of assessment systems, capable of accurately measuring and supporting acquisition of these competencies, will be needed. A sustained program of research and development will be required to create assessments that are capable of measuring cognitive, intrapersonal, and interpersonal competencies. In addition, it will be important for researchers and publishers to develop new curricula that incorporate the research-based design principles and instructional methods we describe above. Finally, new approaches to teacher preparation and professional development will be needed to help current and prospective teachers understand these instructional principles and methods, as well as the role of deeper learning and 21st century competencies in mastering core academic content. If teachers are to not only understand these ideas but also translate them into their daily instructional practice, they will need support from school and district administrators, including time for learning, shared lesson planning and review, and reflection (see Chapter 7).

  • Recommendation 10: The states and the federal government should establish policies and programs—in the areas of assessment, accountability, curriculum and materials, and teacher education—to support students’ acquisition of transferable 21st century competencies. For example, when reauthorizing the Elementary and Secondary Education Act, the Congress should facilitate the systemic development, implementation, and evaluation of educational interventions targeting deeper learning processes and the development of transferable competencies.

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