar of expectations
requires exemplary leadership; along
with trained faculty
-students deserve continued rigor at all
sectors of postsecondary
14. • Assessments
• NC already has assessments
• But push for “next generation
assessments” = PARCC and SBAC
• Computer adaptive and
performance based
http://www.smarterbalanced.org/sample-items-and-performance-ta
15.
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20. • Higher Education Imperatives
-teacher education – getting teachers
into pipeline who are CCSS-ready
-more than just teacher education, Arts and
Sciences
-continued conversations with CAOs
and Deans
24. • Core to College Grant
• 1 of only 10 states
• Gates, Lumina, Hewlett, RPA
Foundations
• All of a state’s education sectors
to work hand in hand
• Be a driver for college and career
readiness
25. “They [college and universities]…
must reach out as never before to fully
understand the needs in our communities
and to fully address them—as partners,
together. That is the model of higher
education in this new 21st century.”
(Gee, 2010)
Opportunity and Purpose: Outreach’s Changing Mission, Journal of
Higher Education Outreach and Engagement, Volume 14, Number 3,
p. 5, (2010)
26. North Carolina’s Core to College Grant
GOALS:
1.Increase educators’ (K-12 and all levels of postsecondary), parents’
and others’ understandings of the Common Core State Standards
and how they are to be implemented and impactful on the state of
North Carolina.
2.Create meaningful alignment between K-12 and postsecondary
standards, assessments and expectations for student success.
3.Adopt a set of policy recommendations supporting a common
definition of career and college readiness.
27. North Carolina’s Core to College Grant
GOALS:
1.Increase understanding:
Website and set of communication tools
Variety of convenings across the state (CC, UNC,
privates and K-12)
Leadership Forums
What does all of this mean for me in higher ed?
28. North Carolina’s Core to College Grant
GOALS:
2.Policy alignment:
Establishing communication channels
Use of new assessments
Supporting programs for access, CAA
Alignment Teams
Impact on teaching and learning for higher ed faculty
Teacher development/professional development/creation of
resources
29. North Carolina’s Core to College Grant
GOALS:
3.Common readiness definition:
Documenting various determinants in use currently
Working toward consensus
Goal is a coherent and consistent system across the
state
Ultimate goal here isn’t rhetoric – but increased
opportunities for success post high school
30. In the 21st century, a variety of skills are important…
32. Follow Up Tasks
Talking Points about alignment efforts
Updates from planning for convenings
Launch of website - repository for updates &
information
Invitations to future convenings
33. FOR MORE INFORMATION
John D. Denning, Ed.D.
State Director, K-12 and Postsecondary Alignment
919.807.7099
DenningJ@NCCommunityColleges.edu
Notas del editor
As I get started this morning, I want to invite your interruptions, questions and dialogue. One of the reasons that I’m so enthralled with the art and science of teaching and learning is because it’s such an ongoing, challenging complex set of issues to navigate. And for me – that journey – is a social process, one done better together as a group. And so as I embark on this journey of sharing some thoughts with you - and we have a collection conversation – my hope is that it’s not just what William Butler Yeats called “the filling of a pail”, but rather – this is just the start, the spark or “lighting of the fire” so to speak about a much larger conversation.
62% will be some college, associates degree, BA or graduate degree. It’s not only about preparing students for jobs or restoring our place as first in the world… We need Americans who are prepared for informed, effective participation in democratic life. We need educated Americans with the capacity to solve the most pressing problems of our time.
Power Teaching and Learning Looks Like This: CURRICULUM Students identify problems – in their own lives, in their communities, and in the world – and design projects mapped to state and national standards across disciplines. Students synthesize relevant knowledge and skills from their cumulative experience to design and communicate thoughtful solutions to increasingly sophisticated, authentic problems . In themed schools, authentic problems relate to school theme. Students design and lead a wide range of co-curricular learning opportunities that support college and work readiness, service learning and school theme (if applicable). INSTRUCTION Students create their own learning plans with guidance and support from the teacher. Students help each other use technology to learn content, think critically , solve problems, discern reliability, use information, communicate, innovate and collaborate . Students effectively organize and manage their own learning teams . Students help each other exercise and communicate sound reasoning, understand connections, make complex choices, and frame, analyze, and solve problems. Students clarify ideas and other students’ work during whole-class discussions and small group work. Students ask each other to justify their thinking. Students are reading, writing, thinking and talking in every classroom every day, without explicit teacher direction, to advance collective and individual understanding of core skills and concepts. ASSESSMENT Students participate in the development of the criteria for successful demonstration of meaningful learning outcomes. Students exercise choice in determining how to demonstrate learning outcomes. Teachers and students share a comprehensive understanding of each student’s knowledge and skills. Students monitor their progress on learning outcomes and engage in multiple, varied opportunities to learn and demonstrate outcomes. Teachers and students have ongoing communication regarding progress toward learning outcomes and next steps. Students regularly report strengths and plans for continued development relative to learning outcomes to parents.
62% will be some college, associates degree, BA or graduate degree. It’s not only about preparing students for jobs or restoring our place as first in the world… We need Americans who are prepared for informed, effective participation in democratic life. We need educated Americans with the capacity to solve the most pressing problems of our time.
62% will be some college, associates degree, BA or graduate degree. It’s not only about preparing students for jobs or restoring our place as first in the world… We need Americans who are prepared for informed, effective participation in democratic life. We need educated Americans with the capacity to solve the most pressing problems of our time. So…how do we tackle these contexts and think about the work of LEARN NC moving forward?
62% will be some college, associates degree, BA or graduate degree. It’s not only about preparing students for jobs or restoring our place as first in the world… We need Americans who are prepared for informed, effective participation in democratic life. We need educated Americans with the capacity to solve the most pressing problems of our time.
Power Teaching and Learning Looks Like This: CURRICULUM Students identify problems – in their own lives, in their communities, and in the world – and design projects mapped to state and national standards across disciplines. Students synthesize relevant knowledge and skills from their cumulative experience to design and communicate thoughtful solutions to increasingly sophisticated, authentic problems . In themed schools, authentic problems relate to school theme. Students design and lead a wide range of co-curricular learning opportunities that support college and work readiness, service learning and school theme (if applicable). INSTRUCTION Students create their own learning plans with guidance and support from the teacher. Students help each other use technology to learn content, think critically , solve problems, discern reliability, use information, communicate, innovate and collaborate . Students effectively organize and manage their own learning teams . Students help each other exercise and communicate sound reasoning, understand connections, make complex choices, and frame, analyze, and solve problems. Students clarify ideas and other students’ work during whole-class discussions and small group work. Students ask each other to justify their thinking. Students are reading, writing, thinking and talking in every classroom every day, without explicit teacher direction, to advance collective and individual understanding of core skills and concepts. ASSESSMENT Students participate in the development of the criteria for successful demonstration of meaningful learning outcomes. Students exercise choice in determining how to demonstrate learning outcomes. Teachers and students share a comprehensive understanding of each student’s knowledge and skills. Students monitor their progress on learning outcomes and engage in multiple, varied opportunities to learn and demonstrate outcomes. Teachers and students have ongoing communication regarding progress toward learning outcomes and next steps. Students regularly report strengths and plans for continued development relative to learning outcomes to parents.
Let’s now turn to the future – and wonder about what this enterprising work might look like in the years ahead…
Power Teaching and Learning Looks Like This: CURRICULUM Students identify problems – in their own lives, in their communities, and in the world – and design projects mapped to state and national standards across disciplines. Students synthesize relevant knowledge and skills from their cumulative experience to design and communicate thoughtful solutions to increasingly sophisticated, authentic problems . In themed schools, authentic problems relate to school theme. Students design and lead a wide range of co-curricular learning opportunities that support college and work readiness, service learning and school theme (if applicable). INSTRUCTION Students create their own learning plans with guidance and support from the teacher. Students help each other use technology to learn content, think critically , solve problems, discern reliability, use information, communicate, innovate and collaborate . Students effectively organize and manage their own learning teams . Students help each other exercise and communicate sound reasoning, understand connections, make complex choices, and frame, analyze, and solve problems. Students clarify ideas and other students’ work during whole-class discussions and small group work. Students ask each other to justify their thinking. Students are reading, writing, thinking and talking in every classroom every day, without explicit teacher direction, to advance collective and individual understanding of core skills and concepts. ASSESSMENT Students participate in the development of the criteria for successful demonstration of meaningful learning outcomes. Students exercise choice in determining how to demonstrate learning outcomes. Teachers and students share a comprehensive understanding of each student’s knowledge and skills. Students monitor their progress on learning outcomes and engage in multiple, varied opportunities to learn and demonstrate outcomes. Teachers and students have ongoing communication regarding progress toward learning outcomes and next steps. Students regularly report strengths and plans for continued development relative to learning outcomes to parents.
The President of the Ohio Univeristy System went on to say…” It is not largesse. It is not charity. And it is not a transient act—vulnerable to the ebb and flow of financial realities or the whims of individual decision makers. Plain and simple, it is our moral duty. That’s the call for today’s modern university…
