An Unlikely Group Forms Unified Vision for the Future of Education
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But the struggle to improve the system has often left advocates in distinct camps, each believing that their solution, whether it be charter schools or blended learning or investing in teachers, is the best way to improve learning. That’s why it’s surprising to see a group of \u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/Education-Reimagined-Advisory-Board1.pdf\" target=\"_blank\">high-profile but strange bedfellows\u003c/a> putting forward a new vision for learning, which they're calling \u003ca href=\"http://education-reimagined.org/\" target=\"_blank\">Education Reimagined\u003c/a>.\u003c/p>\n\u003cp>The Education Reimagined \u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/A-Transformational-Vision-for-Education-in-the-US-2015.09.pdf\" target=\"_blank\">vision statement\u003c/a> comes out of almost two years of meetings where participants from very different sides of the education debate (labor representatives, charter proponents, district folks, business leaders, you name it) convened, left their individual missions and baggage at the door, and indulged in an exercise to imagine what a 21st century education should look like.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We have to go to a learner-centered system, where a learner is equipped to have their own agency to decide what their education is going to be like.'\u003c/aside>\n\u003cp>“People really wanted to get together to reimagine the fundamental system, recognizing that a whole lot of money has gone into trying to fix the system with no real results,” said Kelly Young, spokesperson for Education Reimagined. The nonprofit organization \u003ca href=\"http://www.convergencepolicy.org/\" target=\"_blank\">Convergence\u003c/a> facilitated these meetings, helping to create a space of trust between people who have often fiercely disagreed publicly.\u003c/p>\n\u003cp>“We help people come in as people, not institutions, and they begin to see each other as part of the solution instead of as part of the problem,” Young said. She helped convene and run the meetings with the hope that participants could forge a new path forward for education.\u003c/p>\n\u003cp>Education Reimagined explains the thinking behind the initiative this way:\u003c/p>\n\u003cblockquote>\u003cp>“Simply put, the current system was designed in a different era and structured for a different society. Our economy, society, and polity are increasingly at risk from an educational system that does not consistently prepare all children to succeed as adults and is least effective for the children facing the greatest social and economic challenges. Conversely, the Internet revolution has created a once-in-a-generation opportunity for new approaches to learning. Our growing recognition of the importance of skills and dispositions is also sparking a shift toward experiential learning. In short, we see both an imperative for transformation and many promising avenues for re-envisioning the learning experience.”\u003c/p>\u003c/blockquote>\n\u003cp>There are five core elements that Education Reimagined believes are crucial to transforming education:\u003c/p>\n\u003cul>\n\u003cli>Competency-based\u003c/li>\n\u003cli>Personalized, Relevant, Contextualized\u003c/li>\n\u003cli>Learner Agency\u003c/li>\n\u003cli>Socially-Embedded\u003c/li>\n\u003cli>Open-Walled\u003c/li>\n\u003c/ul>\n\u003cp>“We have to go to a learner-centered system, where a learner is equipped to have their own agency to decide what their education is going to be like,” said Gisele Huff, executive director of the \u003ca href=\"http://www.philanthropyroundtable.org/topic/excellence_in_philanthropy/jaquelin_hume_foundation\" target=\"_blank\">Jaquelin Hume Foundation\u003c/a>. Huff participated in the Convergence sessions and is now on the advisory panel for Education Reimagined. She says the process changed her life. Previously, her foundation invested heavily in blended-learning solutions; now she has a much greater understanding of why and how skills and dispositions augment that work and are a necessary part of teaching the whole child.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’m a very opinionated person, not touchy feely whatsoever,” Huff said. “This shifted me into a different paradigm.” She said this initiative is unlike any other reform movement she’s seen throughout her long career in education, because a diverse group of people are united behind the vision, but aren’t pushing any policy recommendations. Instead, the group’s efforts will go toward highlighting pioneering work around the country, connecting innovators to one another and generating buzz for a movement that isn’t content to tinker around the edges of the system anymore.\u003c/p>\n\u003cp>“The reason this is different is it’s actually creating a new system that supports the kind of learning that we know works for kids,” Young said. Previous reform efforts have accepted the system as it is and have worked within its constraints to try and improve it. Education Reimagined wants a whole new system that embodies its core principles.\u003c/p>\n\u003cp>\u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/A-Transformational-Vision-for-Education-in-the-US-2015.09.pdf\">\u003cimg class=\"alignleft wp-image-42276 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/10/principles-400x157.jpg\" alt=\"principles\" width=\"400\" height=\"157\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/10/principles-400x157.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/principles.jpg 572w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003c/p>\n\u003cp>“It was actually very surprising that people stayed in this to the end, because I’ve been through several of these convenings where you get to an end and then I’ve seen someone pull out,” said Randi Weingarten, another participant and the president of the \u003ca href=\"http://www.aft.org/\" target=\"_blank\">American Federation of Teachers\u003c/a>. She said it was refreshing to work with a group that was oriented toward solutions instead of blame.\u003c/p>\n\u003cp>“This one is starting with a vision, not with a blueprint or a magic wand,” Weingarten said. “It’s starting with ‘this makes sense; this is what we need to do for kids in the 21st century.’” She said too many efforts to “reform” education have left teachers with all the responsibility but none of the authority to implement. She hopes Education Reimagined will be different because it’s a ground-up movement, meant to empower the educators already working to make this vision a reality.\u003c/p>\n\u003cp>\u003cstrong>Next Steps\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Education Reimagined plans to publicize the work of pioneers already carrying out parts of this vision. But the first step is to catalyze a movement around that vision by getting some buzz, said Huff.\u003c/p>\n\u003cp>“Part of what the document is meant to do is raise people’s consciousness and make them understand that they’re working in a great thing that’s bigger than their classroom or their district,” Huff said. She believes this movement is different because it isn’t just operational, it’s a “moral and philosophical” mind shift.\u003c/p>\n\u003cp>She said participating in the Convergence meetings helped her come to respect and trust leaders like Becky Pringle, the vice president of the National Education Association. Huff has spent a good part of her career funding initiatives meant to shake up traditional school governance processes, but she and Pringle came to see each other as individuals who both want what’s best for children. In November, they will speak about this vision together at the \u003ca href=\"http://www.inacol.org/symposium/program-presenters/keynote-speakers/\" target=\"_blank\">iNACOL conference\u003c/a>.\u003c/p>\n\u003cp>Huff believes that because this initiative comes from a place of trust, a strong network can be created. She referenced a \u003ca href=\"http://ssir.org/articles/entry/the_most_impactful_leaders_youve_never_heard_of?utm_source=Enews&utm_medium=Email&utm_campaign=SSIR_Now&utm_content=Title\" target=\"_blank\">Stanford Social Innovation Review article\u003c/a> that highlights trust as a core part of collaboration. Authors Jane Wei-Skillern, David Ehrlichman and David Sawyer write:\u003c/p>\n\u003cblockquote>\u003cp>“In our research and experience, the single most important factor behind all successful collaborations is trust-based relationships among participants. Many collaborative efforts ultimately fail to reach their full potential because they lack a strong relational foundation.”\u003c/p>\u003c/blockquote>\n\u003cp>Weingarten agrees with this premise, too. She’s excited that Education Reimagined isn’t just another initiative being foisted on teachers. “We had to do this work collectively in order to help kids individually,” she said.\u003c/p>\n\u003cp>Education Reimagined already has \u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/PP_Booklet.pdf\" target=\"_blank\">some examples \u003c/a>of districts, schools and charter school companies who exemplify their vision. They’ll be adding more advisory panel members in the coming months and doing a lot of networking.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“This is something you can build a movement around because it’s about the child,” Huff said. “It refuses to let anything stand in the way to allow each child to develop his or her potential.” And as test-based accountability reform efforts lose popularity, Huff says, people are looking around for something else to believe in. She and the other advisory board members hope their vision of a transformed system that lets learners move at their own pace, values learning in and outside of school walls, and is grounded in relevant, real-world work will fill the void.\u003c/p>\n\n","blocks":[],"excerpt":"An unlikely group of education and business advocates wants to reimagine education as learner-centered, built from the ground up and ongoing beyond school walls.","status":"publish","parent":0,"modified":1444113727,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1339},"headData":{"title":"An Unlikely Group Forms Unified Vision for the Future of Education | KQED","description":"An unlikely group of education and business advocates wants to reimagine education as learner-centered, built from the ground up and ongoing beyond school walls.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"42262 http://ww2.kqed.org/mindshift/?p=42262","disqusUrl":"https://ww2.kqed.org/mindshift/2015/10/05/an-unlikely-group-forms-unified-vision-for-the-future-of-education/","disqusTitle":"An Unlikely Group Forms Unified Vision for the Future of Education","path":"/mindshift/42262/an-unlikely-group-forms-unified-vision-for-the-future-of-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Education has long been a hotly debated issue and with good reason -- the policies and actions of education leaders affect our nation’s children, the future of the workforce and the day-to-day lives of families. But the struggle to improve the system has often left advocates in distinct camps, each believing that their solution, whether it be charter schools or blended learning or investing in teachers, is the best way to improve learning. That’s why it’s surprising to see a group of \u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/Education-Reimagined-Advisory-Board1.pdf\" target=\"_blank\">high-profile but strange bedfellows\u003c/a> putting forward a new vision for learning, which they're calling \u003ca href=\"http://education-reimagined.org/\" target=\"_blank\">Education Reimagined\u003c/a>.\u003c/p>\n\u003cp>The Education Reimagined \u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/A-Transformational-Vision-for-Education-in-the-US-2015.09.pdf\" target=\"_blank\">vision statement\u003c/a> comes out of almost two years of meetings where participants from very different sides of the education debate (labor representatives, charter proponents, district folks, business leaders, you name it) convened, left their individual missions and baggage at the door, and indulged in an exercise to imagine what a 21st century education should look like.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We have to go to a learner-centered system, where a learner is equipped to have their own agency to decide what their education is going to be like.'\u003c/aside>\n\u003cp>“People really wanted to get together to reimagine the fundamental system, recognizing that a whole lot of money has gone into trying to fix the system with no real results,” said Kelly Young, spokesperson for Education Reimagined. The nonprofit organization \u003ca href=\"http://www.convergencepolicy.org/\" target=\"_blank\">Convergence\u003c/a> facilitated these meetings, helping to create a space of trust between people who have often fiercely disagreed publicly.\u003c/p>\n\u003cp>“We help people come in as people, not institutions, and they begin to see each other as part of the solution instead of as part of the problem,” Young said. She helped convene and run the meetings with the hope that participants could forge a new path forward for education.\u003c/p>\n\u003cp>Education Reimagined explains the thinking behind the initiative this way:\u003c/p>\n\u003cblockquote>\u003cp>“Simply put, the current system was designed in a different era and structured for a different society. Our economy, society, and polity are increasingly at risk from an educational system that does not consistently prepare all children to succeed as adults and is least effective for the children facing the greatest social and economic challenges. Conversely, the Internet revolution has created a once-in-a-generation opportunity for new approaches to learning. Our growing recognition of the importance of skills and dispositions is also sparking a shift toward experiential learning. In short, we see both an imperative for transformation and many promising avenues for re-envisioning the learning experience.”\u003c/p>\u003c/blockquote>\n\u003cp>There are five core elements that Education Reimagined believes are crucial to transforming education:\u003c/p>\n\u003cul>\n\u003cli>Competency-based\u003c/li>\n\u003cli>Personalized, Relevant, Contextualized\u003c/li>\n\u003cli>Learner Agency\u003c/li>\n\u003cli>Socially-Embedded\u003c/li>\n\u003cli>Open-Walled\u003c/li>\n\u003c/ul>\n\u003cp>“We have to go to a learner-centered system, where a learner is equipped to have their own agency to decide what their education is going to be like,” said Gisele Huff, executive director of the \u003ca href=\"http://www.philanthropyroundtable.org/topic/excellence_in_philanthropy/jaquelin_hume_foundation\" target=\"_blank\">Jaquelin Hume Foundation\u003c/a>. Huff participated in the Convergence sessions and is now on the advisory panel for Education Reimagined. She says the process changed her life. Previously, her foundation invested heavily in blended-learning solutions; now she has a much greater understanding of why and how skills and dispositions augment that work and are a necessary part of teaching the whole child.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m a very opinionated person, not touchy feely whatsoever,” Huff said. “This shifted me into a different paradigm.” She said this initiative is unlike any other reform movement she’s seen throughout her long career in education, because a diverse group of people are united behind the vision, but aren’t pushing any policy recommendations. Instead, the group’s efforts will go toward highlighting pioneering work around the country, connecting innovators to one another and generating buzz for a movement that isn’t content to tinker around the edges of the system anymore.\u003c/p>\n\u003cp>“The reason this is different is it’s actually creating a new system that supports the kind of learning that we know works for kids,” Young said. Previous reform efforts have accepted the system as it is and have worked within its constraints to try and improve it. Education Reimagined wants a whole new system that embodies its core principles.\u003c/p>\n\u003cp>\u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/A-Transformational-Vision-for-Education-in-the-US-2015.09.pdf\">\u003cimg class=\"alignleft wp-image-42276 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/10/principles-400x157.jpg\" alt=\"principles\" width=\"400\" height=\"157\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/10/principles-400x157.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/principles.jpg 572w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003c/p>\n\u003cp>“It was actually very surprising that people stayed in this to the end, because I’ve been through several of these convenings where you get to an end and then I’ve seen someone pull out,” said Randi Weingarten, another participant and the president of the \u003ca href=\"http://www.aft.org/\" target=\"_blank\">American Federation of Teachers\u003c/a>. She said it was refreshing to work with a group that was oriented toward solutions instead of blame.\u003c/p>\n\u003cp>“This one is starting with a vision, not with a blueprint or a magic wand,” Weingarten said. “It’s starting with ‘this makes sense; this is what we need to do for kids in the 21st century.’” She said too many efforts to “reform” education have left teachers with all the responsibility but none of the authority to implement. She hopes Education Reimagined will be different because it’s a ground-up movement, meant to empower the educators already working to make this vision a reality.\u003c/p>\n\u003cp>\u003cstrong>Next Steps\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Education Reimagined plans to publicize the work of pioneers already carrying out parts of this vision. But the first step is to catalyze a movement around that vision by getting some buzz, said Huff.\u003c/p>\n\u003cp>“Part of what the document is meant to do is raise people’s consciousness and make them understand that they’re working in a great thing that’s bigger than their classroom or their district,” Huff said. She believes this movement is different because it isn’t just operational, it’s a “moral and philosophical” mind shift.\u003c/p>\n\u003cp>She said participating in the Convergence meetings helped her come to respect and trust leaders like Becky Pringle, the vice president of the National Education Association. Huff has spent a good part of her career funding initiatives meant to shake up traditional school governance processes, but she and Pringle came to see each other as individuals who both want what’s best for children. In November, they will speak about this vision together at the \u003ca href=\"http://www.inacol.org/symposium/program-presenters/keynote-speakers/\" target=\"_blank\">iNACOL conference\u003c/a>.\u003c/p>\n\u003cp>Huff believes that because this initiative comes from a place of trust, a strong network can be created. She referenced a \u003ca href=\"http://ssir.org/articles/entry/the_most_impactful_leaders_youve_never_heard_of?utm_source=Enews&utm_medium=Email&utm_campaign=SSIR_Now&utm_content=Title\" target=\"_blank\">Stanford Social Innovation Review article\u003c/a> that highlights trust as a core part of collaboration. Authors Jane Wei-Skillern, David Ehrlichman and David Sawyer write:\u003c/p>\n\u003cblockquote>\u003cp>“In our research and experience, the single most important factor behind all successful collaborations is trust-based relationships among participants. Many collaborative efforts ultimately fail to reach their full potential because they lack a strong relational foundation.”\u003c/p>\u003c/blockquote>\n\u003cp>Weingarten agrees with this premise, too. She’s excited that Education Reimagined isn’t just another initiative being foisted on teachers. “We had to do this work collectively in order to help kids individually,” she said.\u003c/p>\n\u003cp>Education Reimagined already has \u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/PP_Booklet.pdf\" target=\"_blank\">some examples \u003c/a>of districts, schools and charter school companies who exemplify their vision. They’ll be adding more advisory panel members in the coming months and doing a lot of networking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is something you can build a movement around because it’s about the child,” Huff said. “It refuses to let anything stand in the way to allow each child to develop his or her potential.” And as test-based accountability reform efforts lose popularity, Huff says, people are looking around for something else to believe in. She and the other advisory board members hope their vision of a transformed system that lets learners move at their own pace, values learning in and outside of school walls, and is grounded in relevant, real-world work will fill the void.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42262/an-unlikely-group-forms-unified-vision-for-the-future-of-education","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_262","mindshift_20920","mindshift_399","mindshift_20598","mindshift_20784","mindshift_1040","mindshift_314"],"featImg":"mindshift_42273","label":"mindshift"},"mindshift_39820":{"type":"posts","id":"mindshift_39820","meta":{"index":"posts_1591205157","site":"mindshift","id":"39820","score":null,"sort":[1427267040000]},"guestAuthors":[],"slug":"what-does-a-school-need-to-enable-learning-based-on-student-competency","title":"What Does a School Need to Enable Learning Based on Student Competency?","publishDate":1427267040,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36701\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/what-makes-an-extreme-learner/mindshift1_illo2_72/\" rel=\"attachment wp-att-36701\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg\" alt=\"By Jane Mount/MindShift\" width=\"640\" height=\"360\" class=\"size-full wp-image-36701\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">By Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Many teachers have long been frustrated with static, canned curriculum that doesn’t seem connected to kids' lives, and testing requirements that drive the learning experience. So they, often in partnership with daring leaders, are pushing back, trying to find ways to meet the long-held goal of educators: Meeting each student’s needs and helping all to be successful. Three main ways schools are attempting this work are through technology use, an emphasis on personalizing learning and moving toward a mastery-based or competency-based evaluation system. While not all the same, these approaches share some commonalities and require significant structural changes to the education system if they are to be implemented well.\u003c/p>\n\u003cp>A CompetencyWorks report, \u003ca href=\"http://www.competencyworks.org/wp-content/uploads/2015/03/CompetencyWorks-Maximizing-Competency-Education-and-Blended-Learning.pdf\" target=\"_blank\">“Maximizing Competency Education and Blended Learning: Insights from Experts,”\u003c/a> looks at ways that the movement for personalization dovetails with blended learning and competency-based learning to achieve a more student-centered approach to school. The report also identifies some key system changes that would support the grass-roots work that has already begun.\u003c/p>\n\u003cp>The report defines personalized learning as “tailor[ing] learning to students’ strengths, needs, interests and experiences.” The authors are careful to point out that adaptive learning software that allows \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">self-paced learning is not the same thing as personalized learning\u003c/a>. Good teachers are crucial to help students identify their learning strengths and weaknesses, to offer various learning modalities and to push students to apply their learning to their personal interests. No two students are the same, and a personalized model recognizes the same tools and approaches won’t be appropriate for every student.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The accountability system right now is getting in the way of what’s right for kids.'\u003c/aside>\n\u003cp>Competency education refers to a break from the traditional time-based school model. Rather than moving students on to the next grade with their age-based cohort, regardless of gaps in their foundational knowledge, educators allow students to move on only when they have demonstrated mastery of topics. This can lead to a chaotic classroom, with students at many different stages in their learning, which is partly why many competency-based schools rely on technology to help meet students' varied needs along the way.\u003c/p>\n\u003cp>“If we just keep doing what we’re doing today, we are still going to end up with kids with huge gaps, even if they advance incrementally,” said Susan Patrick, president and CEO of the \u003ca href=\"http://www.inacol.org/\" target=\"_blank\">International Association for K-12 Online Learning\u003c/a> (iNACOL) and co-author of the report. She notes that some critics of competency education worry it will widen opportunity gaps as advanced students move quickly ahead, leaving struggling students even further behind. Patrick says that shouldn’t happen if teachers hold all students to high standards and make sure to examine data on student learning every day.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In a competency-based system you have to know where every student is when they come in, be honest about that and address those learning gaps,” Patrick said. She doesn’t believe that it works to rely exclusively on technology to help students catch up. Too often digital tools are used to drill struggling students and get them “back on track.” But without opportunities to research, analyze and apply learning, those students are not being given the same chance to dive deeply into their learning, part of a good personalized program.\u003c/p>\n\u003cp>\u003cstrong>LEADERSHIP\u003c/strong>\u003c/p>\n\u003cp>Transformation of this kind requires a \u003ca href=\"http://www.competencyworks.org/understanding-competency-education/virgel-hammonds-six-insights-into-leadership/\" target=\"_blank\">special kind of leader\u003c/a>, one that our current training programs aren’t producing. While there are many excellent leaders in education, they have often picked up their adaptive leadership qualities on their own, out of necessity.\u003c/p>\n\u003cp>“You are talking about a whole significant, complex transformation of the system, from being one around time -- which is quite frankly easier to manage -- to one that is around learning and meeting every student’s needs,” Patrick said. That takes a clear long-term vision and the ability to plan five to 10 years ahead. During a transformation of this magnitude, even the best-laid plans shift, challenges arise and adjustments will be needed. The change leader has to manage every eventuality as it pops up, while being \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">careful not to do so in a top-down way\u003c/a>.\u003c/p>\n\u003cp>[contextly_sidebar id=\"p0o4DscWxKpF7g8O8oEuzjGytj8JoTwE\"]\u003c/p>\n\u003cp>For this kind of transformation to work, leaders have to work cooperatively with everyone in the school and broader community. Often districts start the communication and outreach process three years before implementing a plan. This step is easy to overlook, but is crucial to success. Teachers, parents and students are at the core of the education system, and if they aren’t co-designers of the process it won’t succeed.\u003c/p>\n\u003cp>“The goal should be to create a shared understanding of why change is needed, what parents and community members want for their children, and how district leaders can work together to build a shared purpose for all stakeholders,” the report notes. That requires districts to engage often and transparently.\u003c/p>\n\u003cp>Since this work is still quite new, one of the strongest assets innovative leaders have is one another. Strong professional learning communities, with exemplars of what has worked and even observation of one another’s progress, can help move the work forward. Leaders should be given credit for finding their own professional learning opportunities, especially since there is so little formally recognized training that teaches leaders how to be catalysts for whole-system transformation.\u003c/p>\n\u003cp>\u003cstrong>ACCOUNTABILITY RULES\u003c/strong>\u003c/p>\n\u003cp>“There is a real lack of knowledge of how much this is holding back the education leaders who are leading competency-based models,” Patrick said. Some district leaders are even running two parallel accountability models, one to satisfy federal and state testing requirements and another that fits with their competency-based model. That takes resources and time, which are both in short supply.\u003c/p>\n\u003cfigure id=\"attachment_39850\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-does-a-school-need-to-enable-learning-based-on-student-competency/competencyworks/\" rel=\"attachment wp-att-39850\">\u003cimg class=\"size-medium wp-image-39850\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/CompetencyWorks-300x403.png\" alt='From the CompetencyWorks report, \"Maximizing Competency Education and Blended Learning: Insights from Experts.\"' width=\"300\" height=\"403\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From the CompetencyWorks report, \"Maximizing Competency Education and Blended Learning: Insights from Experts.\"\u003c/figcaption>\u003c/figure>\n\u003cp>“You start to really see how, in the broader system, issues are frozen into place,” Patrick said. “We need new structures that are competency-based and personalized.” She points to the fact that state and federal accountability measures are predicated on the time-based, age-cohort model of teaching common for over a century. It \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/report-federal-rules-impede-competency-based-learning/\" target=\"_blank\">offers little flexibility\u003c/a> to districts trying to meet the needs of today’s students.\u003c/p>\n\u003cp>Patrick would like to see modular assessment offered at public libraries. Rather than taking one point-in-time standardized test meant to encapsulate all a student has learned in a year, students would take a test at the end of each module, whenever they finish it. “Then you are actually aligning the accountability system to student-centered learning,” Patrick said.\u003c/p>\n\u003cp>The modular accountability system Patrick suggests would offer a way for students to show their growth. Right now, if a ninth-grade teacher has a student who comes in at a fourth-grade reading level and she helps him improve to a sixth-grade reading level, he still performs poorly on the ninth-grade test. She gets no credit for the growth she helped that student achieve. “The accountability system right now is getting in the way of what’s right for kids,” Patrick said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Teachers have always wanted to provide their students with individualized support, but they often haven’t had the resources to accomplish that goal. Now technology can help by offering a diverse set of tools to be used when appropriate. Technology has the potential to help schools break away from a time-based model and give teachers insights into student understanding. While not a silver bullet, and ineffective in the hands of a teacher without a plan, when the right tech tool is used at the right time with the right student, it can support mastery for every student.\u003c/p>\n\n","blocks":[],"excerpt":"Leaders in this movement are working together to identify the structures that need to shift for real change to take hold.","status":"publish","parent":0,"modified":1427267043,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1330},"headData":{"title":"What Does a School Need to Enable Learning Based on Student Competency? | KQED","description":"Leaders in this movement are working together to identify the structures that need to shift for real change to take hold.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"39820 http://blogs.kqed.org/mindshift/?p=39820","disqusUrl":"https://ww2.kqed.org/mindshift/2015/03/25/what-does-a-school-need-to-enable-learning-based-on-student-competency/","disqusTitle":"What Does a School Need to Enable Learning Based on Student Competency?","path":"/mindshift/39820/what-does-a-school-need-to-enable-learning-based-on-student-competency","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36701\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/what-makes-an-extreme-learner/mindshift1_illo2_72/\" rel=\"attachment wp-att-36701\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg\" alt=\"By Jane Mount/MindShift\" width=\"640\" height=\"360\" class=\"size-full wp-image-36701\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">By Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Many teachers have long been frustrated with static, canned curriculum that doesn’t seem connected to kids' lives, and testing requirements that drive the learning experience. So they, often in partnership with daring leaders, are pushing back, trying to find ways to meet the long-held goal of educators: Meeting each student’s needs and helping all to be successful. Three main ways schools are attempting this work are through technology use, an emphasis on personalizing learning and moving toward a mastery-based or competency-based evaluation system. While not all the same, these approaches share some commonalities and require significant structural changes to the education system if they are to be implemented well.\u003c/p>\n\u003cp>A CompetencyWorks report, \u003ca href=\"http://www.competencyworks.org/wp-content/uploads/2015/03/CompetencyWorks-Maximizing-Competency-Education-and-Blended-Learning.pdf\" target=\"_blank\">“Maximizing Competency Education and Blended Learning: Insights from Experts,”\u003c/a> looks at ways that the movement for personalization dovetails with blended learning and competency-based learning to achieve a more student-centered approach to school. The report also identifies some key system changes that would support the grass-roots work that has already begun.\u003c/p>\n\u003cp>The report defines personalized learning as “tailor[ing] learning to students’ strengths, needs, interests and experiences.” The authors are careful to point out that adaptive learning software that allows \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">self-paced learning is not the same thing as personalized learning\u003c/a>. Good teachers are crucial to help students identify their learning strengths and weaknesses, to offer various learning modalities and to push students to apply their learning to their personal interests. No two students are the same, and a personalized model recognizes the same tools and approaches won’t be appropriate for every student.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The accountability system right now is getting in the way of what’s right for kids.'\u003c/aside>\n\u003cp>Competency education refers to a break from the traditional time-based school model. Rather than moving students on to the next grade with their age-based cohort, regardless of gaps in their foundational knowledge, educators allow students to move on only when they have demonstrated mastery of topics. This can lead to a chaotic classroom, with students at many different stages in their learning, which is partly why many competency-based schools rely on technology to help meet students' varied needs along the way.\u003c/p>\n\u003cp>“If we just keep doing what we’re doing today, we are still going to end up with kids with huge gaps, even if they advance incrementally,” said Susan Patrick, president and CEO of the \u003ca href=\"http://www.inacol.org/\" target=\"_blank\">International Association for K-12 Online Learning\u003c/a> (iNACOL) and co-author of the report. She notes that some critics of competency education worry it will widen opportunity gaps as advanced students move quickly ahead, leaving struggling students even further behind. Patrick says that shouldn’t happen if teachers hold all students to high standards and make sure to examine data on student learning every day.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“In a competency-based system you have to know where every student is when they come in, be honest about that and address those learning gaps,” Patrick said. She doesn’t believe that it works to rely exclusively on technology to help students catch up. Too often digital tools are used to drill struggling students and get them “back on track.” But without opportunities to research, analyze and apply learning, those students are not being given the same chance to dive deeply into their learning, part of a good personalized program.\u003c/p>\n\u003cp>\u003cstrong>LEADERSHIP\u003c/strong>\u003c/p>\n\u003cp>Transformation of this kind requires a \u003ca href=\"http://www.competencyworks.org/understanding-competency-education/virgel-hammonds-six-insights-into-leadership/\" target=\"_blank\">special kind of leader\u003c/a>, one that our current training programs aren’t producing. While there are many excellent leaders in education, they have often picked up their adaptive leadership qualities on their own, out of necessity.\u003c/p>\n\u003cp>“You are talking about a whole significant, complex transformation of the system, from being one around time -- which is quite frankly easier to manage -- to one that is around learning and meeting every student’s needs,” Patrick said. That takes a clear long-term vision and the ability to plan five to 10 years ahead. During a transformation of this magnitude, even the best-laid plans shift, challenges arise and adjustments will be needed. The change leader has to manage every eventuality as it pops up, while being \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">careful not to do so in a top-down way\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>For this kind of transformation to work, leaders have to work cooperatively with everyone in the school and broader community. Often districts start the communication and outreach process three years before implementing a plan. This step is easy to overlook, but is crucial to success. Teachers, parents and students are at the core of the education system, and if they aren’t co-designers of the process it won’t succeed.\u003c/p>\n\u003cp>“The goal should be to create a shared understanding of why change is needed, what parents and community members want for their children, and how district leaders can work together to build a shared purpose for all stakeholders,” the report notes. That requires districts to engage often and transparently.\u003c/p>\n\u003cp>Since this work is still quite new, one of the strongest assets innovative leaders have is one another. Strong professional learning communities, with exemplars of what has worked and even observation of one another’s progress, can help move the work forward. Leaders should be given credit for finding their own professional learning opportunities, especially since there is so little formally recognized training that teaches leaders how to be catalysts for whole-system transformation.\u003c/p>\n\u003cp>\u003cstrong>ACCOUNTABILITY RULES\u003c/strong>\u003c/p>\n\u003cp>“There is a real lack of knowledge of how much this is holding back the education leaders who are leading competency-based models,” Patrick said. Some district leaders are even running two parallel accountability models, one to satisfy federal and state testing requirements and another that fits with their competency-based model. That takes resources and time, which are both in short supply.\u003c/p>\n\u003cfigure id=\"attachment_39850\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-does-a-school-need-to-enable-learning-based-on-student-competency/competencyworks/\" rel=\"attachment wp-att-39850\">\u003cimg class=\"size-medium wp-image-39850\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/CompetencyWorks-300x403.png\" alt='From the CompetencyWorks report, \"Maximizing Competency Education and Blended Learning: Insights from Experts.\"' width=\"300\" height=\"403\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From the CompetencyWorks report, \"Maximizing Competency Education and Blended Learning: Insights from Experts.\"\u003c/figcaption>\u003c/figure>\n\u003cp>“You start to really see how, in the broader system, issues are frozen into place,” Patrick said. “We need new structures that are competency-based and personalized.” She points to the fact that state and federal accountability measures are predicated on the time-based, age-cohort model of teaching common for over a century. It \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/report-federal-rules-impede-competency-based-learning/\" target=\"_blank\">offers little flexibility\u003c/a> to districts trying to meet the needs of today’s students.\u003c/p>\n\u003cp>Patrick would like to see modular assessment offered at public libraries. Rather than taking one point-in-time standardized test meant to encapsulate all a student has learned in a year, students would take a test at the end of each module, whenever they finish it. “Then you are actually aligning the accountability system to student-centered learning,” Patrick said.\u003c/p>\n\u003cp>The modular accountability system Patrick suggests would offer a way for students to show their growth. Right now, if a ninth-grade teacher has a student who comes in at a fourth-grade reading level and she helps him improve to a sixth-grade reading level, he still performs poorly on the ninth-grade test. She gets no credit for the growth she helped that student achieve. “The accountability system right now is getting in the way of what’s right for kids,” Patrick said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers have always wanted to provide their students with individualized support, but they often haven’t had the resources to accomplish that goal. Now technology can help by offering a diverse set of tools to be used when appropriate. Technology has the potential to help schools break away from a time-based model and give teachers insights into student understanding. While not a silver bullet, and ineffective in the hands of a teacher without a plan, when the right tech tool is used at the right time with the right student, it can support mastery for every student.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39820/what-does-a-school-need-to-enable-learning-based-on-student-competency","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_399","mindshift_1021","mindshift_20784","mindshift_1040","mindshift_314","mindshift_421"],"featImg":"mindshift_36701","label":"mindshift"},"mindshift_24607":{"type":"posts","id":"mindshift_24607","meta":{"index":"posts_1591205157","site":"mindshift","id":"24607","score":null,"sort":[1351618917000]},"guestAuthors":[],"slug":"how-to-uphold-online-learning-to-quality-education","title":"How to Uphold Online Learning Standards to Quality Education","publishDate":1351618917,"format":"aside","headTitle":"ASSESSMENT | MindShift | KQED News","labelTerm":{"term":20658,"site":"mindshift"},"content":"\u003cdiv id=\"attachment_24621\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/vancouverfilmschool/5843672414/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-24621\" title=\"5843672414_f9515584ce\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/5843672414_f9515584ce.jpg\" alt=\"\" width=\"500\" height=\"268\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/10/5843672414_f9515584ce.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/5843672414_f9515584ce-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/5843672414_f9515584ce-320x172.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:VFS\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As the number of K-12 students who take online courses continues to grow -- more than two million are currently enrolled -- the need to uphold rigorous standards to online education is becoming that much more important. And with \u003ca href=\"http://www.reuters.com/article/2012/10/03/us-usa-education-online-idUSBRE8920J420121003\">criticism leveled at many online schools for poor academic performance,\u003c/a> the online education model needs to create a more accurate way to assess the quality of the dozens of programs in the space.\u003c/p>\n\u003cp>That’s the premise of a new report published by the \u003ca href=\"http://www.inacol.org/\">International Association for K-12 Online Learning\u003c/a> (iNACOL) entitled “\u003ca href=\"http://www.inacol.org/research/docs/iNACOL_Quality_Metrics.pdf\">Measuring Quality from Inputs to Outcomes\u003c/a>,” which focuses on laying out a new system of metrics. The report advocates for a new assessment model that focuses on \u003ca href=\"http://www.edweek.org/dd/articles/2012/10/17/01competency.h06.html?cmp=SOC-SHR-FB\">competency-based\u003c/a> evaluations that measure a student’s learning trajectory – including proficiency and growth – rather than what the organization call “inputs,” as traditional schools do. Inputs include things like teacher licensing and curriculum and textbook standards. Those inputs are not tied to student achievement, the authors argue, so they fail as metrics for assessing whether an online education program is doing its job.\u003c/p>\n\u003cp>Instead, the report favors an approach focused on “outcomes.” Programs should be judged on student proficiency, as well as individual student growth over time. Most states have an annual end of year assessment to measure proficiency. But those tests only measure student achievement at one point in time – it’s just one snapshot that misses the bigger picture of that student’s learning trajectory.\u003c/p>\n\u003cp>\u003ca href=\"http://www.inacol.org/about/president.php\">Susan Patrick\u003c/a>, President and CEO of iNACOL and the report’s lead author, contends that current assessments for online schools do a disservice to students who were lagging but have caught up, as well as those who have surpassed the learning standards of their current grade. At a minimum, \u003c!--more-->she says, students should be assessed at the beginning \u003cem>and\u003c/em> end of the year to plot their growth. And ideally, she’d like to see competency-based evaluations that are not tied to a set period of time, or \"seat time.\"\u003c/p>\n\u003cp>“The conclusion was that if we had competency-based systems in place it would make these assessments much easier,” said Patrick. If the assessment measured a student’s grasp of a specific concept, there would be more data points to draw a map of that child’s achievement and knowledge gaps.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>QUESTIONABLE RESULTS\u003c/strong>\u003c/p>\n\u003cp>Patrick’s critiques of quality assessment are particularly important for online learning programs that have been criticized for having questionable results. Patrick thinks the field needs to be self-critical, holding up the good examples, while calling out the bad ones.\u003c/p>\n\u003cp>What's more, online learning has the power to provide detailed data on student learning and comprehension, which makes it ripe to try out a different type of quality assessment. So far, online learning has been most successful for kids with extenuating circumstances that make traditional school difficult. That means that under an “input” model of evaluation online learning programs often fair worse because kids come in late or behind. Without any measurement of their growth over time their progress can be overlooked.\u003c/p>\n\u003cp>“Fulfilling the potential of a student-centric, competency-based system will require that the field of online and blended learning and the policy environment in which it operates evolve to demand models that are not only different, but more effective, than traditional schooling,” the report states. Without a system of outcome-based assessment, there could be two negative consequences for the future of online learning: technology could be widely adopted, but not transform the way a classroom operates; or on the other hand, without solid evidence of quality education, school districts could shy away from online or tech-based learning that might have the potential to help students.\u003c/p>\n\u003cp>\u003cstrong>RELIABLE ASSESSMENTS\u003c/strong>\u003c/p>\n\u003cp>As part of quality assurance, Patrick says that end-of-year tests for online education should come from companies that are different than those that created the curriculum. Online curriculum companies have a vested interest in showing high student performance at the end of a course, she said. Funding for K-12 follows the student, and each company competes for those dollars. Without external assessment there is no way to know whether the “A” from one course carries the same weight than an “A” from an outside, objective assessment.\u003c/p>\n\u003cp>Patrick compared it to the Advanced Placement test. She says this element is crucial to “get a handle on who are the quality providers.” She wants to make those programs the most easily accessible so that kids who choose an online education are exposed to the best ones.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She also hopes that if states adopt iNACOL’s new set of metrics and are successful, that this type of evaluation could spread to blended-learning and traditional classrooms.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1351619121,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":825},"headData":{"title":"How to Uphold Online Learning Standards to Quality Education | KQED","description":"Flickr:VFS As the number of K-12 students who take online courses continues to grow -- more than two million are currently enrolled -- the need to uphold rigorous standards to online education is becoming that much more important. And with criticism leveled at many online schools for poor academic performance, the online education model needs","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"24607 http://blogs.kqed.org/mindshift/?p=24607","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/30/how-to-uphold-online-learning-to-quality-education/","disqusTitle":"How to Uphold Online Learning Standards to Quality Education","path":"/mindshift/24607/how-to-uphold-online-learning-to-quality-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_24621\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/vancouverfilmschool/5843672414/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-24621\" title=\"5843672414_f9515584ce\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/5843672414_f9515584ce.jpg\" alt=\"\" width=\"500\" height=\"268\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/10/5843672414_f9515584ce.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/5843672414_f9515584ce-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/5843672414_f9515584ce-320x172.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:VFS\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As the number of K-12 students who take online courses continues to grow -- more than two million are currently enrolled -- the need to uphold rigorous standards to online education is becoming that much more important. And with \u003ca href=\"http://www.reuters.com/article/2012/10/03/us-usa-education-online-idUSBRE8920J420121003\">criticism leveled at many online schools for poor academic performance,\u003c/a> the online education model needs to create a more accurate way to assess the quality of the dozens of programs in the space.\u003c/p>\n\u003cp>That’s the premise of a new report published by the \u003ca href=\"http://www.inacol.org/\">International Association for K-12 Online Learning\u003c/a> (iNACOL) entitled “\u003ca href=\"http://www.inacol.org/research/docs/iNACOL_Quality_Metrics.pdf\">Measuring Quality from Inputs to Outcomes\u003c/a>,” which focuses on laying out a new system of metrics. The report advocates for a new assessment model that focuses on \u003ca href=\"http://www.edweek.org/dd/articles/2012/10/17/01competency.h06.html?cmp=SOC-SHR-FB\">competency-based\u003c/a> evaluations that measure a student’s learning trajectory – including proficiency and growth – rather than what the organization call “inputs,” as traditional schools do. Inputs include things like teacher licensing and curriculum and textbook standards. Those inputs are not tied to student achievement, the authors argue, so they fail as metrics for assessing whether an online education program is doing its job.\u003c/p>\n\u003cp>Instead, the report favors an approach focused on “outcomes.” Programs should be judged on student proficiency, as well as individual student growth over time. Most states have an annual end of year assessment to measure proficiency. But those tests only measure student achievement at one point in time – it’s just one snapshot that misses the bigger picture of that student’s learning trajectory.\u003c/p>\n\u003cp>\u003ca href=\"http://www.inacol.org/about/president.php\">Susan Patrick\u003c/a>, President and CEO of iNACOL and the report’s lead author, contends that current assessments for online schools do a disservice to students who were lagging but have caught up, as well as those who have surpassed the learning standards of their current grade. At a minimum, \u003c!--more-->she says, students should be assessed at the beginning \u003cem>and\u003c/em> end of the year to plot their growth. And ideally, she’d like to see competency-based evaluations that are not tied to a set period of time, or \"seat time.\"\u003c/p>\n\u003cp>“The conclusion was that if we had competency-based systems in place it would make these assessments much easier,” said Patrick. If the assessment measured a student’s grasp of a specific concept, there would be more data points to draw a map of that child’s achievement and knowledge gaps.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>QUESTIONABLE RESULTS\u003c/strong>\u003c/p>\n\u003cp>Patrick’s critiques of quality assessment are particularly important for online learning programs that have been criticized for having questionable results. Patrick thinks the field needs to be self-critical, holding up the good examples, while calling out the bad ones.\u003c/p>\n\u003cp>What's more, online learning has the power to provide detailed data on student learning and comprehension, which makes it ripe to try out a different type of quality assessment. So far, online learning has been most successful for kids with extenuating circumstances that make traditional school difficult. That means that under an “input” model of evaluation online learning programs often fair worse because kids come in late or behind. Without any measurement of their growth over time their progress can be overlooked.\u003c/p>\n\u003cp>“Fulfilling the potential of a student-centric, competency-based system will require that the field of online and blended learning and the policy environment in which it operates evolve to demand models that are not only different, but more effective, than traditional schooling,” the report states. Without a system of outcome-based assessment, there could be two negative consequences for the future of online learning: technology could be widely adopted, but not transform the way a classroom operates; or on the other hand, without solid evidence of quality education, school districts could shy away from online or tech-based learning that might have the potential to help students.\u003c/p>\n\u003cp>\u003cstrong>RELIABLE ASSESSMENTS\u003c/strong>\u003c/p>\n\u003cp>As part of quality assurance, Patrick says that end-of-year tests for online education should come from companies that are different than those that created the curriculum. Online curriculum companies have a vested interest in showing high student performance at the end of a course, she said. Funding for K-12 follows the student, and each company competes for those dollars. Without external assessment there is no way to know whether the “A” from one course carries the same weight than an “A” from an outside, objective assessment.\u003c/p>\n\u003cp>Patrick compared it to the Advanced Placement test. She says this element is crucial to “get a handle on who are the quality providers.” She wants to make those programs the most easily accessible so that kids who choose an online education are exposed to the best ones.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She also hopes that if states adopt iNACOL’s new set of metrics and are successful, that this type of evaluation could spread to blended-learning and traditional classrooms.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24607/how-to-uphold-online-learning-to-quality-education","authors":["234"],"series":["mindshift_20658"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_108","mindshift_314","mindshift_122"],"featImg":"mindshift_24621","label":"mindshift_20658"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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Many have argued that in their current state, \u003ca href=\"http://blogs.kqed.org/mindshift/2011/03/the-bubble-test-the-bane-of-learning/\">assessments have become accountability tools\u003c/a> that end up hurting teachers, rather than helpful tools for teachers.\r\n\r\nBut the \u003ca href=\"http://blogs.kqed.org/mindshift/2012/04/movement-against-standardized-testing-grows-as-parents-opt-out/\">movement against standardized testing grows\u003c/a>, as parents are choosing to opt their children out, even if it means \u003ca href=\"http://blogs.kqed.org/mindshift/2013/12/what-happens-when-parents-decide-to-opt-out-of-standardized-tests/\">there may be repercussions\u003c/a>.\r\n\r\nAmidst this backlash against standardized tests, many \u003ca href=\"http://blogs.kqed.org/mindshift/2013/06/will-new-tests-measure-any-valuable-skills/\">schools and teachers are finding ways to give students meaningful feedback\u003c/a> on their work before testing them, so they have time to improve or shift course. These \u003ca href=\"http://blogs.kqed.org/mindshift/2014/01/the-importance-of-low-stakes-student-feedback/\">formative assessments\u003c/a> -- check-ins on how well students are learning stage by stage -- help teachers recalibrate and meet students they are. To that end, educators will find a \u003ca href=\"http://blogs.kqed.org/mindshift/2013/09/are-teachers-and-ed-tech-businesses-working-towards-the-same-goal/\">slew of tech products\u003c/a> that promise to make these formative assessments easier.\r\n\r\nTake a look at the posts below, which provide examples of how teachers are using technology to help assess student learning moment by moment, including one effort to use \u003ca href=\"http://blogs.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">video games for assessment\u003c/a>.\r\n\r\n\u003cstrong>DIG INTO ASSESSMENT\u003c/strong>\r\n\r\n1. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/01/the-importance-of-low-stakes-student-feedback/\">The Importance of Low-Stakes Student Feedback\u003c/a>\r\n\r\n2. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/06/will-new-tests-measure-any-valuable-skills/\">Rethinking Assessment: Trusting Teachers to Evaluate Student Learning\u003c/a>\r\n\r\n3. \u003ca href=\"http://blogs.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">Beyond the Bubble Test: How Will We Measure Learning in the Future?\u003c/a>\r\n\r\n4. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\">In an Era of Global Competition, What Exactly Are We Testing For?\u003c/a>\r\n\r\n5. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/03/how-do-you-measure-learning/\">How Do You Measure Learning?\u003c/a>\r\n\r\n6. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEDU: Using Games for Formative Assessment\u003c/a>\r\n\r\n7. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/02/is-kindergarten-too-young-to-test/\">Is Kindergarten Too Young to Test?\u003c/a>\r\n\r\n8. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/04/more-progressive-ways-to-measure-deeper-level-of-learning/\" target=\"_blank\">More Progressive Ways to Measure Deeper Level of Learning\u003c/a>","featImg":null,"headData":{"title":"ASSESSMENT Archives | KQED Mindshift","description":"Assessing, or measuring, students’ content knowledge and skills is one of the most complex and controversial topics of discussion in education. For more than 10 years, the word assessment has been synonymous with high stakes standardized tests, used to compare schools and states against one another, to allocate federal funding and increasingly to evaluate teachers. Many have argued that in their current state, assessments have become accountability tools that end up hurting teachers, rather than helpful tools for teachers. But the movement against standardized testing grows, as parents are choosing to opt their children out, even if it means there may be repercussions. Amidst this backlash against standardized tests, many schools and teachers are finding ways to give students meaningful feedback on their work before testing them, so they have time to improve or shift course. These formative assessments -- check-ins on how well students are learning stage by stage -- help teachers recalibrate and meet students they are. To that end, educators will find a slew of tech products that promise to make these formative assessments easier. Take a look at the posts below, which provide examples of how teachers are using technology to help assess student learning moment by moment, including one effort to use video games for assessment. DIG INTO ASSESSMENT 1. The Importance of Low-Stakes Student Feedback 2. Rethinking Assessment: Trusting Teachers to Evaluate Student Learning 3. Beyond the Bubble Test: How Will We Measure Learning in the Future? 4. In an Era of Global Competition, What Exactly Are We Testing For? 5. How Do You Measure Learning? 6. SimCityEDU: Using Games for Formative Assessment 7. Is Kindergarten Too Young to Test? 8. More Progressive Ways to Measure Deeper Level of Learning","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19935,"isLoading":false,"link":"/mindshift/series/assessment-authentic-formative-summative-tests-testing"},"mindshift_195":{"type":"terms","id":"mindshift_195","meta":{"index":"terms_1591234321","site":"mindshift","id":"195","found":true},"relationships":{},"included":{},"name":"Digital Tools","slug":"digital-tools","taxonomy":"category","description":"How devices, software, and the Internet are changing the classroom dynamic.","featImg":null,"headData":{"title":"Digital Tools Archives | KQED Mindshift","description":"How devices, software, and the Internet are changing the classroom dynamic.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":195,"isLoading":false,"link":"/mindshift/category/digital-tools"},"mindshift_108":{"type":"terms","id":"mindshift_108","meta":{"index":"terms_1591234321","site":"mindshift","id":"108","found":true},"relationships":{},"included":{},"name":"assessment","slug":"assessments","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"assessment Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":108,"isLoading":false,"link":"/mindshift/tag/assessments"},"mindshift_122":{"type":"terms","id":"mindshift_122","meta":{"index":"terms_1591234321","site":"mindshift","id":"122","found":true},"relationships":{},"included":{},"name":"online learning","slug":"online-learning","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"online learning Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":122,"isLoading":false,"link":"/mindshift/tag/online-learning"}},"userAgentReducer":{"userAgent":"claudebot","isBot":true},"userPermissionsReducer":{"wpLoggedIn":false},"localStorageReducer":{},"browserHistoryReducer":[],"eventsReducer":{},"fssReducer":{},"tvDailyScheduleReducer":{},"tvWeeklyScheduleReducer":{},"tvPrimetimeScheduleReducer":{},"tvMonthlyScheduleReducer":{},"userAccountReducer":{"routeTo":"","showDeleteConfirmModal":false,"user":{"userId":"","isFound":false,"firstName":"","lastName":"","phoneNumber":"","email":"","articles":[]}},"youthMediaReducer":{},"checkPleaseReducer":{"filterData":{},"restaurantData":[]},"reframeReducer":{"attendee":null},"location":{"pathname":"/mindshift/tag/inacol","previousPathname":"/"}}
