The focus of this policy advocacy is to add evaluation language to the Illinois Vision 20/20 policy specific to 21st Century Learning. The Illinois Vision 20/20 policy pillar of 21st Century Learning already identifies that students in Illinois develop skills of critical thinking, creativity, communication, and collaboration. The policy does not provide an explanation for school districts on how to achieve this goal. This policy advocacy adds language to the 21st Century Learning pillar through rubrics. These rubrics, specific to the skills described above and referenced throughout this dissertation as the 4 C’s, provide standard definitions for each of these skills. The first step of good pedagogy is standards to which you align your instruction. These rubrics provide these standards. The rubrics also provide a performance continuum for teachers and students to reflect on skill progression and mastery of each of these 4 C areas.
The dissertation examines several critical components of this policy advocacy. The dissertation begins with a description of the policy recommendation and delineates the critical issues related to said policy. Section two expands the analysis of the policy by review of the advocated policy through lenses of impact: educational, economic, social, political, and moral/ethical. The dissertation continues with a detailed policy argument, implementation plan, and assessment plan. The dissertation concludes with a summation of the overall impact of this policy were the policy added and executes throughout the Illinois education system.
","abstract_html":"<p>The focus of this policy advocacy is to add evaluation language to the Illinois Vision 20/20 policy specific to 21st Century Learning. The Illinois Vision 20/20 policy pillar of 21st Century Learning already identifies that students in Illinois develop skills of critical thinking, creativity, communication, and collaboration. The policy does not provide an explanation for school districts on how to achieve this goal. This policy advocacy adds language to the 21st Century Learning pillar through rubrics. These rubrics, specific to the skills described above and referenced throughout this dissertation as the 4 C’s, provide standard definitions for each of these skills. The first step of good pedagogy is standards to which you align your instruction. These rubrics provide these standards. The rubrics also provide a performance continuum for teachers and students to reflect on skill progression and mastery of each of these 4 C areas.</p> <p>The dissertation examines several critical components of this policy advocacy. The dissertation begins with a description of the policy recommendation and delineates the critical issues related to said policy. Section two expands the analysis of the policy by review of the advocated policy through lenses of impact: educational, economic, social, political, and moral/ethical. The dissertation continues with a detailed policy argument, implementation plan, and assessment plan. The dissertation concludes with a summation of the overall impact of this policy were the policy added and executes throughout the Illinois education system.</p>","abstract_has_math":false,"creators":["Marassa, Michael"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Tina Nolan","Elizabeth Minor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-12-01T08:00:00Z","date_published":"2017-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["Illinois Vision 2020","4 C's","Policy Advocacy","Curriculum and Instruction","Educational Administration and Supervision","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/294","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tina Nolan","Elizabeth Minor"]},{"key":"dc:creator","label":"Author","values":["Marassa, Michael"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-04-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Illinois Vision 2020","4 C's","Policy Advocacy","Curriculum and Instruction","Educational Administration and Supervision","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/294"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The focus of this policy advocacy is to add evaluation language to the Illinois Vision 20/20 policy specific to 21st Century Learning. The Illinois Vision 20/20 policy pillar of 21st Century Learning already identifies that students in Illinois develop skills of critical thinking, creativity, communication, and collaboration. The policy does not provide an explanation for school districts on how to achieve this goal. This policy advocacy adds language to the 21st Century Learning pillar through rubrics. These rubrics, specific to the skills described above and referenced throughout this dissertation as the 4 C’s, provide standard definitions for each of these skills. The first step of good pedagogy is standards to which you align your instruction. These rubrics provide these standards. The rubrics also provide a performance continuum for teachers and students to reflect on skill progression and mastery of each of these 4 C areas.
The dissertation examines several critical components of this policy advocacy. The dissertation begins with a description of the policy recommendation and delineates the critical issues related to said policy. Section two expands the analysis of the policy by review of the advocated policy through lenses of impact: educational, economic, social, political, and moral/ethical. The dissertation continues with a detailed policy argument, implementation plan, and assessment plan. The dissertation concludes with a summation of the overall impact of this policy were the policy added and executes throughout the Illinois education system.
"]},{"key":"dc:title","label":"Title","values":["Policy Advocacy: Adoption the 4 C’s Rubrics into Illinois Vision 20/20"]}]}],"canonical_facts":{"dc:contributor":["Tina Nolan","Elizabeth Minor"],"dc:creator":["Marassa, Michael"],"dc:date.available":["2018-04-17T07:00:00Z"],"dc:description.abstract":["The focus of this policy advocacy is to add evaluation language to the Illinois Vision 20/20 policy specific to 21st Century Learning. The Illinois Vision 20/20 policy pillar of 21st Century Learning already identifies that students in Illinois develop skills of critical thinking, creativity, communication, and collaboration. The policy does not provide an explanation for school districts on how to achieve this goal. This policy advocacy adds language to the 21st Century Learning pillar through rubrics. These rubrics, specific to the skills described above and referenced throughout this dissertation as the 4 C’s, provide standard definitions for each of these skills. The first step of good pedagogy is standards to which you align your instruction. These rubrics provide these standards. The rubrics also provide a performance continuum for teachers and students to reflect on skill progression and mastery of each of these 4 C areas.
The dissertation examines several critical components of this policy advocacy. The dissertation begins with a description of the policy recommendation and delineates the critical issues related to said policy. Section two expands the analysis of the policy by review of the advocated policy through lenses of impact: educational, economic, social, political, and moral/ethical. The dissertation continues with a detailed policy argument, implementation plan, and assessment plan. The dissertation concludes with a summation of the overall impact of this policy were the policy added and executes throughout the Illinois education system.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/294"],"dc:subject":["Illinois Vision 2020","4 C's","Policy Advocacy","Curriculum and Instruction","Educational Administration and Supervision","Educational Leadership"],"dc:title":["Policy Advocacy: Adoption the 4 C’s Rubrics into Illinois Vision 20/20"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}