This is the first of a five-part series on competency-based schools in Cleveland Metropolitan Schools.
Starting up a school is challenging. No matter how much planning takes place, the first year is spent working out the design and operational kinks. Starting up a school that is mastery-based when no one in the district has had much experience in the model adds an entirely new level of challenge. But that’s what Cleveland Metropolitan Schools is doing (in partnership with the Carnegie Corporation and Springpoint) in creating new schools that are aligned with the Opportunity by Design principles.
Natalie Abel, program manager for CompetencyWorks; Ashley Jones, iNACOL communications associate; and I spent two days in Cleveland visiting schools in their first and third years to better understand how schools develop and fine-tune their models. We particularly want to thank Darcel Williams, Program Manager for New School Model, and Kristen Kelly, Mastery Learning Specialist, for hosting and organizing our visit. They were tremendously generous with time, insights, and experts.
From Teaching to Teaching and Learning
We started our visit to Cleveland with a discussion with Christine Fowler-Mack, Chief Portfolio Officer over New & Innovative Schools and Programs; Joseph Micheller, Executive Director of New School Development; Darcel Williams; and Kristen Kelly. It’s important to understand that Cleveland is using a portfolio strategy to improve their schools. In general, the portfolio strategy applies to high schools while the K-8 schools remain neighborhood-based.
For those of you not familiar with the portfolio strategy, it’s a school reform model that seeks to create choice among diverse, autonomous schools. The role of districts also changes, moving to managing a portfolio, including opening and closing schools, monitoring performance, and providing support. As part of this strategy, Cleveland has participated in Center for Reinventing Public Education’s network of districts using the portfolio strategy. Cleveland started down the path toward building a portfolio of high schools in 2006 using a set of design principles and building the district capacity to support the launch new schools. Among Cleveland’s 101 schools are four big comprehensive high schools and thirty-three small high schools.
Fowler-Mack explained that Cleveland is developing a district-wide pedagogical philosophy. It’s best explained as moving from a philosophy solely focused on teaching to one focused on teaching and learning. Similar to New Hampshire, Cleveland is turning to Elmore’s work on the instructional core to guide them.
Engaging Educators
Fowler-Mack explained that the reactions some educators demonstrated toward school improvement efforts were originally viewed as resistance. However, over the years her understanding has changed: She now understands it is as fear of effectiveness. “This isn’t about a clash of philosophy,” explained Fowler-Mack. “It’s about how we can evolve the practices educators use to help students. It’s about how we ensure that as teachers go through the journey, they have adequate support.” Williams continued, “There is always some organic learning in schools. Teachers are interested in learning about effective practices. But the learning curve is too steep to have everyone progressing organically in building their professional learning. We want to offer the right level of constructive learning.”
Fowler-Mack explained why the language of teaching and learning is more effective for them than personalized learning or competency-based education. “If we use the language of competency-based education, it sounds as if it is something totally new,” she said. “They don’t make the connections to sound principles of teaching and learning. We want teachers to see the similarities and build off their strengths.” They have learned that analogies and direct language about what they intend for kids to learn has been helpful.
Introducing a district-wide pedagogy within a portfolio district is a big, and very important, leadership lift. There are too many schools in our country that deliver curriculum without taking a step back to clarify their pedagogical approach and ensure that it builds on what research tells us about learning, motivation, and engagement. Fowler-Mack explained that it is important to have multiple strategies for engaging educators, “It is more important that we take into consideration what our educators need rather than to simply ask if they have bought into a vision. Some people believe in the ideas of personalized learning and thrive when given the opportunity. Some believe in the ideas but are not sure about what it looks like. And some people root themselves in what they’ve done because of their beliefs or because of fear. Under pressure, they can fight back.” Williams added, “When you ask people to change practices, you have to provide consistent and deep support. We can’t underestimate the change from, ‘I just taught it,’ to ‘Did kids learn it?’ Even really great, passionate teachers still have to learn to check in if kids are learning. They have to learn how to keep students engaged in the learning and to reflect on their own practice when they need to.”
For example, Williams explained how effective assessment for learning strategies are helping students to learn as well as educators, “We are entering a new phase of understanding the relationship between assessment and accountability. As we think about students demonstrating what they’ve learned and having multiple opportunities to demonstrate learning, we move beyond the ideas of one final test or annual state tests.” She explained that students at Lincoln West Global Studies had just completed their Exhibitions of Learning, complete with transparent rubrics, presentations to community members, and authentic feedback on their performance tasks. She emphasized, “It was amazing to see the growth in the educators in the school as well as the students. It gave me hope for a first year school to grapple with what it means to use exhibitions as a form of assessment.”
As Cleveland moves forward in this transition using a strategy to introduce a framework for teaching and learning, there are likely to be important lessons for other districts. (more…)
Education Policy Resources
This is the first post in a series covering my recent trip to Chicago.
Vermont understands that personalization and proficiency-based education go hand-in-hand. In order to allow greater flexibility, schools need processes in place that create greater accountability for students to reach proficiency and 
Rhode Island was the first state to establish a 
New Hampshire’s move toward competency education started with the pilot of competency assessments in 1997, expanding from the original four high schools to nearly thirty by 2003. The pilots sparked conversation about the importance of measuring what students can do, not just what they know.
