Preparing for the Future of Education-Equipping Students with 21st Century Skills: An Interview with Dr. Robin Fogarty

This interview continues a series initiated by members of the Bulletin's Editorial Board. The ooal of the series is to feature interviews conducted with Delta Kappa Gamma members or other educational leaders on a topic related to the theme of the issue. Here, Dr. Trybus presents the results of an interview with education writer and leader Dr. Robin Fogarty regarding the future of education.An Introduction to Dr* FogartyRobin Fogarty, PhD, is president of Robin Fogarty and Associates, Ltd., a Chicagobased, minority-owned educational publishing and consulting company Her doctorate is in curriculum and human resource development from Loyola University of Chicago. A leading proponent of the thoughtful classroom, Fogarty has trained educators throughout the world in curriculum, instruction, and assessment strategies. She has taught at all levels from kindergarten to college, served as an administrator, and consulted with state departments and ministries of education in the United States, Puerto Rico, Russia, Canada, Australia, New Zealand, Germany, Great Britain, Singapore, Korea, and the Netherlands. Fogarty has published articles in Educational Leadership, Phi Delta Kappan, and Journal of Staff Development. She is the author of numerous publications, including Brain-Compatible Classrooms, Ten Things New Teachers Need, Literacy Matters, How to Integrate the Curricula, The Adult Learner, A Look at Transfer, Close the Achievement Gap, Twelve Brain Principles, Nine Best Practices, Informative Assessment, and Supporting Differentiated Instruction: A PLC Approach. Her recent work includes a two-book leadership series, From Staff Room to Classroom-Book I and II, as well as a chapter on The Singapore Vision, in 21st Century Skills: Re-Thinking How Students Learn. Fogarty's latest co-authored efforts are How To Teach Thinking Skills Within The Common Core: 7 Student Proficiencies of the New National Standards; and School Leaders Guide to the Common Core: Achieving Results With Rigor And Relevance.Her motto is teachers make the difference in the learning journey of every child.Introduction to the InterviewThe future of education may seem daunting and challenging if educators lack a vision of what matters most for students to be prepared for the 21st century. A clear sense of purpose and direction for that vision must start with acknowledging the challenges in the change process. What educators know and practice in teaching now will not be adequate for the future with the changing roles of curriculum, instruction, and assessment. As part of a global society of educators, DKG members need to acknowledge the impact of technology, constructivism, school safety, and the needs of emergent learners.Foreseeing the future starts with determining how societal needs will be addressed through educating students. A look at what is in existence in schools now will lead to discussing, analyzing, and planning to manage the complex process of change for the future. This process is a necessity because the future is now, and reconceptualizing teaching and learning has already begun.Dr. Robin Fogarty has given this topic considerable thought. Her life's work in curriculum, instruction, and assessment strategies has been refined through teaching, administration, professional development, research, writing, and consulting in schools world-wide. Her perspective offers a compelling and thoughtful approach that suggests ways educators can be motivated and thoughtful to be innovative and entrepreneurial in preparing for the future.What do you see as challenges/or educational systems and how can educators better address these challenges as they prepare for the future?We have to frame the challenges around the needs of students, not just the stuff, and help students become literate, educated, and fulfilled regardless of college, career, or technology-bound futures. This will require systems to shift the focus to students and help students to become self-reliant, self-sufficient, and self-fulfilled. …

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