Castilleja School’s Partnership for 21st Century Assessment empowers educators to develop tools that capture and measure students’ growth in the essential attitudes and skills needed to become effective learners and leaders in today’s world.
Click here to view Castilleja's leadership rubric
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INITIATIVE |
AGILITY | PURPOSE |
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Taking initiative means that students are directing their own learning and guiding their own experiences. Interest and curiosity fuel their initial goals. Awareness and reflection inform their approach, strategies, and adjustments along the way. |
Students can demonstrate their agility through their capacity to embrace ambiguity and through creative and flexible approaches to problem-solving. |
Driven by the social purpose of truly effecting change, students need to value, seek, and understand different perspectives. They also need to collaborate with others to launch and sustain the change process. |
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Curiosity
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Embracing Ambiguity |
Empathy/Perspectives |
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Purposeful Reflection |
Problem-solving |
Collaboration |
The Partnership for 21st Century Assessment is made possible with the support of an educational leadership grant from the Edward E. Ford Foundation awarded in 2013. Castilleja was one of only 5 schools nationwide to receive this $250,000 award. The Castilleja Community made a 3:1 match—donating $750,000.
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Karen Strobel has spent her career researching settings that promote and support adolescents' intellectual, social and emotional development. She has worked with schools, after school programs and university researchers to capture the qualities of young leaders, engaged learners and collaborative problem solvers. Prior to her time at Castilleja, Karen was a senior researcher at the John W. Gardner Center at Stanford where she led research projects designed in partnership with teachers and community leaders. Through her research projects and partnerships, Karen was able to conduct research that was genuinely relevant to educators in classrooms and after school settings. She received her BA from the University of Michigan, and a PhD in Child and Adolescent Development from Stanford University Graduate School of Education. |