Tag: equity

Building Shared Understanding of Quality through Design Principles

December 7, 2017 by

This is the sixth post in the blog series on the report, Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education.

In the recent CompetencyWorks report, authors introduce 16 Quality Design Principles to build shared understanding and help states, districts and schools plan and develop competency-based education systems and personalized learning approaches. To be clear, quality does not require a single model or approach. In fact, schools and districts with strong results find themselves engaged in an ongoing cycle of continuous improvement and reflection. However, we offer these design principles as a common reference point for dialogue about what makes a competency-based system high quality.

In education, quality has a moral component to it. Before diving into the constituent parts and examples of quality, it is important to remember that quality matters because it directly influences our ability to make good on our social contract with students and our broader community. While producing high-quality schools may require attention to technical issues, it must start with a belief in the moral imperative of supporting and empowering the next generation of adults. In fact, it is the very beliefs, assumptions and values that shape the culture of a competency-based school that make the structure so powerful. The competency-based structure will falter if it rests on the beliefs and assumptions upon which the traditional system was built.

Schools have implemented competency-based education models for decades. Recent years have seen an increase in the number of districts and schools adopting competency-based education with a handful of states seeking to create innovation space, pilots or a vision for transforming the education systems across the entire state. As the number of competency-based schools has expanded, some have done so with a deep foundational understanding of the purpose, culture and key elements of competency-based education. Others have not, instead treating it as a technical reform or resorting to piecemeal implementation. As a result, some competency-based schools have not always served kids in a way that fulfills the promise of this model. This means that many students are not benefitting as much as they could and puts scaling of competency-based education at risk. (more…)

An Update on D51: The Teaching & Learning Framework

December 6, 2017 by

When I visited D51 a year ago, they were in the midst of developing a teaching and learning framework. I was inspired by the participatory process and intrigued with the way the framework was being developed to spark dialogue rather than simply check the boxes.

At iNACOL17, I reconnected with Rebecca Midles, Director of Performance-Based Learning, and was thrilled to meet Leigh Grasso, Executive Director of Academic Achievement & Growth. They mentioned they had completed the Teaching & Learning Framework (T&L) and were willing to share it with CompetencyWorks readers.  

The purpose of the T&L Framework is to guide professional dialogue and reflection on how educators engage with students and with each other. If you remember from the D51 strategy, they are using an intentional process to support adult learning and avoid creating any high-stakes situations until teachers have been fully supported in developing their knowledge and skills in the Framework.

The Framework is organized around four interrelated dimensions: Professional Engagement,  Design for Learning, Learner-Centered Environment, and Monitoring Learning. Each dimension has three sub-dimensions with several purpose statements and the powerful guiding questions.

Dimension: Professional Engagement

Click Image to Enlarge

Professional engagement is organized around three roles of educators as learners: as a reflective practitioner, as a member of a learning communities, and as a learning system practitioner. This strikes me as an enormous step away from traditional ways of thinking about professional development and toward the type of professional learning that we hear about in Finland and New Zealand. When we talk about competency-based education, we try to emphasize that it requires establishing a culture, structure, and practices that contribute to a learning organization. This is very, very, very different from an organization based on top-down management and compliance. (more…)

Competency-Based Education and Personalized Learning Go Hand in Hand

November 30, 2017 by

This is the fifth post in the blog series on the report, Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education.

Competency-based structures focus upon each student’s unique K-12 educational journey while ensuring that all students emerge from their K-12 experience ready to pursue and succeed in the postsecondary pathway of their choice. In this way, they are designed for equity with a focus upon responsiveness, consistency, transparency, fairness and continuous improvement. As the learning sciences tell us, it is important to personalize learning rather than depend on the one-size-fits-all instruction and curriculum of the traditional system. In fact it would be nearly impossible to have all students reach college and career readiness without doing so.

Competency-based education assumes that schools will meet students where they are; personalized learning is an approach to optimizing a school’s pedagogical strategy to effectively support each student, drawing on research about learning, motivation and engagement. In schools using personalized learning, students are active learners with:

  • Choice in how they learn,
  • Voice to co-create learning experiences and express their own ideas,
  • Options to personalize their pathways, and
  • Leadership opportunities in which they can shape or contribute to their own environment.

In order to become active learners who have a sense of ownership of their education, students need to have the right mix of mindsets and skills. Schools invest in helping students build the growth mindset and academic mindset as well as the habits of success and social-emotional skills they need to be self-directed learners and engage in productive struggle. Schools play a critical role in creating the learning opportunities and coaching that students need to successfully learn how to learn. Instruction is designed to meet students where they are, taking into account their prerequisite skills, mindsets, habits and interests. (more…)

How Competency-Based Education Differs from the Traditional System of Education

November 16, 2017 by

This is the fourth post in the blog series on the report, Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education.

Across the country, schools, districts and states are replacing the traditional, time-based structure with one that is designed to help each student reach proficiency. Educators organize learning in a variety of ways that respond to students and are designed to motivate and engage students in mastery of their own learning. Competency-based structures are also designed to ensure students reach proficiency so that students and parents are confident that their students are learning what they need to as they advance towards graduation.

Below is the working definition of competency-based education. (Please note: the working definition is being updated and a logic model being developed to be released in second quarter of 2018).

Students advance upon demonstrated mastery — By advancing upon demonstrated mastery rather than on seat time, students are more engaged and motivated, and educators can direct their efforts to where students need the most help.

 

Competencies include explicit, measurable, transferable learning objectives that empower students — With clear, transparent learning objectives, students have greater ownership over their education.

 

Students receive timely, differentiated support based on their individual learning needs — Students receive the supports and flexibility they need, when they need them, to learn, thrive and master the competencies they will need to succeed.

 

Assessment is meaningful and a positive learning experience for students — New systems of assessments give students real-time information on their progress and provide the opportunity to show evidence of higher order skills, whenever they are ready, rather than at set points in time during the school year.

 

Learning outcomes emphasize competencies that include application and creation of knowledge, along with the development of important skills and dispositions — Personalized, competency-based learning models meet each student where they are to build the knowledge, skills and abilities they will need to succeed in postsecondary education, in an ever-changing workplace and in civic life.

The section below illustrates key differences between competency-based education as compared to traditional education systems, and offers examples of how competency-based systems can embed an intentional focus upon equity. (more…)

Why a Competency-Based System Is Needed: 10 Ways the Traditional System Contributes to Inequity

November 9, 2017 by

This is the third post in the blog series on the report, Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education. See the first post and second post.

Before exploring key issues in a competency-based system, it is valuable to unpack why the traditional system is an obstacle to creating high-achieving schools and equitable outcomes.

The strategies used by districts in response to state accountability exams under No Child Left Behind (NCLB), including one-size-fits all instructional strategies and delivering grade level curriculum regardless of what students know, exposed the traditional system for what it is: a sorting system. Despite implementing a series of education reforms and programs, many schools struggle to produce better outcomes largely because the traditional system is not set up to do so. Despite teachers’ persistent best efforts to support every student, the traditional system passes students on before they have mastered each stage of learning. Those who have mastered the skills continue on a path towards graduation and college. For those who have not, little is offered to help them learn what was expected. The result is a new set of students each year who may not have the necessary prerequisite skills and knowledge to take on the content offered by each successive year’s teachers. This sets up teachers and students alike for failure. This sorting function of traditional education is exacerbated by unequal and inequitable school resources that continue to haunt the education system.

10 Flaws in the Traditional System

The traditional system is simply not designed to produce the goals we have set for it, or that our children, communities and nation so desperately need and deserve. There are ten primary flaws in the traditional system that can be corrected by redesigning the system for success in which all students achieve mastery. These flaws include that the traditional system: (more…)

Update on the National CBE Summit November 8th

November 3, 2017 by

Have you started reading the paper Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education? If not, or if you have and found it to be a lot to absorb (because it is), jump on the webinar Charting the Course for the Next Phase of K-12 Competency-Based Education on November 8, 2017, 2-3 PM ET with Susan Patrick, Nina Lopez, and myself. We’ll be walking you through the ideas from the National Summit on K-12 Competency-Based Education. Register here.

This is a major, major, major shift for the field. We are moving from the super fun stage of every new idea helps us move forward to how do we get this right. It’s hard to give up the first stage and buckle down and hold ourselves accountable about equity, about being honest that our super cool ideas that we’ve worked so hard on may not actually be helping students to learn as much as we want, and about stretching our imagination to forge a new set of policies.

Please join us and other education leaders for an hour to reflect, share your efforts and ideas, and think about the role you want to take in advancing competency-based education.

Readiness for College, Career and Life: The Purpose of K-12 Public Education Today

November 2, 2017 by

This is the second post in the blog series on the report, Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education. See the first blog here.

Effective system design starts with a clarity of purpose, or said another way, what are the results we want to get from our system of public education? The current design of our K-12 public education system delivers the following results: After decades of policy reforms and targeted improvement strategies, the on-time graduation rate has inched up to 82%, with states ranging from 61% to 91%. Yet, Alaska Natives, students with disabilities, Native American, African-American, and Latino students continue to graduate at much lower rates: 55, 64, 70, 73 and 76%, respectively. Among those students who do graduate high school, nearly 25% of them, from all socioeconomic groups, require remedial courses in college, costing them and their families $1.5 billion a year. Graduates who enter the world of work directly after high school fare no better, with 62% of employers by one account indicating that “high schools aren’t doing enough to prepare their graduates to meet the expectations of the workplace.” Students are not fully prepared for civic engagement to ensure a functioning democracy (only 30% of today’s young people believe it is “essential” to live in a country that is governed democratically). These results are evidence that students are not getting what they need, and the implications ripple through their lives, their families, communities and our economy. In subsequent blogs in this series, we will explore why the traditional system is designed to produce these results. First, let’s consider what results we want instead.

So, what is the purpose of public education today and what are the results we want it to deliver? The purpose of public education has evolved significantly since the first public school, Boston Latin School, was established in the 17th century to educate white males in, among other things, “religion, Latin and classical literature.” Today, states and districts define the purpose of education in variety of different ways. Increasingly that purpose is stated as “college and career readiness,” or a variation thereof. But what does it really mean to be college and career ready? Although the terminology and details may vary, almost all states and districts continue to use a combination of time-based academic credits, state graduation exams and state accountability exams to measure learning. For the majority of states, these elements prioritize content knowledge rather than skills, with a focus upon a narrow set of areas — math and English language arts. (more…)

Making Sense of the Learning Sciences

October 24, 2017 by

I’ve been spending a year reading about the cognitive learning sciences and also about John Hattie’s work to review the effect of different strategies. Even with Bror Saxberg’s coaching (for which I’m deeply grateful), it’s been slow going for me, as I started with a pretty blank slate. I was also simply stuck. I was learning and my familiarity with the high level findings was growing, but I couldn’t figure out how to apply it. I was simply having difficulty making meaning for my work at CompetencyWorks because so much of the power of the cognitive learning sciences impacts practices of the teacher at a much more granular level than I encounter on my three- to five-hour school visits.

I had two breakthroughs recently, and now connections are being easily made. First, when reading Thinking, Fast and Slow by Daniel Kahneman, I realized that his exploration of different systems of thinking, with System 1 operating automatically and involuntarily and System 2 operating with deliberation and reasoning, opens a door for us to challenge the bias that we bring into our work and our relationships. It opens the door for us to be more cognizant of the types of bias and how they impact the learning lives of children in our schools. Perhaps we can use the learning sciences to cleanse ourselves and our schools of bias.

Second, as we think about the competency-based cultures, structures, and pedagogical philosophy (one of which is that teaching should be grounded in the learning sciences), it’s important for us to test out how districts and schools are supporting teachers to use the cognitive learning sciences as well as those that influence engagement and motivation. In other words, what are the structures and reinforcements that make it easy for teachers to use the learning sciences, and are there ways in which districts and schools are creating obstacles that we should address?

To get started, I’ll turn to the Deans for Impact Science of Learning, by far the easiest summary out there. Let’s look at one of the three principles under How Do Students Understand New Ideas?

Cognitive Principle: Cognitive development does not progress through a fixed sequence of age-related stages. The mastery of new concepts happens in fits and starts.

Practical Implications for the Classroom: Content should not be kept from students because it is “developmentally inappropriate.” The term implies there is a biologically inevitable course of development, and that this course is predictable by age. To answer the question “is the student ready?” it’s best to consider “has the student mastered the prerequisites?” (more…)

Quality and Equity by Design

October 20, 2017 by

Today, iNACOL and CompetencyWorks released the paper Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education. This paper is the culminating product and set of ideas from the National Summit on K-12 Competency-Based Education. In this paper, four key issues – equity, quality, meeting students where they are, and policy – are explored and guidance is offered on how to engage more deeply in each. There is also a set of recommended actions for the field as a whole to consider. This paper will be followed by a revised paper on each of the key issues based on the feedback and insights from the Summit participants. (You can find the four draft papers on each of the key issues here.)

In writing this paper, I became more and more appreciative that each of the four key issues is actually a lens into the issues challenging our field. By looking at elements of competency-based education through the different lenses, it becomes possible to have much more depth of understanding. It is as if the paper brings a multi-dimensional understanding to bear. Certainly, the overlap between quality and equity is profound and requires more thought and study as we go forward. It’s important to consider the ideas and frameworks in this paper as ways to open discussion. I am sure there will be other convenings, papers, and resources that will help to further our work together.

My recommendation is to read the paper in bite-sized pieces – one issue area at a time. Then come back and read the next, reflecting on the capacity and strategies used by your organization, district, and school. We welcome contributions to CompetencyWorks that highlight your understanding and efforts related to these key issues and we doubly welcome challenges to these ideas. It is only by strengthening our capacity to be critical friends to each other that we can truly find our way to implementing high quality, equitable competency-based systems in schools across our nation.

For those of you who are interested, a webinar, Charting the Course for the Next Phase of K-12 Competency-Based Education, is scheduled for November 8, 2017, 2-3 PM ET. Register here. Susan Patrick, Nina Lopez, and I will share highlights from the National Summit on K-12 Competency-Based Education, walk through the four key issues, and review the recommendations for what is most important to move competency education forward.

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

October 18, 2017 by

What's new! star graphicNew Books in Competency Education

Grant Opportunities

The Nellie Mae Education Foundation released three new requests for proposals:

Social Emotional Learning

Equity

Food for Thought

(more…)

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