Author: Katherine Casey

VOICES: Stacey Wang and Jane Bryson on Developing Teacher Mindsets

January 16, 2019 by

This is the third post in a ten-part series that aims to make concepts, themes, and strategies described in the Moving Toward Mastery: Growing, Developing and Sustaining Educators for Competency-Based Education report accessible and transferable. Links to the other articles in the series are at the end of this post.

What mindsets matter for teachers in competency-based, personalized classrooms? How do we know? How can leaders help teachers shift existing mindsets and develop new ones? These are questions that teachers and leaders grapple with every day. Moving Toward Mastery communicates the importance of developing teacher mindsets, but does not provide specific strategies for how to do this work. This post picks up where the paper left off. I co-authored this post with leaders from Transcend Education, Stacey Wang and Jane Bryson. We reflect on a few big questions. What are mindsets? Can you change them? If so, how? And, how do we do this in our own work?

Background

The “Mindsets Project” did not start as such. Initially, Lindsay Unified School District, Summit Public Schools, Transcend Education, and Columbia University’s Center for Public Research and Leadership came together to co-create a student impact model that would help define quality personalized learning (see Figure 1). As we developed this model, we realized that teacher and leader mindsets have a huge impact on student outcomes and that we needed to make these mindsets more explicit. We studied mindsets research, reflected on hiring practices and success conditions at Lindsay and Summit, and engaged experts around the country. Through this process we found that there are six critical mindsets for teachers to hold about “learners and learning,” and six critical mindsets about “myself and my role.” These are shown in Figure 2 and explained in more detail in An Early Inquiry into Educator and Leadership Mindsets. (more…)

Entry Points: Moving Toward Equity-Oriented Practice

January 14, 2019 by

This is the second post in a ten-part series that aims to make concepts, themes and strategies described in the Moving Toward Mastery report accessible and transferable. The introduction to the series is here.

“In an equity-focused profession, all aspects of practice are designed to ensure success for all learners. Teachers create multicultural and inclusive learning environments and are members of multicultural and inclusive professional communities. They investigate and address their biases and work in partnership with the community to disrupt systemic inequity.” – Moving Toward Mastery, page 21

Almost all competency-based schools and districts would tell you that they are working to close opportunity and achievement gaps to help every child thrive. And yet, while there are examples of progress, equity is far from a reality. Why? That’s a complicated question, but part of the answer has to be about teachers. We can’t get to equity without helping teachers develop the competencies to promote equity every day, with every child.

You might read this and think, “Ok, sure, but how? And, is equity really something that can be taught?” I believe that it is possible for adults to “learn” the mindsets and skill sets needed for equity if they are committed to doing so and if they are supported along the way. What does it look like to be committed? For teachers, it means doing deep personal work that will sometimes be difficult, though ultimately rewarding. For leaders, it means creating the conditions in which teachers can engage in this reflection, addressing systemic inequities and integrating equity into teacher training, hiring, professional learning, evaluation and advancement.

So, what might equity-oriented teaching look like, and how can you cultivate equity-oriented teaching in your school or district? The next three paragraphs paint a vision of what equity-oriented practice would look like. After that, I offer tools to help leaders and teachers assess equity practices in their school or district and identify entry points for action. (more…)

Introducing Moving Toward Mastery

January 11, 2019 by

In November, iNACOL published Moving Toward Mastery: Growing, Developing, and Sustaining Educators for Competency-Based Education. The report grew from a collaboration with educators, leaders, policymakers, and advocates across the country. When I set out on this project I asked dozens of these leaders to help define the “why.” This is what I heard.

To grow competency-based education, help teachers. The competency-based education movement has invested a lot of energy describing changes to the student experience, and how to get there. We can do the same for teachers. While many organizations have drafted teacher competency frameworks – a critical starting point – we can do more to clarify the how. How can teachers shift their practice? How can leaders support them? How will policies and systems need to adapt?

Support teachers, and transform teaching. We have pockets of success. What we need is systems change. Educators and leaders across the country are doing amazing work to shift teaching practices in alignment with competency-based education. But for the most part, our public education system still relies on traditional approaches. Many of us are asking for change within systems that uphold the status quo. Asking educators to make the transition to competency-based practices in spite of outdated systems and policies creates obstacles, even for those who are change-ready educators. And, it discourages others from even trying.

To shift practice, shift mindsets and beliefs. Changing teaching practices is very complex. But as much as these changes require technical clarity and precision, they also require changes in mindsets, beliefs and values. Leaders in the field are emphatic about the importance of the adaptive elements of change: clarifying the why, engaging teachers and families as leaders in the work and creating space and time for teachers and leaders to develop new beliefs and mindsets. (more…)

Re-Envisioning Professional Learning in Competency-Based Education

November 8, 2018 by

Educators are vital to developing and expanding competency-based education. Where competency-based education is most successful, it has been shaped and sustained by teams of innovative teacher-leaders.

Today, iNACOL and CompetencyWorks released a new report, Moving Toward Mastery: Growing, Developing and Sustaining Educators for Competency-Based Education to address these challenges head on. It describes the roles educators play in competency-based systems and the new knowledge and skills they need, presenting an aspirational vision of a teaching profession fully aligned with the culture, structures and pedagogy of competency-based education. It offers 15 strategies that leaders, educators and communities can enact to move their systems forward on the pathway toward this vision. (more…)

How to Participate in the “Professional Learning and Development for Competency-Based Education” Technical Advisory Group (TAG)

June 26, 2018 by

CompetencyWorks is dedicated to advancing cutting edge knowledge and informing the field in order to support the expansion of high quality competency-based education. There are thousands of leaders and educators across the country with deep expertise in competency-based education. We believe these practitioners can make valuable contributions to the field and that they should lead national conversations on critical issues. Thus, CompetencyWorks regularly invites practitioners to contribute to the advancement of new knowledge and key issues as volunteer members of Technical Advisory Groups (TAG). TAGs are participatory and transparent opportunities for practitioners to provide input and feedback that inform the development of our research and reporting.

This summer CompetencyWorks will host a Technical Advisory Group to inform an upcoming report on Professional Learning and Development for Competency-Based Education. This TAG is an open opportunity for talented and committed practitioners to share expertise and inform the field.

(more…)

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