Tag: personalized learning

Competency-Based Education Quality Principle #4: Foster the Development of a Growth Mindset

November 7, 2018 by

This is the fifth article in a series based on the book Quality Principles for Competency-Based Education. You can find the section on Principle #4 Foster the Development of a Growth Mindset on page 45. 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.

Think about it: The traditional system of education is built upon the belief that intelligence is fixed: there are smart people and not-as-smart people, there are winners and losers, and there is little anyone can do to change someone’s innate ability or potential.

I don’t believe there is any reason to discuss the psychological insights offered in Carol Dweck’s Mindset: The New Psychology of Success or resources on how to help yourself and students in your classroom develop a growth mindset, as this is a set of research that is becoming embedded in schools across the nation (and possibly globally!). However, if for any reason the adults in your school have not become familiar with and knowledgeable about how to develop the growth mindset in themselves and others, stop reading this article and spend your time on Mindset. This is a non-negotiable step in creating a system of education designed for success for all. (more…)

Mapping out the Terrain of Competency-Based Education Implementation

November 6, 2018 by

One of the greatest inventions of the last twenty years has to be mapping services like Mapquest or Google Maps. Not only can a mapping service help you navigate to any location, it can also use real-time traffic and road conditions to help you avoid long delays during transit. Our research on K-12 principals’ perceptions of the facilitators and barriers to competency-based education implementation is intended to act like a Mapquest or Google Maps of sort. Let me explain.

Many states, districts, and/or schools around the United States are transitioning to a competency-based approach to education. This means that state policymakers as well as school and district leaders find themselves searching for the most efficient roadmap to help their communities and other stakeholders move from a traditional system of education to a competency-based system. Many advocates have written about quality design principles and other characteristics of competency-based systems, which can serve as a basic roadmap for policymakers and practitioners as they start along this journey. What is less known, however, are the traffic and road conditions that can occur along the way to either speed along or hinder the journey, depending on the context and real-time adjustments. (more…)

What Lessons Are We Learning from Maine

November 5, 2018 by

The people of Maine have been reflecting and re-setting strategies regarding proficiency-based learning since this summer when the state legislature took a step back and said that districts could return to traditional systems and diplomas or continue on the path of modernizing their education systems with proficiency-based learning.

National public reflection has begun about lessons learned from Maine’s pathway toward proficiency-based learning for other states. However, the variety of tone and framing will certainly influence the lessons that we learn. Those who write about schools are creating a narrative that stretches from “uphill battle” to “roll-back” to “failure.”

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Competency-Based Education Quality Principle #3: Nurture a Culture of Learning and Inclusivity

November 2, 2018 by

This is the fourth article in a series based on the book Quality Principles for Competency-Based Education. You can find the section on Principle #3 Nurture a Culture of Learning and Inclusivity on page 41. 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.

We made a mistake in the first few years of CompetencyWorks. We simply underestimated the importance of culture – the underlying values, beliefs, rituals, and relationships that shape an organization or community – in making the transition to a competency-based system. Many schools and districts are making the same mistake when they focus on the structural or technical changes without first paying attention to culture. In fact, I’d throw out the hypothesis that the districts that couldn’t figure out how to implement proficiency-based learning well in Maine and advocated to terminate the policy of proficiency-based diplomas never took the time to adjust their school culture. (more…)

Providing Flexible Pathways and Personalized Learning Options for All Students

November 1, 2018 by

This is the third in a three-part series from Andrew Jones, director of curriculum at Mill River Unified Union School District in Vermont.

A central feature of Vermont’s Act 77 and the Educational Quality Standards is that students have access to personalized learning opportunities and flexible pathways to graduation. In many traditional schools, there are only a few avenues for students to follow. Without credits, meeting graduation requirements through non-traditional formats is actually easier, as long as those opportunities are tied to certain proficiencies. Through flexible pathways, students are not hamstrung to take specific courses or follow a predetermined course. At Mill River Unified Union School District, we looked for ways to completely rethink what it means to learn and go to school. (more…)

October 2018 CompetencyWorks Catch-Up

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Here are the highlights from October 2018 on CompetencyWorks. Happy reading. And let us know if you have questions you want us to delve into!

CASE STUDIES AND SITE VISITS

Aotearoa New Zealand

Mill River Unified Union School District

 

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Supporting Teachers with Making Sense of Proficiency-Based Learning

October 31, 2018 by

This is the second in a three-part series from Andrew Jones, director of curriculum at Mill River Unified Union School District in Vermont.

For many teachers, proficiency-based learning (PBL) is a significant shift from past practice. Though certain aspects of PBL are familiar to some teachers, putting proficiency into consistent practice can be a heavy lift. This shift requires new knowledge and skills, while simultaneously jettisoning numerous past practices. Building teacher capacity is a central requirement for ensuring the successful implementation of PBL. Without time to make sense of the shift and opportunities for new learning, teachers will not be sufficiently prepared to make substantive changes to pedagogy.

At Mill River Unified Union School District (MRUUSD), intentional educational infrastructure is leveraged to build teacher understanding of proficiency-based learning so as to ensure equitable outcomes for students. A district-wide teacher learning system supports our ongoing effort to implement PBL practices K-12. Making up this “educational infrastructure” are several key elements, including: instructional coaches, collaborative work time, and curriculum tools.   (more…)

What’s New in Competency Education

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Reports and Resources

CompetencyWorks released Quality Principles for Competency-Based Education, a new book offering guidance on ensuring high-quality learning environments as more schools and districts transform to competency-based education systems. It’s long. So you might want to wait until iNACOL offers it as a physical book you can order.  

Lindsay Unified School District, Summit Public Schools, and Transcend have released  Instructional Look Fors, Site Level Conditions and Faculty and Leadership Mindsets. (more…)

Transparency: Operating with a Clear Instructional Vision to Put Policy into Practice

October 30, 2018 by

Andrew Jones

This is the first in a three-part series from Andrew Jones, director of curriculum at Mill River Unified Union School District in Vermont.

Mill River Unified Union School District (MRUUSD) is a small, rural district located in southwest Vermont. Made up of four K-6 schools and one 7-12 union middle/high school, MRUUSD, like most districts in Vermont, is actively engaged in the implementation of proficiency and personalized learning practices. Act 77 and the Educational Quality Standards (EQS), enacted in 2013 and 2014 respectively, are state policies that require elements of personalized learning and proficiency-based learning, including the provision that high school students earn their diplomas based on proficiency and not credits starting with the graduating class of 2020. Mill River School District has embraced these policies as an opportunity to improve student outcomes while simultaneously providing more equitable experiences for all students. Framing our work toward proficiency is a district instructional vision. (more…)

A Review from an iNACOL Newbie

October 29, 2018 by

I just returned from Nashville where I attended my very first iNACOL conference. In the weeks leading up to the conference, I poured over the conference website and reviewed the hundreds of sessions being offered. I thought I had a pretty good idea of what the iNACOL experience would be like. I knew that I would have an opportunity to meet and learn from experts in competency-based education and personalized learning. I was excited about attending a pre-conference workshop with Chris Sturgis, where my colleagues and I would dig into the Quality Principles for Competency-Based Education. I was eager to learn from representatives of the Kettle Moraine, Dallas ISD, and Shelby County Schools, whose work I admired from afar. By the end of my four days in Nashville, everything I expected to happen at iNACOL, did happen. But it was the unexepected that made my iNACOL experience truly exceptional.

Here are just a few of the unexpected gems: (more…)

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