21st-Century Skills and No Excuses University (NEU) Reflection

21st-century skills: Compare and contrast what the authors identify as 21st-century skills
with what you would identify as 21st-century skills. In your explanation, be sure to cite
evidence from the readings.
Different authors have given their definitions or what they think are 21 st -century skills.
Boholano (2017), Partnership for 21 st Century Skills (2016), and Dede (2010) hold the view that
21 st -century skills are necessary for student success in the current global economy. On the other
hand, Binkely et al. (2012); Hughes, Lavery, & Doran (2014), are of a similar view and they hold
that 21 st -century skills refer to the ability by students to solve multifaceted issues through the
application of knowledge in critical thinking (Newman, 2019). These authors argue that digital
literacy and the ability to collaborate with others are some features that a student in the 21 st
century should possess. Also, it is the ability to make sense of a complex situation and sift
through bulk information. One similarity in the different views is that a student can solve
complex questions, think critically, and achieve more. The only difference is in the selection of
words to create the definition; otherwise, the different meanings make a similar implication. I
think that 21 st -century skills refer to students’ ability to use the knowledge and participate
productively in today’s world. The focus is on the use of knowledge or information to create
solutions that will ultimately transform the world into a better place.
No Excuses University (NEU): Discuss your thoughts on the six exceptional systems of
NEU. Share your impressions and consider how these six exceptional systems (culture of
universal achievement, collaboration, standards alignment, assessment, data management,

and interventions) change the landscape of education. In your discussion, be sure to cite
evidence from the readings.
NEU’s six exceptional systems are vital in any educational setting. They have uniquely
impacted the education landscape. The culture of universal achievement makes the attainment of
academic standards a reality. Schools and members of staff believe in student potential, and then
create an environment where students can work towards achieving their full potential (Lopez,
2013). Such a system would change the landscape of education because schools would make the
opportunity to achieve reality. Every student will be helped to work towards unleashing their
best potential. Hence, the country would have a group of students that are achievers, and the
education sector would be transformed.
The second exceptional system is collaboration, and it implies that the members of staff
have clarity of purpose, are respectful of time, works towards professional growth, and build
honest professional relationships. Collaboration would change the landscape of education
because, through such a system, team members will remain focused and driven by a specific
goal. For instance, when it comes to reading, team members will ensure that students gain
proficiency in reading, and the case will apply in other learning areas. Through this unity, the
workload will reduce, and students will have the necessary support to achieve more. Also, team
members work closely together and develop professional relationships, which consequently
foster professional development (Lopez, 2013). Collaboration does not only foster achievement
among student but also among the team members. Thus, students will be handled by
professionals whose qualifications keep growing due to collaboration.
Standard alignment is the third exceptional system of NEU, and it provides an objective
framework to guide the work of professionals in the educational field as they undertake their

daily activities. Aligning standards is instrumental in changing the education landscape because
it ensures that professionals in the education sector follow a framework that guides instruction
and ensures it becomes more purposeful and meaningful. Students can seamlessly continue from
one grade to another. It becomes easy to quantify their progress and success in academics. Lopez
(2013), holds that standards direct teachers to teach what the state wants them to teach as
opposed to what they want to teach. Thus, there is a framework that guides how instruction is
conducted.
Further, assessments allow for data-driven instruction (Lopez, 2013). Assessments have a
role to play in education, as they ensure that there is accountability in instruction and learning in
general. Educators and learners show their progress through assessments. Data management
follows assessments because students have access to their results through the creation of a
database that is openly shared and accessible. Data management ensures that information about
student progress is accessible in a timely manner and deliberately arranged for easy retrieval of
information. Thus, data management works hand in hand with assessments in creating a well-
organized education system.
Lastly, interventions are aimed at improving a particular situation. In an education set-up,
it entails creating interventions to enhance learning both in and outside the classroom
environment (Lopez, 2013). Interventions have the potential to enhance the education landscape
by changing the perception that learning is constrained inside the classroom walls. Learning can
take place anywhere, and changing the mentality among learners on this, ensures that they take
note of learning opportunities outside the classroom, and their learning is enhanced.

Lastly, identify the educational field (public or private, non-profit or proprietary, military,
corporate, or other) that you envision yourself as an educator. Explain how these six
exceptional systems of NEU would be relevant to your identified educational field.
I will use the six exceptional systems of NEU to simplify my focus and consequently
create a successful classroom. First, I will focus on practicing a culture of universal achievement
by having a daily commitment to neutralize the challenges that students will present to me in the
classroom. According to Lopez (2013), collaboration goes hand in hand with professionalism.
As a professional, I will collaborate with my colleagues, teachers, and learners to generate
results. The standard alignment will be relevant to me as an educator because there will be a
framework that will guide my instruction. I will follow state standards when teaching; thus, my
instruction will be well-organized. Aligning standards will be my daily commitment.
Further, I will use my position to ensure that there is explicit practicality in how
assessments are conducted. They will be centered on the students and used to foster learning and
show progress. Assessments will be accompanied by a well-developed data management system
where students will have open access to their assessment results. The data will be deliberately
arranged for easy retrieval by students. I envision myself working as an educator in the public
education field. The six exceptional systems of NEU will be relevant in this field in a variety of
ways. First, I will collaborate with parents and colleagues in creating interventions that will
widen the learning opportunity for the learners. This will mostly entail changing their perception
and deconstructing the notion that learning takes place only in school.

References

Lopez, D. (2013). No Excuses University: How six exceptional systems are revolutionizing our
schools (2nd ed.). Retrieved from https://content.ashford.edu
Newman, R. (2019). Teaching and learning in the 21st century: Connecting the dots (2nd
ed.). Retrieved from https://content.ashford.edu