Librarians and Teachers Working to Incorporate 21st Century Skills

This week I explore the first and sixth ISTE Coaching Standards through the Digital Education Leadership program at Seattle Pacific University. Through my studies, the terms “21st century skills” and “21st century learners” continue to pop up. These phrases have been used in abundance over the last decade, but what do they really mean? And how do I, as a school librarian, help incorporate them into the classroom? In an effort to succinctly articulate my musings, my question this week is as follows:

What are 21st century skills and how can they be incorporated into the classroom in a meaningful way that enhances the curriculum?

Before I can explore the implementation of 21st century skills, I needed to pause and illustrate what a 21st century learner might look like:

21st Century Learners

The National Council of Teachers of English define a 21st century learner as someone who is able to:

  • Develop proficiency and fluency with the tools of technology,
  • Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought,
  • Design and share information for global communities to meet a variety of purposes,
  • Manage, analyze, and synthesize multiple streams of simultaneous information,
  • Create, critique,

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Defining and Implementing 21st Century Skills

  In the Digital Education Leadership program at Seattle Pacific University, I am exploring further into the ISTE Coaching standards 1 and 2 along with understanding the foundations for becoming a successful peer coach. Included in this week’s assignment is the investigation of 21st century learning and the work of peer coaching surrounding this learning. … Read More

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Why Do We Need to Define What 21st Century Learning Looks Like?

This week in my studies with the Digital Education Leadership program at Seattle Pacific University, I am continuing to explore ISTE Coaching Standards 1 and 2 by investigating what effective student learning looks like. Just as norms are an important part of a peer coaching relationship, so too is a shared vision for what effective 21st century learning looks like. This […]

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Establishing Norms for a Successful Peer Coaching Partnership

This week I continue my exploration of the first and second ISTE Coaching Standards through the Digital Education Leadership program at Seattle Pacific University. As I delve into these standards, I also hone my skills as a peer coach, merging my studies with my new role as Technology Integration Specialist. These opportunities of real-time implementation of my education has me wondering why more graduate (and even undergraduate) programs don’t follow a similar model, with students catering their learning to fit their “real lives.” I am so very thankful that my homework is directly connected to the responsibilities of my job. This week, for example, I was introduced to a variety of communication tools to make the peer coaching experience equally effective for both the coach and the collaborating teacher. My classmates and I devoted time to hold mock coaching meetings to practice these new skills, an exercise that initially felt silly, but proved to be a great confidence builder.

While this activity was designed to train peer coaches, the communication skills are useful in all collaborative relationships (they were a great reminder for all areas of my life). Les Foltos, Director of Educational Innovation at Peer-Ed and author of … Read More

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Coaching Relationships with New Teachers: Implementing Inquiry over Advocacy

This week in the Digital Educational Leadership program at Seattle Pacific University, I am exploring the roles of communication and collaboration in peer coaching as they align with ISTE Coaching Standards 1 & 2. Foltos (2013) asserted that effective communication and collaboration in a coaching relationship, “emphasize[s] inquiry over advocacy” (p. 87). He stated that reliance on advocacy […]

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Developing Peer Coaching Skills

Setting Collaborative Norms for Peer Coaching As an educator and a peer coach-in-training, I am investigating the world of peer coaching and its positive effect on improving teaching and learning in our schools. In last week’s post, I explored the roles and responsibilities of peer coaching by examining one key aspect of coaching: successful coaching … Read More

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Exploring What it Means to be a Peer Coach

This quarter in my studies in Digital Education Leadership at Seattle Pacific University, I am studying the practice of peer coaching. I have arrived to the table unsure of this role and ready to explore the model alongside my cohort of peers who come from rich and diverse educational environments. So, I am starting with the […]

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ISTE Coaching Standard 1

A Key Ingredient for Peer Coaching- Building Trust   A new quarter has begun in the second year of the graduate course, Digital Education Leadership program at Seattle Pacific University. Throughout the course, our cohort will focus on the ISTE Coaching Standards . The ultimate goal for this course is to create a coaching plan … Read More

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Reflections on EDTC 6104

During the summer quarter, the EDTC 6104 course for the Digital Education Leadership program focused on the ISTE Coaching standards, but specifically on standard 3: how technology coaches “create and support effective digital age learning environments to maximize the learning of all students.” To begin the four week course, Professors @RMoeJo and @ellenjdorr assigned readings and … Read More

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Fine-Tuning My Digital Learning Environment

    For this quarter, focus is on digital learning environments and incorporating the ISTE Coaching standard 3, which addresses how technology coaches “create and support effective digital age learning environments to maximize the learning of all students.” Students in the Digital Education Leadership program are in the process of creating their own ideal learning … Read More

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