Room 1  

• Communication skills including: technology (literacy / skills / savvy); literacy skills (reading / writing), collaboration skills (team workers), interpersonal skills and relationships, expressive skills, bi-lingual. • Critical thinking skills: including outside-the-box thinker, transition skills, flexibility, instruction stressing science and math – core subjects. • Life skills: including social skills, accept / welcome change, see change as an opportunity, self motivation, parenting skills, stress management, self esteem / character education / ethics, money management / investment skills.  

Room 2  

• Use relevant technology to gather, process, review and communicate information. • Independent lifelong learner. • Use collaborative skills to creatively problem-solve.  

Room 3  

• Commitment to and value for work ethics, professionalism with appropriate people / social skills to work in a team. • Leadership skills including technology and fiscal management skills along with an ability to think critically and work independently. • A total grasp of front line technology tools and their varied uses in a globally competitive world.  

Room 4  

• Students need to be able to learn how to learn, assimilate and adapt what they they learn with strategy and decision making and critical thinking skills.  

• Need life skills – which include personal responsibility with attendance and parenting skills, making personal choices and the consequences and financial responsibility.  

• Need to be able to communicate, have cultural awareness, character and moral development, and empathy, including global awareness.  

Room 5 & 6  

• Basic skills: Interpersonal/social skills, Research, Content (Reading, Writing, Math), Function and purpose of government, Global economy, understanding of economics and job market needs, understand other cultures,  

• Communication: Ask questions, Listen, Write, Use Vocabulary, Media communication, Multi-lingual, Integration of technology skills,  

• Problem Solving: Using higher order thinking skills, Ability to change Technology is integrated into all skills  

Question #2  

What do you as a teacher need to educate a 21st century learner? (i.e. professional development, assessments, instructional strategies, technology tools)  

Room 1  

• Professional development: ongoing / embedded / funded / focused on data / research based / training to teach 21st century skills, 21st century school calendar to support professional development activities, alternatives for certification, observation days of peers, common planning opportunities, incentive programs relative to professional growth, qualified teachers to replace retirees. • Technology: technology tools and training / support and technical support / access to technology / ethics for technology use. • 21st Century assessments: 21st century curriculum support with benchmark assessments statewide.  

Room 2  

• School and formula changes to support staffing, professional development and the effective teaching of 21st century skills. • Funding for procurement, maintenance, and professional development to allow teachers to facilitate student use of current technology. • Time and resources for ongoing, sustained, job-embedded professional development to teach 21st century skills.  

Room 3  

• Teachers as a community of lifelong learners who bridge learning in the home, schools, community, state, nation and world. Professional development that actively involves teachers through practiced demonstration, coaching and mentoring, group problem solving and reflection. • Increased involvement of higher education teacher preparation programs to prepare future teachers with needed skills. • Teachers who know how to use technology tools.  

Room 4  

• Students attending, engaged and supported with top of the line tech tools with professionals who participate in required, ongoing professional development. • Funding for collaboration, in building tech support, for attracting and maintaining qualified diverse teachers, for support time for professional development, and fine arts, qualified personnel at every age/grade level. • Inquiry based curriculum with learning based communities, effective instructional strategies and ongoing benchmark assessment as well as traditional end of the year assessment.  

Room 5 & 6  

• Staffing: Smaller class sizes, increased staff/emphasis in core subjects, increased support staff for students with special/unique needs • Professional Development: collaborative groups, connected by technology, consistency across the state, timing, individual needs, Merit Math was excellent • Technology: funding, integration specialists, special needs of institutional education, train teachers, tech specialists need to understand school business