Survive or Thrive . . . Entrepreneurial literacy . . . Core subjects and 21st century themes . . . Digital-age learning . . . Effective use of real-world tools . . . Core knowledge + portable skills . . . New global economy . . . Flat World . . . Information and communication technology (ICT) literacy . . .

Seldom will a day pass that you don't see something about education in the 21st century.

As educators, we know more than ever before about how children learn, and what we should be doing to meet their needs for the 21st century. We also know the uneasiness some people are feeling with public schools. In a recent national survey of voters conducted for the Partnership of 21st Century Skills, there were two conclusions. First, voters are not completely dissatisfied with their local schools. Just one in 10 voters might consider their schools failing. Second, there was a broad recognition by the voters that schools are not meeting the needs of students and the American workforce in the 21st century. What could be most disturbing is that only 44% of the voters indicated the United States is moving in the right direction in educating our children to make sure they have the skills to compete in a global society. Historically, educators have struggled with creating a demand for change and focusing that change. While some changes have been seen, most change efforts in education have lacked the collective efficacy, systemic unity, and sustainability to be little more than random acts of improvement.

What does all of this mean for education and specifically, education in the Worthington schools? The elementary education program, excellent by most standards, has not changed much in the last decade. Knowing there may not be a "one-size-fits all" model for high performing schools, the elementary principal team is leading a comprehensive review of our elementary education program. The intent of this review is to give autonomy and support for individual school communities to create the schools that their students need in the 21st century. Grounded in the high quality that is Worthington, our schools are likely to develop learning environments that are unique to the community they serve.

We are working with a variety of stakeholders which includes business/community leaders, school district leadership, teachers, non-classroom staff, parents, students, and special interest groups to create goals and a process which is serving as the foundation for the review of the program. Eight common themes have emerged from discussions with those stakeholders:

1) Instructional delivery

2) Teacher qualifications and professional development

3) Technology

4) School building environment

5) Tolerance, cultural awareness and understanding

6) Critical thinking, problem solving, and creativity

7) Parent involvement and support

8) Community involvement, education, support and responsibility.

The common themes, research of best practices, benchmarking of 21st century learning skills, and the professional knowledge and experience of our educators have become the filters for developing individual learning communities. Each school is moving forward in designing the school that best meets the needs of their students in the 21st century.

Elementary staff has begun the process of creating a demand for change. Examples of work being done by various elementary school communities include: Review current strengths and weaknesses of school programs; redesign school leadership teams; collect feedback from students, parents, and other school community stakeholders; research and evaluate high level concepts of elementary education; and collaborate with parents and community members to research and design 21st-century learning skills.

The greatest resource as we build the schools that best meet the needs of our students will be each other. Courageous conversations such as "What is it we can only accomplish, because we are together as a community that we cannot accomplish individually?" and "What do we expect to see in our schools when we have successfully accomplished outcomes that matter to all?" will be an integral part of the collaboration needed among the school staff, parents, and community. By trusting the process and keeping the focus on our students, schools will be reinvented that best meet the needs of our students for the 21st century.

As anthropologist Margaret Mead stated, "Never doubt that a small group of thoughtful, committed citizens can change the World. Indeed, it is the only thing that has."

Through collaboration within our school communities, we will develop schools that continue to provide a strong core program in the content areas as well as integrate 21st century content, skills and tools into the learning environment.

For more information on the Elementary Education Review of Program, please check the Worthington schools Web site.