The purpose of the study was to understand how a high performing California TK-12 unified school district demonstrated a commitment to implementation of 21st century skills. By understanding how a school district with high levels of student achievement on the SBAC are implementing 21st century skills, current and aspiring district and site leaders can develop a framework for future student success. Using Wagner¿s (2008) theoretical framework of 21st century skills and the Partnership for 21st Century Skills¿ (P21)(2007) theoretical framework of 21st century support systems, this study examined how the school district defines 21st century skills and expected learning outcomes. More specifically, the study set out to examine: 1) How has a high performing school district defined 21st century skills, learning goals, and outcomes? 2) How has a high performing school district implemented the development of 21st century skill? 3) What district organizational systems and structures were used to support professional learning of 21st century skills? 4) How has district leadership demonstrated commitment to the fidelity of a 21st century implementation plan?

La carrière éducative de David Stewart s'est déroulée dans deux pays, deux États et cinq districts scolaires, dans sa quête incessante d'améliorer les chances de vie des élèves qu'il a servis. Il a obtenu son doctorat à l'université de Californie du Sud et occupe actuellement le poste de directeur exécutif de l'apprentissage professionnel.