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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.

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A Learner Bill of Rights

by

Michael Hurlbutt (Image from Pioneering Magazine)

This blog has been updated and republished.

I recently learned about the development of the Learner Bill of Rights (below). As I understand it, Michael Hurlbutt and Talon Akins worked with other learners at MC2 Charter School to develop the Learner Bill of Rights. Kim Carter explained to me that the conversation began at an Education Reimagined’s Pioneer Lab with the question “How do I [the learner] integrate you [writ large] into my learning in a meaningful way?”.  Carter explained that a group from across the country met online once a month to investigate the question with learners ranging from second grade through high school. The actual Learner Bill of Rights was developed by Hurlbutt and Akins and then presented at Education Reimagined’s Spark House. You can hear about student voice and empowerment directly from Michael Hurlbutt in last July’s issue of Pioneering.

Learner Bill of Rights

  1. Everyone is a learner and everyone has the right to learn
  2. All learners are different and need options for their work
  3. All learners have different learning styles and need opportunities to individualize their work
  4. Learners must have voice in their learning environment
  5. Learners require structure for their learning
  6. Learners have the right to share their opinions in a welcoming environment
  7. Learners have the right to be rewarded for making good choices
  8. Learners can fail and that’s alright
  9. Learners have the right to take initiative and shape their own learning
  10. Learners must encourage the learning and respect of other learners

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What’s New in K-12 Competency-Based Education?

June 19, 2018 by

Resources

Dive into the Competency-Based Education Logic Model

June 12, 2018 by

Join us on June 19 2-3 ET for a discussion on Levers and logic models: A framework to guide research and design of high-quality competency-based education systems. Bring your questions. It will help if you have a printed copy as we will be highlighting some sections by page number so we can focus conversation on the logic models. Register here.

What is Competency-Based Education?

May 30, 2018 by

The 2018 CompetencyWorks webinar series includes:

  • Levers and Logic Models: A framework to Guide Research and Design of High-Quality Competency-Based Education Systems June 19, 2-3pm ET with Katherine Casey and Chris Sturgis Register here.
  • Designing for Equity: Leveraging Competency-Based Education to Ensure All Students Succeed July 18, 2-3pm ET with Chris Sturgis and Katherine Casey
  • Fit for Purpose: Taking the Long View on Systems Change and Policy to Support Competency Education August 28, 2-3pm ET with Maria Worthen
  • Quality Principles for Competency-Based Education October 10, 2-3pm ET with Chris Sturgis and Katherine Casey
  • Meeting Students Where They Are November 7, 3-4pm ET with Chris Sturgis and Antonia Rudenstine, reDesign

Rethinking the High School Credential

May 25, 2018 by

This post originally appeared at Getting Smart on May 4, 2018.

Most American youth don’t get what they need from high school. There are lots of reasons–some economic, some cultural, some educational. Two root problems are how we’ve defined the finish line (graduation requirements) and how we communicate success (transcript). (more…)

Case Study: Lindsay High School Transforms Learning for English Language Learners with Personalized, Competency-Based Education in California

April 26, 2018 by

Photo by Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

This post originally appeared at iNACOL on February 12, 2018.  It is the ninth blog in a series that explores the ideas in the iNACOL report, Next Generation Learning Model for English Language Learners: Promising Practices and Considerations for Teaching and Learning. Read the first post here.

The following case study represents promising practices in the field using personalized, competency-based learning specifically for ELL students. Each case study in this blog series is considered promising in that they incorporate many of the core principles for next generation learning to support ELL student success. All case studies are examples of programs taking a longer view and a more holistic approach to student outcomes over time – defining the goal as helping students to achieve at high levels over the course of their schooling – in addition to becoming English-proficient. (more…)

UCLA Project Exc-EL Schools Design Learning Progressions for English Language Learners in Connecticut and New York

April 19, 2018 by

Photo by Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

This post originally appeared at iNACOL on February 5, 2018.  It is the eighth blog in a series that explores the ideas in the iNACOL report, Next Generation Learning Model for English Language Learners: Promising Practices and Considerations for Teaching and Learning. Read the first post here.

The following case study represents promising practices in the field using personalized, competency- based learning specifically for ELL students. Each case study in this blog series is considered promising in that they incorporate many of the core principles for next generation learning to support ELL student success. All case studies are examples of programs taking a longer view and a more holistic approach to student outcomes over time – defining the goal as helping students to achieve at high levels over the course of their schooling – in addition to becoming English-proficient. (more…)

Case Study: Distinctive Schools Leads Personalized Learning for English Language Learners in Illinois and Minnesota

April 12, 2018 by

Photo by Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

This post originally appeared at iNACOL on January 29, 2018.  It is the seventh blog in a series that explores the ideas in the iNACOL report, Next Generation Learning Model for English Language Learners: Promising Practices and Considerations for Teaching and Learning. Read the first post here.

The following case study represents promising practices in the field using personalized, competency-based learning specifically for ELL students. Each case study in this blog series is considered promising in that they incorporate many of the core principles for next generation learning to support ELL student success. All case studies are examples of programs taking a longer view and a more holistic approach to student outcomes over time — defining the goal as helping students to achieve at high levels over the course of their schooling — in addition to becoming English-proficient. (more…)

International High School in Langley Park Creates a Learner-Driven System for English Language Learners in Maryland

April 5, 2018 by

Photo by Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

This post originally appeared at iNACOL on January 22, 2018.  It is the sixth blog in a series that explores the ideas in the iNACOL report, Next Generation Learning Model for English Language Learners: Promising Practices and Considerations for Teaching and Learning. Read the first post here.

The field of K–12 education is in early stages of designing new, next generation learning models that hold promise for better meeting the needs of all students. This early research is focused on how schools are beginning to innovate, how their approaches are aligned to the research on how students learn best, and specifically, how English language learner (ELL) students learn best. While these next generation models are nascent and most are fewer than ten years in implementation, our goal is to provide examples of case studies of how the field is beginning to take hold and suggest lessons learned for the evolution forward. (more…)

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