Competency-Based Education Ignited: A Transformational Systemwide Approach for Leaders

Competency-Based education

I have earlier written about this approach to learning and joined Roxy Mourant in Bergen where she talked about this appraoct to the principals in Buskerud.

Below the pocast I have shared a short summary of the podcast from the Principal center radio.

Here are other articles on this topic.

1. Why Competency-Based Education Is Exciting And Where It May Stumble
2. Building 21 – competency based education
3. Student voice
4. What if teachers could no longer give B-, in Norway 2+?
5. My visit to Highland Tech Charter School

Principal Center Radio Episode Summary

Sponsor: This episode is sponsored by the Project-Based Learning Network, led by Dr. Amy Bader. Dr. Bader specializes in standards-based project-based learning (PBL), training teachers to create high-quality PBL units and guiding leaders in implementing successful PBL initiatives.

Guests:

• Richard De Lorenzo: An expert in education and organizational restructuring, and author of two books, including “Delivering on the Promise, the Education Revolution.”
• Roxanne Morant: Chief Education Officer of Education for Leadership in Alaska, with extensive experience in various educational roles.

Discussion Highlights:

1. Competency-Based Education (CBE):
   • Definition: Richard explains that CBE, formerly known as standards-based mastery learning, focuses on clearly defined learning outcomes. Students progress at their own pace based on proficiency, unlike traditional systems where all students move together regardless of readiness.
   • Benefits: Roxanne adds that CBE prevents boredom and frustration by allowing students to advance at their own pace and seek help when needed, fostering personalized learning.
2. Classroom Implementation:
   • Structure: Richard describes a competency-based classroom as dynamic, with students engaging in various activities based on readiness. It may appear chaotic but is structured to support diverse learning experiences.
   • Assessment: Emphasizes self-assessment, peer assessment, and teacher feedback. Technology aids in managing mastery-based grading, allowing teachers to focus on relationships and personalized learning.
3. Student Ownership:
   • Engagement: During classroom walkthroughs, students are asked about their learning, how they know they’ve learned it, and their next steps after completing tasks. Effective CBE classrooms ensure students are aware of their progress and know how to seek help.
4. Application Across Grades and Subjects:
   • Clear Outcomes: Richard stresses the importance of clear outcomes and assessment methods. Students should have tools to manage their learning and behavior, with instructional delivery focusing on applying knowledge through engaging projects.
   • Example: Roxanne shares her experience in social studies, collaborating with a language arts teacher. Students self-assess and choose competencies to work on, allowing for differentiated learning experiences.
5. Project-Based Learning Connection:
   • Integration: Justin connects CBE to project-based learning, highlighting the active and self-directed nature of student work. Richard affirms that standards guide students in understanding what they need to learn and achieve.
   • Real-World Application: Roxanne provides an example of a project where students created a local TV news broadcast, demonstrating deep engagement with content and skill application.
6. Systemic Implementation:
   • Standards and Competencies: Richard emphasizes the need for clear standards and competencies for a seamless K-20 system, ensuring students understand the skills needed for post-graduation success. He critiques systems that claim to be competency-based but lack true ownership and navigation for students.
7. Stakeholder Perspectives:
   • Transition Process: Richard outlines the process of transitioning to CBE, starting with aligning values and goals among stakeholders.