September 11, 2014 by Bill Zima
This is the second post in the series on how to get started in converting your school to competency education. See Part 1, Just Start.
Futurist author Joel Barker said, “Vision without action is merely a dream.” Once upon a time, I had a dream of being an Olympic weightlifter. My name is called. I slowly rise. I adjust my weight belt as I approach the barbell. The red jumpsuit is really uncomfortable in all the wrong places. I squat with my back straight to make sure I use my knees just like my former supervisor told me when we unloaded boxes at the grocery store. I know he would be happy that his obsession with proper lifting had finally sunk in. I make the necessary grunting sound and heave upon the rod that connects the mere 350 pounds. Unlike the Olympic athletes I watched as a child, my barbell does not even budge. Sure I have a grand vision for how to clean and jerk that weight, but a vision is only the first step on a path to the true heavy lifting.So now that you have a great purpose statement for why your school or district exists – something just short of “To make the world a better place” – and you have determined HOW you will work to realize that purpose, it is time to get to the heavy lifting.
To help move the purpose and the vision of the school from the dream state to a reality, we needed action. We created a three-year professional plan, identified what needed to happen the first year, and then created action plans for those items. The primary activities were developing a framework of skills, scoring scales and assessments. (more…)
September 10, 2014 by Justin Ballou
Chris Rock. Photo from Wikimedia.
Growing up, I was always a fan of standup comedy. From the comics of my father’s age, (Billy Crystal, Richard Pryor, Sam Kinison….) to those that cut their teeth more recently, (Dane Cook, Chris Rock, etc…) the comedic skills that these players demonstrate is not always natural. It takes countless hours to develop material, back stories, delivery methods, articulation, and other tools of communication that help put the audience right where the comic wants them.
In practice, the content and the strategy develop over time. Mainly, this is due to the fact that they are consistently assessing where the audience presently is and they are adapting their show to get the most engagement. This engagement becomes the fuel for the comic and helps to build the relationship between the showman and the audience that are hopefully hanging on every last drop of the experience. (more…)
September 9, 2014 by Chris Sturgis
From AEE web
The Alliance for Excellent Education is offering three webinars that might be of interest to districts and schools converting to competency education. The first on how to use technology to support students that are “at-risk” (I’m not particularly fond of labeling kids) is Wednesday (as in tomorrow). The second on how to use time more creatively as a resource is on Thursday. The third is also about time and is scheduled for September 23rd. The information on the webinars is below including links to register.
Three Factors for Success in Using Technology to Support At-Risk Students
September 10, 2014
2:30 pm – 3:30 pm EDT
Linda Darling-Hammond, EdD; Charles E. Ducommun, Professor of Education, Stanford University Graduate School of Education, Faculty Director, Stanford Center for Opportunity Policy in Education (SCOPE);
Tom Murray, State and District Digital Learning Director, Alliance for Excellent Education;
Molly B. Zielezinski, Doctoral Candidate, Learning Sciences and Technology Design, Stanford University Graduate School of Education (more…)
September 8, 2014 by Jonathan Vander Els
This past August I had the opportunity to participate in an incredibly effective model of professional development hosted by our school district. It consisted of workshops and presentations from national, state, and local experts focused on various topics related to assessment, including competency education, building Quality Performance Assessments, and the development of high-quality rubrics.
The varied roles, responsibilities, and experiences of the many presenters added to the uniqueness of our “Assessment Summit.” Participants and presenters included Rose Colby, Competency Education Specialist, Rob Lukasiak, mathematics and assessment specialist, district and building-level administrators, and teachers from grades K-12. This allowed for differentiated PD for the 100-plus participants, while supporting the professional development needs identified in our district related to competencies and Quality Performance Assessments.
Our district, the Sanborn Regional School District in New Hampshire, has continued to push forward in the world of competency education. Despite the bumps we have experienced, we fully realize that this is an educational practice that truly captures each student’s ongoing growth and progression within their learning. Teamed with instruction that is differentiated, personalized and based upon a solid understanding of the Core standards, students are engaged in learning that is focused, are provided with opportunities for support or extension as needed, and understand their role and responsibility in their learning. (more…)
September 4, 2014 by Julia Freeland
Originally posted Sept. 3, 2014 by the Christensen Institute
Last week, FSG Consulting’s Matt Wilka and Jeff Cohen released a case study, “Self-Directed Learning at Summit Public Schools,” as part of a Dell Foundation-sponsored effort to catalogue Summit Public Schools’ model. It’s a good up-to-date look at some of the new efforts afoot in the Bay Area-based charter management organization. The authors do an excellent job showing how shifting from a teacher-driven to a student-directed model impacts students, teachers, parents, and administrators respectively.
Given its overlap with blended, personalized, and competency-based education, I personally am still trying to understand exactly how we should define “self-directed learning” in a manner that will be useful to the field. I worry that deployed irresponsibly, a “self-directed” approach could suffer some of the same pitfalls in terms of equity that online and competency-based education may suffer: that is, students who can take advantage of greater flexibility or ownership can sail ahead, leaving other students in the dust. Luckily Summit Public Schools maintains an unwavering commitment to closing the achievement gap, so if anyone can square self-directed learning and equity, it’s them. With that in mind, here are three of my takeaways from the new case study: (more…)
September 3, 2014 by Justin Ballou
As an educator of the behavioral sciences, the lessons I most enjoy participating in with my students are those that hinge on progress. When we look at behavior, we can identify the indicators of both success and failure as well as identify, explain, and predict how things might have been different. We do this in hopes that the mistakes of the past can be used to circumvent the pain of repeating failure or missteps. After all, humanity is addicted to progress.
At a micro level, a school is the same as society. Each has its own structure, culture, and purpose. Similar to the major historical empires of the sub/counter cultures of American society, the living organism that is education also evolves elastically.
As schools evolve, we need to adapt, shifting perceptions and changing behaviors in order to reap the potential benefits.
Many of these changes can be difficult, as we are treading into an area of less understanding and predictability. Although difficult to do at times, we must get out of our comfort zone if we are to reap the benefits of positive change. (more…)
September 2, 2014 by Kristen Vogt
The Education Achievement Authority of Michigan calls the academic model employed at their schools “student-centered learning.” Perhaps their professional development for teachers—the subject of the latest Next Gen Tools brief—could be categorized as “teacher-centered professional learning.”
EAA joins the growing list of school districts and charter organizations that are reimagining professional learning for educators, as my colleague Stef Blouin blogged about last week—she was drawing on the personalized, self-directed, ongoing, collaborative, and embedded professional development at Matchbook Learning, Intrinsic Schools, Alpha Public Schools, and Horry County Schools. USC Hybrid High’s Oliver Sicat offered his perspective of personalized professional development in his recent blog at BlendMyLearning.com. (more…)