Tag: competency education, competency-based learning

Learner-Centered Tip of the Week: Revisiting the Vision

February 10, 2017 by

calendarThis post originally appeared on Courtney Belolan’s website on January 4, 2016. Belolan is the instructional coach for RSU2 in Maine.

January, the start of a new year and at the same time the middle of a year. In the rest of our lives outside of school we are all thinking about new starts, reflecting on the successes and struggles of the previous year and laying plans for embracing what we have learned in order to grow and move forward. In contrast, many of us in school are picking up with a new learning opportunity and continuing along the content marathon of the school year. This year, why not take some time for reflection in school as well?

We all know that using the first hours and weeks of a new school year are optimal for setting culture in our classes and buildings. Turning the culture over to the learners, by engaging them in vision crafting and creating codes of conduct, is a powerful move for establishing a learner centered community that fosters learner agency. It is even more powerful when sustained over the course a year. A culture that fosters learner agency is the cornerstone of learner centered proficiency based learning. It is worth taking the time to revisit, review, reflect, and revise.

Once we get into the groove of content and targets it can be a challenge to find the time for culture sustaining work. It is easy to fall into the pattern of valuing content completion over the nurturing of a learner-centered culture. Now is a great time to revive attention to the culture in our classes and buildings, and it does not have to be overwhelming or complicated at all. Here are some ideas to get you and the learners you work with reflecting on how the year has gone so far, and how to move even closer to their vision of the learning environment they want. (more…)

Holacracy: Organizing for Change at D51

February 8, 2017 by

Holacracy1This article is the fourth in the Designing Performance-Based Learning at D51 series. A reminder: D51 uses the phrase performance-based learning or P-BL.

Posted inside the conference space where many of the district-level meetings and gatherings of principals are held is a Managing Complex Change chart that describes the conditions for successful implementation. It identifies five elements to think about (vision, skills, incentives, resources, action plan) with five likely issues that might develop if any are not well-managed (confusion, anxiety, resistance, frustration, and false starts). Although the chart is very simple, it does provide language and concepts to jump start conversations to identify indicators that something isn’t working well. For example, in one meeting, I heard someone say, “I don’t want to false start them by putting them in a meeting that is too deep in the weeds,” to refer to not having a formal plan to introduce new ideas. In many meetings, attention was given to possible anxiety and angst if teachers don’t have the chance to access supports based on where they are in their own learning.

But how do you make sure that vision + skills + incentives + resources + action plan are all in place and all aligned to bring change? D51 knows, as pretty much any district leadership involved in the conversion to competency education knows, that top-down hierarchical structures aren’t helpful. They force decisions to the top when what we want is to create empowering, flexible organizational structures.

So what’s a district to do? D51 is testing out if holacracy will do the trick. (more…)

Competency-Based Learning Centers

February 7, 2017 by
Jill Lizier and Lisa Brown

Jill Lizier and Lisa Brown

The following article will explore the use of competency-based learning centers in the elementary classroom. The examples will be focused around math, but the basic structure can be used for ELA competencies along with integrating social studies and science content. As a reference, when speaking of competencies and learning progressions in this article, we will be referring to the NH College and Career Ready K-8 Math Model Competencies.

Traditional Centers vs. Competency Based Learning Centers in the Elementary Classroom

Elementary classrooms have been utilizing centers for years. Terms like workshop, station rotation, and centers have been used. Centers allow for educators to teach to different academic levels as well as keep students moving and on task. While school districts work to implement competency-based education, this article will help educators take a framework like centers and enhance them into competency-based learning centers.

One aspect that makes the center model so suitable for competency-based learning is the flexibility of student learning groups. Utilizing data, teachers can group and regroup students based on their progression toward competency. Then, as students work through centers, modifications can be made to support, remediate, or challenge different groups. As students begin to grasp new concepts, other students may still need more time to practice. This is where the flexibility of grouping comes into play; students can be reassigned to new groups based on needs.

Flexible grouping in a CBE model acknowledges that students have strengths in different areas through different modalities. The use of CBE centers allows for the classroom teacher to make this change based on formative assessments and can happen fluently. This way of working becomes authentic rather than keeping students in a leveled group for longer periods of time. (more…)

The Vision of Performance-Based Education at D51

February 6, 2017 by

This article is the third in the Designing Performance-Based Learning at D51 series. A reminder: D51 uses the phrase performance-based learning or P-BL.

Starting with the Four Questions

Guiding QuestionsIt’s feels a bit like a riddle. You see the four Guiding Questions in different places throughout Colorado’s District 51. Everyone knows the district isn’t anywhere close to being able to ensure that students can answer all four questions, but they remind you that this is what they are striving for. This technique sparks reflection and opens up minds to P-BL and the ultimate goal of personalized learning.

These questions go to the heart of what it means to have a transparent system that engages, motivates, and enables students to build lifelong learning skills. Yet, they start with the important question, Do our students feel valued, safe and supported? If that isn’t in place, students won’t take risks, they won’t ask for the help they need, and they won’t strive to do reach their personal best every day.

The Values Leading to the Vision

Transformation MapD51 thinks about their efforts toward building a personalized, performance-based system as a transformational journey – transformational in that it is being grounded in a set of very different values, understanding of learning, and capacity than the traditional education system. (If you are new to competency education and need more information on this topic, see What is Competency Education?) Let’s call these the features of the system they are building.They are also the features of the process by which the district is going to transform their system. In other words, D51 is walking the talk.

These features of the system and the process include a culture rooted in a growth mindset; a shared vision; transparency and alignment; data driven processes; personalized learning, and collective ownership. As you read this series about D51’s journey to date, consider how each of these features may be shaping their strategies and driving their decisions.

Observation and Insight: I came to believe during my site visit that safety, trust, and respect are also a feature of D51’s work and the design of the system. It comes up in conversations along the way, but in general I think it is an operating value (although not one that is explicit as the features listed here). Given that many districts have to overcome years and years of mistrust, specifically rooted in the institutional patterns that have resulted in much lower quality of education in communities of color, I recommend that safety, trust, and respect be considered as explicit features that drive design and implementation.

What Does it Mean to Be Performance-Based?

(more…)

Building Consensus for Change at D51

February 2, 2017 by
d51 school board for post about building consensus for change

D51 School Board

This article, the second in the Designing Performance-Based Learning at D51 series, is about how the district has built the consensus for change and is engaging their community. A reminder: D51 uses the phrase performance-based learning or P-BL.

One of the more challenging processes for medium to larger districts (as compared to the small ones that have led the way to competency-based education) is engaging the broader community in building the consensus for change. In general, when it comes to shifting course or introducing new reforms in larger districts, buy-in tends to be the most common strategy used; there is a single or big meeting with community members, presentation of the new idea, opportunity to react – and then it moves quickly into implementation. Engagement means that there are continued opportunities for community members to shape the “what” of competency education and that there are ongoing structures and processes for two-way dialogue. D51’s Superintendent Steve Schultz explains, “We want to move from a ‘decide and defend’ mentality to one in which we gather information to inform a decision before it is made.”

Below are highlights (and we know there is much more to the story than recounted here) of how D51 is building consensus and shaping community engagement.

A Bit of Background

Schultz had been guiding D51 toward personalization since 2006, when the school established three diploma pathways (normal, distinction, and individualized) with the district expanding the number of options and instructional pathways (IB, concurrent enrollment, STEM, Key Performance Program to demonstrate learning through capstones and presentations, and four alternative education programs). The emphasis was on helping students excel just as much as it was on increasing pathways for students who were having problems earning credits, were confronted with challenging life experiences, or had left school for a period of time to complete their diploma.

In 2013, when Schultz began to engage his team in learning about competency education, the communities within the Grand Valley were still challenged by the Great Recession. A region shaped by the boom and bust cycles of the oil industry, Grand Junction and the surrounding towns were having difficulty climbing out of the bust. Vast ideological differences had led to relationships becoming increasingly strained between the teachers’ association, administration, and the school board. Schultz remembers, “It became clear to us that we needed to focus on building relationships and finding common ground in order to move the district forward.”

Then two things happened. (more…)

January 2017 CompetencyWorks Catch-Up

February 1, 2017 by

Thinking about Design Elements and Quality Standards

January 31, 2017 by

designThis is the fourth article in our series on competency education in K12 and higher education institutes. Begin the series here.

It’s one thing to build consensus around a definition of competency-based education. The definition of competency education developed in higher education by C-BEN and the definition used by CompetencyWorks are comparable. Both have served as a helpful organizing tool around which to build the field and deepen our understanding of competency education. However, it’s an altogether different thing to agree to what high quality competency-based education looks like, not to mention the more difficult task of agreeing to what what low quality, the unacceptable kind, looks like.  

C-BEN has started down a path toward building agreement about quality. They started with ten design elements in the Shared Design Elements and Emerging Practices. They then narrowed this to eight in the Quality Standards for Competency-Based Educational Programs: transparency of student learning; intentionally designed and engaged student experiences; clear, measurable, meaningful and complete competencies; coherent, competency-driven program and curriculum design; credential-level assessment strategy with robust implementation; evidence-driven continuous improvement processes; collaborative engagement with external partners; and demonstrated institutional commitment to and capacity for CBE innovation.

They have created a structure of a design element, principle, and standards to dive deep into what quality means. Much of it applies directly to competency education in K12, although there are differences.

1) IHE tends to be programmatic and is likely to be thinking about meeting the needs of niche markets. Even in the colleges transforming their entire campuses, students are self-selecting the model. Districts, on the other hand, are responsible for all students in a geographic area (even when there is choice policy, there will always be a school open to everyone, including those who move into the community in 12th grade and those expelled from choice schools run by the district) and will need to think deeply about designing for the more vulnerable students, mobility, and a wide range of developmental, social-emotional, and academic needs. The K12-CBE model needs to work for everyone. (more…)

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