Teaching and Learning

21st Century Skills in Maine

Prepared by:

Jason Charland, MSW

Center for Research and Evaluation
College of Education and Human Development

March 2014

Maine Education Policy Research Institute

College of Education & Human Development
University of Maine
Orono, Maine

 
 
 Teaching and Learning
21st Century Skills in Maine

March 2014

Jason Charland, MSW

Center for Research and Evaluation
College of Education and Human Development

Maine Education Policy Research Institute

A nonpartisan research institute funded by the Maine State Legislature, the
University of Maine, and the University of Southern Maine.

Center for Research and Evaluation

College of Education and Human Development
University of Maine, 5766 Shibles Hall, Orono, Maine 04469-5766
(207) 581-2475

A Member of the University of Maine System

 
 
 AUTHOR’S BIOGRAPHICAL INFORMATION

Jason Charland, MSW is the Grants Management Coordinator for the College of Education and
Human Development at the University of Maine in Orono. He currently leads grant seeking
efforts for the College that focus on STEM education, literacy, and children’s public health, and
is the project lead on a campus-wide child-obesity prevention workgroup. Mr. Charland
received his Masters in Social Work from the University of Maine and has extensive experience
working on grant funded projects that target K-12 students and schools in Maine. His
background includes nonprofit management, public health, and community social work. In the
past, Mr. Charland has been affiliated with the Maine Youth Suicide Prevention Program, the
University of Maine Center on Aging, and Medical Care Development, Inc.

ACKNOWLEDGEMENTS

The author is appreciative of the time and insight that the following individuals provided in
researching this topic: Anita Bernhardt, Coordinator for Standards and Instruction, Maine DOE;
Quenten Clark, Superintendent of Schools, Medway, East Millinocket, and Woodville; Diana
Doiron, Standards-Based Education Specialist, Maine DOE; Jon Doty, Director of Curriculum,
Instruction, and Assessment, RSU 34 (Alton, Bradley, Old Town); Susan Fossett, Assessment
Coordinator, Maine DOE; Heather Perry, Superintendent of Schools, RSU 3 (Unity); and Donald
Siviski, Standards-Based Education Consultant, Maine DOE.
 

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 EXECUTIVE SUMMARY

There is a growing consensus among education and business leaders that, in order to compete in
today’s technology rich and global economy, workers and students need to be able to solve
problems that are complex, collaborate and communicate well with others, acquire new skills
and information independently, and adapt to rapidly changing conditions. These broad cognitive
and affective abilities are often referred to as 21st Century Skills (NRC, 2011). Reflecting this
state and national interest, the Maine Education Policy Research Institute (MEPRI) was asked by
the Maine State Legislature’s Education and Cultural Affairs Committee to examine how, to
what extent, and how effectively Maine schools are teaching 21st Century Skills.

This charge was addressed through a three-step approach. First, national and Maine policy
documents and research reports addressing 21st Century Skills were reviewed. Second, informal
interviews were conducted with key stakeholders throughout Maine in order to explore the role
and relevance of 21st Century Skills to practitioners in the field. Finally, an online survey of
Maine middle and high school principals was conducted to assess teaching practices and school
policies that might support student learning of 21st Century Skills.

National and State Perspectives. While the discussion of 21st Century Skills has been occurring
for some time, it has more recently benefited from national reports that have provided research-
based guidance on relevant skills and constructs. In particular, the National Research Council
(NRC) has developed a conceptual framework linking specific 21st Century Skills to cognitive,
intra-personal and interpersonal domains. This roadmap can be particularly valuable to
educators and policy makers interested in promoting continued development of programs and
interventions aimed at promoting 21st Century Skills.

Among education and business leaders in Maine, there exists considerable interest in the concept
of 21st Century Skills. These skills are referenced in various practice and policy documents from
the Maine Department of Education and other education partners throughout the state.
Nevertheless, an identified challenge is the need to develop a common framework or shared
understanding regarding the specific skills and competencies relevant to Maine, as well as how
these relate to other high profile state initiatives and programs, such as proficiency-based
diplomas and Smarter Balanced assessment.

Stakeholder Insights. One possible approach noted by stakeholders would be to build on the
Maine DOE Guiding Principles as an initial representation of the concepts related to 21st Century
Skills in Maine. The Guiding Principles have not been directly assessed in the past, and the
transition to a proficiency based diploma is the first attempt to do so. This creates an opportunity
to develop a common conceptualization for 21st Century Skills, linked to an assessment system
that can potentially be designed specifically to address the measurement of these skills. An initial
step in this direction could be a crosswalk exercise matching concepts and definitions across
existing initiatives and programs.

Principals survey. In terms of school policy and classroom practice, results from a limited
survey of middle and high schools in Maine (n=23 schools) suggest that these schools generally

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encourage teachers to address 21st Century Skills, but do not require it. Among various 21st
Century Skills, survey results suggest that schools address communication and technology skills
more directly and formally than other skill areas through methods such as required courses or
graduation requirements. Possibly reflecting this, high schools also reported the most success in
graduating students proficient in communication and technology 21st Century Skills—with a
considerably higher percentage of their students graduating with these skills, versus other areas.
Finally, in terms of assessment, most 21st Century Skill areas are only being assessed by 30-40%
of the participating schools.

Conclusion. As documented in the full report, should the state decide to move forward targeting
21st Century Skills, a combination of events and policies create a window of opportunity for
doing so. The transition to a proficiency based diploma, the rollout of Common Core State
Standards and Next Generation Science Standards, the launch of the Smarter Balanced
Assessment, interest in 21st Century Skills by both business and education leaders, and steadily
growing conceptual cohesion of these constructs at the national level create a framework in
which the development, teaching, and assessment of these skills could advance in a purposeful
and meaningful manner.

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Contents
Author’s Biographical Information ................................................................................................................ i 
Acknowledgements ........................................................................................................................................ i 
Executive Summary ....................................................................................................................................... ii 
Introduction: What are 21st Century Skills? .................................................................................................. 5 
Conceptualization of 21st Century Skills ........................................................................................................ 6 
National Perspective ............................................................................................................................. 6 
Maine’s Perspective on 21st Century Skills .......................................................................................... 10 
Impact of 21st Century Skills Discussions on Classroom Instruction ................................................... 16 
Workforce Development in Maine ..................................................................................................... 17 
Interviews with Maine Stakeholders: State Intitiatives Related to 21st Century Skills ............................... 20 
Proficiency Based Diploma.................................................................................................................. 20 
Assessing 21st Century Skills ................................................................................................................ 21 
Maine Learning Technology Initiative (MLTI) ..................................................................................... 22 
Principals Surveys: What are Maine Schools Doing to Teach 21st Century Skills? ...................................... 25 
Survey Results ..................................................................................................................................... 26 
Conclusion ................................................................................................................................................... 29 
References and Resources .......................................................................................................................... 31 
Appendix A:  Qualitative survey responses................................................................................................. 33 
Appendix B:  Principals survey Instrument ................................................................................................. 35 
 

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INTRODUCTION: WHAT ARE 21ST CENTURY SKILLS?

In order to compete in today’s technology rich and global economy, stakeholders consistently
agree that workers and students need to be able to solve problems that are complex, collaborate
and communicate well with others, acquire new skills and information independently, and adapt
to rapidly changing conditions. These broad cognitive and affective abilities are often referred to
as 21st Century Skills (NRC, 2011).

Many of the terms used to describe 21st Century Skills are not necessarily unique to this century
alone and are precisely the competencies that workers and students have always needed to be
both competent and productive. In education, students continue to need to demonstrate mastery
in reading, writing, and mathematics as well as the other core content subject areas taught in the
traditional classroom. In the workforce, people continue to need to communicate and collaborate
well with others and demonstrate positive personal behaviors like punctuality, ethics, and
responsibility. The dimensions that have been added to the traditional notion of a “good” worker
or a “good” student is the need for that individual to have significant comfort in the use of
information and communication technologies and the ability to transfer and apply knowledge
across disciplines. In addition, in the 21st century, one needs to be able to adapt, learn, and solve
complex problems in an ever-changing and connected world.

“Twenty-first century competencies are a blend of cognitive, interpersonal, and

intrapersonal characteristics that may support deeper learning and knowledge transfer.
Cognitive competencies include critical thinking and innovation; interpersonal attributes
include communication, collaboration, and responsibility; and intrapersonal traits
include flexibility, initiative, and metacognition”
(National Research Council, 2014, p. 35).

Therefore, at the request of the Maine State Legislature’s Education and Cultural Affairs
Committee, the Maine Education Policy Research Institute (MEPRI) was asked to examine how,
to what extent, and how effectively Maine schools are teaching 21st Century Skills. This report
addresses this in three ways. First, we review the definitions and conceptualization of 21st
Century Skills based on national and Maine policy documents and reports. We then summarize
the results of informal interviews with key stakeholders throughout Maine that were designed to
determine the role and relevance of 21st Century Skills to practitioners in the field. Finally, we
summarize the findings of an online survey of Maine middle and high school principals
regarding teaching practices and school policies that might support student learning of 21st
Century Skills.

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 CONCEPTUALIZATION OF 21ST CENTURY SKILLS

National Perspective
The National Research Council (NRC) has performed a considerable amount of work providing
research based guidance to the field in response to the 21st Century Skills movement.
Specifically, the NRC has synthesized and refined the definitions of the skills and called for
more research and funding to validate the constructs underpinning the skills. They have also
began identifying what additional work will be needed to assess the teaching and learning of
these skills in the context of national educational policy initiatives currently in development (e.g.
Common Core State Standards and Next Generation Science Standards).

In the following section, we will focus on establishing an understanding of the skills. We will
take a look at the range of definitions that have been put forth by different national stakeholder
groups and we will also look at the types of definitions that have been put forth in Maine by state
education leaders.

Over the past decade, stakeholders comprised of business leaders, government officials,
researchers, and policy makers have developed working lists, definitions, and constructs related
to these 21st Century Skills. Many of the skills that populate various lists are not necessarily
“new skills” in terms of what makes a productive worker, a strong member of a project team, or
a competent high school or college student. However, the workplace of today has changed
significantly compared to our society’s agricultural and industrial past. This change can be
attributed to the information technology revolution that has occurred in a span of a few decades
as well as the globalization of the economy that has simultaneously expanded markets and
increased competition for highly skilled employees. The Committee on Defining Deeper
Learning and 21st Century Skills (NRC) articulates this point well:

“The committee views the various sets of terms associated with the 21st Century Skills
label as reflecting important dimensions of human competence that have been valuable
for many centuries, rather than skills that are suddenly new, unique, and valuable today.
The important difference across time may lie in society’s desire that all students attain
levels of mastery—across multiple areas of skill and knowledge—that were previously
unnecessary for individual success in education and the workplace. At the same time, the
pervasive spread of digital technologies has increased the pace at which individuals
communicate and exchange information, requiring competence in processing multiple
forms of information to accomplish tasks that may be distributed across contexts that
include home, school, the workplace, and social networks”
(National Research Council, 2012, p.3).

The five skills listed in Box 1 (adaptability, complex communication/social skills, nonroutine
problem-solving skills, self-management/self-development, and systems thinking) were the
product of a workshop held by NRC’s Board of Science Education in 2007 and will serve as a
starting point for discussing the skills in more detail. Subsequent national reports have also been

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published by the NRC related to 21st Century Skills (NRC, 2011; 2012; & 2014). This ongoing
body of work is further refining the definitions of these skills and synthesizing the similarities
among existing skill lists put forth by various groups.

Box 1: Preliminary Definitions of 21st Century Skills (NRC, 2010, p.3)

1. Adaptability: The ability and willingness to cope with uncertain, new, and rapidly
changing conditions on the job, including responding effectively to emergencies or crisis
situations and learning new tasks, technologies, and procedures. Adaptability also includes
handling work stress; adapting to different personalities, communication styles, and
cultures; and physical adaptability to various indoor or outdoor work environments
(Houston, 2007; Pulakos et al.,2000).
2. Complex communication/social skills: Skills in processing and interpreting both
verbal and nonverbal information from others in order to respond appropriately. A skilled
communicator is able to select key pieces of a complex idea to express in words, sounds,
and images, in order to build shared understanding (Levy and Murnane, 2004). Skilled
communicators negotiate positive outcomes with customers, subordinates, and superiors
through social perceptiveness, persuasion, negotiation, instructing, and service orientation
(Peterson et al., 1999).
3. Nonroutine problem solving: A skilled problem solver uses expert thinking to examine
a broad span of information, recognize patterns, and narrow the information to reach a
diagnosis of the problem. Moving beyond diagnosis to a solution requires knowledge of
how the information is linked conceptually and involves metacognition—the ability to
reflect on whether a problem-solving strategy is working and to switch to another strategy
if it is not working (Levy and Murnane, 2004). It includes creativity to generate new
and innovative solutions, integrating seemingly unrelated information, and entertaining
possibilities that others may miss (Houston, 2007).
4. Self-management/self-development: The ability to work remotely, in virtual teams; to
work autonomously; and to be self-motivating and self-monitoring. One aspect of self-
management is the willingness and ability to acquire new information and skills related to
work (Houston, 2007).
5. Systems thinking: The ability to understand how an entire system works; how an action,
change, or malfunction in one part of the system affects the rest of the system; adopting a
“big picture” perspective on work (Houston, 2007). It includes judgment and decision
making, systems analysis, and systems evaluation as well as abstract reasoning about how
the different elements of a work process interact (Peterson et al., 1999).

In 2012, the NRC published a report entitled, “Education for Life and Work: Developing
Transferable Knowledge and Skills in the 21st Century.” In this report terms frequently used to
describe 21st Century Skills were grouped into related clusters and those clusters in turn were
grouped into three overarching domains (cognitive, intrapersonal, and interpersonal). In Table 1,
a crosswalk that illustrates the domains, clusters, and skills is presented. Also included in the
table is a column that lists the skills identified in the US Department of Labor/Employment and
Training Administration’s Occupational Information Network taxonomy or “O*NET”. The far
right column includes “main ability” and/or “personality factors” that originate from the field of
psychology.
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Table 1: Clusters of 21st Century Competencies (NRC, 2012, pgs. 32-34).

Main Ability or
Domain Cluster Terms Used for 21st Century Skills O*NET Skills Personality Factor

 Cognitive Processes      Critical thinking, problem solving, analysis,   System skills, process skills,        fluid intelligence

  and Strategies      reasoning/argumentation, interpretation,   complex problem‐solving           (Gf)
     decision making, adaptive learning,   skills
     executive function

COGNITIVE    Information literacy (research using evidence
COMPETENCIES    and recognizing bias in sources); information  Content Skills crystallized intelligence
Knowledge    and communications technology literacy;           (Gc)
   oral and written communication; active
   listening

  Complex problem‐solving       general retrieval ability
Creativity Creativity, innovation   skills  (idea generation)           (Gr)

     Flexibility, adaptability, artistic and cultural
Intellectual       appreciation, personal and social responsibility, [none] openness
Openness       (including cultural awareness and competence)
     appreciation for diversity, continuous learning,
     intellectual interest and curiosity

     Initiative, self‐direction, responsibility,
INTRAPERSONAL      perseverance, productivity, grit, Type 1 self‐
COMPETENCIES Work Ethic/      regulation (metacognitive skills, including [none] conscientiousness
Conscientiousness       forethought, performance, and self‐reflection),
     professionalism/ethics, integrity, citizenship,
     career orientation

Positive Core      Type 2 self‐regulation (self‐monitoring, self‐    emotional stability

Self‐Evaluation      evaluation, self‐reinforcement), physical and  [none] (opposite end of the 
     psychological health continuum from neuroticism)

     Communication, collaboration, teamwork,
Teamwork and       cooperation, coordination, interpersonal  Social skills agreeableness 
Collaboration      skills, empathy/perspective taking, trust,
     service orientation, conflict resolution, 
INTERPERSONAL      negotiation
COMPETENCIES

Leadership      Leadership, responsibility, assertive  Social Skills extroversion

     communication, self‐presentation, social (persuasion)
     influence with others
 

Note: This table is based on reports that built on, synthesized, or analyzed previous work
studying 21st Century Skills (NRC, 2012). This includes the Association for Career and
Technical Education; the Assessment and Teaching of 21st Century Skills Project (ATC21s); the
Education Policy Improvement Center; the William and Flora Hewlett Foundation; the
Organization for Economic Co-operation and Development (OECD); the Secretary’s
Commission on Achieving Necessary Skills (SCANS), and O*NET (NRC, 2012).

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When reviewing Table 1, it is noteworthy to mention that the NRC made a meaningful
distinction between “competencies” and “skills”:

“In contrast to a view of 21st Century Skills as general skills that can be applied to a
range of different tasks in various academic, civic, workplace, or family contexts, the
committee views 21st Century Skills as dimensions of expertise that are specific to—and
intertwined with—knowledge within a particular domain of content and performance. To
reflect our view that skills and knowledge are intertwined, we use the term
‘competencies’ rather than ‘skills’” (NRC, 2012, p. 3).

Noting the lack of definitive research on the “deeper learning” that is inherent to 21st Century
Skills, the NRC has made several recommendations. For the cognitive domain they recommend
that designers and developers of instructional material targeting deeper learning should have
clearly defined learning goals and models of how learning is expected to develop, as well as
assessments to measure student progress. For both the intra- and interpersonal domains, the
NRC recommends funding agencies support programs targeting learning and knowledge transfer
due to the limited number of empirical studies in this area. Finally, they recommend that
designers and developers of curriculum, instruction, and assessment in problem solving and
metacognition should use modeling and feedback techniques that highlight the processes of
thinking rather than focusing exclusively on the products of thinking (NRC,2012).

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Maine’s Perspective on 21st Century Skills

The introduction to the Maine State Board of Education’s 2010 – 2015 Strategic Plan highlights
the role that many envision for 21st Century Skills in the future of Maine’s economy.

CALL TO ACTION:
Are our schools ready to prepare students for life in the 21st Century?
A central goal of Pre K -12 education in Maine is that all students graduate from high
school ready for college, career, citizenship, and life. Many Maine students do not
graduate from high school with the education that the 21st Century demands. If our
schools are not ready for the challenges and opportunities ahead, then our children
cannot be. If our children are not ready, then they – and we – are destined to miss the
great potential promises of the future. It will take all educational stakeholders working
together to meet the urgent challenge of educating Maine students for the 21st Century.
We can build on the strengths we have in Maine and ensure that all Maine students leave
the educational system ready to compete with their counterparts across the globe for
their place in the rapidly evolving global economy. They must graduate from high school
ready for college, career, citizenship and life. The economic future of the whole State
depends on their ability to do so. New high school graduates will go on to post-secondary
education and find rewarding work locally in the global economy. As a result, the median
income in Maine will rise to the midpoint of the New England states, the number of well-
paid jobs will increase and poverty in Maine will decrease, and more young people will
remain in the State (Maine State Board of Education, 2013, p.1)

Reflecting this, 21st Century Skills are referenced in many different places in Maine Department
of Education (DOE) documents, including the “Glossary of Terms Related to Proficiency-Based
Learning”; Maine DOE’s Strategic Plan, “Education Evolving: Maine’s Plan for Putting
Learners First”; and the Maine Learning Results. For reference, extracts from several of these
documents are provided on the following pages so that one can see how 21st Century Skills are
addressed in various forums, and the differences in how skills are conceptualized and defined.

For example, the clusters of skills that have been discussed previously in this report are reflected
in the Maine Guiding Principles (see Figure 1).

Within the Maine Learning Results (http://www.maine.gov/education/standards.htm), 21st

Century Skills are also referenced multiple times in the following sections: “Summary”; “Career
and Education Development”; “Mathematics”; “Science and Technology”; and “World”. The
“Career and Education Development” standards arguably have the most relevance to the aims
of this report. In Figure 2 we provide the introduction and outline for the “Career and Education
Development” standards with indicator labels, with the specific language from Standard B
provided in Figure 3.

In addition, Table 2 is provided to enable the reader to compare the concepts included in these
documents. We also include the domains of the skills that were used in the principals survey for
this report to provide a comparison of the overlap and similarities of all of the terms that are
essentially pointing to what are generally understood as 21st Century Skills.

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Figure 1: Maine Department of Education Guiding Principles

Part of the Maine Learning Results: Parameters for Essential Instruction

THE GUIDING PRINCIPLES – The knowledge and skills described in the Maine Department of
Education Regulation 132 support Maine students in achieving the goals established in Maine’s Guiding
Principles. The Guiding Principles state that each Maine student must leave school as:

A. A clear and effective communicator who:

1. Demonstrates organized and purposeful communication in English and at least one other
language;
2. Uses evidence and logic appropriately in communication;
3. Adjusts communication based on the audience; and
4. Uses a variety of modes of expression (spoken, written, and visual and performing
including the use of technology to create and share the expressions);
B. A self-directed and lifelong learner who:
1. Recognizes the need for information and locates and evaluates resources;
2. Applies knowledge to set goals and make informed decisions;
3. Applies knowledge in new contexts;
4. Demonstrates initiative and independence;
5. Demonstrates flexibility including the ability to learn, unlearn, and relearn;
6. Demonstrates reliability and concern for quality; and
7. Uses interpersonal skills to learn and work with individuals from diverse backgrounds;
C. A creative and practical problem solver who: [1995, c. 649, §1 (new).]
1. Observes and evaluates situations to define problems;
2. Frames questions, makes predictions, and designs data/information collection and
analysis strategies;
3. Identifies patterns, trends, and relationships that apply to solutions;
4. Generates a variety of solutions, builds a case for a best response and critically evaluates
the effectiveness of the response;
5. Sees opportunities, finds resources, and seeks results;
6. Uses information and technology to solve problems; and
7. Perseveres in challenging situations;
D. A responsible and involved citizen who:
1. Participates positively in the community and designs creative solutions to meet human
needs and wants;
2. Accepts responsibility for personal decisions and actions;
3. Demonstrates ethical behavior and the moral courage to sustain it;
4. Understands and respects diversity;
5. Displays global awareness and economic and civic literacy; and
6. Demonstrates awareness of personal and community health and wellness;
E. An integrative and informed thinker who:
1. Gains and applies knowledge across disciplines and learning contexts and to real life
situations with and without technology;
2. Evaluates and synthesizes information from multiple sources;
3. Applies ideas across disciplines; and
4. Applies systems thinking to understand the interaction and influence of related parts on
each other and on outcomes.

Retrieved from: http://www.maine.gov/doe/proficiency/standards/guiding-principles.html

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 Table 2: 21st Century Skills Language used in Maine Education leadership documents and the principals survey

Maine DOE Strategic Maine State Board of Education Maine DOE Domains in the MEPRI
Plan: “Education Guiding Principles Guiding Principles Principals Survey
Evolving: Maine’s Plan (Strategic Plan 2010 – 2015) Each Maine student must leave Administered for this Report
for Putting Learners school as:
First”
1) Critical thinking and 1) All students can become lifelong 1) A clear and effective 1) Critical Thinking
problem solving learners. communicator

2) Collaboration 2) All students, in meeting their potential, 2) A self-directed and lifelong 2) Collaboration
respond best to challenging expectations. learner
3) Agility and adaptability 3) Communication
3) All students learn best in a well- 3) A creative and practical
4) Initiative and constructed, safe environment in which they problem solver
4) Creativity & Innovation
entrepreneurialism feel respected.
4) A responsible and involved
5) Effective oral and 4) All students need educators who have citizen 5) Self-Direction
written communication been provided ongoing support and
professional development to improve 5) An integrative and informed 6) Making Global
6) Accessing and analyzing student achievement. thinker Connections
information
5) All students can attain maximum
7) Curiosity and performance with a broad constituency of 7) Making Local Connections
imagination support.
8) Using Technology as a
6) All students require a quality education Tool for Learning
system which is essential for a successful
democracy, and a vibrant economy.

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Figure 2: Career and Education Development Standards, Maine Learning Results

CAREER AND EDUCATION DEVELOPMENT

Career and education development helps all students gain the knowledge, skills, and behaviors to interact
with others, set goals, and make decisions related to career, college, and citizenship. Success in the
twenty-first century differs significantly from the twentieth century model. Lifelong employment with a single
employer has virtually vanished. Success today is increasingly dependent on a sophisticated knowledge
base, the ability to enhance that base, to collaborate, to self-direct, and to adapt to change. Individuals will
need to adapt their goals and decisions over their lifetimes in relation to school and workplace requirements
and personal responsibilities. As part of career and education development, students must see education
as a continuous lifelong process that will prepare them for and make them adaptable in a complex,
information-rich, and fast-changing world.

Embed Career and Education Development Instruction - The knowledge, skills, and behaviors
outlined in Career and Education Development Standards are essential for all students. It is
important that the knowledge, skills, and behaviors of career and education development be
connected to the context of schools, career, and community. Although stand- alone courses in
career and education development may serve to help students focus on career, college, and
citizenship goal, all content areas need to embed career and educations standards to enable
students to make the connection between content areas schoolwork, and career, college, and
citizenship goals. School administrative units should determine the most appropriate content
areas and school settings in which to embed these standards.

OUTLINE OF CAREER AND EDUCATION DEVELOPMENT STANDARDS AND PERFORMANCE

INDICATOR LABELS
A. Learning about Self-Knowledge and Interpersonal Relationships
1. Self-Knowledge and Self-Concept
2. Beliefs and Behaviors that Lead to Success
3. Interpersonal Skills
4. Career and Life Roles
B. Learning About and Exploring Education, Career, and Life Roles
1. Relationships among Learning, Work, the Community, and the Global Economy
2. Skills for Individual/Personal Success in the 21st Century
3. Education and Career Information
C. Learning to Make Decisions, Plan and Create Opportunities, and Make Meaningful Contributions
1. The Planning Process
2. Decision-Making
3. Influences on Decision-Making
4. Societal Needs and Changes that Influence Workplace Success
Retrieved from The Maine Learning Results: http://www.maine.gov/doe/careerandeducation/standards/index.html

13 
 
 Figure 3: Career and Education Development Standard B

B. Learning about and Exploring Education and Career and Life Roles: Students identify, demonstrate, analyze, and evaluate:
 An understanding of the relationship between education and work, especially how learning new skills and educational achievement lead to
increased work options and success with personal career and life goals; and
 The ability to identify and use education and career information for lifelong learning to achieve success.

Although the performance indicators of Career and Education Development identify specific levels of performance at each grade span for the
purpose of assessment, students at all grade spans should have opportunities to identify, demonstrate, analyze and evaluate.

B1 Relationships Among Learning, Work, the Community, and the Global Economy
Performance Indicators & Descriptors
PK-2 3-5 6-8 9-Diploma
Students identify and demonstrate Students explain how success in Students explain how educational Students evaluate strategies for
study habits, attitudes, and behaviors school supports their ability to achievement and lifelong learning lead improving educational achievement,
that lead to successful relationships. positively contribute to school, home, to increased participation in school, increasing participation as an involved
and community. work, community, and the world. citizen, and increasing work options
and earning potential in a 21st century
global economy.

14 
 
 Figure 3 (continued): Career and Education Development Standard B

B2 Skills for Individual/Personal Success in the 21st Century

Performance Indicators & Descriptors
PK-2 3-5 6-8 9-Diploma
Students identify literacy and Students identify and describe skills Students analyze their skills in relation Students evaluate strategies to
numeracy as skills that lead to that lead to student learning and to those that lead to learning and improve skills that lead to lifelong
improvement and success in the success in the classroom, and the success in the classroom, and the learning and success in the
classroom. achievement of schoolwork, career, achievement of schoolwork, career, classroom, and the achievement of
and personal life goals. and personal life goals. schoolwork, work and career, and
personal life goals.
a. Literacy skills a. Literacy skills
b. Numeracy b. Numeracy a. Literacy skills
c. Critical thinking skills c. Critical thinking skills b. Numeracy
d. Information and communication d. Information and c. Critical thinking skills
technology (ICT) literacy communication technology d. Information and
e. Interpersonal skills (ICT) literacy communication technology
f. Other academic skills and e. Interpersonal skills (ICT) literacy
knowledge f. Other academic skills and e. Interpersonal skills
knowledge f. Other academic skills and
knowledge

B3 Education and Career Information

Performance Indicators & Descriptors
PK-2 3-5 6-8 9-Diploma
Students identify and locate Students identify and locate different Students locate and analyze the use Students use previously acquired
information resources at home, at types of career and educational of different types of resources, knowledge and skills to evaluate and
school, and in the community that information resources and use them to including occupational information and utilize a variety of resources to
improve study habits, schoolwork, or explore school and career choices. labor market information, to explore articulate a plan and make decisions
educational achievement. post-secondary education, training, for post-secondary education, training,
and career choices. and career choices.

Retrieved from The Maine Learning Results: http://www.maine.gov/doe/careerandeducation/standards/index.html

15 
 
Impact of 21st Century Skills Discussions on Classroom Instruction

As the previous material suggests, Maine has addressed 21st Century Skills in various official
documents and policy positions. Nevertheless, this alone does not ensure that it translates down
to classroom practice. In 2009, the University of Pittsburgh’s Dr. Christian Schunn conducted a
study of state science education standards of nine states that are part of the Partnership for 21st
Century Skills (including Maine) to examine the extent to which elements of 21st Century Skills
are included in those standards. The study used the NRC’s 2008 definitions of 21st Century Skills
(adaptability, complex communication skills, non-routine problem solving skills, self-
management skills, and systems thinking) and found that there was considerable variability in the
inclusion of these skills in the standards from state to state.

Dr. Schunn’s analysis did not focus on the status of teaching and learning in science, but rather
on the state science education standards. He provides the following guidance on Figure 4 related
to various outside factors influencing classroom instruction:

1. Teaching is most directly influenced by state tests (which teachers do not directly know
the precise contents of in advance) and the assessment anchors (that closely predict state
test content and are presented to teachers directly).
2. State standards have two elements: a) framing comments that discuss the overall goals
of the state standards, the overarching themes, and b) actual content standards that describe
what skills and knowledge the students are expected to learn at particular grade levels.
3. Many state standards are heavily influenced by the national standards, but there can be
variability in content standards reflecting variation in the mixture of local concerns.
4. State standards can differ significantly from state tests due to feasibility concerns: a)
what standards are in fact attainable, and b) what standards are testable with available
resources for test development and test grading.
5. Assessment anchors and tests can vary significantly over time, but state standards are
more stable (Schunn, 2009, pgs. 1 -2).

Figure 4. How national and local factors influence classroom instruction (Schunn, 2009).

16 
 

Workforce Development in Maine

Figure 5 illustrates the job sectors that are projected to have the most growth in Maine through
2020. Table 3 shows that educational or professional training beyond a high school diploma will
be needed for many job sectors that are projected to grow in Maine over the next decade.
Sectors of the economy that showed gains in jobs between 1990 and 2009 had a larger share of
workers with bachelor’s degrees or higher on their payrolls than employers that lost jobs during
that period of time. Industries such as education, health, business, and professional services have
a higher than average share of workers with at least a Bachelor’s degree, whereas manufacturing
and construction have a lower percentage of employees that have a bachelor’s degree or greater.
However, even for higher level jobs, there has been a significant shift towards workers needing
21st Century Skills such as: understanding and monitoring complex systems, collaboration, using
computer technology, communicating well, and increasing responsibilities within jobs (SWIB,
2012).

Figure 5: Projected Change in Maine Employment 2010-2020 (SWIB, 2012) 

17 
 
 Table 3: Projected Employment in Maine 2010 - 2020 (Maine DOL, 2012)

Occupational Employment by Educational Requirement in Maine in 2010 and Projected 2020

  Percent of Total Change in
  Average Employment Average Annual Openings 2011
Employment Employment
Educational Requirement Average
Replace- Wage
2010 2020 2010 2020 Net Percent Growth Total
ment
 
Total
641,551 676,779 100.0% 100.0% 35,228 5.5% 4,361 15,146 19,507 $19.32
                     
Doctoral or professional degree
16,577 18,742 2.6% 2.8% 2,165 13.1% 216 318 534 $58.43
                     
Master's degree
11,712 12,846 1.8% 1.9% 1,134 9.7% 111 260 371 $27.62
                   
Bachelor's degree
81,771 86,570 12.7% 12.8% 4,799 5.9% 511 1,857 2,368 $28.17
                   
Associate's degree
43,583 47,498 6.8% 7.0% 3,915 9.0% 495 799 1,294 $31.61
                   
Postsecondary non-degree award 35,724 38,777 5.6% 5.7% 3,053 8.5% 347 672 1,019 $16.46
                     
Some college, no degree 2,607 2,785 0.4% 0.4% 178 6.8% 17 71 88 $21.76
                     
High school diploma or equivalent 282,635 291,936 44.1% 43.1% 9,301 3.3% 1,475 6,271 7,746 $17.69
                     
Less than high school 166,942 177,625 26.0% 26.2% 10,683 6.4% 1,170 4,903 6,073 $11.31

 
 

18 
 
Particularly relevant to the issue of educational preparation and 21st Century Skills, the Maine
Department of Labor used Table 4 in their strategic planning document to illustrate the concept
of the potential “skills gap” between jobs projected to grow in the state and the skills needed of
workers to fill those jobs. The department used O*Net skill importance ratings to compare
occupations that are projected to grow with occupations projected to decline between 2010-2020.
The O*Net skill importance rating is a 100 point scale indicating how important the particular
skill is for a certain job, with higher ratings reflecting more vital skills. The High Wage, High
Growth, In Demand Occupations column presents mean skill importance ratings for eleven
occupations that share the following attributes: 1) Projected employment growth greater than the
5.5% projected for all Maine occupations, 2010-2020; 2) Median wage above the $15.63 per
hour / $32,510 per year median wage of all Maine occupations in 2011; 3) Each occupation is
expected to have at least 20 openings per year between 2010 and 2020; and 4) Usual educational
requirement for entry is education beyond a high school diploma. The Declining Occupations
columns present mean skill importance ratings for Office/ Administrative Support and
Production work. These were selected for comparison due to the fact that net job losses are
projected to occur between 2010 and 2020 for these types of jobs (SWIB, 20120).

Table 4: Skills Comparison for Growing vs. Declining Occupations (SWIB, 2013)
Average skills importance rating  

Skill  Declining Occupations 
High Wage, High Growth, 
 In Demand Occupations  Office and Admin. 
Production  
Support 

Active Listening  64  47  63 

Critical Thinking  63  50  51 

Speaking  63  47  64 

Reading Comprehension  60  46  52 

Judgment and Decision Making  57  43  47 

Monitoring  57  51  49 

Social Perceptiveness  55  45  54 

Complex Problem Solving  53  42  44 

Coordination  53  45  51 

Time Management  53  46  51 

Writing  51  35  44 

Active Learning  50  34  41 

19 
 
INTERVIEWS WITH MAINE STAKEHOLDERS: STATE
INTITIATIVES RELATED TO 21ST CENTURY SKILLS

Beyond a review of models and policies for addressing 21st Century Skills, a second goal of this
study was to determine the role and relevance of 21st Century Skills to practitioners in the field.
Therefore, the report’s author contacted several key stakeholders and conducted informal
interviews through telephone conversations in the early spring of 2014. As needed, additional
information was gathered through subsequent email exchanges.

Feedback was sought initially from school district staff on the type of information MEPRI should
include on the principals survey. These conversations also provided an opportunity to obtain
insight on how 21st Century Skills are being taught and measured in the field. Discussions with
Maine Department of Education staff were also initiated in order to learn more of how 21st
Century Skills are defined and measured by the Department. As summarized below, the majority
of these conversations focused on (1) Proficiency Based Education and (2) current and future
state assessment programs. In addition, the report draws on (3) previous MEPRI work that
examined the Maine Learning Technology Initiative in the context of 21st Century Skills.

Proficiency Based Diploma

Through the passage of PL 669 (LD 1422), “An Act to Prepare Maine People for the Future
Economy”, starting in 2018 Maine Schools will be required to issue diplomas that are based on
students’ demonstrated proficiency in meeting standards. The standards and assessment systems
through which to measure the demonstrated proficiency are currently in development.
Subsequently, Section 9 of LD 1492 gave specific guidance on bringing stakeholders together to
test the assessment of the Guiding Principles and the role of the Maine Department of Education
in assisting schools with the transition to the new system (Silvernail, 2013).

The Maine Department of Education defines proficiency based education as:

“…[A]ny system of academic instruction, assessment, grading and reporting that

is based on students demonstrating mastery of the knowledge and skills they are expected
to learn before they progress to the next lesson, get promoted to the next grade level or
receive a diploma. In Maine, academic expectations and ‘proficiency’ definitions for
public-school courses, learning experiences, content areas and grade levels are outlined
in the Maine Learning Results which includes the Guiding Principles, expectations for
cross-disciplinary skills and life-long learning, and eight sets of content-area standards,
including the Common Core State Standards in English language arts and mathematics.
The general goal of proficiency-based education is to ensure that students acquire
the knowledge and skills that are deemed to be essential to success in school, higher
education, careers and adult life. If students struggle to meet minimum expected
standards, they receive additional instruction, practice time and academic support to
help them achieve proficiency, but they do not progress in their education until expected
standards are met.”
Retrieved from: http://www.maine.gov/doe/proficiency/about/proficiency-based.html

20 
 
Several school districts were brought together in September 2013 and were trained and assisted
by Maine DOE staff on how to develop protocols. That group was recently engaged in
developing and vetting their standards at a March 2014 benchmarking meeting in Waterville.
Educators are now beginning the process of developing performance-based assessment strategies
for students using the Quality Performance Assessment (QPA) model. A repository for
assessments is being built and Maine DOE has created a dedicated portion of their website for
information and resources related to this initiative titled, “Getting to Proficiency”
(http://www.maine.gov/doe/proficiency/index.html).

Through the conversations with stakeholders, it was widely viewed that the Maine DOE Guiding
Principles represent concepts related to 21st Century Skills that have been discussed in this report.
According to Department staff the Guiding Principles have never been explicitly measured in the
past and the proficiency based diploma is the first attempt to do this measurement. It was also
expressed that with proficiency based standards there is a strong need to be very clear about
learning expectations, feedback, and progress towards goals. With that in mind, there is the
potential to begin measuring competencies more directly related to 21st Century Skills.

Assessing 21st Century Skills

Maine DOE uses a number of assessment programs to measure students’ academic progress.
Together, these are known as the Maine Comprehensive Assessment System (MeCAS,
http://www.maine.gov/doe/assessment/). DOE staff report that none directly measure 21st
Century Skills, although proxy measures could be derived through secondary analysis of existing
data. One example given was the Depth of Knowledge (DOK) items in Science where each level
has specific skills and competencies that a student would need to demonstrate proficiency. In the
box below is information from the Department’s “DOK Definitions for Science” website for
Level 3 (Strategic Thinking) that aligns well with some of the 21st Century Skills terms
mentioned previously like “critical thinking” and “non-routine problem solving”.

Level 3 (Strategic Thinking) requires reasoning, planning, using evidence and a higher level
of thinking than the previous two levels. The cognitive demands at Level 3 are complex and
abstract. The complexity does not result only from the fact that there could be multiple
answers, a possibility for both Levels 1 and 2, but also because the multi-step task requires
more demanding reasoning. In most instances, requiring students to explain their thinking is
at Level 3; requiring a very simple explanation or a word or two should be at Level 2. An
activity that has more than one possible answer and requires students to justify the response
they give would most likely be a Level 3. Experimental designs in Level 3 typically involve
more than one dependent variable. Other Level 3 activities include drawing conclusions from
observations; citing evidence and developing a logical argument for concepts; explaining
phenomena in terms of concepts; and using concepts to solve non-routine problems. Some
examples that represent, but do not constitute all of Level 3 performance, are:
*Identify research questions and design investigations for a scientific problem.
*Solve non-routine problems.
*Develop a scientific model for a complex situation.
*Form conclusions from experimental data.
Retrieved from: http://www.maine.gov/doe/mea/resources/depth-of-knowledge.html

21 
 
In addition, no crosswalk exists between 21st Century Skills and current assessments used by the
Department. Attempts at creating such a crosswalk have been made in the past, with a barrier
potentially being the challenge of developing common agreement on specific and/or measurable
definitions of 21st Century Skills. Stakeholder interviews suggested that the Maine Guiding
Principles would be a good starting point for such an endeavor.

Future state assessments of student knowledge and achievement will use the Smarter Balanced
Assessment, which is aligned with the Common Core State Standards (CCSS) and scheduled to
be implemented in 2014-2015. Maine is part of a consortium of 27 states working together to
develop computer based assessments of student learning and higher-order skills. The Smarter
Balanced Assessment will replace the New England Common Assessment Program (NECAP)
and the SAT for math, reading, and writing (http://www.maine.gov/doe/assessment/).

The Smarter Balanced Assessment Consortium (SBAC) is developing the CCSS content
standards in English language arts/literacy and mathematics. Achievement standards are linked
to the CCSS operational definition of college content-readiness and must: 1) align with college
and work expectations; 2) include rigorous content and application of knowledge through high-
order skills; 3) build upon strengths and lessons of current state standards; 4) be informed by top-
performing countries, so that all students are prepared to succeed in our global economy and
society; and 5) be evidence and/or research-based (SBAC, no date).

Maine Learning Technology Initiative (MLTI)

In 2011, MEPRI conducted an evaluation study of the Maine Learning Technology Initiative
(MLTI), also known as the middle school laptop program (Silvernail, 2011). The 1:1
infrastructure and capacity that has been built around the state for middle school students through
MLTI is a significant asset for student learning related to 21st Century Skills. The report was a
comprehensive look at MLTI in its first decade of existence and examined how laptops were
being used by the 7th and 8th grade classes, the perceived benefits of the program as reported by
teachers and students, as well as the cost of implementation. For the purposes of this report, we
are highlighting selected findings from the MLTI evaluation report that are most closely related
to 21st Century Skills.

Two studies on 21st Century Skills were conducted in the MLTI evaluation report. The first was
a pilot study where materials were created by the researchers and a technology integrationist that
would help educators teach students how to evaluate electronic/digital resources. The
intervention aimed to give students skills related to determining if the website they reviewed was
useful; determining the purpose of the website reviewed; and assessing the reliability of the
information on the site. Students received pre- and post-test measures assessing knowledge gain
on how to evaluate the material. Table 5 shows that students that received the instruction
(intervention) did better on the post-tests than did the control group (Silvernail, 2011).

22 
 
 Table 5: Pre-Post Test Differences – Experimental vs. Control Groups
(Silvernail, 2011)
Standard
7th - 9th Grades
Average Deviation Effect Size
Experimental 14.55 4.49
Pretest 0.19
Control 15.52 5.11
7th - 9th Grades Standard
Average Deviation Effect Size
Experimental 16.47 5.50
Posttest 0.41
Control 14.19 5.58

The second study was an extension of the pilot designed to help students learn how to
systematically evaluate internet resources. Teachers worked with the research team to create
benchmarks and curriculum materials, and the intervention was carried out over a five month
period. Two different methods of delivery were used. The first was in the form of a class lesson
in which students analyzed the same website and engaged in discussions regarding its strengths
and weaknesses. The second method involved the teacher assigning students individual research
projects whereby they used internet resources in relation to the benchmarks established for the
study. The results in Table 6 below indicate that there was statistically significant improvement
in student performance following the intervention. These studies demonstrated the impact that
students’ laptops can have on enhancing the 21st Century Skills of locating and evaluating online
information (Silvernail, 2011).

Table 6: Pre and Post Assessment 7th & 8th Grade Student Results (Silvernail, 2011)
Pre Assessment Post Assessment
Standard Standard
N average n average
Deviation Deviation
Students 297 15.01 4.58 347 17.80 5.59

In addition, in 2010, MEPRI researchers assessed student perceptions regarding their use of the
laptops in ways related to various 21st Century Skills. As illustrated in Table 7, responses
indicated that students may be underutilizing their laptops in these areas. The evaluators
provided the following analysis and interpretation of these data:

23 
 
 “…less than one in five report frequent use in gathering information about a real-life
problem, creating a graph, table or chart, or using their laptops to analyze or evaluate
information. Thus, it appears the laptops are not being used with a high degree of
frequency in developing these 21stCentury Skills. What is unclear from the survey results
is if this infrequent use, relatively speaking, is because teachers are not teaching these
21stCentury Skills. What is unclear from the survey results is if this infrequent use,
relatively speaking, is because teachers are not teaching these skill, regardless of
instructional mode, or because teachers lack skills to effectively develop activities that
use the laptops to teach these skills” (Silvernail, 2011, p.11).

Table 7: Percent of students indicating how often they use their laptop
to do the following...(Silvernail, 2011)

critically analyze data or graphs  from media 83% 17%

visually represent or investigate concepts 82% 18%

solve complex problems by analyzing and evaluating
81% 19%
information
create a graph, table or chart as evidence in
81% 19%
explaining your point of view

gather data about real‐life problem 80% 20%

create a product with incorporated text or graphics
77% 23%
found on the web

evaluate info obtained on Internet 74% 26%

interact with classmates 73% 27%

learn things from more than one subject at once 70% 30%

gather data from multiple sources to solve problem 64% 36%

0% 20% 40% 60% 80% 100%

Once a week or less A few times a week or more

24 
 
 PRINCIPALS SURVEYS: WHAT ARE MAINE SCHOOLS DOING TO
TEACH 21ST CENTURY SKILLS?

Finally, a third goal of this report was to collect a baseline understanding of the teaching and
learning of 21st Century Skills in Maine schools through a survey of Maine middle and high
school principals. The instrument used was an adaptation of one created by Hixson, Ravitz, &
Whisman (2012) for a study on 21st Century Skills teaching and learning in West Virginia.

The broad domains assessed in the survey are presented in Table 8. This was based on the
conceptual framework in the International Innovative Teaching and Learning study (Shear, et.
al., 2010), as well as work from the Partnership for 21st Century Skills (p21.org) and the Hewlett
Foundation (2010). Finally, given the West Virginia study was targeted towards classroom
teachers, the original instrument was modified for school principals in order to assess school-
wide practices and initiatives. A copy of the survey can be found in Appendix B.

Table 8: MEPRI Principals Survey Framework (based on Hixson, et. al., 2012).
1. CRITICAL THINKING SKILLS refer to students being able to analyze complex
problems, investigate questions for which there are no clear-cut answers, evaluate different
points of view or sources of information, and draw appropriate conclusions based on
evidence and reasoning.
2. COLLABORATION SKILLS refer to students being able to work together to solve
problems or answer questions, to work effectively and respectfully in teams to accomplish a
common goal and to assume shared responsibility for completing a task.
3. COMMUNICATION SKILLS refer to students being able to organize their thoughts,
data and findings and share these effectively through a variety of media, as well as orally and
in writing.
4. CREATIVITY AND INNOVATION SKILLS refer to students being able to generate
and refine solutions to complex problems or tasks based on synthesis, analysis and then
combining or presenting what they have learned in new and original ways.
5. SELF-DIRECTION SKILLS refer to students being able to take responsibility for their
learning by identifying topics to pursue and processes for their own learning, and being able
to review their own work and respond to feedback.
6. GLOBAL CONNECTIONS refers to students being able to understand global, geo-
political issues including awareness of geography, culture, language, history, and literature
from other countries.
7. LOCAL CONNECTIONS refers to students being able to apply what they have learned
to local contexts and community issues.
8. USING TECHNOLOGY AS A TOOL FOR LEARNING refers to students being able
to manage their learning and produce products using appropriate information and
communication technologies.

25 
 

Survey Results
 
This online survey was conducted during Spring of 2014. Requests to complete the survey were
emailed to all middle and high school principals in Maine using contact information available
through Maine DOE. Principals were provided with a description of the instrument and a link to
the online survey. The email noted that principals could forward the link to other personnel
familiar with 21st Century Skill efforts at their school, or complete the survey themselves if they
wished. A follow-up email was also distributed two weeks later, reminding principals of the
request. At the end of the process, surveys were completed for twenty-three schools.

Participating principals reported that teachers were generally encouraged to address 21st Century
Skill areas, but not required to do so (see Table 9). The exceptions to this pattern were
communication skills, which were required by nearly two-thirds of responding schools (65.2%),
and technology skills, which were required by slightly more than half (56.5%). In contrast,
relatively few schools required that students be able to apply what they have learned to local
community issues.

Table 9: To what extent does your school seek to formally address the following 21st
Century Skills?

Encouraged
Up to but not
Skill Area teachers required Required
Critical Thinking Skills 9.1% 50.0% 40.9%
Collaboration Skills 21.7% 47.8% 30.4%
Communication Skills 4.3% 30.4% 65.2%
Creativity and Innovation Skills 17.4% 56.5% 26.1%
Self-Direction Skills 13.0% 52.2% 34.8%
Global Connection Skills 28.6% 42.9% 28.6%
Local Connection Skills 13.6% 72.7% 13.6%
Use of Technology as a Learning Tool 8.7% 34.8% 56.5%

Results of the survey also suggest that schools address communication and technology skills
more directly and formally than other 21st Century Skills (see Table 10). These areas were tied
for being covered in the most schools (78.3%) through strategies such as required courses or
graduation requirements. Communication skills were also addressed through extracurricular
activities in nearly 80% of schools, and were the most widely assessed of all 21st Century Skills,
with over half of schools (56.5%) regularly doing so through local or in-house assessments.
Similarly, technology skills were assessed by nearly half of all schools (47.8%), and available
through extracurricular activities in nearly 70% of schools.

While schools tended to address communication and technology skills through required courses
or graduation requirements, other 21st Century Skills were less likely to be addressed this

26 
 
formally. For example, less than half of schools reported addressing collaboration skills,
creativity skills, or local connection skills in this way. In terms of assessment, most 21st Century
Skill areas are only being assessed by 30-40% of participating schools, with self-direction
(26.1%) and local connection (17.4%) skills assessed by the fewest number of schools.

Appendix A briefly lists examples offered by some respondents regarding their promotion and
assessment of 21st Century Skills.

 
Table 10: Does your school do the following…?
School-wide
practices that Regularly
promote the Offer extra- assess the
skill (required curricular skill through
courses, opportunities local or in-
graduation for interested house
Skill Area requirements) students assessment
Critical Thinking Skills 52.2% 82.6% 39.1%
Collaboration Skills 47.8% 78.3% 30.4%
Communication Skills 78.3% 78.3% 56.5%
Creativity and Innovation Skills 47.8% 82.6% 36.4%
Self-Direction Skills 60.9% 69.6% 26.1%
Global Connection Skills 56.5% 52.2% 39.1%
Local Connection Skills 47.8% 73.9% 17.4%
Use of Technology as a Learning Tool 78.3% 69.6% 47.8%

The survey also assessed principal opinions regarding the percentage of students who graduate
from their school with the necessary 21st Century Skills. Table 11 presents this information
separately for middle and high schools. As expected, high school principals generally report
higher percentages of completing students with these skills than middle school principals. For
example, only 18.2% of middle schools reported that 80% or more of their students had
developed necessary communication skills by the time they completed middle school. However,
by the time students completed high school, 63.6% of schools reported that 80% or more of their
students had developed communication skills.

Two skill areas stood out as having relatively higher rates of acquisition by the time of high
school graduation: Communication and technology (also with 63.6% of schools reporting 80% or
more of students developing these skills). In part, this may reflect the degree to which these two
areas are addressed in schools, as reflected in Table 11. No other 21st Century Skill approached
this level of student acquisition by high school graduation. In contrast, global connection skills
were rated as the least acquired skill, with only 27.3% of high schools indicating that at least
60% of their students developed global connection skills by graduation.
 
 

27 
 
Table 11: Based on your opinion, what percentage of your students has developed these
skills by the time they graduate?
20% 40% 60% More
up to up to up to than
Skill Area <20% 40% 60% 80% 80%
Critical Thinking Skills
Middle School (N=11) 9.1% 9.1% 36.4% 36.4% 9.1%
High School (N=11) 18.2% 27.3% 45.5% 9.1%
Collaboration Skills
Middle School (N=11) 9.1% 36.4% 45.5% 9.1%
High School (N=11) 9.1% 18.2% 63.6% 9.1%
Communication Skills
Middle School (N=11) 27.3% 54.5% 18.2%
High School (N=11) 9.1% 9.1% 18.2% 63.6%
Creativity and Innovation Skills
Middle School (N=11) 18.2% 18.2% 27.3% 27.3% 9.1%
High School (N=11) 9.1% 36.4% 45.5% 9.1%
Self-Direction Skills
Middle School (N=11) 9.1% 18.2% 45.5% 18.2% 9.1%
High School (N=11) 9.1% 18.2% 45.5% 27.3%
Global Connection Skills
Middle School (N=11) 27.3% 18.2% 36.4% 18.2%
High School (N=11) 9.1% 27.3% 36.4% 27.3%
Local Connection Skills
Middle School (N=11) 9.1% 18.2% 18.2% 54.5%
High School (N=11) 9.1% 9.1% 27.3% 36.4% 18.2%
Use of Technology as a Learning Tool
Middle School (N=11) 45.5% 54.5%
High School (N=11) 18.2% 18.2% 63.6%
 
 
Finally, respondents were asked to indicate how teachers and staff in their schools enhanced their
own 21st Century Skills. As reflected in Table 12, schools reported using a variety of solutions.
The most frequent training opportunities noted were district sponsored professional
development, Maine DOE/MLTI trainings, and self/independent study. These were followed
closely by support from other colleagues or teachers.
   

28 
 
 
Table 12:  Type of Opportunity for Enhancing Skills 

Type of Opportunity for Enhancing Skills  % of Schools 
District‐sponsored professional development  78.3% 
Maine DOE / MLTI  78.3% 
School or district technology integrationist  47.8% 
Conferences  56.5% 
University course work  60.9% 
On their own  78.3% 
From other teachers/colleagues  73.9% 
Regionally‐sponsored professional development  47.8% 
 

CONCLUSION

In order to compete in today’s technology rich and global economy, stakeholders consistently
agree that workers and students need to be able to solve problems that are complex, collaborate
and communicate well with others, acquire new skills and information independently, and adapt
to rapidly changing conditions. These broad cognitive and affective abilities are often referred to
as 21st Century Skills (NRC, 2011).

An ongoing issue with 21st Century Skills has the competing lists of skills and frameworks
considered “21st Century”. The National Research Council (NRC) has helped in this regard by
providing research-based guidance regarding skills and constructs. In particular, NRC has
developed a conceptual framework linking specific 21st Century Skills to cognitive, intra-
personal and interpersonal domains. This roadmap can be particularly valuable to educators and
policy makers interested in promoting continued development of programs and interventions
aimed at promoting 21st Century Skills.

In Maine, there exists considerable interest in the concept of 21st Century Skills. These skills are
referenced in various practice and policy documents from the Maine Department of Education
and other key education partners throughout the state. Nevertheless, a challenge stakeholders
recognize is the need to develop a common framework or shared understanding regarding the
specific skills and competencies relevant to Maine, as well as how these relate to other high
profile state initiatives and programs, such as proficiency-based diplomas and Smarter Balanced
assessment.

One possible approach noted by stakeholders would be to build on the Maine DOE Guiding
Principles as an initial representation of the concepts related to 21st Century Skills in Maine.
Furthermore, based on reports from Department staff, the Guiding Principles have not been
directly assessed in the past, and the transition to a proficiency based diploma is the first attempt
to do so. This creates an opportunity to develop a common conceptualization for 21st Century

29 
 
Skills, linked to an assessment system that can potentially be designed specifically to address the
measurement of these skills. An initial step in this direction could be a crosswalk exercise
matching concepts and definitions across existing initiatives and programs.

In terms of school policy and classroom practice, results from a limited survey of middle and
high schools in Maine suggest that these schools generally encourage teachers to address 21st
Century Skills, but do not require it. Among various 21st Century Skills, survey results suggest
that schools address communication and technology skills more directly and formally than other
skill areas through methods such as required courses or graduation requirements. Possibly
reflecting this, high schools also reported the most success in graduating students proficient in
communication and technology 21st Century Skills—with a considerably higher percentage of
their students graduating with these skills, versus other areas. Finally, in terms of assessment,
most 21st Century Skill areas are only being assessed by 30-40% of the participating schools.

In conclusion, should the state decide to move forward targeting 21st Century Skills, a
combination of events and policies create a window of opportunity for doing so. The transition
to a proficiency based diploma, the rollout of Common Core State Standards and Next
Generation Science Standards, the launch of the Smarter Balanced Assessment, interest in 21st
Century Skills by both business and education leaders, and steadily growing conceptual cohesion
of these constructs at the national level create a framework in which the development, teaching,
and assessment of these skills could advance in a purposeful and meaningful manner.

30 
 
 REFERENCES AND RESOURCES

The William and Flora Hewlett Foundation (2010). Education Program Strategic Plan.
Menlo Park, CA: Author. Retrieved from
http://www.hewlett.org/uploads/documents/Education_Strategic_Plan_2010.pdf
Hixson, N., Ravitz, J. & Whisman, A. (2012). Extended professional development in
project-based learning: Impacts on 21st century teaching and student achievement.
Charleston, WV: West Virginia Department of Education. Retrieved from
https://www.academia.edu/1999374.
Houston, J. (2007). Future skill demands, from a corporate consultant perspective.
Presentation at the Workshop on Research Evidence Related to Future Skill Demands,
National Research Council. Available:
http://www7.nationalacademies.org/cfe/Future_Skill_Demands_Presentations.html
Levy, F., and Murnane, R.J. (2004). The new division of labor: How computers are creating
the next job market. Princeton, NJ: Princeton University Press.
Maine Department of Education (2007) Chapter 132, Learning Results: Parameters for
Essential Instruction. http://www.maine.gov/education/lres/pei/ch132-2007.pdf
Maine Department of Education (no date). Careet & Technical Education [website]. CTE:
http://www.maine.gov/doe/cte/
Maine Department of Education (no date). “Depth of Knowledge (DOK) Definitions for
Science” [website]. http://www.maine.gov/doe/mea/resources/depth-of-knowledge.html
Maine Department of Education (2013). Glossary of Terms Related to Proficiency-Based
Learning [website]. Available: http://www.maine.gov/doe/cbp/glossary.html#century
Maine Department of Education (2013). Guiding Principles [website]. Available:
http://www.maine.gov/doe/proficiency/standards/guiding-principles.html
Maine Department of Education (2014). “Innovative Bridge year ensures college, career
readiness” [press release]. http://mainedoenews.net/2014/03/20/innovative-bridge-year-
ensures-college-career-readiness/.
Maine Department of Labor, Center for Workforce Research and Information (2012).
Maine Job Outlook 2010-2020. Retrieved from:
https://www.maine.gov/labor/cwri/outlook.html.
Maine State Board of Education (2013). Maine State Board of Education Strategic Plan for
Meaningful Change (2010-2015). Available:
http://www.maine.gov/sbe/strategicplanSBE31313_000.pdf
Mitchell Institute (2012). College Access and Persistence in Maine Research Brief.
Available:
http://www.mitchellinstitute.org/pdfs/CollegeAccessPersistenceBrief_Nov2011.pdf.
National Research Council. (2010). Exploring the Intersection of Science Education and 21st
Century Skills: A Workshop Summary. Margaret Hilton, Rapporteur. Board on Science
Education, Center for Education, Division of Behavioral and Social Sciences and
Education. Washington, DC: The National Academies Press.

31 
 
 National Research Council. (2011). Assessing 21st Century Skills: Summary of a Workshop.
J.A. Koenig, Rapporteur. Committee on the Assessment of 21st Century Skills. Board on
Testing and Assessment, Division of Behavioral and Social Sciences and Education.
Washington, DC: The National Academies Press.
National Research Council. (2012). Education for Life and Work: Developing Transferable
Knowledge and Skills in the 21st Century. Committee on Defining Deeper Learning and
21st Century Skills, J.W. Pellegrino and M.L. Hilton, Editors. Board on Testing and
Assessment and Board on Science Education, Division of Behavioral and Social Sciences
and Education. Washington, DC: The National Academies Press.
National Research Council. (2014). STEM Integration in K-12 Education: Status,
Prospects, and an Agenda for Research. Committee on Integrated STEM Education. M.
Honey, G. Pearson, and H Schweingruber, Editors. Washington, DC: The National
Academies Press.
Partnership for 21st Century Skills. [website]. Available: www.p21.org
Peterson, N., Mumford, M., Borman, W., Jeanneret, P., and Fleishman, E. (1999). An
occupational information system for the 21st century: The development of O*NET.
Washington, DC: American Psychological Association.
Pulakos, E.D., Arad, S., Donovan, M.A., and Plamondon, K.E. (2000). Adaptability in the
workplace: Development of a taxonomy of adaptive performance. Journal of Applied
Psychology, 85, 612-624.
Schunn, C. (2009). Are 21st Century Skills found in science standards? Paper prepared for
the Workshop on Exploring the Intersection of Science Education and the Development
of 21st Century Skills, National Research Council. Available:
http://www7.nationalacademies.org/bose/Schunn.pdf.
Shear, L., Novais, G., Means, B., Gallagher, L., & Langworthy, M. (2010). ITL Research
Design. Menlo Park, CA: SRI International. Retrieved from
http://itlresearch.com/images/stories/reports/ITL%20Research%20design_15%20Nov%2
02010.pdf.
Silvernail, D.L. (2011) A Middle School One-to-One Laptop Program: The Maine
Experience. Maine Education Policy Research Institute, University of Southern Maine:
Gorham, Maine.
Silvernail, D.L., Stump, E.K., Duina, A.A., & Gunn, L.M. (2013) Preliminary
Implementation of Maine’s Proficiency-Based Diploma Program”, Maine Education
Policy Research Institute, University of Southern Maine: Gorham, Maine.
Smarter Balanced Assessment Consortium (no date). [website] “Content Specifications”;
“Achievement Level Descriptors”; and “How do the Common Core State Standards
(CCSS) define college and career readiness?” http://www.smarterbalanced.org/
State Education Reforms (SER) (no date). Tables from State Education Reforms (SER),
National Center for Education Statistics, Institute of Education Sciences, US Department
of Education. Available: http://nces.ed.gov/programs/statereform/tables.asp?group=5.
State Workforce Investment Board (SWIB) (2012). Workforce Investment Act Strategic
Plan 2012-2016. Retrieved from: http://www.maine.gov/swib/wia_plan.html.

32 
 
 APPENDIX A: QUALITATIVE SURVEY RESPONSES

   School‐wide practices that  Offer extracurricular  Regularly assess the  

Domain  promote the skill  opportunities for  skill through local 
   (required courses, graduation requirements)  interested students  or in‐house 
         assessment 
   *Study Skills Course, Collaborative Activities in     *Department common 
   ALL Science, Math and English Classes     assessments 
   *We have a school‐wide rubric for problem   *Robotics    
Critical  solving for which students need evidence     *Starting with the Class 
Thinking   *PBL activities are sent out weekly with a   *Starting with the Class  of 2018 
Skills   strong recommendation to try them out  of 2018    
   *Complex reasoning skill training and      *Heading in the direction;  
   required measurement topic in our     Currently working on  
   standards as part of the MCCL     common assessments 
   *Literature circles, math problem solving,  *Civil Rights Team  *Starting with the Class 
Collaboration  labs in science     of 2018 
Skills     *Starting with the Class  *Heading in the direction;  
   *Starting with the Class of 2018  of 2018  Currently working on  
         common assessments 
   *Two major assessments which require   *Drama, speech and    
   students to deliver a 10 ‐ 20 minute  debate  *Starting with the Class 
Communication  Presentation     of 2018 
Skills  *iPad Protocols  *Speech competition    
   *Writing has a standard of performance      *Heading in the direction;  
   across all content areas in the high  *Starting with the Class  Currently working on  
   school  of 2018  common assessments 
   

33 
 
    *Evening study hours, tutoring, academic team       
   meetings for struggling students, teacher     *Starting with the Class 
   office hours  *Student  Council  of 2018 
Self‐Direction  *Proficiency‐based math classes       
Skills  *We have a school‐wide rubric which  *Starting with the Class    
   measures habits of work and portfolios   of 2018  *Heading in the direction;  
    which measure evidence of progress     Currently working on  
   *We have a rubric for this as part of our habits     common assessments 
   of work and eligibility is based upon this       
   *Drama classes, theater productions, art  *Odyssey of the mind,  *Starting with the Class 
Creativity and  classes for every grade  champion chess team  of 2018 
Innovation     *Yearbook, book clubs,    
Skills  *Applied art technology class   theater  *Heading in the direction;  
      *Starting with the Class  Currently working on  
   *Starting with the Class of 2018   of 2018  common assessments 
Global        *Heading in the direction;  
Connection  *Social Studies classes     Currently working on  
Skills        common assessments 
      *Community service    
      club    
   *Community service is required for graduation  *We offer specific    
Local      courses that are  *Heading in the direction;  
Connection  *Starting with the Class of 2018  centered on   Currently working on  
Skills     connecting with the  common assessments 
      community    
      *Starting Class 2018    
Use of   *Utilization of GoogleApps to help logistic     *Heading in the direction;  
Technology as   practices and collaborative work     Currently working on  
Learning Tool  *MLTI     common assessments 
 

34 
 
 APPENDIX B: PRINCIPALS SURVEY INSTRUMENT

Instructions: The Maine Education Policy Research Institute at the University of Maine’s
Center for Research and Evaluation has been asked by the Legislature’s Education and Cultural
Affairs Committee to conduct a study on the teaching and learning of 21st Century Skills in
Maine schools. These can be broadly defined as the skills needed for students to be college
and workforce ready in today’s world and are reflected in the Maine DOE Guiding Principles.

This survey asks about your school’s teaching practices that might support students’ learning of
the following skills.

1. Critical Thinking
2. Collaboration
3. Communication
4. Creativity & Innovation
5. Self-Direction
6. Making Global Connections
7. Making Local Connections
8. Using Technology as a Tool for Learning

You will be asked a few questions about ways your school may be addressing these skills in
and out of the classroom. Because there can be considerable grade-to-grade variation in how
schools approach these topics, please answer these questions ONLY in relation to 7th grade or
11th grade, depending on your school. If your school includes both 7th and 11th grade, please
answer in relation to 11th grade. If your school does not include 7th or 11th grade, please
discontinue the survey.

Responses will be used to help inform the Maine State Legislature on what is happening in the
field related to the teaching and learning of 21st Century Skills. Participation in the survey is
voluntary and will take approximately 10 minutes to complete. All responses will be anonymous.
Neither your identity nor your school will be revealed in the report. You can skip any
question that you would prefer not to answer. We appreciate your responses and the time that
you have taken to complete this survey. Copies of the final reports will be available following
their presentation to the legislature. A copy of the final report will be available following our
presentation of the findings to the legislature. If you have any questions, please contact Craig
Mason at [email protected] or 581-2493.

35 
 
Please select your district and school name from the drop down boxes below:

What is your position in your school?

 Superintendent
 Principal
 Guidance Counselor
 Curriculum Coordinator
 Teacher
 Other

For which grade are you completing this survey?

 7th Grade
 11th Grade

36 
 
1. CRITICAL THINKING SKILLS refer to students being able to analyze complex problems,
investigate questions for which there are no clear-cut answers, evaluate different points of view
or sources of information, and draw appropriate conclusions based on evidence and reasoning.

To what extent does your school formally seek to address CRITICAL THINKING SKILLS?
 We do not directly address CRITICAL THINKING SKILLS in school planning--it's up to
individual teachers.
 Teachers are encouraged to address CRITICAL THINKING SKILLS, but it is not required.
 Teachers are required to address CRITICAL THINKING SKILLS.

Does your school do the following....

Is there an example that you
would like to share with the
legislature and other schools as
Yes No part of our report?
Have school-wide practices that promote
CRITICAL THINKING SKILLS for all students,
 
such as required course work, graduation
expectations, etc.?
Offers opportunities for students who are
interested to develop CRITICAL THINKING
 
SKILLS, through extracurricular activities, clubs,
electives, etc.?
Regularly assess students' CRITICAL THINKING
SKILLS as part of a local or in-house  
assessment?

In your opinion, what percentage of students in your school have developed CRITICAL
THINKING SKILLS by the time they graduate?
 Less than 20%
 20% up to 40%
 40% up to 60%
 60% up to 80%
 80% or more

37 
 
2. COLLABORATION SKILLS refer to students being able to work together to solve problems
or answer questions, to work effectively and respectfully in teams to accomplish a common goal
and to assume shared responsibility for completing a task.

To what extent does your school formally seek to address COLLABORATION SKILLS?
 We do not directly address COLLABORATION SKILLS in school planning--it's up to
individual teachers.
 Teachers are encouraged to address COLLABORATION SKILLS, but it is not required.
 Teachers are required to address COLLABORATION SKILLS.

Does your school do the following....

Is there an example that you
would like to share with the
legislature and other schools as
Yes No part of our report?
Have school-wide practices that promote
COLLABORATION SKILLS for all students, such
 
as required course work, graduation
expectations, etc.?
Offers opportunities for students who are
interested to develop COLLABORATION
 
SKILLS, through extracurricular activities, clubs,
electives, etc.?
Regularly assess students' COLLABORATION
SKILLS as part of a local or in-house  
assessment?

Based on your opinion, what percentage of your students have developed COLLABORATION
SKILLS by the time they graduate from your school?
 Less than 20%
 20% up to 40%
 40% up to 60%
 60% up to 80%
 80% or more

38 
 
3. COMMUNICATION SKILLS refer to students being able to organize their thoughts, data and
findings and share these effectively through a variety of media, as well as orally and in writing.

To what extent does your school formally seek to address COMMUNICATION SKILLS?
 We do not directly address COMMUNICATION SKILLS in school planning--it's up to
individual teachers.
 Teachers are encouraged to address COMMUNICATION SKILLS, but it is not required.
 Teachers are required to address COMMUNICATION SKILLS.

Does your school do the following....

Is there an example that you
would like to share with the
legislature and other schools as
Yes No part of our report?
Have school-wide practices that promote
COMMUNICATION SKILLS for all students, such
 
as required course work, graduation
expectations, etc.?
Offers opportunities for students who are
interested to develop COMMUNICATION
 
SKILLS, through extracurricular activities, clubs,
electives, etc.?
Regularly assess students' COMMUNICATION
SKILLS as part of a local or in-house  
assessment?

Based on your opinion, what percentage of your students have developed COMMUNICATION
SKILLS by the time they graduate from your school?
 Less than 20%
 20% up to 40%
 40% up to 60%
 60% up to 80%
 80% or more

39 
 
4. CREATIVITY AND INNOVATION SKILLS refer to students being able to generate and refine
solutions to complex problems or tasks based on synthesis, analysis and then combining or
presenting what they have learned in new and original ways.

To what extent does your school formally seek to address CREATIVITY AND INNOVATION
SKILLS?
 We do not directly address CREATIVITY AND INNOVATION SKILLS in school planning--it's
up to individual teachers.
 Teachers are encouraged to address CREATIVITY AND INNOVATION SKILLS, but it is not
required.
 Teachers are required to address CREATIVITY AND INNOVATION SKILLS.

Does your school do the following....

Is there an example that you
would like to share with the
legislature and other schools as
Yes No part of our report?
Have school-wide practices that promote
CREATIVITY AND INNOVATION SKILLS for all
 
students, such as required course work,
graduation expectations, etc.?
Offers opportunities for students who are
interested to develop CREATIVITY AND
 
INNOVATION SKILLS, through extracurricular
activities, clubs, electives, etc.?
Regularly assess students' CREATIVITY AND
INNOVATION SKILLS as part of a local or in-  
house assessment?

Based on your opinion, what percentage of your students have developed CREATIVITY AND
INNOVATION SKILLS by the time they graduate from your school?
 Less than 20%
 20% up to 40%
 40% up to 60%
 60% up to 80%
 80% or more

40 
 
5. SELF-DIRECTION SKILLS refer to students being able to take responsibility for their
learning by identifying topics to pursue and processes for their own learning, and being able to
review their own work and respond to feedback.

To what extent does your school formally seek to address SELF-DIRECTION SKILLS?
 We do not directly address SELF-DIRECTION SKILLS in school planning--it's up to
individual teachers.
 Teachers are encouraged to address SELF-DIRECTION SKILLS, but it is not required.
 Teachers are required to address SELF-DIRECTION SKILLS.

Does your school do the following....

Is there an example that you
would like to share with the
legislature and other schools as
Yes No part of our report?
Have school-wide practices that promote SELF-
DIRECTION SKILLS for all students, such as
 
required course work, graduation expectations,
etc.?
Offers opportunities for students who are
interested to develop SELF-DIRECTION SKILLS,
 
through extracurricular activities, clubs, electives,
etc.?
Regularly assess students' SELF-DIRECTION
SKILLS as part of a local or in-house  
assessment?

Based on your opinion, what percentage of your students have developed SELF-DIRECTION
SKILLS by the time they graduate from your school?
 Less than 20%
 20% up to 40%
 40% up to 60%
 60% up to 80%
 80% or more

41 
 
6. GLOBAL CONNECTIONS refers to students being able to understand global, geo-political
issues including awareness of geography, culture, language, history, and literature from other
countries.

To what extent does your school formally seek to address GLOBAL CONNECTIONS?
 We do not directly address GLOBAL CONNECTIONS in school planning--it's up to individual
teachers.
 Teachers are encouraged to address GLOBAL CONNECTIONS, but it is not required.
 Teachers are required to address GLOBAL CONNECTIONS.

Does your school do the following....

Is there an example that you
would like to share with the
legislature and other schools as
Yes No part of our report?
Have school-wide practices that promote
GLOBAL CONNECTIONS SKILLS for all
 
students, such as required course work,
graduation expectations, etc.?
Offers opportunities for students who are
interested to develop GLOBAL CONNECTIONS
 
SKILLS, through extracurricular activities, clubs,
electives, etc.?
Regularly assess students' GLOBAL
CONNECTIONS SKILLS as part of a local or in-  
house assessment?

Based on your opinion, what percentage of your students have developed GLOBAL
CONNECTIONS by the time they graduate from your school?
 Less than 20%
 20% up to 40%
 40% up to 60%
 60% up to 80%
 80% or more

42 
 
7 LOCAL CONNECTIONS refers to students being able to apply what they have learned to
local contexts and community issues.

To what extent does your school formally seek to address LOCAL CONNECTIONS?
 We do not directly address LOCAL CONNECTIONS in school planning--it's up to individual
teachers.
 Teachers are encouraged to address LOCAL CONNECTIONS, but it is not required.
 Teachers are required to address LOCAL CONNECTIONS.

Does your school do the following....

Is there an example that you
would like to share with the
legislature and other schools as
Yes No part of our report?
Have school-wide practices that promote LOCAL
CONNECTIONS SKILLS for all students, such as
 
required course work, graduation expectations,
etc.?
Offers opportunities for students who are
interested to develop LOCAL CONNECTIONS
 
SKILLS, through extracurricular activities, clubs,
electives, etc.?
Regularly assess students' LOCAL
CONNECTIONS SKILLS as part of a local or in-  
house assessment?

Based on your opinion, what percentage of your students have developed LOCAL
CONNECTIONS SKILLS by the time they graduate from your school?
 Less than 20%
 20% up to 40%
 40% up to 60%
 60% up to 80%
 80% or more

43 
 
8. USING TECHNOLOGY AS A TOOL FOR LEARNING refers to students being able to
manage their learning and produce products using appropriate information and communication
technologies.

To what extent does your school formally seek to address the USE OF TECHNOLOGY AS A
TOOL FOR LEARNING?
 We do not directly address the USE OF TECHNOLOGY AS A TOOL FOR LEARNING in
school planning--it's up to individual teachers.
 Teachers are encouraged to address the USE OF TECHNOLOGY AS A TOOL FOR
LEARNING, but it is not required.
 Teachers are required to address the USE OF TECHNOLOGY AS A TOOL FOR
LEARNING.

Does your school do the following....

Is there an example that you
would like to share with the
legislature and other schools as
Yes No part of our report?
Our school has school-wide activities or
initiatives with the goal of promoting the USE OF
TECHNOLOGY AS A TOOL FOR LEARNING for  
all students, through required course work,
graduation expectations, etc.?
Offers opportunities for students who are
interested to develop skills around the USE OF
TECHNOLOGY AS A TOOL FOR LEARNING,  
through extracurricular activities, clubs, electives,
etc.?
Regularly assess students' USE OF
TECHNOLOOGY AS A TOOL FOR LEARNING  
as part of a local or in-house assessment?

Based on your opinion, what percentage of your students have developed skills around the USE
OF TECHNOLOGY AS A TOOL FOR LEARNING by the time they graduate from your school?
 Less than 20%
 20% up to 40%
 40% up to 60%
 60% up to 80%
 80% or more

44 
 
Finally, what types of opportunities do teachers in your school have to enhance their own 21st
Century Skills? (Select all that apply)
 District sponsored professional development
 Maine Department of Education or MLTI workshops
 From technology integrationist staff in their school or district
 Conferences
 University coursework
 On their own / independent study
 From other teachers or colleagues with whom they work
 Training provided by a grant (Please name the grant below)
____________________
 Other (Please briefly describe below) ____________________
 Regionally sponsored professional development
 School sponsored professional development

45