March 23, 2015 by Chris Sturgis
When asked if Arizona is moving to competency education, I’ve never been quite sure how to reply. It’s home to Carpe Diem, one of the earliest models of a school integrating personalized learning, a competency-based structure, and blended learning. In terms of state leadership, it developed the Grand Canyon diploma, a state policy designed for students to advance when they are ready based on passing an examination in secondary school. However, even though the Grand Canyon diploma does create a gateway by using an examination to determine proficiency, there is nothing that assumes that schools will actually be competency-based.
Something is brewing in Arizona to take the next step to supporting districts and schools to become competency-based. Although it appears there won’t be any more action by the state legislature this year, it is worth considering the elements of a bill that creates innovation space for schools. The bill requires the Board of Education to create a process to approve of competency-based innovation pilot programs if they have outlined their plans academically and financially to better meet students’ needs. Approved pilot programs are able to operate for an initial five years, after which a review process must occur. (more…)
October 14, 2014 by Stephanie Krauss
Last June, I had the chance to co-present on competency-based education (CBE) with Charla Long, dean of Lipscomb University. Lipscomb is nationally recognized for its pioneering work in competency-based higher education, and Charla has been the star of that work. In our presentation, we each shared about the opportunities and challenges that we have faced building and running competency-based programs – her in higher education and me in K-12.
Charla and I did not talk about our presentation with each other beforehand. So, we were both amazed when almost 50 similarities emerged between her experience and my own.
Here are just 10 of the nearly 50 ways that we found our CBE experiences in K-12 and higher education to be the same:
- We find that CBE permits us to focus on student learning and outcomes and operate from the belief that CBE is the best way to equip students with the skills they need personally and professionally.
- We find that the CBE experience works best when it is customized and personalized around student needs, interests and future plans.
- We have seen key technologies (like blended and online learning programs) help actualize and enhance CBE, but we do think that CBE can exist without these technologies.
- We have come to believe that CBE is a better way to organize schooling and learning and that it addresses both “excellence” and “equity” issues, in part by providing a quality education to all students, even those who struggle in traditional schools. (more…)
October 6, 2014 by Chris Sturgis
Coming 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.
- 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.