Tag: voice and choice

Supporting Teachers at D51: A Conversation with the Professional Learning Facilitators

February 23, 2017 by

#7 supporting teachersThis article is the seventh in the Designing Performance-Based Learning at D51 series. A reminder: D51 uses the phrase performance-based learning or P-BL.

Leigh Grasso, Director of Academic Achievement & Growth at D51, emphasizes, “We are shifting from a focus on professional development to professional learning.” And there are a lot of people focusing on helping the adults in the system learn. In the district decision-making/communication structure, there is the Learning System Support Team (LSST) that includes Content Facilitators (CFs). There is also the team of Professional Learning Facilitators (PLFs) who are organizing Design Labs for teachers.

I had the opportunity to speak with some of the PLFs, Amy Shephard-Fowler, Heather Flick, and Bil Pfaffendorf. As part of the Learning System Support Team, they are charged with creating and managing the overall the overall design for the structure of professional learning opportunities such as design hubs but work collaboratively with other LSST members, teachers, and administration in the design of the content to support the implementation of the performance-based system.

Background

As explained to me, D51 didn’t have a lot of systematic professional development in previous years. Four days a year were dedicated to event professional development with little choice available to teachers. In 2009 -2010, D51 completed the Comprehensive Appraisal for District Improvement (CADI) process and, in so doing, the emphasis on pedagogy went to an extreme emphasis on regimented delivery of curriculum and direct instruction. This left some teachers feeling like they had little autonomy and as if they had limited flexibility to meet the needs of their students. Flick explained, “We have the perfect storm to bring performance-based learning to the Grand Valley. They are ready for a system that is focused on our students.”

Feedback: The Key to Continuous Improvement for Designing Professional Learning

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Growing into the Framework: D51’s Implementation Strategy

February 15, 2017 by

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

Growing into the Framework

Superintendent Steve Schultz doesn’t ask “How are we going to implement?” Instead he thinks, “We have forty-four schools. How are they each going to grow into the framework?” The job of the district is to help learn, grow, and co-create with schools the new performance-based system (P-BL). The answer is through a more personalized approach that lets schools and educators start where they are in their current learning and move forward from there.

Five Phases of Implementation

Everything is in motion at District 51, and everyone is moving forward with the understanding that the different pieces will eventually need to be aligned. Thus, everything is draft and everything stays open until related work is done. Paul Jebe, Director of Educator Effectiveness, likened it to the whirling tea cups at Disneyland, bringing back that experience of loving every spin while simultaneously praying that it might be over soon.

Still in their first year of implementation, D51 has intensive activity in three of their five phases of work underway – so don’t make the mistake of thinking phase suggests sequence. There is a cohort of seven demonstration schools that are hungry to put the entire model into place as soon as it is ready. (When they sign up to be a demonstration school they are committing to demonstrating to others what performance-based learning looks like – it’s important to understand that they are not pilots.) The trick is that given the simultaneous development of many of the pieces, the demonstration schools might find themselves operating in the third phase even if they are missing some pieces from phases one or two. In a few more years, there will be efforts underway, schools and educators in all five phases as they continue to design, refine, skill-build, and engage.

D51 1

Remember, D51 describes the journey to transformation described in the previous article separately from the implementation strategy. Both are important – the journey captures the new conditions (strong learning culture, shared vision, collective ownership, personalized, transparency, and data-driven) that will shape the system (i.e., the paradigm shift), and the phases are how the work is being organized. Below is a quick scan of the phases and the different sets of work underway. (more…)

What’s New in K-12 Competency Education?

January 31, 2017 by

What's NewLindsay Unified School District transitioned to a performance-based learning system and is seeing results—with a 92% graduation rate (compared to 73% prior to transitioning); 42% of graduates currently attend a four-year university (compared to 21% before); and over 70% of graduates of those students will have a degree within 6 years. With Lindsay High School being recognized for its accomplishments by the White House in Washington, D.C., ranking in the 99th percentile of schools in California that are drug-free, bully-free, alcohol-free, and learner-focused, one would have a hard time finding someone who didn’t view Lindsay Unified School District as not only one of the top school districts in Tulare County, or in the state, but, arguably, in the nation.

Lindsay Unified School District released a new book: Beyond Reform: Systemic Shifts Toward Personalized Learning.

MCIEA Accountability Principles

The Massachusetts Consortium for Innovative Education Assessment (MCIEA) is creating a new school accountability model in Massachusetts that champions students, teachers and families. They adopted the following seven principles for creating a fair and effective accountability system:

MCIEA Accountability Principles

Open Requests for Proposals

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Should Instructional Choice Trump School Choice?

January 3, 2017 by

typingThis post originally appeared at the Christensen Institute on November 23, 2016.

Today, President-elect Donald Trump appointed school choice advocate Betsy DeVos as our next secretary of education. Given DeVos’s decades support for charter schools and tax-credit scholarships, most are speculating that this signals Trump’s commitment to follow through on his promise to commit over $20 billion to expanding charter schools across the country.

Looking ahead, Trump and DeVos would be wise to embrace an expanding notion of educational choice. Indeed, in the 21st century, a choice agenda should focus on optimizing instructional choices, not just school choices. A next generation vision of choice should be about schools—of the district, charter, or private varietal—providing numerous and flexible learning pathways tailored to each of their students. In the long run, we believe that a robust supply of personalized instructional options within schools may be the most potent driver of combatting stubborn achievement gaps and graduating more students college and career ready.

Historically, the quality and experiences that a given school could offer were fairly uniform within that school. All students sat in the same rows, with the same educators, receiving the same lectures, reading the same materials, and taking the same tests. School was designed like a factory assembly line, providing all students with the same—regardless of whether that particular version of “same” was a good fit. As decades of research have shown, this led to variable and often unequal learning outcomes among different students, both within and between schools. But because of the manner in which most school districts operated, if a school model proved ill-suited to a student or his family and couldn’t pay out of pocket for another option, then he was essentially out of luck.

School choice regimes, in part, emerged as an answer to that embedded constraint of our factory model education system. (more…)

What’s New in K-12 Competency Education?

November 18, 2016 by

What's NewNew Policy Resources for ESSA

School Models

Thought Leadership

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How Next Gen Learning Can Support Student Agency, Part 2

March 1, 2016 by

Students2This post is adapted from the Next Generation Learning Challenges‘ Friday Focus.

Happy Friday, everyone! Today I’m sharing with you more resources, information, inspiration, and awesomeness that came out of the December #NGLCchat on Student Agency. In this issue, I will tackle the ways that the next gen learning strategies of blended learning, competency-based learning, and project-based learning can support student agency. It’s based on what I learned from the guest experts and chat participants.

(The last Friday Focus synthesized what student agency is and what it looks like.)

Blended Learning & Student Agency

The participants view blended learning as a strategy that leads to student agency when it gives students choices about what, where, when, and how they learn. Blended learning leads to student agency when it…

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How Next Gen Learning Can Support Student Agency, Part 1

February 29, 2016 by

Students1This post is adapted from the Next Generation Learning Challenges‘ Friday Focus.

Happy New Year! As I reflect back on 2015, I find myself thankful for the opportunity to learn from and be inspired by all of you in the NGLC network. Case in point: December’s #NGLCchat on Student Agency. As a parent, I wholeheartedly want my children to be agents of their own lives, growing into adults who are empowered to question the world and confident in their ability to change it for the better. But today, I just want them to put on their shoes so we can get to school on time, to wear sneakers instead of flip flops because it’s cold outside, and to do it in the next three minutes—so I make demands and expect them to do what I say and cross my fingers they don’t question me or throw a tantrum. Ugh! There’s a place for authority, rules, and compliance—I do need to ensure my kids are safe from harm, healthy, and respectful of others. But my real job—nurturing their heart, mind, body, and soul—is hard. That’s why it was so uplifting to learn from educators like you during the chat, educators with the passion and commitment and strength and expertise to recognize the agency within students and enable them to be agents of their own learning today and their own success tomorrow.

The hour-long chat was chock-full of expert thinking, advice, resources, and inspiration. For today’s edition of Friday Focus, I tried to pull it together, make meaning, and organize the wealth of insight provided by all the participants during the first segment: “Define what student agency means. What does it look like?” In an upcoming Friday Focus, I’ll dive into the next segments when participants explored how blended learning, competency-based learning, and project-based learning can support student agency.

Why Student Agency Is So Important

Why are we talking about Student Agency? Because agency underpins the whole broader, deeper range of MyWays competencies needed for student success. And today’s students NEED the skills to be lifelong learners:

Harvard professor Roland Barth has observed that in the 1950s when young people left high school they typically knew about 75% of what they would need to know to be successful in life. Today, he predicts that young people know about 2% of what they will need to know. (Barth, R.S. (1997, March 5). The leader as learner. Education Week, 16(23). 56.) This shift is not because young people are learning less than previous generations. In fact, there is good evidence that they know much more. The force behind this change is the rapid and ever-increasing pace of change, the complexity of the world in which we live and the unpredictability of what people will need to know in the coming decades – the future for which we are preparing today’s learners.

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Henry County Schools: Impact Academy

February 24, 2016 by

Impact AcademyThis post is part of a the series on Henry County, Georgia. This is the last of five posts. Read them all the way through: Post #1: Four Big TakeawaysPost #2: Ensuring Success for Each StudentPost #3: Scaling Strategies for Mid-Size DistrictsPost #4: What All of This Means for SchoolsPost #5: Impact Academy.

Of the many innovative steps Henry County has taken is the Impact Academy, designed to give students a non-traditional option to their school experience. Impact Academy serves secondary school students through a blended virtual school or enriched virtual school. Okay, that’s a bit confusing. It’s a virtual school because students can spend most of their time learning at home and teachers work at their homes two days per week. However it’s blended in that students come to school for up to two days per week to get face-to-face support from teachers and collaborate with other students around projects. Aaryn Schmuhl, Assistant Superintendent for Leadership and Learning explained it as, “We wanted to do enriched virtual learning. The online curriculum is the core of the work, with teachers available to work with students who need extra help. Students can come in any time, but they are required to meet with their teachers if they are struggling or falling behind. Essentially, the program becomes more structured the more students struggle.”

For eleven years, Henry County had been developing and using their own online content, combining their course catalog with that of Georgia Virtual School to offer a wide variety of courses. When they realized that 13 percent of the students were being served through private schools, home schooling, or virtual schools, they decided they needed to expand their options. By building out the district capacity to provide online educational opportunities, they are also able to ensure that it is consistent with the personalized, competency-based approach. Currently, 720 full-time and 1500 part-time students are served in a row of nine trailers on the grounds of Henry County High School. (more…)

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