Randi Weingarten once said, “A high-quality public education can build much-needed skills and knowledge. It can help children reach their God-given potential. It can stabilize communities and democracies. It can strengthen economies.” Weingarten, an American activist, illustrates the need for educational reform as a life raft for future generations. We must incorporate what is best for the students by helping further develop their education and not what will get us the most funding possible.
Sensitivity to the essential connection between the personal and professional factors in the lives of teachers is a key to the success of initiatives in the area of educational change (Surge, 2004). All significant change begins with self change. Leaders of educational change sometimes tend to focus too much on the change itself, which is external to the individual. Realising lasting changes in teaching and learning involve changing deeply held beliefs about life and world and long established dispositions in relation to particular aspects of learning, education and society. In this sense, accomplishing significant change is not just a professional matter.
Moreover, Hale (2008) states that critical thinking can penetrate every aspect of human life if it is substantively conceived and engaged. He emphasizes the importance of critical thinking in education and claims that critical thinking and education are inter-related and inseparable. If today 's learners are to effectively deal with complex changes, increased demands, intellectual challenges, and greater accountability of the modern life, they must become skilled in higher level thinking and reasoning abilities. Skills in critical thinking can pave the way for the necessary broader outlook, creative solutions and multiple pathways needed for successful quality improvement initiatives. Therefore, as Huitt (1998) pronounced, critical thinking is a very important element of schooling in the 21st century since in the information age, thinking plays a significant role in one 's success in life.
In schools throughout the world, there is a need to improve teaching and learning of students because a high-quality and equitable education is recognized as a key to the success of people and society (OECD, 2012; OECD, 2015). It is acknowledged that traditional operating model of schools is incapable of dealing with demands of knowledge based society (Sahlberg, 2011; Barath, 2013), and thus the teaching profession is challenged (OECD, 2005). In order to provide students with opportunities to learn competences needed in contemporary and in future societies, schools have to change their operating models. One effective strategy for improving teaching and learning has been developing schools as professional learning communities (DuFour & Mattos, 2013; Hargreaves & Fullan, 2012; Sigurðardóttir, 2010; Barber & Mourshed, 2009; Vescio, Ross, & Adams, 2008; Timperley, 2008). Professional learning community, as an object of a research, is a complex, multidimensional phenomenon and the literature shows a variety of approaches.
An assessment of student is the criteria to evaluate the learning outcomes. The primary goal of assessment process is to see continuous improvement of the quality of student achievement. There is a wide gap between the industry expectations and the institutional standards. So the institutions have to engage Industry and partnerships that will facilitate innovation and contemporary thought and practice to remove the
We should care more about the best idea, than whether or not it is our idea, because when we put others ahead of our own rewards and recognition, this shows our authenticity. We should always be searching for the right thing to do, even if it means disclosing that our last decision was not the best. We should share our failures as well as our successes, because this attracts openness from others and inspires others to follow our lead. Kouzes and Posner (2011) articulate these qualities for a good
Having learnt this, the individuals are able to spread and share is awareness and insight. By doing so, they achieve the real purpose of culture, which is the creation of an equitable society. To Arnold those who have succeeded in reaching this state of 'perfection ' must instruct others and be altruistic in order to build a sense of evenness and fairness among society, and end social imbalance and conflicts. However, he writes that neither the 'passion for pure knowledge ' or 'the moral and social passion for good doing ' (Arnold, 1822,1888) are sufficient to sustain culture. In fact, Arnold considers religion as an important factor in making culture prevail.
There is no use denying the fact that since ancient times people have thirst for knowledge. This desire became one of the main forces which influenced development of the whole humanity. It is even possible to say that knowledge, obtained due to this thirst, saved human race from extinction. However, obtained knowledge should be transferred to next generations and that is why, educations as the way of this transfer, also became a very important issue. The thing is that world changes constantly and that is why the approach to education and knowledge, which is needed for a person, also obtains some new peculiarities.
In 21st century, the development has been grown rapidly from many aspects such as technology and information. Perception and how people see and conduct have been adjusted to the change. Rich (2010) believed that in this century, there are skills that required by people to survive. The skills are collaborative, digital literacy, critical thinking, and problem-solving that advocates believe education should provide help to people with developing these skills to thrive in this world. This automatically calls education as tool for human survival to change and improve.
It encompasses the processes that the teacher engages into initially prepare himself, continuously update, and review and reflect on his own performance. Just as knowledge and skill requirements are changing with the advent of globalization and the explosive growth of technology, the teacher must also develop professionally and continually acquire new knowledge and skills. If he wants to prepare the students for their successful feature, he must be prepared for the future