This is the second in a series of articles specific to the developing understanding of skills and dispositions of educators working with students in a competency-based educational system. There has been increased recognition nationally of the importance of skills and dispositions and how these are entwined within the overall growth and College and Career Readiness of learners. The skills and dispositions are referred to in a number of ways (Non-cognitive skills, Habits of Learners, Work Habits, General Learning Outcomes, “soft skills,” etc.). Our school has been delving into skills and dispositions for the past few years, but we have found that there are limited resources to support our work, and at times, this has caused frustration. We are very excited about the opportunity to work with the recently released Essential Skills and Dispositions Frameworks (Lench, S., Fukuda, E., & Anderson, R. (2015)) this upcoming school year to support our continued learning in this area. For the purposes of this series of articles, we will be using the term the State of New Hampshire recognizes, Work Study Practices. Locally, we have aligned the Responsive Classroom’s CARES to our State of New Hampshire’s Work Study Practices, which are referenced in this series of articles.
The first article in this series, Our School’s Developing Understanding of Skills and Dispositions, may be found here.
During our school’s transition to a competency-based educational system, our understanding of the importance of Work Study Practices has evolved significantly. One of the major shifts in our understanding has been relative to the importance of building a body of evidence specific to a child’s demonstration of Work Study Practices. During the initial stages of this transition, teachers may have only put one grade per marking period related to skills and dispositions. This began to change as teachers began to question why we wouldn’t be assessing work study practices on a more formative, ongoing basis as we did with our academic competencies. The resulting grade would be far less subjective than a “one-time” assessment at the end of the marking period.
Teachers also began to question how the resulting information was reported. Traditionally, it had not mattered that there was only one grade in a system because that was all that would be reported anyway. But now, with a body of evidence for each child, the information was averaging. We knew from our experience that this wasn’t a fair or accurate indicator of reporting either. We had moved away from “averaging” as part of our transition to a competency-based system. We knew that the most recent, consistent data was most relevant. It gave us information on where a student was on that DAY, not a compilation of the data over the course of six, ten, or even twelve weeks. This resulted in our district turning on the “trend-line” to report Work Study Practices, as we were doing for our academic competencies.
Building a body of evidence for our students’ CARES (Work Study Practices) has allowed us to truly follow a child’s growth, help them progress in specific areas, and provide the child and his/her parents with relevant and timely information related to where he/she currently is in his/her progression.
The insight of two of our teachers below describes their growth in understanding as we began the shift to a competency-based educational system. Their reflections within this particular article are specific to their developing understanding of the importance of Work Study Practices within their classrooms, and how the assessment of Work Study Practices is no longer considered just once at the end of a marking period. This change in mindset has proven to have an impact on not only how we assess WSP, but how integral it is to the learning process itself. (more…)