Exactly whose fault is it?

Looking at the website for Partnership for 21st Century Skills(http://www.21stcenturyskills.org/)and reading through the articles on this site can be an eye-opening experience, especially if technology is a topic that has not been in your thoughts or conversations of late. When you hear about problems in our schools, it seems the first blame is always on the teacher. I appreciated the article by Douglas Reeves, Three Challenges for Education Leaders, and the fact that he is more than willing to spread the blame around (Reeves 2010). He gives three areas for the failure to successfully integrate technology into our classrooms, but I disagree with his order of listing these, though perhaps he was just listing them at random. He names the three main problems on a lack of universal, or common, assessment of success; the pressure on teachers to push students through a system where academic accomplishment might not be the true priority; and a leadership which spouts the latest catch phrase, but fails to guarantee the implementation of proven strategies or programs.
While I believe each of these plays a role in the rift that is growing between our schools and the needs of our students, I believe the ultimate responsibility must fall on the shoulders of our educational leaders. It is far too common to hear of the latest bandwagon our leaders have jumped on and promised to infuse into the district, only to have it trickle down to little or nothing until something new comes along. This is not to say that teachers should not be held accountable, too. But, very few will take the initiative and continue to educate themselves without encouragement, incentives, and examples. Districts must step up and provide the education for the teachers, but only after they have educated themselves. This would be like me telling my students to start using technology in their work, but not knowing how to use it myself.
Lastly, we must have a common standard with which to assess the students’ success, as well as the schools’ achievement rate. Reeves states that the ease is in agreeing our students need skills that make them proficient in “communication, teamwork, critical thinking, and problem solving” (Reeves, 2010). The problem lies in the ability to rate these students’ successes in meeting these standards. What is proficient for one might not be for another.
Partnership for 21st Century Skills has provided a format that addresses these concerns while laying out some guidelines that identify the skills needed, gives individual school districts the ability to assess their place in this movement, and then plan the means to reach set goals (Herbert, 2010). It also names specific ways to integrate these actions after identifying exactly what skills the students are going to need for success in the 21st century. Rather than leaving these assessments up to the individual districts or states, they have named the most critical needs our students are facing in regards to the work force today’s students will enter. This gives a standard that is clear and easy to recognize…no need to guess, or assume by districts or teachers.
While I don’t believe these are going to simplify everything for everyone, I do agree that our leaders must take the initiative with their teachers, just as I must take the initiative with my students. Our leaders must lead by example just as I am expected to do. And, when we have a standard that allows each teacher, or district, to see the desired goal, then we can begin to create assessments that clearly show the success of our students.
References
Herbert, M. (2010). Partnership for 21st century ckills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf

Reeves, D. (2010). Partnership for 21st century ckills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf