Tag: leadership

Competency-Based Education Quality Principle #9: Ensure Responsiveness

November 30, 2018 by

This is the tenth article in a series based on the book Quality Principles for Competency-Based Education. You can find the section on Principle #9 Ensure Responsiveness on page 66. The links to the other articles can be found at the bottom of this page and will be updated as they are posted.

We don’t blink if you are at the second-grade level when you are in the fourth grade. If teachers really understand the standards and the progressions that are needed to help students move, then we can bridge the gaps. We don’t pretend anymore that students can do higher level work if they don’t have the prerequisites. It makes teaching much more complex as we are teaching students, not just going through a curriculum. Jennifer Denny, Teacher, Red Bank Elementary School, Lexington School District, SC, 2016. (more…)

Competency-Based Education Quality Principle #5: Cultivate Empowering and Distributed Leadership

November 15, 2018 by

This is the sixth article in a series based on the book Quality Principles for Competency-Based Education. You can find the section on Principle #5 Cultivate Empowering and Distributed Leadership on page 48. The links to the other articles can be found at the bottom of this page and will be updated as they are posted. For more on equity, see Designing for Equity: Leveraging Competency-Based Education to Ensure All Students Succeed.

It’s difficult, if not impossible, to implement or sustain a personalized, competency-based system through top-down bureaucratic approaches. You can’t simply write a memo to tell schools and educators how to change their practices. You can’t tell people to change their beliefs and assumptions. The change process requires engagement. Engagement requires trusting relationships and time for dialogue and learning. Trust is developed and demonstrated by listening to, investing in, and respecting the ability of others to make strong decisions. Thus, districts and schools making headway in creating competency-based systems will usually refer to the importance of empowerment and distributed leadership that give schools and educators more autonomy. But autonomy doesn’t mean the individual makes all decisions. Rather, it refers to decisions being made closer to and involving the people who are being impacted. (more…)

The New School Rules

June 1, 2018 by

After reading in the The Culture Code about the strategy for creating high-performing teams by establishing a set of simple rules to guide complex decisions (heuristics), I decided to pick up The New School Rules by Anthony Kim and Alexis Gonzales-Black of Ed Elements. The six new rules for helping schools to become more responsive are:

  1. Plan for change, not perfection.
  2. Build trust and allow authority to spread.
  3. Define the work before you define the people.
  4. Aim for “safe enough to try” rather than consensus.
  5. Harness the flow and let information go.
  6. Schools grow when people grow.

These rules are for education leaders in the district office and schools, as well as anyone on teams. They are rules that can help shake off the bureaucratic behaviors, what Sal Khan refers to as “habits,” that make up much of the culture in traditional schools. (more…)

The Code of Culture: Establishing Purpose in Competency-Based Schools (Part 3)

May 16, 2018 by

This is the third and final article in an exploration of how to create a culture of learning, inclusivity, and empowerment based on the book The Culture Code by Daniel Coyle. Start the series here.

The implementation strategies used by many of the districts and schools converting to competency education begin with a process of shared inquiry and building a shared purpose. Most leaders will emphasize that it is critically important to fully engage the community in the process of establishing a shared purpose. (See Implementing Competency Education in K-12 Systems: Insights from Local Leaders.) (more…)

The Culture Code: Turning Connection into Cooperation in Competency-Based Schools (Part 2)

May 15, 2018 by

This is the second part of a three-part series on creating a culture of learning, inclusivity, and empowerment that are important principles for equity and quality of competency-based systems. Start the series here.

Once you have created a culture of safety, how does a leader draw on that to create a high performing team?

In exploring the second skill of Sharing Vulnerability, Daniel Coyle, author of The Culture Code, describes cohesive teams with “moments of fluid, trusting cooperation.” Drawing on examples from Pixar and the Navy Seals, Coyle describes attributes of high performing teams that I don’t think I have ever seen in a district, school, or organization advancing competency-based education. These are teams that have evolved to be able to endure directness and candidness at very high levels. They can tolerate, and actually value, the vulnerability of facing up to and owning mistakes, weaknesses, and poor performance. (more…)

What Beliefs are the Bedrock of Your Competency-Based System?

March 9, 2018 by

We believe…Students need to learn academic knowledge, the skills to apply it, and the lifelong learning skills to be able to use it.

As you may know, iNACOL/CompetencyWorks has been using a collaborative process to build knowledge and ideals called the TAG. It’s short for Technical Advisory Group, but there isn’t much that feels technical at all – its just one giant swirl of learning going on for five days. The TAG that was working on developing a shared understanding of competency-based education and an updated working definition (stay tuned – the work continues and should be released by end of 2018) created a number of unanticipated products.

One of these products is a set of beliefs shared by the 30+ people in the TAG (see below). They worked hard at trying to create what you could call a set of guiding principles. Beliefs and guiding principles aren’t just something you co-create with a community. They can be used in multiple ways: to design surveys to find out if the culture in fact is embracing these beliefs; opportunity for discourse and reflection; and decision-making. (more…)

Cultural Responsiveness Starts in the Principal’s Office

January 31, 2018 by

“Everything rises and falls on leadership.” – John Maxwell

Dr. Joseph Ellison

Personalized instruction has become an increasing focus of educational conversation over the last few years. However, the conversation often fails to touch on what it means to personalize instruction in light of the great diversity found in schools across our country. Can personalized instruction be effective without some degree of cultural competence?

Educators cannot truly personalize instruction without carefully considering the “whole child” – meaning current skill level, previous instruction, socioeconomic status, and race. Yes… race! Some argue that race has no place in the conversation around personalization. I disagree. Race is a necessary component of personalization because “teachers [who] ignore the racial component of students’ identity are in effect treating their students as incomplete beings, and student performance can suffer as a result” (Milner, 2010, p. 16). I hasten to emphasize that race is NOT everything when it comes to cultural responsiveness. Effective and accurate cultural responsiveness must respond to all of the inputs in students’ lives; it must take into account the “whole child.” And, cultural responsiveness is not an “add-on” or just another classroom thing. Cultural responsiveness is part of an ever-evolving orientation and pedagogy… and a necessary component of personalized learning. (more…)

Reflections on Learning Without Boundaries at Kettle Moraine

January 30, 2018 by

Superintendent Patricia DeKlotz

Kettle Moraine Superintendent Patricia DeKlotz had to repeat herself to get me understand, “There is no recipe.” Again, “There is no recipe or one way of doing personalized learning.” Yet I was sure there must be more similarities between the different personalized schools we had visited than I was able to point to. Eventually, as I went through my notes, I eventually did come to the conclusion that there really wasn’t one model. What Kettle Moraine personalized schools share is a very strong set of core beliefs, a highly similar culture, and a few very clear structures.

I’m still in the process of understanding the core structures at Kettle Moraine (there really is only so much you can learn in a one-day site visit). I’ve been able to identify a few described below: (more…)

Distributed Leadership at Kettle Moraine

January 22, 2018 by

This article is part of a series on personalized, proficiency-based education in Wisconsin and the ninth in a ten-part series on Kettle Moraine. Please read the first post on Kettle Moraine before continuing to read this post, as it will prepare you to fully take advantage of the ideas and resources shared in this series.

Everyone is a learner at Kettle Moraine. And with the distributed leadership model, everyone can be a leader. Currently, 10 percent of the educators are recognized as leaders of teacher teams. There are several ways that KM is developing leadership. (You can listen directly to Superintendent Pat DeKlotz, Assist Superintendent Theresa Ewald, and teacher leaders talk about distributed leadership on the second video in the left hand column.)

Tools for Distributing Leadership

DeKlotz described a number of techniques that she and Ewald used to engage educators, to help build a shared understanding of the strategic vision for the district, and, listen for coaching opportunities when there were misconceptions or narrow understanding of what personalized learning means. These tools or techniques included:   (more…)

Creating a Peer Coaching Program to Grow Student-Centered Learning (Part 2)

January 16, 2018 by

This post originally appeared at Students at the Center on January 2, 2018. Read Part 1 here.

Mary Bellavance

In part I of this three-part series, I wrote about how Maine’s Biddeford School District created a peer coaching program to support our teachers as they spread a student-centered learning model across the district. Part II shares three of the most important lessons from the experience.

Develop a plan that is closely aligned to your district’s goals

  • Does your district have a strategic plan (or even just a set of well-defined goals) to help implement student-centered learning over a five-to seven-year timeframe? If so, it will help all stakeholders stay focused on the peer coaching steps necessary to help reach this goal. If not, Douglas Reeves offers recommendations in his book Leading Change in Your School: How to Conquer Myths, Build Commitment, and Get Results. Reeves addresses how to create the conditions for change, then plan, implement and sustain it.
  • Also, make sure you are clear about your goals for a peer coaching initiative and how those goals connect with the district’s ambitions for student-centered learning.

(more…)

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