Tag: performance-based

Competency-Based Education Across America

October 17, 2019 by

2019 Snapshot of CBE State PolicyUpdated: October 2019.

iNACOL’s 2019 map shows the many states that have taken steps forward in enabling and investing in competency-based education. To highlight this progress, all of the CompetencyWorks blog posts from our site visits and interviews in 26 states are listed below. Schools, districts, and support organizations have used these inspirational accounts of local reforms to inform deeper competency-based learning and systems change in their own settings.

Alaska

Chugach School District (2019)

Part 1 – Rethinking Grade Levels and Age Groupings at the Whittier Community School

Part 2 – Bringing Parents Into Competency-Based Schools

Part 3 – Pathways, Pacing, and Agency Are Intertwined

Part 4 – Sustaining and Sharing Cultural Heritage at the Tatitlek Community School

Chugach School District (2015)

Report – Chugach School District: A Personalized, Performance-Based System

Part 1 – Explorations in Competency Education

Part 2 – Driven by Student Empowerment: Chugach School District

Part 3 – Chugach School District’s Performance-Based Infrastructure

Part 4 – Chugach Teachers Talk about Teaching

Part 5 – Ownership, Not Buy-In: An Interview with Bob Crumley, Superintendent Chugach School District

Part 6 – Chugach School District: Performance-Based Education in a One-Room School House

Part 7 – Teaching through the Culture: Native Education in a Performance-Based System

Part 8 – Performance-Based Home Schooling

Highland Tech Charter School (2014)

Part 1 – Highland Tech Charter School – Putting it All Together

Part 2 – Advice From Highland Tech Students

Arkansas

Springdale School District (2015)

Innovation Springing Up in Springdale

Student-Focused Learning in Springdale (2017)

Part 1 – Springdale, Arkansas: A Tradition of Innovation and Future of Opportunity

Part 2 – Building Learning Momentum at Springdale’s School of Innovation

Part 3 – Finding Time and Providing Support for Student-Driven Learning

Part 4 – Encouraging Learning Risks and Growth

California

Da Vinci Schools (2018)

Part 1 – Innovation in the Air at Da Vinci Schools

Part 2 – Conversations about Learning at Da Vinci

Part 3 – RISE (Revolutionary Individualized Student Experience)

Barack Obama Charter School (2013)

Ingenium Schools: A Big City Competency-Based School

Lindsay Unified High School  (2015)

Part 1 – Six Trends at Lindsay Unified School District

Part 2 – Preparing Students for Life….Not Just College and Careers

Part 3 – An Interview with Principal Jaime Robles, Lindsay High School

Part 4 – An Interview with Brett Grimm: How Lindsay Unified Serves ELL Students

Part 5 – It Starts with Pedagogy: How Lindsay Unified is Integrating Blended Learning (more…)

16 Quality Principles to Guide Implementation of Competency-Based Education

December 30, 2018 by

If you are just starting out or are midway in your process of making the transition to personalized, competency-based education, please take the time to read Quality Principles for Competency-Based Education. If you are in planning stages, be sure to read the first section, which is a primer on competency-based education including the flaws in the traditional system. It’s important to understand the problems with the traditional system so you can think about what you need to stop doing as well as what you want to put into place.

The best way to read Quality Principles for Competency-Based Education is either by purchasing the book or printing out the quality principles one at a time. Take the time to write down your questions, engage your peers in conversation about whether you think the quality principle makes sense in terms of helping students to learn, and what you have in place that you can build upon. This isn’t an implementation guidebook, as schools chose different entry points and roll-out strategies. Instead, it’s designed to help you make the shift in thinking from the top-down, time-based traditional system to the empowered, flexible system that is designed to make sure that every student is able to succeed and make progress toward college- and career-ready knowledge and skills.  (more…)

Competency-Based Education Quality Principle #16: Advance Upon Demonstrated Mastery

December 28, 2018 by

This is the seventeenth article in a series based on the book Quality Principles for Competency-Based Education. You can find the section on Principle #16 Advance Upon Demonstrated Mastery on page 99. The links to the other articles can be found at the bottom of this page.

The mastery-based grading helps me understand what I need to learn or do differently. In the old way, when I got a number, I wouldn’t know what to do differently. With the learning targets, I can make better choices and revise things. Student, Young Women’s Leadership Academy

Advancement upon demonstrated mastery is a multi-layered concept that challenges many of the conventions of traditional schools. Too often it is condensed into a concept of ‘self-pace’ that fails to capture the big idea. In fact, if you think that competency-based education is about self-pace, I recommend that you go back to the beginning of the book Quality Principles for Competency-Based Education and read why the traditional system is failing us and the ten distinguishing features of competency-based education.

Advancement upon demonstrated mastery is better thought of as a culminating capacity that is developed when all the other 15 quality principles are in place. Let’s take a look at the three major capacities that are needed to have students be able to advance upon mastery in a way that is designed so every student is successful. (more…)

Competency-Based Education Quality Principle #15: Develop Processes for Ongoing Continuous Improvement and Organizational Learning

December 27, 2018 by

This is the sixteenth article in a series based on the book Quality Principles for Competency-Based Education. You can find the section on Principle #15 Develop Processes for Ongoing Continuous Improvement and Organizational Learning on page 96. The links to the other articles can be found at the bottom of this page and will be updated as they are posted.

I think that one can argue that every school, whether it is a traditional school or a personalized, competency-based one, should have processes for continuous improvement in place. It only makes sense that any organization should be in the process of improving. However, traditional schools and school systems are highly bureaucratic in nature. The emphasis is much more on compliance than it is on an organizational drive toward excellence.

Our schools operate in an environment with layers and layers of policy, regulation, and reporting. These layers and layers of governance often create cultures of fear and mistrust. Thus, creating a strong continuous improvement and organizational learning culture, structure, and processes requires leadership. It may be the personal leadership of a teacher who uses formative assessment data to improve his own skills in learning how to help students develop the metacognitive and emotional skills to self-regulate their thinking and behavior. It may be the departmental leader who looks deeply at the data to identify that there are gaps in the domain-specific instructional approaches of teachers. Or it may be the organizational leadership of the principal or the superintendent who takes the courageous stance that they are going to do what’s best for students and manage the compliance requirements as needed.

The point is: In a bureaucratic world, truly engaging in organizational learning and continuous improvement can’t be separated from leadership. (more…)

Competency-Based Education Quality Principle #14: Increase Organizational Flexibility

December 21, 2018 by

This is the fifteenth article in a series based on the book Quality Principles for Competency-Based Education. You can find the section on Principle #14 Increase Organizational Flexibility on page 92. The links to the other articles can be found at the bottom of this page and will be updated as they are posted.

This structural quality principle about Organizational Flexibility goes hand-in-hand with the pedagogical Principle #9 Responsiveness. It comes down to this: We can’t expect teachers to be able to be responsive to meet students’ needs based on where they are unless the school has been designed to be flexible. For example, in today’s traditional environment, teachers have to purchase many of their own learning resources because the budgeting policies and practices are rigidly run by the district. If teachers are going to be able to respond to where students’ wonder, curiosity, and intellectual passions take them, they are going to need resource allocation operations that can turn on a dime. (more…)

Competency-Based Education Quality Principle #13: Invest in Educators as Learners

December 20, 2018 by

This is the fourteenth article in a series based on the book Quality Principles for Competency-Based Education. You can find the section on Principle #13 Invest in Educators as Learners on page 87. The links to the other articles can be found at the bottom of this page and will be updated as they are posted.

Competency-based education believes that all students, with the right supports, can learn. Similarly, advocates of competency-based education believe that all educators, with the rights supports, can learn the skills needed to help each and every student to learn. (more…)

How Competency-Based is New Zealand?

December 19, 2018 by

This is the final article in the CompetencyWork series Baskets of Knowledge from Aotearoa New Zealand. Links to the full set of articles are at the bottom of this page. You can find more about New Zealand at LearningEdge.

When I returned from Aotearoa New Zealand, I was frequently asked, “How competency-based is New Zealand?” It was never an easy question to answer because we’ve created a working definition and ten distinguishing features of competency-based that may or may not be the right ones. Furthermore, there are at least three core drivers or bar-raising policy goals that are shaping our understanding of competency-based education:

  • Redesigning schools and learning experiences around what we know about how children learn rather than continuing to operate upon a set of out-of-date beliefs and mindsets that form the traditional system.
  • Responding to changes in society and the economy that require a system that develops a broader set of knowledge and skills for student success: academic knowledge and skills, transferable skills (deeper learning and higher order skills), and lifelong learning.
  • Creating a more equitable system that monitors both growth and achievement to ensure that every student has opportunity to discover their potential and have doors opened for them upon graduation.

(more…)

Insights from Aotearoa New Zealand: NCEA

December 18, 2018 by

This is the twelfth 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.If you are going to New Zealand, be sure to read NCEA in Context. There are other resources at NZQA and NZCER that will be valuable as well.

The National Certificate of Educational Achievement (NCEA) is not a high school diploma. It is a certificate of achievement that indicates the level of achievement that students have learned at their completion of school. NCEA certificates of achievement aren’t received. They are earned. Time in the seat doesn’t matter. What matters is demonstrating learning.

The NCEA is a very sophisticated system with intentional thought given to ensuring that it is meaningful to students, schools, and the tertiary system. I’m going to do my best to translate the NCEA to our American education system by highlighting features of the system in bold. (more…)

Insights from Aotearoa New Zealand: Credentialing Learning

December 11, 2018 by

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

Click Image to Enlarge

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…)

WordPress SEO fine-tune by Meta SEO Pack from Poradnik Webmastera