CompetencyWorks is an online resource dedicated to providing information and knowledge about competency education in the K-12 education system. Drawing on lessons learned by innovators and early adopters, CompetencyWorks shares original research, knowledge and a variety of perspectives through an informative blog with practitioner knowledge, policy advancements, papers on emerging issues and a wiki with resources curated from across the field. CompetencyWorks also offers a blog on competency education in higher education so that the sectors can learn from each other and begin to align systems across K-12, higher education and the workplace.

a project of

inacol logo

Postcards from Abroad (#cworksgoesglobal)

October 13, 2014 by

Screen Shot 2014-10-09 at 12.46.36 PMToday, CompetencyWorks is releasing An International Study in Competency Education: Postcards from Abroad by Sara Frank Bristow and Susan Patrick. The webinar highlighting the findings of the paper is archived here.

The paper is loaded with insights that allowed me take a step back from our work and think more broadly about three powerful changes that are taking place all around the world. First, many countries are taking steps away from one-size fits all time-based structures (even countries that don’t have a Carnegie unit to contend with still operate rigid time-based batching processes) to personalization that recognizes that students learn differently and are at different stages in their learning. Second and an equally powerful shift is that we are focusing increasingly on the higher order skills rather than the lower levels of recall and comprehension. Third, there is greater understanding that schools must design around students holistically, recognizing that their well-being and social-emotional skills cannot be isolated from learning academic skills. (more…)

Print Friendly

Leave Retention Behind in Favor of Promotion on Mastery

October 10, 2014 by
Screen Shot 2014-10-07 at 2.24.48 PM

Getting Smart website

Originally posted on October 3, 2014 at Getting Smart.

 

The pastor was livid, he was so mad he could hardly talk (and he’s really good at talking). He had just come from a second day of school meeting that didn’t go well. The day before, his son came home and told him that all of his friends were in a different math class and his class was using the same book as last year. When he investigated, the teacher told him that in order to “promote college readiness” for his son, he was going to repeat 7th grade math. He had passed the class with high marks and the pastor and his son had attended three parent teacher conferences the prior year. With no notice, teachers had decided that 30 students, including the preacher’s kid, were going to repeat a math class.

 

When retention means repeating a grade, it is outdated and ineffective. It presumes that we don’t have any information about what the student struggled with and it wastes a year–for a student and a school system–repeating everything rather than pinpointing assistance. “No independent academic study suggests it works,” said former NYC Chancellor Harold Levy in a WSJ post. Retention without communication is malpractice (and when it comes to the son of town’s biggest public education supporter, well that’s just dumb).

 

The movement to end “social promotion” was part of state standards-based reform in the late 90s. Promoting kids based on birthdays ran counter to the goal of helping all kids reach high standards. But the decision to link No Child Left Behind accountability to grade level proficiency rather than harder to measure growth rates help solidify the old age cohort system. Schools become preoccupied with figuring out which kids they can get to pass the proficiency test at the end of the year and forget about kids that are two or more years behind because they don’t have a chance of passing. (more…)

Print Friendly

Fulton County Schools: A Big District Approach to Competency Education

October 9, 2014 by
Dr. Scott Muri

Dr. Scott Muri

I had the opportunity to talk last week with Dr. Scott Muri, Deputy Superintendent of Academics for Fulton County Schools (FCS) in Atlanta, Georgia. I knew that FCS was moving aggressively towards personalization, but I had never been quite sure how they saw competency education fitting into their strategy. (Although one definition of personalization includes competency-based progressions, in my opinion schools can be highly personalized without being competency-based: They can focus on completion rather than proficiency, they can pass students on with Cs and Ds, and they can personalize within age-based cohorts without opportunity to move beyond their grade level.)

When I asked Dr. Muri about their approach to competency education, he replied, “How can one  think about personalization without looking at competency education?  One is embedded in the other. If you don’t have a competency-based infrastructure, there is no way of knowing if your personalized approach is resulting in students learning.”

(more…)

Print Friendly

Virgel Hammonds’ Six Insights into Leadership

October 8, 2014 by

virgelThis is the second in a two part series on RSU2 in Maine.  The first post is A Quick Update from RSU2 Maine

We all know that the magic ingredient to successfully bringing about any systemic reform is leadership. We know it, we talk about it, but what exact leadership style and strategies are needed?

I’ve listened to superintendents, district teams, principals, and teacher-leaders talk about the importance of leadership in converting schools to competency education. There seems to be something special about the type of leadership that is needed, but I hadn’t been able to put my finger on it until I spoke with Virgel Hammonds, superintendent of RSU2 in Maine.

Hammonds issued a caveat at the beginning of our conversation on leadership, reminding me that he considered himself a new superintendent and that he was still figuring out the role. He then laid out six insights about what is required of district leadership in proficiency-based systems that struck me as coming from the voice of experience.

1. No One Has All the Answers

Hammonds described the trap that captures educators as they ascend the career ladder. As authority increases, education leaders are positioned as the ones who have the answer. The trap is that having the final say can easily come to mean “the one who has the right answer.” Leaders can start to feel that they have to have the right answer, or worse, that they in fact do have the answer.

Hammonds explained that leaders have to move away from this thinking, “As districts and schools convert to proficiency-based learning, they are knocking down load-bearing walls. It’s impossible to have all the answers because any organizational change often has multiple consequences.” He said learning to be a superintendent in a proficiency-based district meant he had to let go of the pride of having all the answers. “No one person is going to do this all by themselves or be able to figure it all out entirely by themselves. Instead, we have to ask ourselves, ‘How can we take a position of trust and respect that can harness the collective intelligence needed to bring about transformative change?’”

2.  Make Decisions Around the Best Interest of Students

Hammonds said that he is often asked about the Lindsay story (he was a high school principal in that California district) or the RSU2 story, as if there is a step-by-step process that other districts can follow. “It’s not about one method. Every district and school has its own history and culture. They need to be able to tap into the assets of their communities and schools to develop the vision, guiding principles, and process that is right for them.” (more…)

Print Friendly

Oct 14 3-4 ET: Webinar on International Practices that Inform Competency Education

by

Screen Shot 2014-09-30 at 8.08.57 AMOn Monday October 13th CompetencyWorks will release  An International Study in Competency Education: Postcards from Abroad by Sara Frank Bristow and Susan Patrick. It’s a great read about how international approaches to education can inform competency education. The authors draw from Finland, British Columbia (Canada), New Zealand and Scotland as well as highlighting schools in other countries.  I found it incredibly helpful in thinking more carefully about what is possible.

We also have a webinar planned for Tuesday, October 14,  2014 from 3:00-4:00 PM Eastern. Sara and Susan will walk through their findings and discuss implications for our work here in the U.S. As always, we expect the chat room to have a lively conversation going on as well.

Register here for the webinar.

 

 

Print Friendly

Quick Update from RSU2 Maine

October 7, 2014 by

rsu 2This is a two-part series on RSU2. Come back tomorrow for a conversation with Virgel Hammonds on leadership.

I crossed paths with Virgel Hammonds, Superintendent of RSU2 in Maine, on a Digital Promise  call about competency education. We hadn’t had a chance to talk for a while, so we scheduled another quick call. I asked Virgel about what they had been learning and how they had been enhancing their proficiency-based approach (Maine uses the term proficiency-based learning). Some of the changes are evident on their website, such as replacing the term “school” with “learning community.” Knowing the strength of the team at RSU2, I knew that there would be valuable insights or new approaches that we could all learn from.

Hammonds reminded me of the elements that they have implemented throughout their school district:

  •  Shared vision emphasizing student voice and choice, development of strong habits of learning, variation in how students learn, and development of higher-level skills.
  • Transparent measurement topics and learning targets. (Measurement topics are the standards for learning.  They are the curriculum frameworks that guide teachers in their instruction and lesson planning. They are the standards that all students must achieve.)
  • Shared understanding of proficiency within school and across schools.
  • Information system (Educate) to support and provide transparency for tracking student progress and pace.

Three areas of insights and advancement are described below.

Aligning Instruction and Assessment to Higher Levels

Hammonds explained that a big aha! for educators at RSU2 over the past year was the importance of aligning instruction as well as assessment to the specific performance levels in the knowledge taxonomy.  RSU2 uses the Marzano taxonomy (Retrieval, Comprehension, Analysis, Knowledge Utilization, Metacognition, Self-system thinking). At RSU2, learning targets identify at which performance level students need to be able to show proficiency based on Marzano’s taxonomy and assessments are aligned accordingly. Over the past year, teachers had realized that their instruction was sometimes lower than the performance level, and they’ve been working to improve their instruction so it fully aligns with the learning targets. (more…)

Print Friendly

What’s New in Competency Education in K12 and Higher Education (October 6)

October 6, 2014 by

Screen Shot 2014-08-30 at 7.22.41 AMComing up soon: CompetencyWorks is releasing a report A Study in Competency Education: Postcards from Abroad with a webinar on October 14th  at 1 pm ET. Register here.

And here’s a peek at what’s new in competency education. Scroll down for information on higher education.

K12

  • Conferences
    • The New England Secondary School Consortium is calling for proposals from NE schools to present at the 6th Annual High School Redesign in Action Conference, March 26-27, 2015. Proposals must involve the sharing of practices that are aligned with personalized learning and the NESSC’s Global Best Practices. If you’re interested in presenting at this year’s conference, visit our website for further details and guidelines. Proposals must be submitted by October 27, 2014.
  •  Papers
Print Friendly

Is Competency-Based Education Feasible Without a Guaranteed Viable Curriculum?

October 1, 2014 by

guaranteed and viableCompetency-based education has gathered much energy and momentum across the nation during the past year, evidenced by the increase in the research and policy forums addressing the subject. Accompanying the interest is a dawning realization that organizations cannot fully implement an authentic competency-based system under the auspices of the flawed paradigm that preceded it. Policy wonks are left scratching their heads, wondering how best to negotiate a middle ground between defects of the traditional model and the promise of a competency-based system (CBS). Unfortunately, there is no middle ground; just as there was no middle ground in moving from VHS to DVD, you just need to convert. (more…)

Print Friendly
WordPress SEO fine-tune by Meta SEO Pack from Poradnik Webmastera