Tag: competency education, competency-based learning

In Reflection: Eight Lessons Learned Over the Past Decade

December 12, 2018 by

This article is the second in a three-part series of my final reflections on the field of competency-based education before I depart CompetencyWorks. You can find more about how to move from traditional to modern schools, including a series on what it means to modernize your schools to include competency education, at LearningEdge.

I feel like I’ve been in “the zone” for eight years. Honestly, I’ve been in the flow that is just as exciting as the crazy high of swimming among 30 whale sharks in the Yucatan. Constantly learning, readjusting the internal framework I use to cluster ideas, checking out new insights to work out whether they are partial, conditional, nuanced, or something that holds generally true. Below are just a few of the big A-HA!s I’ve had over the years. What insights and lessons learned have you had in your work? Wanna share? We all benefit by hearing from each other.

1. Student Agency is Much More Than Voice and Choice (more…)

In Reflection: Can We Stop Ourselves From Slipping and Sliding Sideways?

December 11, 2018 by

This article is the first in a three-part series of my final reflections on the field of competency-based education before I depart CompetencyWorks. You can find more about how to move from traditional to modern schools, including a series on what it means to modernize your schools to include competency education, at LearningEdge.

Each summer, the CompetencyWorks Advisory Board has a conversation about where we are and where we are going: we call it the “strategic reflection.” This year, the conversation was focused on how we keep our field and the movement toward personalized, competency-based education from slipping sideways.

States have created enabling policy for personalized, competency-based education with waivers, innovation zones, and pilots. Some have fully embraced it as their future. Yet, effective implementation and high quality examples of personalized, competency-based education are not expanding as quickly. Policy is outstripping practice. (more…)

Insights from Aotearoa New Zealand: Credentialing Learning

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From Youth Guarantee http://youthguarantee.net.nz

This is the eleventh article in the series Baskets of Knowledge from Aotearoa New Zealand, which highlights insights from a totally different education system about what is possible in transforming our education system. Read the first article here.

One of the key features of a competency-based system that CompetencyWorks has identified is a transparent framework of learning. Every school making the transition takes the time to build shared understanding of either a competency framework or the state standards. This includes building understanding of what depth of knowledge the standards are set at to align instruction and assessment, as well as building a shared understanding of what proficiency looks like for the grade level being taught (in addition to the standards above and below that students might need to or are ready to tackle).

However, in most cases, these transparent competency frameworks are primarily organized within a school or perhaps across a district. Only a handful of states have developed a full K-12 competency framework. And as far as I know, there is no place (yet) where higher education has been willing to construct a transparent framework that might extend from K-13 or even K-16. (more…)

Insights from Aotearoa New Zealand: Key Competencies

December 10, 2018 by

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This is the tenth article in the series Baskets of Knowledge from Aotearoa New Zealand, which highlights insights from a totally different education system about what is possible in transforming our education system. Read the first article here.

Aotearoa New Zealand offers so many insights and inspirations in our work to forge a personalized, competency-based system. I’m going to highlight three examples: key competencies; a transparent system of cross-sector performance levels; and the National Certificate of Educational Achievement.

These examples are not going to be easily or directly translated to the U.S. context. Certainly, it’s best to draw from NZ for ideas for state policy. Imagining its approach as a model for our federal government makes my brain hurt because of our multiple levels of governance as compared to their Tomorrow’s School policy granting school autonomy. It’s also important to remember, too, that the Kiwis are in a process of moving toward modern schools with modern pedagogy and modern learning environments. With 2,500 autonomous schools, there are plenty of very traditional schools that just want to keep doing what they are doing. Similar to the U.S., there are also schools that have sunk into the swamp of dysfunction and are awaiting the combination of community and national public will that is required to intervene. (more…)

Competency-Based Education Quality Principle #12: Maximize Transparency

December 9, 2018 by

This is the thirteenth article in a series based on the book Quality Principles for Competency-Based Education. You can find the section on Principle #12 Maximize Transparency on page 81. The links to the other articles can be found at the bottom of this page and will be updated as they are posted.

Transparency is by far one of the most powerful principles that drives personalized, competency-based education. (more…)

U.S. Department of Education Outlines Guidance for Submitting Amendments to State ESSA Plans

December 8, 2018 by

This post originally appeared at iNACOL on November 27, 2018.

Last week, the U.S. Department of Education released guidance outlining how states can amend their state plans under the Every Student Succeeds Act (ESSA). The ESSA State Plan amendment process offers an opportunity for continuous improvement of state education systems, toward greater coherence.

According to the guidelines, a state wishing to make an amendment will need to: (more…)

Insights from Aotearoa New Zealand: Defining Lifelong Learning

December 7, 2018 by

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This is the ninth article in the series Baskets of Knowledge from Aotearoa New Zealand, which highlights insights from a totally different education system about what is possible in transforming our education system. Read the first article here.

Day by day, I am developing a deeper understanding about the Building Blocks for Learning (a 16-part comprehensive framework that includes everything from self-regulation to self-direction), their relationship to modern pedagogy based on research on learning, and the ultimate goal of ensuring students are powerful lifelong learners. The Building Blocks also have implications for school design, teaching, and how learning experiences (i.e., curriculum) are designed. (more…)

Pt. England Primary: The Cherry or the Orchard

December 6, 2018 by

This is the eighth article in the series Baskets of Knowledge from Aotearoa New Zealand, which highlights insights from a totally different education system about what is possible in transforming our education system. Read the first article here.

As I wrapped up the conversation with Russell Burt, principal of Pt. England Primary in Auckland, I mentioned that the U.S. was building up capacity around school design. Burt immediately suggested that our focus is too narrow. He explained, “If you cherry pick, which is what happens with many charter schools, you will, no doubt, bless the cherry, but you probably won’t bless the tree, and its most unlikely that you will bless the orchard. We need to work in such a way that we bless the orchard. In other words, we want to see the whole community improve with ‘all boats rise on a rising tide.’” (more…)

Competency-Based Education Quality Principle #11: Establish Mechanisms to Ensure Consistency and Reliability

December 5, 2018 by

This is the twelfth article in a series based on the book Quality Principles for Competency-Based Education. You can find the section on Principle #11 Establish Mechanisms to Ensure Consistency and Reliability on page 77. The links to the other articles can be found at the bottom of this page and will be updated as they are posted.

In the midst of writing all the papers for the Summit, a colleague said to me, “Pick consistency or reliability but not both.” I thought about it for a bit, but after looking up the definitions, I ended up feeling that both were actually important. (more…)

Want to Become Competency-Based? Three Books to Light the Way

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This is the final article in the series Conversations with Authors About Competency-Based Education. Links to the entire series can be found at the bottom.

Districts and schools are choosing different entry points for their path toward personalized, competency-based education. Remember, we aren’t referring to technologically driven solutions. When we say personalized, competency-based we are referring to drawing from the research on learning to create schools that strive to help students reach college and career readiness while discovering their passions and potential.

There is no one implementation guide on how to move forward, but thankfully there are three great books that can outline a number of the steps. (more…)

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