I always save an hour or two on Friday afternoons to read about things I don’t know much about. It’s a practice I started years ago as program director at Greater Boston Rehabilitation Services as I needed to be comfortable talking about issues through a broad spectrum of perspectives. There was always more to be learned. In fact, it was where I was first came upon the work of Peter Senghe and the concept of personal mastery.
Increasingly, I find myself reading anything and everything about education through the lens of competency education. What would be the implications if systems were competency-based? How might we think about these issues if we consistently placed student agency, student learning, pace and progress front and center to all decisions?
Last week I dived into A Framework for Selecting Quality Course Providers at Competitive Prices from Digital Learning Now. State contracting for online courses is a topic I know nothing about but care about deeply, as it is imperative that students in rural communities, alternative schools or any small school have access to a much wider set of courses, especially where there is a dearth of teachers (Advanced Placement physics, for example). It is also going to be an essential capacity if schools are going to lift the ceiling and let kids fly beyond their grade level.
As the paper was so accessible, the competency education lens flipped on immediately as I read about how states can structure a mix of base pay and incentive pay based upon completion. Completion? How exactly are states defining completion? In a competency-based state or district, completion with a C or D, i.e. with gaps in knowledge, isn’t acceptable. In competency education, completion equals proficiency. Will this mean that states will create statewide understanding of what completion means in terms of proficiency at a specific depth of knowledge in order to clarify contracts with online providers? (See the discussion in Idaho about whether states or districts should be determining what mastery is.) This could be an important state level function that is done in partnership with districts so that a shared understanding of proficiency/completion is created. (more…)