The role of district leadership and the implementation of 21st century skills through professional development

The purpose of this study was to understand the effective practices used by urban superintendents as it pertains to implementing professional development relevant to the acquisition of 21st century skills. This study focused on urban school districts in the state of California, using a mix of both surveys and interviews to collect data from superintendents and an expert in the field of education. The data gathered was meant to provide insights into effective professional development practices and the monitoring and evaluation of those programs. The study also sought to determine what skill set is used by districts in California to prepare students to be 21st century citizens and what tools district leaders used to acquire their definitions and vision for those skills.;From this study emerged findings that can assist other district leaders who wish to embark on similar district transformations. Through a series of collaborative, vision-setting meetings with both internal and external stakeholders, urban superintendents are creating definitions of skills and the buy-in necessary to create a new vision in order to prepare their students for instruction that promotes 21st century skill attainment. These same superintendents, through a detailed professional development plan that is ongoing, provides opportunities for coaching and reflection, monitoring, and evaluation will help the students in their districts achieve academically as they use 21st century skills to support the academic curriculum already in place in most districts.