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he Educational Policy Improvement Center (EPIC) in Oregon, in a formal study asked higher education faculty what skills and knowledge they believe contribute to preparing students to succeed in college. Conley’s definition of college and career readiness is very basic: The level of preparation a student needs to succeed – without remediation – in credit-bearing general education courses or a two-year certificate program.1 The State of Colorado has also adopted this definition for college readiness.2 Such a definition might satisfy some community college and university faculty, but it is not comprehensive enough to really describe the preparation students need for the world of work or college level studies. There are productive behaviors that faculty expect in students and that employers expect in employees as well. EPIC went further to define college and career readiness by expanding the definition into one that is more comprehensive. The expansion includes more of the habits, skills, and attitudes that faculty and employers know are essential to success. It includes four areas:Key Content Knowledge (writing, simple research, core/GE subject area knowledge) Key Cognitive Strategies (inquisitiveness, reasoning, intellectual openness, precision and accuracy) Key Learning Skills and Techniques (self-control, note taking, time management) Key Transition Knowledge and Skills (understanding college or work as a system, interpersonal and social skills, culture of college)

nother resource for higher education faculty to consider is the work done by Arthur L. Costa regarding habits of mind for effective participation in the workplace and beyond. Costa’s recommended habits of mind are popular today and can be used for college students and employees alike. The 16 Habits of mind5 Persisting Communicating with clarity and precision Managing impulsivity Gathering data through all senses Listening with understanding and empathy Creating, imagining, innovating Thinking flexibly Responding with wonderment and awe Metacognition Taking responsible risks Striving for greater accuracy and precision Finding humor Questioning and problem posing Thinking interdependently Applying past knowledge to new situations Remaining open to continuous learning

Where to go to begin to learn how to transform their classrooms for 21st century learning?

It also makes more clear the need to retool every classroom and equip every teacher and learner with contemporary information technologies, and instill not only the literacy skills of this information landscape, but also the literacy habits.

Organize Staff Into Meaningful Teams Provide Teams With Time to Collaborate Provide Supportive Structures That Help Groups Become Teams Clarify the Work Teams Must Accomplish Monitor the Work of Teams and Provide Direction and Support as Needed Avoid Shortcuts in the Collaborative Team Process Celebrate Short-Term Wins, and Confront Those Who Do Not Contribute to Their Teams

The same can be said of the PLC process with its emphasis on a collaborative culture.  There is growing recognition that the process represents a powerful strategy for improving student achievement, but bringing it to life in the real world of schools remains difficult.  Educators are asked to change long-standing assumptions, expectations, and habits regarding schooling.  They are asked to relate to colleagues and students in new ways.  They are called upon to abandon the tradition of pursuing the latest educational fad and instead are asked to sustain a commitment to a very different way of operating schools – forever.