From professional development to instructional design, what we say we want for learners is often misaligned with the practices and policies we have in place.
Coherence across state, district, school, and classroom levels is critical for delivering clear and consistent messages to our learners. However, systemic misalignments often lead to mixed messages that can undermine our educational objectives and the experiences of our students.
District leaders from across the country will come together this October for the first in-person convening of our 2024/25 Connections Cohort. Together, we will explore the learner-centered work happening throughout Encinitas USD, including their innovative Farm Lab, and connect these lessons with local industry by visiting STEM Aviation Academy.
"Laguna Beach educators unpacked assessment and grading practices and discussed the shift towards competency-based learning. The energy was joyful and inspiring as everyone prepared to launch the year with learners!" ~Bryanna Hanson
"D11 design teams gathered to reimagine Summer Bridge and new teacher orientation, pilot a new family and community engagement plan, and lay the groundwork for an exciting K-8 redesign. These teams are charting a path toward meaningful, learner-centered change in their district this year and beyond!" ~Jesse Ross
"First CAT meeting (principal collaboration) of the year in SSFUSD (Aug 23rd)! Principals shared what they engaged their staff with around their Portrait of a Graduate during all-staff days in mid-August and made meaning together around a learner-centered approach." ~Liz Perry
Studying the real-world impact of learner-centered practices
Competency-Based Reporting Playbook
During the production of our recently published Competency-Based Reporting Playbook, we cast a wide net during the research phase. LCC's Director of Learning Design, Bryanna Hanson, shares some of her favorites below. Check out our full list of references here.
"This post curates resources for those who want to reflect on how grading practices in your setting are aligned — or misaligned — to the values of learner-centered, competency-based education." ~Laurie Gagnon, CompetencyWorks
On Your Mark: Challenging the Conventions of Grading and Reporting by Thomas R. Guskey (get the book)
"Create and sustain a learning environment where students thrive and stakeholders are accurately informed of student progress. Clarify the purpose of grades, craft a vision statement aligned with this purpose, and discover research-based strategies to implement effective grading and reporting practices. Identify policies and practices that render grading inaccurate, and understand the role grades play in students' future success and opportunities."
Reinventing Crediting for Competency-Based Education by Jonathan E. Martin (get the book)
"Many argue that the conventional high school transcript has become irrelevant to today’s best practices in teaching, learning, and assessment. With more and more school leaders turning to alternate, competency-based approaches for learning, crediting and transcripts can follow suit by drawing on badging, micro-crediting, digital portfolios of student work, and other emerging tools. Reinventing Crediting for Competency-Based Education explores the need for this transformation while detailing the implementation of promising models, particularly the Mastery Transcript Consortium."
Measuring Learning Growth: Competencies and Standards (access here)
"The role of competencies has become increasingly important as employers, students and educators realize the impact of transferable skill deficit in young people. States, networks, districts and schools have begun to accommodate this challenge by building Portraits of Graduate that articulate the need for transferable skills (durable and applicable across many domains). These competencies include leadership, collaboration, communication, etc. and despite many different efforts in this area, there is general consensus about the nature of these competencies." ~Nate McClennen & Rebecca Midles, Getting Smart
What IS the difference between competencies and standards? (access here)
"This question is a bridge from the old world order (of formal schooling) to the new. It can unlock some important insights for practitioners seeking to make to the journey to competency-based teaching and learning." ~The reDesign Team
Grading for Equity: What it is, Why it Matters, and How it can Transform Schools and Classrooms by Joe Feldman (access here)
"Although most teachers sense that common grading practices are often ineffective, there is limited understanding of how those practices can undermine effective teaching and harm students, particularly those historically underserved. It is long past due to implement grading practices that are more accurate, bias-resistant, and motivational, and which improve student learning, empower teachers, and transform classrooms as a result."
CATALYZER OF THE MONTH
Celebrating learner-centered leaders doing transformational work
We are thrilled to recognize Nicole Ottmer, Chief of Strategy and Implementation for Colorado Springs Schools D11, as our Catalyzer of the Month! Nicole exemplifies what it means to be a visionary leader and systems thinker. Her ability to cultivate deep, trusting relationships while simultaneously keeping her focus on ambitious, future-oriented goals sets her apart. Learn more about Nicole and D11's learner-centered work.
Learner-Centered Collaborative, 1611 S Melrose Dr., STE A #334, Vista, CA 92081
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