Breaking With Tradition - Brian M. Stack

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knowledge, skills, and Work-Study Practices for success in college, career, and citizenship…. Work-Study Practices [are] those behaviors that enhance learning achievement and promote a positive work ethic such as, but not limited to, listening and following directions, accepting responsibility, staying on task, completing work accurately, managing time wisely, showing initiative, and being cooperative. (p. 1)

      From there, the department identifies four overarching work-study practices that could be embedded in any school, at any grade level, in any course of study (New Hampshire Department of Education, 2014):

      1. Communication: I can use various media to interpret, question, and express knowledge, information, ideas, feelings, and reasoning to create mutual understanding.

      2. Creativity: I can use original and flexible thinking to communicate my ideas or construct a unique product or solution.

      3. Collaboration: I can work in diverse groups to achieve a common goal.

      4. Self-Direction: I can initiate and manage my learning, and demonstrate a “growth” mindset, through self-awareness, self-motivation, self-control, self-advocacy and adaptability as a reflective learner. (p. 2)

      Effective competency-based learning schools adapt these skills and dispositions into their competencies. They create rubrics for different grade levels and courses and develop assessment strategies so the competencies are regularly assessed, with progress reported to students and parents. Even more powerful, teachers are focusing instruction on how each student can individually develop further within specific work-study practices, and students are well aware of their own needs related to these important skills and dispositions. By embedding these work-study practices and dispositions into different aspects of a competency-based learning program, they take on more relevance for students. This ultimately helps students on the road to becoming college and career ready.

      According to Sturgis (2015), competency-based learning models have five components. To start thinking about how to apply this model to your school’s current situation, consider the following five reflection questions with your team.

      1. In schools focused on competency-based learning, students advance upon demonstrated mastery. Are there instances in your school where this happens? If so, what are they?

      2. Competencies include explicit, measurable, transferable learning objectives that empower students. How will your school develop competencies? Will educators be required to develop them for each grade level or course or will the school provide them?

      3. Assessment is meaningful and a positive learning experience for students. If you surveyed students, to what extent would they see assessment in this way? What about parents? What about teachers?

      4. Students receive timely, differentiated support based on their individual learning needs. To what extent does this happen for students in your school? Are there barriers that limit this support?

      5. Learning outcomes emphasize competencies that include application and creation of knowledge, along with the development of important skills and dispositions. In your school, do teachers always consider depth of knowledge when developing learning outcomes? How do you assess skills and dispositions?

      CHAPTER 2

      Building the Foundation of a Competency-Based Learning System Through PLCs

      Teacher collaboration is one of the best supports a school leader can provide to his or her school staff (DuFour et al., 2016). In this chapter, we explore how that ongoing process, one in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve, best supports a competency-based learning model. We identify the PLC framework as the single best support network that schools need in order to successfully implement competency-based learning. When implemented correctly, the PLC framework cultivates teachers who become collectively responsible and mutually accountable for the learning of students in their school. Teachers become supports for each other, and teacher teams become integral parts of both the decision-making process and instructional leadership for competency-based learning. And, the work of collaborative teams and work done throughout the school is transparent. Student learning, a collaborative culture, and constant reflection become the norm, and these are the levers that will effect change through the work of the PLC.

      Any systems change requires hard work, dedication of the entire staff, and the understanding of why the change is necessary. It is imperative to have the foundational structures in place to allow collaboration to occur within a school. The PLC framework is the vehicle for this change.

      It is important to recognize, however, that transforming into a PLC does not happen overnight. Many administrators and educators have sought a silver bullet that not only allows them to build and implement high-functioning PLCs but also simultaneously implement standards-based grading and competency-based learning. If high levels of learning for all learners is the why, we maintain that PLCs are the how, and competency-based learning is the what (see figure 2.1).

       Figure 2.1: Competency-based learning and PLCs.

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       To attempt to embark down the road to a competency-based learning system without working as a highly functioning PLC will lead to failure.

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      Competency-based learning and PLCs are a true fit if implemented correctly and with fidelity. To attempt to embark down the road to a competency-based learning system without working as a highly functioning PLC will lead to failure. We’ve seen it happen, and it undercuts this learning model before it even has a chance to get off the ground. The implementation of PLCs provides the initial steps that must develop in a competency-based learning model.

      The architects of the PLC model, Richard DuFour, Rebecca DuFour, and Robert Eaker, along with Thomas W. Many and Mike Mattos (2016), describe the four pillars of a PLC—the mission, vision, values (collective commitments), and goals—as the foundation of a PLC. Questions guide each of the four pillars, providing opportunities for staff members to engage in dialogue to build consensus. Utilizing the four pillars of a PLC can help a district or school build a road map for competency-based learning. Educators and other staff must understand and commit to the reasons for transforming their educational system. Outlining the mission, vision, values, and goals of the organization together helps build a common understanding and commitment to the work. From there, teams in PLCs will work collaboratively to define the specifics at each grade level.

       Mission: Why Do We Exist?

      The first pillar of a PLC is the mission. The mission answers the question, Why do we exist (DuFour et al., 2016)? Staff must explore this question together. There are many successful ways to do this; the common thread is that conversations occur in an honest and safe environment at both the district level, within the collaborative leadership team at schools, and within teacher teams. Those within a school must be clear on their fundamental purpose, and those within a community should be clear about student expectations within that community. This common understanding at all levels promotes a sense of “we are all in this together,” leading to a collective effort to achieve a mutually desired outcome.

      Schools transitioning to a competency-based learning model should frame their work around this question: “Do we accept high levels of learning for all students as the fundamental purpose of our school and therefore are willing to examine all practices in light

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