Continuing in my Digital Education Leadership program, I’ve been asked to consider the role of three ISTE Coaching Standards and how they can be utilized to support others.

These standards led me to question what traits define a 21st-century classroom. How could I share these traits with others? If I walk into a classroom to observe a lesson, what evidence would I look for? Two images of classrooms came to mind, the past and the present.

Classroom Design

Thinking of a traditional classroom, the desks were in rows, the students worked independently at their seats, and the teacher typically remained in the front of the room. Mary Wade’s infographic (click to enlarge) shares what many classrooms resemble today. Immediately, her infographic reminded me of several classrooms in my building.  Students sit in table groups, have a common meeting place on the carpet/rug, comfortable seating options for independent reading, a semi-circle table for small groups, and utilizes wall space.

What stood out to me though was the fact many of the teachers would not describe themselves as tech savvy, innovative, or 21st-century teachers. If we want to support more tech integration in our schools that foster 21st-century learning, then we must first give teachers credit for the amazing things they already do. For example, a peer coach could photograph a teacher’s classroom then ask the teacher to use the above graphic to identify their own 21st-century practices.

Student Learning Opportunities

Once teachers understand conducive classroom configurations, the next step is to set goals for student learning. Defining 21st-century learning varies depending on the source.  In 2010, Elizabeth Rich asked eleven educational experts from around the country, “How Do You Define 21st-Century Learning?” and she received eleven different answers.  Reading various perspectives, a few important facts kept reappearing.  In particular, the need to teach history and literature from the past that can help shape students views on the current world they live in. A big shift from previous generations entails preparing students for multiple careers in their lifetime, not just becoming an expert in one field.  Therefore, both content and skills come into play and that is where technology can be a tool to help meet the needs of diverse learners. Perhaps one of the biggest shifts in learning has been to make student learning more personalized, global, and collaborative. 

A 21st-Century Teacher

What traits then define a 21st-century teacher? How do we guide teachers to see themselves as providing 21st-century learning? Tsisana Palmer’s post 15 Characteristics of a 21st Century Teacher  suggests a list of characteristics that can both elevate the teacher’s expertise as well as student learning.

Palmer gives great evidence to support these characteristics.  However, if there is one thing I’ve learned this quarter so far, it is to start small with goal setting. As a “coach-in-training”, my advice to teachers wanting to create a 21st-century classroom, is to first recognize what is already happening, then set SMART goals to gradually strive for the environment you desire. For example, this year my district adopted a new literacy curriculum.  Looking at the list above, collaboration is built-in to the curriculum.  Therefore, teachers can check that off their list and choose something else they’d like to focus on.  Perhaps they are studying erosion in Science and visit a local watershed.  What if they are able to then connect with another classroom in another region.  Teachers can collaborate online to provide students opportunities to share and compare their findings.

Coaching Support

So how can peer coaches support teachers in this process? First, identify what is already happening in the classroom and what the teacher feels is working well. Then question what shifts the teacher is hoping to make. Providing options that may exist in other classrooms in the building or nearby schools can provide observational opportunities and collaboration with someone not traditionally connected to the teacher. Coaches can provide suggestions based on the teachers questions, but should not simply hand over resources. In addition, remember to start small. The goal is not for teachers to demonstrate everything on the list, but to begin looking at how to implement 21st-century learning opportunities to enhance student learning.  Once teachers determine the characteristics they’d like to implement and feel supported, it’s time to collaborate on how to make it a reality.

References

Foltos, L. (2013). Peer Coaching: Unlocking the power of collaboration. Thousand Oaks, CA: Corwin.

Palmer, T. (2015, June 20). 15 Characteristics of a 21st-Century Teacher. Retrieved November 11, 2017, from https://www.edutopia.org/discussion/15-characteristics-21st-century-teacher

Rich, E. (2010, October 11). How Do You Define 21st-Century Learning? Retrieved November 11, 2017, from https://www.edweek.org/tsb/articles/2010/10/12/01panel.h04.html

Wade, M. (2016, March 29). Visualizing 21st-Century Classroom Design. Retrieved November 11, 2017, from https://www.edutopia.org/blog/visualizing-21st-century-classroom-design-mary-wade