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What our research does

ADA research raises major contributions to fund diabetes science conducted through the ADA’s Research Program. With 100% of donations directed to diabetes research, our vision is to ensure the availability of financial resources necessary for the full exploration of all the scientific possibilities that will improve the lives of all people with diabetes while moving us closer toward a cure.

ADA-funded scientific investigations

The ADA funds the highest-quality diabetes research. Investigator-driven submissions identify emerging and rapidly-advancing areas of science, and our independent peer-review process, performed by leading diabetes scientists, ensures grant support of the best research. Our program is comprised of research in type 1, type 2, and gestational diabetes, but also in diabetes-related disease states including obesity and prediabetes.

The studies in our portfolio include basic laboratory science, and research carried out in clinical and community settings. Research projects are selected by the Research Grant Review Committee (RGRC), which is made up of highly-respected scientists in the diabetes research community. Through a sophisticated peer review process, the RGRC ensures that the investigators and projects chosen are of the utmost quality and offer the best promise for understanding and treating diabetes.

Support a current research project

When you make a gift of $50,000 or more to the ADA, you will have the opportunity to direct your gift to a currently-funded diabetes research project. Choosing a specific scientific investigation to fund allows you to become personally engaged in an area of diabetes science that is meaningful to you. In addition, you will become a member of the Pinnacle Society, our prominent giving society created to honor our most loyal donors.

School Papers: Organizing the Avalanche

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It's Back-to-School time, and that means bracing yourself for the school papers that will be coming home. Find out how to deal with the four main types and dig out from the deluge!

Here's how to organize each type of school papers:

Action: Forms and permission slips require action on your part, usually immediately. Each day you'll need to examine the new papers that come home and pull anything that requires you to do something like complete a form or write a check. The trick is to "do it now." Usually papers like these take only 2-3 minutes to address. Kids can have a special pocket in their binders for things that need to be turned in, so they'll know where these forms are when the teacher asks.

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Reference: School nurse policies, bus and bell schedules, and student handbooks require no action, but they are handy when you want to reference them later. We recommend having a family binder with a divider tab for "School" to keep these accessible. Any 3-ring binder will do, and you can have other tabs for Home Repairs, Contacts, Sports or other activities, and anything else the entire family may need to look up. It's the perfect place to write down air filter and light bulb sizes, the date you last changed the water filters, and your list of repairs that need to be addressed, too. If you don't feel that you have a spare moment to punch holes in these reference papers, at least stick them in the front cover pocket of the binder to get them properly put out of your way.

Artwork: Depending upon the age of your child, you may get a lot of finger-paintings, scribbles, and macaroni art coming home. Display a few pieces of your child's favorite work in a prominent area of your home. Of course, it could be on the refrigerator, but a simple ribbon fastened to the wall can provide a whole gallery area, using clothespins or other clever clips to hold each masterpiece. Consider a large bulletin board area made of cork tiles or other creative ways to display a few pieces at once, and rotate them out as new items come in.

"I Don't Know:" You may have the largest number of papers fall into this category of uncertain status! Worksheets that have already been graded, papers that have a few notes on them, and other oddities are difficult to decide whether to keep. Embrace the ambiguity by having a tray for each child where you keep these items for a period of time. The container itself provides the rule... when it's full, clean it out. (We call this a "limiting container.") By then you'll understand the teacher's policies better and have a sense from your child about what is important to save. My experience and my clients' is that 90% or more of these papers end up being tossed.

Long term, you'll want to apply the same "limiting container" principle to keepsakes. Have one bin per child for keepsakes, and when that bin is full, make decisions about the most prized papers and stick to only what fits in the bin. Have your child help to teach him or her about having limits on "stuff." Artwork can also be scanned or photographed, and you can even make a real book out of the digital files, affordably, by uploading them online to various printing services.

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Reflecting about your experience

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Reflections and learning from an internship experience

In experiential learning and internships, the real learning comes after the work term when you have an opportunity to think about what you saw and experienced.  Reflecting back about the experience is a key to learning and it is definitely not a new idea. In fact, a famous lesson from Confucius around 450 B.C. illuminates the importance of active engagement and real time experiences in learning:


It is through reflecting about the actions at work and the concrete experiences that will lead you to recognizing that the experience has forged a new way of thinking about the classroom theory. An abstract concept worked through in a real situation, as an immediate need, will change the participants.

Below is a diagram of how one contemporary experiential learning theorist, David Kolb, explains how interns learn from experience. Kolb's experiential learning style theory is typically represented by a four stage learning cycle in which the learner 'touches all the bases': [Source: Simply Psychology.org ]

reflection paper about mission and vision of school brainly

Importance of a mentor or faculty guide to the reflection

Your reflection process is best led by a workplace guide such as a supervisor, mentor, or a faculty member after the experience.  This post-experience reflection with a guide gives you another voice that can ask questions and draw comparisons to abstract ideas that are now more completely understood.  Lessons learned can become internalized and put to use in future work opportunities.

In addition, almost everyone has experienced a less than 100% positive work experience at one time or another in their work lives.  As an intern, at the beginning of your career experiences and career path, you will almost always learn something that will inform you at any future work setting.  A guide to your reflection activities will point out both the positives of what you learned as well as the learning that you can take from the absence of an obvious achievement.  Both sides can be extremely powerful and transformational as you approach next steps in career development.

Below are just a few reflection questions to stimulate your thinking and learning about the internship work experience.

Be able to talk about your experience

Communication is one of the most important professional skills you can develop. The process of seeking an internship, the work experience itself, and reflecting afterward, will all contribute to the growth of your communication skills.  As you reflect on your internship, practice speakiing succinctly and precisely about your experience. Use key words. Most listeners will pay attention to shorter answers. You should be able to describe an internship experience in two minutes.  Use action-oriented and positive words. 

Guide to talking about your internship in two minutes: Use the following as a guide to practice describing your internship:

Be able to write about your experience

Internships are first professional experiences in the field and each will become a stepping stone to the next work assignment. In order to leverage internship experience to move forward in your career, it is important to be able to write about your experience in a professional way.

You know the importance of the resume in the job search process. Resumes are also used in applying to graduate school, for scholarships, and in nominations to civic boards and other leadership opportunities. Your ability to write about your internship experience on your resume is incredibly important. Accuracy and representing yourself and your work in a positive manner are critical.

Practice, in writing, describing what you did during the internship, including skills and equipment used to manage your work tasks. Look back at your job offer and your job description to find keywords that describe your experience.  Learning objectives that you established for your internship might also highlight skills that you developed, and equipment and software that you used. Future prospective employers also read your resume to see what accomplishments you achieved during the internship, and if your work had an impact on your employer’s efficiency and/or bottom line. The following is one way to brainstorm about your internship experience to develop an accomplishment statement to use on your resume.

The PROBLEM, ACTION, RESULT formula to capture accomplishment statements

Problem:  What was a problem or task that you were assigned at work?

Action:  What action did you take to solve the problem and complete the task?

Result: After your action, what was the end result for your employer organization? Can you quantify this in some way by using a percentage, a number, or other measure? For example, did it increase efficiencies or production? And if so, by how much?

On the resume under your internship description, try to list at least one accomplishment statement for every professional experience.

Leave off the problem, and begin writing using a past tense action verb, followed by a quantified result.

Below are a few examples of accomplishment statements. They usually appear as bulleted items under the internship description.

Internship central

> Internship basics

> Finding internships

> Applying

>  Maintaining student status

> Preparing

> Maximizing

> Reflecting

> Telling your story

Vision and Mission

“Without a vision, the people perish.” (Proverbs)

Sometimes people think defining a school’s vision and mission are relatively unimportant, and can be done quickly. Wrong!

Developing the school’s vision and mission are two of the most important steps toward creating a successful program. Done well, they give clarity and direction for a school. A muddy vision or mission can help lead to continuing conflicts, and a school that has difficulty identifying priorities.

In this section, we examine:

If your school is extremely successful over the next three- five years, how will people describe your school? Think about the answer as you begin to develop the vision. Here are some samples:

A vision is more than broad, flowery statements. The vision helps people understand how you hope others will view you, and describes some of your highest priorities.

This is how you would describe your school to others. The Northwest Regional Laboratory suggests that Charter Mission Statements might want to answer three questions:

a. Whom do you seek to serve? b. What do you seek to accomplish? c. How will you proceed (what methods will you use).

This means that a mission statement should include:

Here are some sample missions:

Charter founders sometimes have found it challenging to decide who to involve, and how long to take, in developing vision and mission statements. Our general advice is that charter developers:

It is not enough for a small group of people to create a vision and mission. Students, faculty and families need to understand a school’s vision and mission. The school’s faculty and board of directors should periodically review both the vision and mission statements. It may be that the school wants to alter one or both. For example, the highly successful Twin Cities Academy in St. Paul began by serving 6-8th grade students. Based on strong encouragement from families and students, TCA is opening a new high school in the fall of 2004. Some schools start off serving elementary students, and later conclude that they also want to enroll secondary students. Schools may also change their central curriculum or philosophy. If this happens, the school community might well want to change at least the mission, if not the vision.

Northwest Regional Educational Laboratory’s Charter Starters, Leadership Training Workbook 1: Start-up,  nwrel.org/charter/Workbook/cs_workbook1.pdf  offers some sample mission statements and includes some discussion of how to create vision and mission statements.

Mission, Vision, and Goals

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School of Education Vision Statement

Graduates of the CSI School of Education continually examine what, how, why and who they teach. They embody compassion, empathy and respect for what every individual brings to the learning experience. They believe that all students can learn and that students’ learning potential is unknown and not pre-determined. They believe that the goal of the teacher is to develop students’ minds as powerful thinkers and problem-solvers. They view education as a profession in which practice and theory interact continually and dynamically to guide curriculum, pedagogy, and educational leadership.

School of Education Mission Statemen t

The School of Education prepares highly qualified, caring, and effective educators to meet the needs of students in diverse settings within the State of New York and beyond. We do so by linking theory, scholarship, and social justice. Our programs emphasize equity, academic excellence, reflective practice, curriculum integration, and advocacy. The programs promote meaningful fieldwork in which pre-service and in-service teachers engage with students, families, and other educators within diverse communities. Our students conduct research, understand educational policies, and develop the skills required to meet the needs of all students. Through their courses and fieldwork, our students develop the dispositions that guide and support their teaching and leading.

School of Education   Goals

To actualize our vision and mission, we engage with our students in the classroom and in the field to:

See below for specific discipline Mission Statements.

Goals and Objectives of the Conceptual Framework

In order to achieve our primary purpose of preparing educators who possess intellectual autonomy and professional responsibility, our work centers on three goals and their respective objectives:

Goal 1: Gain Content Knowledge and Develop Pedagogy - Acquire an understanding of subject matter across the curriculum and apply it in pedagogically appropriate ways.

Objective A : Knowledge of Subject Matter. Demonstrate an understanding of the discipline, its central concepts, principles, and processes of inquiry. Outcome - Demonstrate breadth, depth, and accuracy of knowledge in the content area.

Objective B : Knowledge of Pedagogy. Design and implement instruction that demonstrates an understanding of the discipline, its central concepts, principles, and processes of inquiry. Outcome - Present subject matter to others in effective, concrete, and conceptual terms.

Objective C : Knowledge of Learners. Demonstrate knowledge about child or adolescent development. Outcome 1 - Demonstrate knowledge of cognitive styles and abilities Outcome 2 - Demonstrate knowledge of recognition of a variety of characteristics of children (e.g., culture, language, family).

Goal 2: Engage All Students - Design and implement instruction that motivates and engages all students.

Objective A : Skill of Planning. Plan instruction using various strategies that reflect an understanding of the cognitive, affective, and physical characteristics of each learner. Outcome 1 - Develop lesson plans, including attention to planning for diverse learners. Outcome 2 - Integrate ongoing, short-term plans with long-term goals and learning objectives that meet state standards. Outcome 3 - Consider alternatives in the event that the plan needs adjusting.

Objective B : Skill of Teaching. Implement effective teaching/learning strategies. Outcome 1 - Effective use of a variety of teaching methods. Outcome 2 - Implement and modify instructional strategies that promote cognitive, social, and personal development of all students. Outcome 3 - Accept and incorporate students' ideas and questions into the lesson. Outcome 4 - Integrate technology into the curriculum.

Objective C : Skill of Effective Classroom Management. Encourage respectful behavior from students. Outcome 1 - Use effective classroom management techniques. Outcome 2 - Create a learning environment that encourages positive interactions. Outcome 3 - Encourage responsibility and leadership.

Objective D : Skill of Assessment. Assess the relationship between instruction and student learning and adopt assessment practices that result in meaningful feedback and student accountability for learning. Outcome 1 - Select and administer a variety of assessment tools. Outcome 2 - Use initial and ongoing assessment to guide instruction. Outcome 3 - Use assessment information to identify supports and adaptations. Outcome 4 - Use information from multiple assessments to measure instructional impact over time and make necessary adjustments to instruction.

Goal 3: Demonstrate Professional Dispositions - Conduct oneself in contextually appropriate ways.

Objective A : Reflective Practice. Demonstrate continuous evaluation and monitoring of informed practices. Outcome 1 - Demonstrate purposeful self-reflection (e.g., using journals, portfolios) to enhance students’ cognitive, social, and personal development. Outcome 2 - Demonstrate purposeful self-reflection to advance teacher identity.

Objective B : Collaboration. Engage jointly with other professionals in reflective practice. Outcome 1 - Participate jointly in professional activities. Outcome 2 - Communicate and collaborate with P-12 students, colleagues, parents, agencies, and the larger community.

Objective C : Respect for Others. Develop positive school climates that reflect openness, mutual respect, support, and encourage inquiry. Outcome 1 - Respect the rights and responsibilities of individuals in a democratic society. Outcome 2 - Respect cultural, familial, and linguistic diversity. Outcome 3 - Respect colleagues, family, and community members.

Literacy Discipline Mission Statement

The mission of the Literacy Discipline is to support our teacher education students in developing a strong theoretical understanding of literacy development and in enacting instructional practices that support students' literacy development at all grade levels and across the curriculum. Literacy includes the cognitive skills of reading and composing, as well as new literacies (digital literacy or "21st Century literacies") and multiple modes of literacy (for example, visual literacy). Our teacher education students will also become critically aware of how literacy is both a product of and a producer of the cultures within which it operates.

Science Discipline Mission Statement

The mission of the Science Discipline is to instill the understanding of the nature of science in the students we prepare as educators through the integration of the Scientific Practices as defined in the NYS MST Standards and the Next Generation Science Standards as listed below:

1.  Asking questions 2.  Developing and using models 3.  Planning and carrying out investigations 4.  Analyzing and interpreting data 5.  Using mathematics and computational thinking 6.  Constructing explanations 7.  Engaging argument from evidence 8.  Obtaining, evaluating, and communicating information can support higher       achievement in literacy and mathematics.

The Science Discipline program focuses upon scholarship centering on issues of educational practice, intense science content knowledge and pedagogical strategies in the preparation of science teachers and teacher educators. Emphasis is placed on the acquisition of scientific literacy so that students become inquisitive learners and effective problem solvers. Our mission is to enhance the relationship between science and society and to stress the concept of global citizenry to the future science educators in the program. Our faculty believes that improved scholarly practice will foster the continued expansion of scientific knowledge, recognizing the increasing impact of science and technology in our daily lives and on the environment.

Social Foundations Mission Statement

Social Foundations courses employ theoretical and methodological tools from at least one of several disciplines, including history, philosophy and sociology. The courses foster the development of a particular set of knowledge, skills, and dispositions significant to becoming a successful teacher. Specifically, Social Foundations courses develop candidates' knowledge of themselves and build their understanding of students, teachers, and schools and their communities, placing them all within the context of the larger society. The courses help candidates connect these understandings to their conceptions of what education means. In developing this knowledge, courses in the Social Foundations promote core skills of observation, listening, questioning, analysis, and argumentation. Finally, Social Foundations courses advance three important dispositions of prospective teachers: 1) civic engagement in issues that affect teaching and learning; 2) empathy for all students, families, and communities and; 3) an inclination to question prevailing assumptions about children and schooling. Through the acquisition, development, and demonstration of this set of knowledge, skills, and dispositions, the Social Foundations prepare candidates to confront the challenges of contemporary learning settings.

Social Studies Discipline Mission Statement

The Social Studies is the integrated study of the social sciences and humanities to promote civic awareness and engagement. Within the school program, the Social Studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics and natural sciences.  The primary mission of The Social Studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. In essence, The Social Studies promotes open participation on public issues; ensures access to information for the purpose of responsible decision making, in order to develop an educated electorate; acknowledges the diversity of human forms and ideas; supports equal treatment and consideration of all citizens on matters with social implications (this includes, religion, culture, gender, and all areas of diversity); desires maintenance of and a reasoned respect for law, property and human rights; and highlights the acceptance of social obligations to reciprocate service and loyalty to society in exchange for the protection and promotion of individual liberty.

Students of The Social Studies demonstrate the skills and dispositions to: build constructive relationships with others; recognize and appreciate others; identify problems and challenging situations or contexts; practice decision making; workout suggestions and test alternatives; plan and execute ideas and apply findings to everyday life situations. These skills are fostered through the processes of discovery, inquiry, exploration, imagination, problem-solving; decision-making and reflection. The Social Studies promotes a change in how knowledge is being interpreted, by recognizing that what is empowering is the idea of democracy rather than the political ideal of democracy.

World Language Mission Statement

The mission of the World Language Discipline is to support our teacher education students in developing a strong theoretical understanding of the acquisition of languages other than English (currently Spanish and Italian) and learning and implementing instructional practices that support students' acquisition of a second language in secondary schools. The American Council on the Teaching of Foreign Languages (ACTFL) Standards undergirds the courses in the World Language Department as well as in the Education Sequence.  They are the five C’s of foreign language education: Communication, Cultures, Connections, Comparisons, and Communities.  The Discipline’s mission is also consistent with the Department of World Language’s and the College of Staten Island's mission to foster international education, to further international understanding and cultural diversity among our students through the study of languages, literatures, and cultures of our interconnected world.


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Student Commitment

We expect and help bring out excellence in our students and staff. Each member of the Uplift family – teachers, students and parents – sign a “Commitment to Excellence” pledge to strive to solidify their commitment to do and give their best each day.  

Parents, teachers and students must combine efforts for your child to reach his/her “Uplift Potential.”  The Uplift learning community shares the following mission:  

An unwavering focus on student achievement and the transmission of a love of learning.

As a student, I fully agree with and commit to the following:   

I will arrive at school every day fifteen (15) minutes prior to the beginning of the school day, in order to guarantee a full instructional day.

I will strive to become a global citizen by acting as a thinker, risk-taker and balanced student.·       

I will approach my learning with creativity, curiosity and enthusiasm.

I will attend tutoring, detention or any other support services that are needed as required by school officials.

I will work, communicate and behave in accordance with the school’s honor code.

I will complete all my homework every night and attend each session of any required or assigned program.

I will speak to my teachers if I have a question or problem.

I will be respectful and cooperative toward my parents and teachers.

I will be principled in all my actions and accept responsibility for them.

I will be knowledgeable of and follow all school rules, codes, policies and procedures.

I will always behave in a caring manner that protects the safety, interests and rights of all individuals in the classroom and the school community.

I will conduct myself in an inquiring manner that is conducive for learning.

I will be a reflective, open-minded member of my learning community who will show empathy, tolerance and respect.

I will maintain academic integrity insuring my work is my own.

Failure to adhere to these commitments can cause me to lose privileges and can lead to removal from my Uplift school.  

PRINT Name here: _______________________ Signature________________________ Date______________  

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reflection paper about mission and vision of school brainly


The value of a 21st century education.

Success looks different now than it did in the past. High-achieving people are frequently choosing to opt out of the traditional job market and create their own jobs. Successful people increasingly expect to be able to:

For people who don’t live like this it can sound far-fetched, but this kind of lifestyle is growing rapidly. What does it take to access and thrive with this kind of freedom? The answer is surprisingly simple, and can be best summed up as ‘a 21st century education’.


In the preface to the 2011 revised edition of his book ‘Out of Our Minds’, Sir Ken Robinson observes that ‘The more complex the world becomes, the more creative we need to be to meet its challenges’, and this is becoming increasingly clear in education and the workplace. People now need to be creative to be successful, but while the idea of success has changed, the education system has not always adjusted its methods or goals to meet it.

A 20th century education emphasised compliance and conformity over creativity, two skills that were necessary to do well in a professional or corporate environment and to hold down a good job for decades. Compliance and conformity are now a relic, but they are still key values in many schools, informing policy even when not being expressly promoted to students.

In his book ‘Who’s Afraid of the Big Bad Dragon?’, educational thought leader Yong Zhao warns, “National standards and national curriculum, enforced by high-stakes testing, can at best teach students what is prescribed… As a result, students talented in other areas never have the opportunity to discover those talents. Students with broader interests are discouraged, not rewarded. The system results in a population with similar skills in a narrow spectrum of talents. But especially in today’s society, innovation and creativity are needed in many areas, some as yet undiscovered.”

Unfortunately, most students continue to be educated in the same way as they were in the past, being taught a standardised curriculum through rote learning and individualised testing, at a one-size-fits-all pace. Far too many students are struggling to learn because they are disengaged and lack motivation. Why go to school when you could learn the same information faster by watching a Youtube video or playing a computer game? Why memorise facts for a test when you have all the information in the palm of your hand anyway? Past methods make little sense to today’s students who learn and think differently, and they make little sense in relation to the changing workplace, where making use of information is now far more valuable than simply knowing things. Schools are failing to teach students to respond to rapid change and how to handle new information because they are clinging to obsolete methods.


Generation Z – born between 1995 and 2009 – most do not remember life without the internet, and have had technology like smartphones, iPads, smartboards and other devices available throughout most of their schooling. Generation Alpha – born since 2010 – they are younger than smartphones, the iPad, 3D television, Instagram, and music streaming apps like Spotify. This is the first generation likely to see in the 22nd century in large numbers.

Growing up with this level of technology means growing up with a completely unprecedented amount of information at your fingertips. There are kids who have never been more than a few seconds away from the answers to their questions, with everything just a quick search away. They are able to teach themselves about any topic they are interested in without even leaving their bedroom.The current cohort of students come from Generation Z and Generation Alpha. These two generations have grown up with advanced technology as a given in their homes and classrooms. They are digital natives, as comfortable using apps and code as their grandparents were flipping pages.

Generations Z and Alpha are also the most internationally connected in history. They encounter people online from all over the world, and can easily make friends on the other side of the planet before they have even left their home state. Schools and parents are also increasingly offering children and young people the opportunity to travel, creating a truly borderless experience of learning.

The students in our schools today are intelligent, independent and extremely capable. They are skilled with technology and comfortable with global and intercultural communication. We can expect that future generations are going to have even more experience in these areas.


A 21st century education is about giving students the skills they need to succeed in this new world, and helping them grow the confidence to practice those skills. With so much information readily available to them, 21st century skills focus more on making sense of that information, sharing and using it in smart ways.

The coalition P21 (Partnership for 21st Century Learning) has identified four ‘Skills for Today’ :

These four themes are not to be understood as units or even subjects, but as themes that should be overlaid across all curriculum mapping and strategic planning. They should be part of every lesson in the same way as literacy and numeracy.

Creativity is about thinking through information in new ways, making new connections and coming up with innovative solutions to problems. Critical thinking is about analysing information and critiquing claims. Communication is understanding things well enough to share them clearly with other people. Collaboration is about teamwork and the collective genius of a group that is more than the sum of its parts.

There are other skills that are important, which fall within these four areas. Entrepreneurship can be considered a skill of its own. Inquiry and problem solving are key. Emotional intelligence (EQ) is one of the most important keys to successful work and relationships. The bottom line? Education needs to be all about empowering students with transferable skills that will hold up to a rapidly changing world, not prescribed content that has been chosen for its past relevance.


While digital integration is also fundamental to a thorough 21st century education, it is not enough to simply add technology to existing teaching methods. Technology must be used strategically to benefit students. Students are increasingly advanced users of technology even as they enter school for the first time, so this can often mean being open to the possibilities presented rather than attempting to teach and prescribe the use of certain programs. Many a classroom ‘technology class’ has baffled children by attempting to teach them about programs, websites and hardware that are no longer relevant or that they understand far better than the teacher does.


21st century schools are also responding to demand by moving into international education. ISC Research have tracked these changes in their research. In the past, international schools were primarily for the families of military personnel and diplomats. In the year 2000 there were 2,500 international schools globally with fewer than one million students attending, but in December 2016 there were over 8,600 international schools with almost 4.5 million students. The vast majority of these students are now local children hoping to attend university in the West. Schools which aren’t traditional ‘international schools’ are also striving to create an internationally connected education through travel opportunities, exchange programs, school partnerships, international school leadership, and online communication. Learning to be a global citizen is crucial in a world where technology is erasing borders, and you don’t necessarily need an international education masters degree to incorporate this into your teaching.

21st century teachers need to serve as a guide or mentor for their students, not as the all-knowing sage providing them with all their information. With so much access to resources of all kinds, children are invariably going to know more than teachers on different topics, and be a step ahead of the technology in use. Teachers need to be empowered as facilitators and motivators for learning, so that they can empower their students in turn.

This shift is great news for teachers. Instead of struggling to give kids all the information they need to succeed in areas the teacher knows little about, they can support students as they make their own steps into different fields. It’s about preparing kids to go beyond their parents and teachers, making sure they have the skills to do it, and then helping along the way as they build confidence to achieve.

This means teachers need to be forward-thinking, curious and flexible. Teachers must be learners: learning new ways of teaching, and learning alongside their students. Simply asking questions like “what will my students need twenty or fifty years from now? How can I help give them those skills?” can change your mindset, make you a leader, and help you bring about change in your classroom, school and community.

Start today: Practical tips for a 21st century school Invite students to contribute to strategy meetings and decision making Create adaptable learning environments suited to different sorts of collaboration and group work Encourage students to take ownership of community service programs Find ways to connect students to people their age in other parts of the world Review your use of technology in the classroom: how can it be made more effective?

In a time when mental health and wellbeing is one of the biggest challenges facing young people, a 21st century education can give students the skills they need both for now and for the future. Skills like communication, critical thinking and EQ go beyond the workplace: they can help people through the most difficult times of their life. Finding your passion, doing it well, having a sense of purpose and focus, and being able to control your own work and life are all significant steps on the path to wellbeing.

RESULT The ability to think critically and creatively, to collaborate with others, and to communicate clearly sets students up for success in their careers, but also empowers them to lead happier, healthier lives.

Bringing your school into the 21st century requires taking the lead instead of trailing behind, actively seeking out new ways of doing things and staying in touch with the world outside of the education system. Change on a broad scale requires leadership in the classroom and across the school community, but every teacher can take steps immediately to help their students succeed.

For inspiration, empowerment, proven techniques and strategies in 21st century leadership check out my ONLINE COURSE: Leadership for the 21st Century.

WHAT PEOPLE SAY: Outstanding presenter. This online course is an outstanding collection of data, strategies and resources that will help empower aspiring leaders and refresh current leaders to take their school to a whole new level. The energy, knowledge, passion and belief of the presenter was infectious. The online course had an amazing impact on our leadership team. We felt inspired and empowered to create change at our school. Loads of tools and strategies to help me grow as a leader. An excellent learning tool. Highly recommend this leadership course –  relevant, authentic & very practical. Inspirational! Comprehensive, engaging and certainly relevant. Thank you so much for empowering me to realise and value what is vital and imperative to ensure you are the best leader within your capabilities to empower change and positivity within your working environment.

For more info click here . 

Maxine Driscoll is the Founder and Visionary at  Think Strategic  &  Think Leadership . She has been innovating and leading high performance teams in Australia and internationally for 25+ years. Let her fast-track you, your team, business, organisation or school to an innovative pathway for success in uncertain times.

reflection paper about mission and vision of school brainly

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Eberly Center

Teaching excellence & educational innovation, why should assessments, learning objectives, and instructional strategies be aligned.

To ensure that these three components of your course are aligned, ask yourself the following questions:

What if the components of a course are misaligned?

If assessments are misaligned with learning objectives or instructional strategies, it can undermine both student motivation and learning. Consider these two scenarios:

Your objective is for students to learn to apply analytical skills , but your assessment measures only factual recall . Consequently, students hone their analytical skills and are frustrated that the exam does not measure what they learned.

Your assessment measures students’ ability to compare and critique the arguments of different authors, but your instructional strategies focus entirely on summarizing the arguments of different authors. Consequently, students do not learn or practice the skills of comparison and evaluation that will be assessed.

What do well-aligned assessments look like?

This table presents examples of the kinds of activities that can be used to assess different types of learning objectives (adapted from the revised Bloom’s Taxonomy ).

This table does not list all possible examples of appropriate assessments. You can develop and use other assessments – just make sure that they align with your learning objectives and instructional strategies!

CONTACT US to talk with an Eberly colleague in person!

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