The 5 Shifts of Competency-Based Education

Competency-based education (CBE) is a transformative educational approach for classrooms and systems that is emerging across the country. It has its deepest roots—and greatest success—in the state of New Hampshire, as its legislature and state department of education have worked to significantly change how education occurs in the state. CBE also has strong roots in Iowa and Kentucky; it is growing in numerous other states through the work of the CCSSO’s Innovation Learning Network (ILN) and several organizations, such as iNACOL and KnowledgeWorks.

At its core, competency-based education can be defined by five major shifts in how an educational system operates:

• Learner agency
• Learner experience (commonly known as curriculum)
• Learner facilitation/support (teacher instruction)
• Learner evidence (assessment)
• Learner environment (both the culture and the physical space).

Please note that I intentionally reworded some common educational terms, such as using learner experience instead of curriculum. The reason is that a CBE system is built on the learner. It is not just learner-centered; it is learner-driven. A CBE system is built to fully support the passion, purpose and needs of each and every learner. The learner works to reach his or her potential in all aspects of life, college, and career readiness. Therefore, I have chosen to rebrand some common educational terms to make sure the “learner” is always at the forefront of the work we need to do.

If you are interested in adopting CBE in your school or district, these are the five shifts you will need to make in order to truly transform your educational system. You cannot change your educational system merely by changing the terms you use to describe it. There are a myriad of details that need to be addressed in overhauling a system. These shifts provide a conceptual framework to address those details.

Learner agency focuses on making sure the student has a voice and choice in his/her educational journey. They are involved in setting their goals, setting their learning objectives, setting their assessment levels and setting the pace of their progress.

Learner experience means that a curriculum is not just the content standards given to the students; it is also the context that a student brings to the content.

Learner facilitation and support flips the model of teacher as sage on the stage and cements the role of guide on the side.

Learner evidence revamps the entire notion of assessment of learning to assessment for learning.

And learner environment refocuses the culture to ensure that students have a significant presence in the ownership and direction of their learning.

This framework is designed to focus on the learner foremost, and to build an educational system that supports the learner completely. It was developed based on my experiences implementing competency-based education in my school district, as well as several publications from iNACOL and KnowledgeWorks. I curated the information and attempted to conceptualize it into a framework that can be easily understood by educators and community stakeholders so there can be action taken instead of confusion and inertia.

You can use this general overview of the five shifts to begin formulating a framework for transformation in your school or district. In future blog posts, I will address each shift in greater detail.

* This blog post first appeared on the Educause/NGLC blog site on May 2, 2017.

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Competency-Based Education Outdoors

Last week, I had the opportunity to join my son’s third grade class on a field trip to a conservation Park. It was a wonderful day out side with gorgeous weather. More importantly, it was a great day for me to reflect on the “transferability” of competency-based education.

Competency-based education, or “CBE,” is a systems shift in what and how education is done in our schools.  And there are teachers, administrators, and parents across the country working to implement this new model of learning for students.  A lot of the concerns with CBE is how it gets implemented in the classrooms, buildings, and districts.  This field trip reminded me that CBE happens “any time, any place, any pathway, any pace.”  (Keep practicing that rhyme!)

First, I was reminded of the powerful potential of CBE when our naturalist gave our students some general guidelines about what insects to find in a prairie and how to best capture them.  Then, the students were let loose to explore the prairie and find their insects.  Imagine 60 third graders bounding through prairie grasses as tall as them searching for a large variety of insects.  To some, it may seem like chaos, but it’s not.  It;’s CBE.

Students had the general focus of the lesson (objectives, standards) provided, yet the opportunity to learn on their own.  Some used the insect nets, others their hands, and still others had more creative ways of capturing the insects for identification.  Further, some caught only grasshoppers, while others searched for as many insects as possible, and some, even, were determined to capture as many yellow jackets as possible.  CBE allows for students to expand on the what and how of the curriculum, while still maintaining the necessary requirements for learning.

Later, students were following the naturalist on a trail searching for insects and various plant types.  Again, the naturalist gave some general directions, then students were allowed to explore the woods on their own.  It was wonderful to see the curiosity of the students, as well as various “soft skills”.  Some students were quick to take charge of their exploration, while others followed.  Some asked questions of the naturalist, while others just got started on their own.  Some stayed close to the group, while others explored the edges of the woods.  What was exciting was how everyone learned from the experience.

A bonus of the day was a student who found a variety of insect that the naturalist was unfamiliar with.  The students took time sharing information about what they had learned so far to try to determine this new insect.  Finally, a parent searched online with their phone to share more information about the insect.

CBE has the power to transform our educational system – to maintain the curiosity of students through graduation, to use the unique interests and talents of the students fully, and to have teachers work collaboratively with students to be learners as well.  It is a shift with much work, and much rewards.  For students, teachers, and parents on the field trip, the rewards were evident clearly in that prairie.

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Leadership: Flawed and Forgiven

As leaders in classrooms, buildings and districts return to a new school year, we are faced with the same daily demands from students, parents, and stakeholders.  We are expected to give our best every day, to be innovative, to be responsive and more.  And we meet those standards on most days.  And yet, with any innovative, responsive, and thoughtful leader, we make mistakes.

As reflective leaders, we can obsess on those mistakes.  And many times, our stakeholders obsess on them as well.  The truth is – we must remember – we tried.  We are flawed human beings, and we can grow every day from our mistakes.  In fact, we SHOULD grow from our mistakes.

As the pressure may grow and people focus on your mistakes, make sure you focus on what you can learn from those mistakes.  Let the noise of our errors remain outside of you, and let the growth happen within.

We are not perfect.  We are flawed – and we are forgiven.

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Every Day

Every day we have the power to make our day what we want it and need it to be.

Every day we have the power and the potential for greatness.

We have an opportunity every morning when we rise to give back to our world, to give something to our family, to give joy out into the universe.

We have the power and the potential and the promise to do more today and be more today than we were yesterday.

We have the promise of greatness within us, and yet so many of us on so many days choose to ignore it or hide it.  We can be more today than we were yesterday.  We should be more today than we were yesterday

We should live our lives to be tired by the end of the day because we spent it in service to grow ourselves, to grow our families, to grow our communities and to grow our world.

Let today be the day we start recognizing our power and our potential and make the promise for growth, for betterment, for joy, for service.

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Calibrate to Capacity

You have so much to give to the world. And to yourself. You have the light, the power, and the passion to be the best you possible. The only you possible! And so we must spend each and every day doing a little bit more, getting a little bit closer to our true self, our full self. We must spend the time it takes to look within us and lead outside of us. We must venture deep into our souls.

So often we make the mistake of taking on the burdens of the world, and in the process of carrying those burdens or baggage, we begin to lose sight of who we really are. It’s time, today, to be your better self.  It is time to grow, to challenge our notions of who we are, and to truly truly see ourselves in the full light of the day.

We are amazing, extraordinary beings. Most importantly we are unique.  It is time to calibrate our daily lives to our capacity.

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Thought is the Sculptor

“Thought is the sculptor who can create the person you want to be.” – Henry David Thoreau

Who is it you want to be?  Are you aware that your thoughts determine who you are – and who you can become?  We live our lives based on our thoughts and perceptions of people, of situations, of the world.  We all hold a viewpoint of how we see ourselves, know ourselves.  Within the ‘knowledge’ of ourselves may be variations of truth.  We may think we are a good person, yet gossip about people.  We may think we are a trusting friend, yet never share about ourselves.  We think we are a good communicator, yet few seem to know what we are saying.

The intent of this blog is not to get down on ourselves.  Rather, it is to help us recognize that our thoughts guide our actions.  We are who we think we are.  More importantly, we can become who we think we can be.  The power of the mind is a great force for change.  Think about yourself – who you are, who you wish to become, and how you will grow to be that person.

Thoughts lead to actions that lead to habits.  Trust yourself to have the thoughts to become who you need – and want – to be.  Think about it.  Now, become it!

#Connect  #Challenge  #Create  #Linchpin

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How Do Others See You? How Do You Wish to Be Seen?

How do you wish your colleagues would treat you?  What do you have within you that others need to see?

As you reflect on your self and the goals you may have for yourself, ask yourself – “what am I trying to become?”  Also, challenge yourself to reflect on whether you are being true to yourself and to others. Challenge yourself to look deeply within and question whether you are making the choices necessary to become who you want to be.  You need to know yourself to know what you want to change.  You also need to know what you want to become so you can make disciplined decisions to get there.  You need to ‘explore your core’ and be prepared to address what you find.  Once you know your current reality, you can set the plan in place to get to your desired reality.  You can know clearly what is missing and what must be addressed.

When you know you, you can change you.  And others can be witness to you – improved.  Share more of yourselves and others will treat you as you ought to be treated.

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What is a Linchpin?

Linchpin literally means to keep the wheels from falling off.  In today’s society and multiple organizations a linchpin is someone who does more than keep the wheels from literally falling off.  They create value in the company.  They keep things moving metaphorically in the company.  And, they are indispensable components of any successful organization.

In every successful organization, linchpins served three primary functions.  First, they challenge ideas, people, and assumptions.  Second, they connect ideas, assumptions and people.  And third, they create new information and stronger groups formed from these connected individuals.

Linchpins serve critical purposes.  They challenge assumptions and create value for their organizations.  They are invaluable pieces of an organization and are not found in large numbers.  Linchpins certainly are not born.  Rather they are created over time through challenging situations, tackling wicked problems, and through pushing themselves to find a new insight into old problems.

We believe there is a need for linchpins in our society – and every organization and institution.  We wish to be linchpins.  We hope you do, too.  Our company was built to help others reach this goal.

Let’s work together to be indispensable.

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Learning: Either/Or No More

Before the start of the new school year, my family took a week-long vacation to Duluth, Minnesota.  We had never been there before, but were excited by cool temperatures in July, a beach in the Midwest, and the opportunity for a lot of family fun.  During the trip, we visited a children’s museum, a coastal lighthouse, the Aerial Bridge, the Great Lakes Aquarium, the Lake Superior Marine Museum, the Lake Superior Railroad Museum and so many other interesting places.

Throughout the trip, my family (five kids ages 2, 4, 7, 9, and 11) had a great time – and asked a lot of questions.  With each stop, we learned something.  It was a great trip!  It also reminded me that school may be a place, but learning is a process.  It can – and does – happen anywhere.  It happened as we spent 45 minutes learning about the locks and dams along the Great Lakes.  It occurred in the replica steam engine, and it certainly occurred standing on the beach of Lake Superior.

With each stop, new questions were asked and answers were sought.  We learned, we laughed, and we did it as a family.  Now, not all learning is family based, but it is personal.  What Grace (my 11-year-old) learned at the aquarium was different that what Elle (my 9-year-old) learned, but it all had value.  And don’t even get me started about all the train things I learned from Sam (my 7-year-old) at the old train depot.

Competency-based education does just what this family trip did.  It takes what is personal and connects learning to what is necessary.  There were a lot of science, math, English and social studies standards met while on vacation.  We learned because we wanted to, and ultimately, it will be deeper learning because of our interest.

Competency-based learning holds the potential to take each one of this moments and turn it into a learning experience.  We do not need artificial lesson, because real life did it for us.  Imagine all that can be learned, is learned, in a single day.

CBE can help us do it better, do it richer, do it deeper.

CBE can help us cross the bridge from “required to know” to “desired to know.”

The Aerial Bridge in Duluth, MN

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Lead Yourself

Lead yourself with passion, purpose and perseverance.

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Does CBE Destroy Our Special Education System?

As I continue to think about competency-based education and the structural changes that go along with fully supporting it, I am concerned about its impact on the current special educational system.  For students to receive special education services, they must have a disability - medical or learning.  If a student is to be designated as having a learning disability, then the student must demonstrate discrepancy from his/her peers.  As we work through the suspected disability process, the team must look at exclusionary factors, such as lack of instruction.

I am concerned that in a competency-based system ("anytime, anyplace, any how, any pace") where each student could be involved in different learning experiences, there will no longer be any peer comparisons.  If students no longer are accessing the same academic content at the same time, I do not think that special education can make any peer academic comparisons.

And if there cannot be any peer comparisons, what happens to special education?  Do those students who do have at least some difficulty in understanding the material no longer have access to support services?  Do those support services take on a different focus and expectation?  And for district leaders, what happens to the weighted funding that supports those services?

Competency-based education provides a new paradigm for student learning, teacher effectiveness, and district leadership; as such, many current systems, such as special education, will clearly be changed by its implementation.  I believe we need to strongly consider the system structures we currently have in place and how competency-based education may change them, so we can be mindful of the implications.

(Thanks to Josh Griffith, Collins-Maxwell 6-12 Principal, and Jen Sigrist, Van Meter Director of Teaching and Learning, for the conversation that inspired these thoughts.)

Course Time to Competencies - What's the Conversion Ratio?

In Iowa House File 2380, the section on competency-based education states, "the rules shall allow a school district or an accredited nonpublic school to award high school credit to a student upon the demonstration of required competencies for a course or content area, as approved by an appropriately licensed teacher.  The school district or accredited nonpublic school shall determine the assessment methods by which a student demonstrates sufficient evidence of the required competencies."

The Iowa Senate education reform bill offers similar language.  It is a bold and appreciated step in moving the educational system in Iowa forward.  I just have a few questions as we move from a time-based to a competency-based system.

We no longer need the CBE "credit" waivers, correct?  That's an easy one.  But . . .

How do we determine how much credit to award a course, if it is no longer measured in time?  This is a critical question to me.  If teachers and districts are allowed to create credit-bearing courses based on competencies, how will the DE track and monitor the number of courses?  This poses a concern for the annual curriculum accreditation process, as a district could 'inflate' the number of courses offered by reducing the number of competencies within each course.

It also opens up new opportunities, as we might be able to introduce new courses or mini-course for our students.  In a competency-based system, I am excited that we can open up new opportunities of learning for our students.  But the issue remains.  Until there is a common definition of "competency" and a common process to create courses based on competencies, has the Iowa Legislature opened up a Pandora's box for the Iowa Department of Education?

I trust we can solve this problem.  I just hope others are recognizing it.

Comprehensive Planning

As superintendent, I feel it is my duty to continually think of the path of progress for my district.  In reality, I know there are many paths trying to improve our local educational system - each teacher, support staff members, board member, or administrator may have a slightly different vision of what progress looks like and should be.  Through time and discussion, we have learned that collectively we can move forward faster, stronger, and better than with un-aligned forces and interests.  (Seems like an appropriate time for a shout out to my alignment guru, Brad Niebling!)

So, as I work to understand and align the various passions, philosophies, and practices in my district, I also think about the forces in the state at large.  At a recent Curriculum Network meeting at my AEA, we discussed some fairly strong competitive forces at the Department of Education, in the state Legislature, and throughout Iowa's school districts.

For education reform or transformation or simply improvement to move forward as fast, as strong, as good as possible we must align our forces and our energies.  How do we have comprehensive improvement when we are debating third grade retention at the same time we espouse competency-based education?  It seems to me the two are not philosophically compatible, nor practically compatible.  Yet, strong forces on both sides leave gridlock, status quo and inertia.

Further, we continue to learn more about the Smarter Balanced consortium and its instruction/assessment suite of tools, yet we also debate the merits of specific end-of-course exams.  Do they work together, or against each other?  Further, in a truly competency-based system, there may not even be courses to have end-of-course exams.

In each Iowa district, each teacher and administrator is required to have an individual professional development plan aligned to a building professional plan that is aligned to the district plan that is aligned to the district comprehensive school improvement plan (and the Iowa Core implementation plan).  With all of this aligned planning, the expectation is forces are united and greater progress occurs.  I believe the same expectation is needed at the state policy level.

We need to work to come together - then work together - so our efforts this far do not come undone.

Licensure and Individualized Learning

As I continue to think about expanding the capacity of competency-based education, proficiency-based education or individualized learning, I continue to struggle with several obstacles.  One main obstacle for me is the licensure issue.  As we continue to support the philosophy of "anytime, everywhere" learning, we need to consider the impact to, and from, our practices.  I am extremely supportive of an all-encompassing curriculum of 'learning' at it truest sense, while still ensuring that the Iowa Core is completely learned.

My struggle remains how we as a system will be able to document 'learning'.  I believe the Board of Educational Examiners will need to revisit its licensure policies.  Districts like the one I serve currently do not have the teachers licensed to address the multitude of learning pathways that will be formed with individualized education.  In fact, no district does.  What if my students want to learn Arabic or marine biology or rocket science?  Are my teachers currently certified for that?

I think the BOEE and the DE need to think about how they plan to address this concern.  The momentum is building, and the conversation about this needs to begin.

Responsibility and Accountability

Everyone is focused a lot on accountability these day. Well, its been the focus for many days, to be honest. But, I never understand why it is the focus. Wait, wait . . . don't get me wrong. I am not against doing my job; it's just that accountability has never meant as much to me as responsibility. I have always felt it is more important to be responsible than accountable. Legislators, education department officials, parents and colleagues will always fall short being trying to hold people 'accountable'. At best, I can 'account' to you that I did what I was supposed to do. At worst, I fight your expectations of my accountability every step of the way. Rather, I think those same groups should work to help people be 'responsible'. Responsibility and accountability have become synonymous, but I think there are distinctions. We must continue to support people to create the "ability to respond" (responsibility). As one dictionary defines, responsibility is "a moral obligation to behave correctly toward or in respect of" - here is the definition for us, educators. This is who we must be - those who educate because of a moral obligation, not an accountability law.

We can be better. We should be better. And we should "own" our responsibilities, not wait to be held accountable.

Resolve, not Resolutions

2012 - the year of resolve. I don't want to make any resolution, new or recycled from years gone by. Rather, I want to remember that I have the resolve, the will, to do the right work, the important work, the work still not done.

There is a lot to do, a lot I want to do, and a lot yet to be discovered along the way - completing my doctoral dissertation, improving the learning and the learning environments in my district, supporting my professional organizations, influencing change in education in this state, and writing that elusive book.

So, I start the work today, resolved to create my future.

Dreams - Ralph Waldo Emerson

Abide in the simple and noble regions of thy life, obey thy heart. – Ralph Waldo Emerson

Write down your top three dreams. Now write down what’s holding you back from them.

My response:
Dreams . . .
1. Complete my dissertation
2. Become an educational consultant
3. Obtain my law degree with a specialization in education

Obstacles . . .
1. Time and energy - I cannot seem to get into my groove for writing.
2. Concern over security and stability of work to support my family
3. Time, money, need to complete dissertation first, and loss of contact with my family who have already sacrificed so much

Invent the Future - Ralph Waldo Emerson

A man should learn to detect and watch that gleam of light which flashes across his mind from within, more than the lustre of the firmament of bards and sages. Yet he dismisses without notice his thought, because it is his. – Ralph Waldo Emerson

My favorite quote of all time is Alan Kay: ‘In order to predict the future, you have to invent it.’ I am all about inventing the future. Decide what you want the future to be and make it happen. Because you can. Write about your future now.

My response:

This is my favorite quote, too! I have always believed that education would be my key to getting everything I wanted, and wanted to be, in life. So far, it has proven true. I have become a superintendent of schools by the age of 34, and I hope I will be a doctor of education by the age of 36. I have a great wife, family, and life, and I believe it is because I work for it.

I think this quote reminds us that Fate often needs a helping hand, and we need to be prepare to build the path to our future. I think we should never just let IT happen; rather I believe we should work to help make it happen. I love being a part of my future (as strange as that may sound), but it is the truth. I am who I am and where I am because of the work I have done.

A job well done . . . so far.

One Thing - Ralph Waldo Emerson (Tuesday's post)

Do your work, and I shall know you. Do your work, and you shall reinforce yourself. – Ralph Waldo Emerson

Take a moment, step back from your concerns, and focus on one thing: You have one life to achieve everything you’ve ever wanted. Sounds simple, but when you really focus on it, let it seep into your consciousness, you realize you only have about 100 years to get every single thing you’ve ever wanted to do. No second chances. This is your only shot. Suddenly, this means you should have started yesterday. No more waiting for permission or resources to start. Today is the day you make the rest of your life happen. Write down one thing you’ve always wanted to do and how you will achieve that goal. Don’t be afraid to be very specific in how you’ll achieve it: once you start achieving, your goals will get bigger and your capability to meet them will grow.

My response:
I have always wanted to go to Norway. My wife and I have talked about it, and we are saving money for the many family vacations yet to come. Further, we have a list of places to see if the next several years.

Alternative Paths - Ralph Waldo Emerson (Monday's post)

When good is near you, when you have life in yourself, it is not by any known or accustomed way; you shall not discern the foot-prints of any other; you shall not see the face of man; you shall not hear any name; the way, the thought, the good, shall be wholly strange and new. - Ralph Waldo Emerson

The world buzzes about goals and visions. Focus. Create a vivid picture of exactly where you want to go. Dream big, then don’t let anything or anyone stop you. The problem, as Daniel Gilbert wrote in Stumbling Upon Happiness, is that we’re horrible at forecasting how we’ll really feel 10 or 20 years from now – once we’ve gotten what we dreamed of. Often, we get there only to say, “That’s not what I thought it would be,” and ask, “What now?” Ambition is good. Blind ambition is not. It blocks out not only distraction, but the many opportunities that might take you off course but that may also lead you in a new direction. Consistent daily action is only a virtue when bundled with a willingness to remain open to the unknown. In this exercise, look at your current quest and ask, “What alternative opportunities, interpretations and paths am I not seeing?” They’re always there, but you’ve got to choose to see them.

My response:
I try hard to always look for alternatives and implications. When I do not want to look at alternatives, I know that I am not being fully truthful. As I work this week, I need to remember to see the options, push for options, and make sure I do not move forward in haste. I am trying hard to live in the moment, and enjoy it for all it has. I often get too caught up in tomorrow and what may be coming my way. My favorite quote is, "The only way to predict the future is to create it." Instead of just forecasting what could be, make it so.