Competency-Based Education: A Paradigm Shift in Higher Learning

Posted on by Roberta Ross-Fisher
CBE A Paradigm Shift in Higher Learning

We need a paradigm shift in higher learning. For over a century, the Carnegie Unit has been the cornerstone of American education, providing a time-based standard for student progress. However, as the landscape of education evolves, the limitations of this model become apparent, prompting educators to explore innovative alternatives. One such model gaining significant traction is Competency-Based Education (CBE). In this post, I’ll delve into the merits of CBE and offer some practical tips for higher education professionals looking to pilot this transformative approach. 

Rethinking Education in the 21st Century

The traditional education model often propels students forward collectively, irrespective of individual learning paces or abilities. The disruption caused by events like COVID-19 has underscored the need for a more adaptive and personalized approach. We know that each learner is different, and they come with a variety of learning needs as well as life and work experiences. For too long, we’ve used a cookie cutter, one-size-fits-all approach to teaching and learning — particularly at the higher education level. Enter Competency-Based Education, a paradigm that requires learners to demonstrate their understanding and skills through rigorous assessments rather than mere attendance. It also requires faculty members, administrators, and other staff to rethink their roles and how they support students through their academic journey.

Unveiling the Essence of CBE

Competency-Based Education isn’t about taking the easy route; it’s about embracing a different and more effective methodology. Instead of passively absorbing information, students are challenged to showcase their knowledge and abilities through high-quality assessments. This approach is inherently standards-based and is built on evolving educational and/or industry-specific standards. This is far different from what most faculty members are used to, when they alone decide what content to teach in their classes, how students will meet their expectations, and the pace at which students may progress through a course. 

Key Principles of Competency-Based Education

Traditional learning and CBE learning share a common goal of wanting students to be successful. It’s how they meet that goal that’s different. Here are some key “big picture” ways where a competency-based model is quite different from a traditional course-based model:

Competency-based education is a paradigm shift in higher learning.

A Paradigm Shift: Tips for Piloting CBE in Higher Education

I’ve presented at conferences on this topic, and multiple times have been approached by a college dean or department chair who was interested in bringing the CBE model to their campus. Few realize that changing to this model — either retrofitting an existing program or creating a program from scratch — require a considerable paradigm shift not only to academics, but to infrastructure services (i.e., enrollment & admissions, registrar, bookstore, academic advising, etc.). I even had a dean once pull out a pen and small tablet out of her purse, waiting for me to give her three easy steps to CBE, as if it was a biscuit recipe. The truth is, competency-based education is a complex approach to teaching and learning. Once it’s in place, the payoff can be tremendous — but stakeholders must understand the cultural changes that must take place in order for CBE to become a long-term reality within their institutions.

Here are a few key tips for launching CBE at the higher education level: CBE is a paradigm shift in higher learning.

A Long-Term Commitment to Student Success

Competency-Based Education is not a quick fix, but a powerful, long-term solution to enhance student learning, achievement, and satisfaction. It truly is a paradigm shift in higher learning. I think it’s time to take the leap into a future where education adapts to the needs of the learner.

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About the Author: A former public school teacher and college administrator, Dr. Roberta Ross-Fisher provides consultative support to colleges and universities in quality assurance, accreditation, educator preparation and competency-based education. Specialty: Council for the Accreditation of Educator Preparation (CAEP).  She can be reached at: Roberta@globaleducationalconsulting.com 

Top Photo Credit: Kaleidico on Unsplash 

CBE: A Transformative Approach for Higher Learning

Posted on by Roberta Ross-Fisher
CBE

Introduction

In the dynamic landscape of education, where the needs and expectations of learners continue to evolve, Competency-Based Education (CBE) stands out as a powerful and adaptive model. Initially prevalent in P-12 schools, CBE is progressively gaining recognition and traction in higher education. For those interested in exploring new and better ways to meet the needs of learners, it’s crucial to understand the transformative potential of CBE and how to initiate this innovative model in your institution.

Understanding the Core Principles of Competency-Based Education

Demonstrative Assessment

CBEIn a CBE, students showcase their knowledge and skills through a variety of high-quality formative and summative assessments. This approach shifts the focus from traditional testing to a more comprehensive evaluation of a student’s true understanding and application of concepts.

Measurable and Clear Expectations

CBE emphasizes measurable and clearly defined expectations. Learners are aware of the specific targets they need to reach in order to demonstrate competency or proficiency in key concepts or skills aligned with standards. This clarity empowers students to take ownership of their learning journey.

Outcome Over Seat Time

Let’s face it: We’ve all had students who showed up for class, but never answered a question and could barely stay awake. Or they sat glued to their phone throughout the period and couldn’t wait to make their exit. Unlike traditional models that rely on seat time, CBE prioritizes what students learn rather than how long they spend in a classroom. This flexibility allows students to progress at their own pace, accommodating those with diverse life or work experiences who may not require a conventional college experience.

Mentorship Model

Faculty members transition from direct instructors to mentors or learning coaches. This shift is fundamental in supporting student learning, enabling them to work independently and guiding them through their educational journey. The mentorship model fosters a personalized approach to education. Truthfully, some faculty members have a difficult time in making this transition. But for those who are able, it can be tremendously satisfying to support students on their educational journey, rather than being the sage on the stage.

Data-Driven Decisions

Instructional decisions in a CBE environment are data-driven. Regular assessments provide valuable insights into student progress, allowing faculty to tailor their support and interventions based on individual needs. This personalized approach contributes to a more effective learning experience.

Navigating CBE Implementation Challenges

CBEInitiating CBE at the college or university level requires a comprehensive institutional commitment. This commitment involves a paradigm shift in the faculty model, changes in registration and scheduling processes, and adaptations to student support services. Here are a few practical tips to navigate these challenges:

Faculty Development

Invest in comprehensive faculty training programs to equip educators with the skills and mindset required for the mentorship role. Workshops on coaching techniques, personalized learning strategies, and outcome-oriented assessment methods can be invaluable.

Flexible Scheduling and Registration

Redefine traditional scheduling structures to accommodate the individualized pace of CBE. Implement flexible course structures and explore modular approaches to allow students to progress based on their demonstrated competencies.

Technology Integration

Leverage educational technology to facilitate personalized learning pathways. Learning management systems, data analytics tools, and adaptive learning platforms can enhance the effectiveness of CBE by providing real-time insights into student performance.

Communication and Marketing

Effectively communicate the benefits of CBE to both faculty and students. Highlight the flexibility, personalized learning experiences, and real-world applicability of competencies acquired. Develop marketing strategies to attract students who seek a non-traditional educational experience.

Accreditation Alignment

Collaborate with accrediting bodies to ensure that your institution’s competency-based instructional models align with their standards. Stay informed about modifications in regulations and actively engage in discussions with accrediting agencies to demonstrate the effectiveness and rigor of the CBE approach. While hesitant at first, many accrediting bodies such as the Higher Learning Commission (HLC), Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), and other bodies recognized by the Council for Higher Education Accreditation (CHEA) have modified their regulations to include competency-based instructional models.

Embracing the Future of Education

CBEWhile the transition to Competency-Based Education may present challenges, the benefits are substantial. It provides a pathway for institutions to meet the needs of a diverse student population, acknowledging the rich experiences that learners bring to the table. Moreover, the flexibility of CBE can be a strategic advantage in attracting a broader range of students.

As pioneers in higher education, faculty, department chairs, deans, provosts, and accreditation specialists have the opportunity to shape the future of learning. By embracing the principles of CBE and strategically navigating the implementation challenges, institutions can create an environment that not only meets the evolving needs of students but also positions them as leaders in innovative education.

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About the Author: A former public school teacher and college administrator, Dr. Roberta Ross-Fisher provides consultative support to colleges and universities in quality assurance, accreditation, educator preparation and competency-based education. Specialty: Council for the Accreditation of Educator Preparation (CAEP).  She can be reached at: Roberta@globaleducationalconsulting.com

 

Top Photo Credit: Dollar Gill on Unsplash

 

CBE for Educator Prep Programs

Posted on by Roberta Ross-Fisher
CBE

What is Competency-Based Education (CBE)?

Competency-based education (CBE) is quickly becoming accepted as an effective way to facilitate powerful, authentic learning at all levels. Sometimes referred to as personalized learning, mastery learning, or proficiency learning, students must demonstrate what they know and are able to do, rather than just put in “seat time” and complete a prescribed set of courses. However, designing a solid CBE program is not as simple as it sounds–it requires a great deal of thought, understanding, and know-how.

There are some institutions that implement the CBE model very effectively. For instance, at the higher education level Western Governors University and Capella University use it successfully.

This model supports students’ learning in a rich way. As a result, graduates are able to reach their goals and achieve their dreams. The CBE model enabled them to demonstrate what they know at their own pace because it helps educators to personalize learning experiences.

The CBE model will be a major player in the educational arena over the next two decades at the P-12 level as well as at the collegiate level.

Essential Tenets for Educator Preparation Programs to Consider

There are some essential thoughts to consider for educator preparation programs thinking about adopting the competency-based education (CBE) model, and I shared some of those tenets in a commentary published in the Journal of Competency-Based Education entitled, Implications for Educator Preparation Programs Considering Competency-Based Education. 

The model helps students demonstrate what they know and are able to do. This is done within the context of a set of well-articulated competencies.  Moreover, teachers measure student learning through high-quality assessments. It’s a great example of academic excellence.

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About the Author: A former public school teacher and college administrator, Dr. Roberta Ross-Fisher provides consultative support to colleges and universities in quality assurance, accreditation, educator preparation and competency-based education. Specialty: Council for the Accreditation of Educator Preparation (CAEP).  She can be reached at: Roberta@globaleducationalconsulting.com 

 

 

Top Graphic Credit: Deviantart.com

Competency-Based Education: One Key to Higher Ed’s Future

Posted on by Roberta Ross-Fisher
higher education

Education writer and administrator Matt Reed recently published a review of a recent book that focuses on the uncertain future of United States higher education. Published by Johns Hopkins University Press, The Great Upheaval provides a comprehensive examination of the institution of higher education. Authors Arthur Levine and Scott Van Pelt successfully mesh historical foundations with implications for the role that our colleges and universities will play over the next several decades. 

Something Reed zeroed in on caught my eye. As a consultant who supports institutions in both accreditation and competency-based education, I was intrigued that he noted the implications for both in a single observation: 

“The most intriguing prediction, to my mind, was around accreditation. They predict that the object of accreditation will shift from the institution to the student, with something like accreditors verifying that students have achieved certain defined competencies. Where they achieved them is much less important.”

This is spot on. In years past, the traditional model of post-secondary teaching and learning was established and unquestioned. Faculty taught from a lectern at the front of a classroom. We “imparted our knowledge” to students in the form of lectures. They came to class, sat passively feverishly taking notes, and regurgitated what they had heard in lectures on an exam. 

Exams comprised what were typically low-level objective items with a predominant blend of true/false, fill-in-the-bubble or short essay questions. In many cases, they were scored by machine for convenience. Student grades were based on attending class and passing exams. There was never any assurance that students were actually learning on a deep level. In other words, as long as they played by the rules, they progressed in their program and eventually graduated. 

Traditional Regulatory Oversight

Accrediting bodies have embraced that traditional educational model. Credits were assigned according to the Carnegie unit. Course content was easily understood by reviewing a course description or syllabus. Institutional quality was measured by metrics such as faculty qualifications and scholarly activity; student retention; and low student loan default rates.

While these factors are each important there is one metric that’s been mostly overlooked: To what extent are students actually learning? Enter the competency-based education (CBE) model.

Competency-Based Education (CBE)

This approach to teaching and learning has gained traction over the past decade. I’ve written on CBE several times before. As I explained in my piece The Time Has Come for Competency-Based Education: 

Competency-based education isn’t an easier way to learn or to earn a college degree–it’s just different.

With this model, teaching and learning are completely different from that of traditional classrooms. Students must actually demonstrate what they know and are able to do against a set of standards-based, measurable competencies. Faculty serve more as mentors and learning resources, as opposed to providing direct instruction. CBE requires everyone – students, faculty, and departmental staff to think very differently. 

In order to survive and thrive, I really do believe that we will see a greater emphasis from regulatory agencies on measurable student learning. Authors Levine and Van Pelt spoke to this in their book. This transition will require institutions to critically reexamine their long-held practices and likely make programmatic and infrastructure modifications. Some will be up to the challenge. They will gradually start building a competency-based design lean heavily toward making data-informed decisions. Sadly, other higher education institutions will not make this transition, from either a lack of desire or a lack of know-how. Those institutions that cannot adopt a more student-centric model will fail. 

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About the Author: A former public school teacher and college administrator, Dr. Roberta Ross-Fisher provides consultative support to colleges and universities in quality assurance, accreditation, educator preparation and competency-based education. Specialty: Council for the Accreditation of Educator Preparation (CAEP).  She can be reached at: Roberta@globaleducationalconsulting.com

Top Graphic Credit: Wikimedia Commons

 

Competency-Based Education

Posted on by Roberta Ross-Fisher
Competency-Based Education

The competency-based education (CBE) model can be a great, innovative way to teach adult learners at the community college or university level, but it can also be quite appropriate for youngsters at the elementary, middle, and high school levels. Here are a few basic tenets of CBE to consider:

Competency-based education isn’t an easy way to learn or to earn a college degree.

Instead, it’s a different way to learn. Rather than just sitting in a class and earning attendance points, learners really have to demonstrate what they know and are able to do through a variety of high-quality assessments.

True competency-based education is standards-based education.

A house must have a solid foundation in order to stand over time. Likewise, curriculum must be based on standards, and from those standards, competencies, learning objectives, and assessments are developed. As industry standards change, so must a competency-based curriculum evolve to ensure relevancy and currency.

Competency-based education is carefully planned and developed.

It is not a simple matter to create or switch to a competency-based educational model. It requires a great deal of thought, planning, training, and a commitment to various resources. Simply put, it’s not realistic for an institution to believe this can be created by one or two faculty members given extra teaching load pay over a semester or two. It requires systemic commitment and long-range strategic planning.

The curriculum found in a high-quality competency-based educational program comprises both breadth and depth.

A solid curriculum must be standards-based. In addition, a CBE curriculum can’t just “cover” certain key concepts and principles—this approach will not lead to deep, sustained learning. Instead, major content must be identified and embedded multiple times within signature learning experiences; they must be scaffolded throughout a program of study at increasing levels of complexity. Learners must be given multiple opportunities to understand and apply what they are learning in various contexts.

Self-paced learning is a cornerstone of the CBE model.

Rote memorization has been debunked by many over the years as an ineffective way to learn. Likewise, educators now acknowledge that lockstep teaching and learning does not meet the needs of individuals. An age-old approach known as “Teach to the Middle” is still often the norm in environments where class size is excessive and teachers need to work as efficiently as possible simply to manage their classrooms. However, this approach neglects the needs of students who are struggling, and it neglects the needs of students who have already mastered those skills and are ready to move on.

One of the most beautiful aspects of competency-based education is that it is based on a self-paced learner model: Students work at their own pace, taking as much or as little time as they need to understand, apply, and demonstrate their proficiency in the stated competencies and learning objectives. Learners are less frustrated; they feel empowered and more in control of their own progress.

The competency-based model lends itself well to online learning.

CBE certainly can work well in traditional face-to-face learning environments. However, it can work equally well in distance learning models. There are different nuances to consider in the planning stage, but CBE is adaptable to all learning environments.

What’s important is the strength of the curriculum, the learning resources, the quality of instruction, and the support given to learners. If the curriculum can be seen as the foundation of the house, then the other instructional elements can be viewed as the walls supporting the structure.

The quality of a competency-based program is heavily reliant upon the quality of its assessments.

In a competency-based model, learners demonstrate what they know and are able to do relative to specific learning objectives. They demonstrate this through a variety of high-quality assessments, frequently in the form of internally-created objective examinations, performance assessments, field-based assessments, and proprietary assessments.

If the curriculum is the home’s foundation, and the walls are comprised of learning resources, instructional quality, and learner support, assessments represent the roof. There must be direct alignment between what learners are taught and how their knowledge is measured.

Continuous, critical review of assessment data is essential.

Many educators throw around the term “data-driven” decision making these days, but few really understand what it means. A comprehensive assessment plan is essential to any institution, regardless whether it adheres to a competency-based educational model or not. There are many steps that need to be taken to ensure the quality, integrity, and continual improvement of the ways in which learner proficiency is measured.

The bottom line: It’s all about efficacy.

Regardless of the educational model being implemented, the strength of a program actually can best be determined by the sustained impact on the lives of learners. For example, are high school graduates accepted into college? Can someone with a CBE diploma or degree land a job of their choice?

Competency-based education is not just about learning in the moment; it’s about learning for a lifetime to serve the greater good.

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About the Author: Dr. Roberta Ross-Fisher has expertise in higher education quality assurance, educator preparation, and competency-based education. A former public school teacher and college administrator, Roberta is now an educational consultant specializing in the Council for the Accreditation of Educator Preparation (CAEP). 

Twitter: @RRossFisher

Email: globaleducationalconsulting@gmail.com 

 

 

Top Graphic Credit: Edvin Johansson on Unsplash

 

Competency-Based Education: Curriculum

Posted on by Roberta Ross-Fisher
Competency-Based Education

Competency-based education (CBE) is gaining traction in K-12 schools and higher education institutions across the United States, but it’s a very different way of approaching teaching and learning. Educators need to be aware of that before they commit to the CBE model. 

What is Competency-Based Education? 

Before we can understand what competency-based education is, it’s important to know what it isn’t: 

Competency-Based Education

Seat Time vs. Proficiency

Students attend class for a specified length of time in a traditional time-based model. In most K-12 schools it’s an academic year. In most colleges or universities, it’s for a semester lasting 15 weeks. Students attend class, participate and complete their assignments, and earn grades. At the end of that term, they receive a final grade and move on to the next grade level or next course. It’s very different with competency-based education. 

First, because students learn at different rates, seat time has very little relevance. Some can grasp material very quickly and are ready to move on, while others need more time to learn at their own pace. 

Second, competency-based education requires students to demonstrate what they know and are able to do. Learners earn credit and move on when they have shown they’re proficient in clearly defined competencies. Students demonstrate what they know through assessments. These assessments are closely aligned to learning objectives. 

Major Pillars of Competency-Based Education

There are six major pillars that anchor a solid competency-based education program:

  • Curriculum
  • Instruction
  • Assessment
  • Faculty Training & Support
  • Student Orientation & Support
  • Parent/Caregiver Orientation & Support (for P-12 Schools)

Educators must plan for all six of these pillars when building a competency-based education program. If not, student learning will suffer and as a result, school officials will likely abandon the model before really giving it a chance to succeed. 

 

Curriculum Basics in Competency-Based Education

There’s a reason why curriculum is the first pillar of CBE: It serves as its foundation or core, and it drives every other aspect of the model. Curriculum is the “what” of education. It’s what we want students to know—sometimes referred to as their knowledge base, their content knowledge, or their scope of learning. 

We have learned over the years that curriculum should be standards-based in order to provide students with a coherent, cohesive, and sequential body of content over time. However, not all states use the same standards. 

Elementary and Secondary Curriculum Standards

Some standards commonly used by P-12 schools include:

 Higher Education Standards

Colleges and universities typically rely on state-specific content standards or specialty professional association (SPA) standards such as those from the National Science Teachers Association (NSTA) for science teachers, the American Association of Colleges of Nursing (AACN) standards for nurses, or other industry-specific standards such as the Microsoft Technical Certification standards.

 

First, the Standards. Then, the Competencies. 

After selecting the standards, educator develop the competencies. Similar to learning objectives, these competencies clearly define what students should know or learn and what we want them to be able to do with that knowledge. Competencies must be specific enough to be measurable. 

 

Competencies are the cornerstone of the entire curriculum ultimately. It’s important to get them right. 

 

Educators must first make sure that the curriculum is solid before moving on to the next pillar, that of instruction. In other words, it’s similar to building a new house: A contractor must take great care in laying the foundation, because the success of everything else depends on it. 

 

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About the Author: Dr. Roberta Ross-Fisher has expertise in higher education quality assurance, educator preparation, and competency-based education. A former public school teacher and college administrator, Roberta is now a higher education consultant. 

Email: Roberta@globaleducationalconsulting.com

Top Graphic Credit:  education.ky.gov 

One-Room Schools May Be What We Need Today

Posted on by Roberta Ross-Fisher
One-Room Schools

I’ve always been fascinated by the old one-room schools. I think it all started when my younger sister and I would walk up our country road and play for hours on the site of an old school, long since abandoned. That school must have educated every boy and girl for miles around, and those children grew up to be postal carriers, soldiers, bankers, farmers, and teachers.

One-Room Schools Help Students Apply What They’ve Learned

In that school and others like it, students from multiple age groups and grade levels worked and learned together. In many instances, older students taught younger ones, with the teacher providing guidance as needed. Classics frequently served in the place of textbooks, and students applied what they were learning in the context of what was relevant to their lives. They developed a body of knowledge, but even more importantly, they learned how to apply that knowledge to solve problems.

It was a simpler time, and yet many of the methods found in those one-room schools were ahead of their time. Today we often hear about new techniques and methods for helping students learn. We talk about concepts such as competency-based, proficiency-based, and personalized learning.

The Birthplace of Competency-Based Education

As an extension of the home school environment, one-room schools were the birthplace of competency-based education. And the new performance assessments that are gaining so much attention? Students in one-room schools had to demonstrate what they knew through projects. For example, students planted an herb garden appropriate for local soil. They raised goats for meat and dairy and made apple butter. Students built a machine shed that could stand up to wind while others demonstrated first aid techniques. 

Like the competency-based educational model, Simousek points out that most one-room schools adhered to the “time is variable/learning is constant” mantra, whereby learners worked until they could successfully demonstrate their proficiency before moving on. In other words, what students learn is more important than how quickly they learn it.

 

One-Room Schools in the US Today

There are actually still a few hundred one-room schools in the United States today. Many are located in very rural and remote areas. However, educators in Gainsville, Florida started a charter school in 1997 specifically with the one-room school model in mind. Focusing on meeting the needs of high achievers, the One Room School House Project (ORSH) serves students through eighth grade. In addition, some modern-day homeschools are perfect venues for the one-room schoolhouse model.

Recognizing the benefits of larger schools today, we should consider the advantages of smaller schools designed around the one-room schoolhouse model. Even in our fast-paced, mobile society, we still need schools that serve as community anchors. In times of crisis such as the one we are currently experiencing with COVID-19, a return back to a simpler structure such as one-room schools may be worth a second look. 

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About the Author: Dr. Roberta Ross-Fisher has expertise in higher education quality assurance, educator preparation, and competency-based education. A former public school teacher and college administrator, Roberta is now an educational consultant specializing in the Council for the Accreditation of Educator Preparation (CAEP). 

Email: Roberta@globaleducationalconsulting.com

 

             

 

Top Graphic Credit: Pixabay

 

The Time Has Come for Competency-Based Education.

Posted on by Roberta Ross-Fisher
Competency-Based Education

Due to COVID-19, education in the United States has been turned on its ear, and it may be time to seriously consider the competency-based education model for K-12 and collegiate levels. For example: 

  • Students, parents, and school officials have endured sudden school closures as well as a mad scramble to convert to online learning platforms. 
  • Most states have opted to cancel high-stakes K-12 achievement tests. 
  • Several colleges are eliminating the ACT or SAT requirement for entrance in the fall. 
  • Some state departments of education are temporarily forgiving student teaching and licensure examination requirements for pre-service teachers who are slated to graduate from college this year so they can land jobs in the fall as fully certified teachers. 
  • Several schools have decided not to award letter grades of D or F but opted instead for a Credit or No Credit scale. 

Fall 2020 Faces Uncertainty

Higher education institutions such as the University of California and Harvard have already stated they likely won’t reopen the doors in the fall, with many more to decide after June 1. At the K-12 level, school district officials will strive to hold classes onsite, but the reality is that we simply don’t know what the 2020-2021 school year will look like, or for any school years in the near future for that matter. 

Status Quo No Longer Fits

Educators have structured our American way of learning to fit a time-based model. By and large, students attend classes, make passing grades, and then they move on. With a few exceptions, everyone in a class moves forward together at the same pace. Because of COVID-19, educators need to re-think how students learn and how their learning should be measured. The competency-based educational model is worth serious consideration. 

Competency-Based Education: Not Easier, Just Different

Competency-based education isn’t an easier way to learn or to earn a college degree–it’s just different. Rather than just sitting in a class and earning attendance points, learners really have to demonstrate what they know and are able to do through high-quality assessments. That approach doesn’t water-down expectations–in fact, it’s quite the opposite. 

Carefully Built on Solid Curriculum

Competency-based education is standards-based education. A house must have a solid foundation in order to stand over time. Likewise, curriculum must be based on standards. From those standards educators create competencies, learning objectives, and assessments. As industry standards change, school faculty must ensure relevancy and currency.

Competency-based education is carefully planned and developed. It is not a simple matter of schools deciding on a whim to switch to a CBE model. Faculty, administrators, and curriculum directors must give a great deal of thought and planning to the process. Simply put, it is not realistic for administrators to believe one or two faculty members can tackle a project of this magnitude. It requires systemic commitment and long-range strategic planning.

Self-Paced Learning is Essential Right Now

Self-paced learning is a cornerstone of the CBE model. Educators now acknowledge that lockstep teaching and learning does not meet the needs of individuals. This approach neglects the needs of students who are struggling, and it neglects the needs of students who have already mastered those skills and are ready to move on. One of the best aspects of competency-based education is that it is based on a self-paced learner model: Students work at their own pace, taking as much or as little time as they need to understand, apply, and demonstrate their proficiency in the stated competencies and learning objectives. Learners are less frustrated; they feel empowered and more in control of their own progress. Plus, CBE isn’t limited to a particular age group or grade level; it works equally well with elementary students as it does with those working on their doctorate. 

Competency-Based Education and Online Learning

The competency-based model lends itself well to online learning. CBE certainly can work well in traditional face-to-face learning environments. However, it can work equally well in distance learning models. There are different nuances to consider in the planning stage, but educators can build CBE to fit all learning environments. 

Assessment Quality is Paramount

The quality of a competency-based program is heavily reliant upon the quality of its assessments. In a competency-based model, learners demonstrate what they know and are able to do relative to specific learning objectives. They demonstrate this through a variety of high-quality assessments, frequently in the form of internally-created objective examinations, performance assessments, field-based assessments, and proprietary assessments. If the curriculum is the home’s foundation and instruction serves as the walls, then assessments represent the roof. 

Competency-Based Education: It’s Time to Take the Next Step. 

Competency-based education is NOT a shortcut nor an easy fix to serious school challenges during this difficult time. It’s also not a short-term solution but one that requires a long-term commitment. However, if educators design it carefully the CBE model can be a powerful way to increase student learning, achievement, and satisfaction. It’s time for them to take the next step. 

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About the Author: Dr. Roberta Ross-Fisher has expertise in higher education quality assurance, educator preparation, and competency-based education (CBE). A former public school teacher and college administrator, Roberta is now an educational consultant specializing in the Council for the Accreditation of Educator Preparation (CAEP) and CBE. 

Twitter: @RRossFisher

Email: globaleducationalconsulting@gmail.com 

            

 

Top Graphic Credit: Annie Spratt

 

Implications for Educator Preparation Programs Considering Competency-Based Education

Posted on by Roberta Ross-Fisher

No matter where they live or how much money they have in the bank, all parents want the very best education for their children. And they know that this requires having teachers and school leaders of excellence.

We’d love to think that everyone who completes a preparation program at a college or university would graduate “classroom ready”–meaning they are ready to hit the ground running on Day #1. However, we also know that sadly this is not always the case.

Being an effective teacher or building principal requires much more than simply enrolling in a college or university and completing a series of courses. It’s also more than getting high grades and being a good test-taker.

Being an effective educator requires proficiency or competency in three key areas: (1) content knowledge, (2) pedagogy, and (3) clinical practice. For those interested in learning more, I offer additional thoughts in a commentary published in the Journal of Competency-Based Education.

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Dr. Roberta Ross-Fisher is a national leader in quality assurance, educator preparation, and empowerment-based learning. She supports educational institutions in areas such as accreditation, institutional effectiveness, competency-based education, and online teaching & learning. Roberta can be contacted for consultations, webinars, and on-site workshops through her site: www.robertarossfisher.com. 

 

 

Building a Solid Workforce through Competency-Based Education

Posted on by Roberta Ross-Fisher

All students deserve an educational experience that is relevant and meaningful to their career path. They need to be able to see how what they’re learning connects to their future. They should be empowered to move at their own pace, taking extra time on key skills if needed, or accelerating if they come to the table with a solid foundation. Competency-based education is an example of empowerment-based learning. In a CBE classroom, seat time becomes less important than learning time.

From Unknown to Mainstream

While competency-based education was pretty much considered an unknown a decade ago, it has garnered enough national attention that several state departments of education are now including it in state regulations. For example, the New Hampshire High School Transformation initiative supports the development and implementation of high school course-level competencies. Ohio approved a Credit Flexibility Plan that allows students to earn high school credit by demonstrating subject area competency, completing classroom instruction, or a combination of the two. Missouri has introduced a bill in its 2019 legislative session that if passed, would allow school districts and charter schools to receive state school funding under the foundation formula for high school students who are taking competency-based credits. And, competency-based education is not limited to secondary education. At the higher education level, Western Governors University, which now touts more than 110,000 currently-enrolled students and 100,000 graduates, is built exclusively on a CBE model.

CBE Requires Specialized Skills

Designing a competency-based educational program is quite a complex process. It requires considerable planning, knowledge, and experience to produce a high-quality educational product. Essentially, curriculum and instructional designers must start out asking three simple, yet essential questions: (1) What do our learners need to know? (2) What do they need to be able to do? (3) How will we know they are proficient in what they’re learning? From there, designers build an instructional map that contains three major elements: Content Knowledge, Application, and Assessment.

Content Knowledge: What Do I Know?

Typically, the content knowledge piece is based on a set of industry-based standards. For example, if a flight school is training pilots, the content knowledge might be based on FAA/Industry Training Standards (FITS). For high school math teachers, it would likely be based on standards approved by the National Council for Teachers of Mathematics (NCTM) in coordination with specific licensure requirements adopted by a state’s department of education.

Application: “What Can I Do?”

The application piece connects what learners know and what they can do. It allows students to demonstrate their proficiency. No matter what career path we choose, being able to put our skills in action is essential. A pilot who has memorized all the parts of an aircraft but can’t take off and land safely has not yet demonstrated that she’s competent in those skills. A nurse who’s passed his written exams may possess solid content knowledge, but the real “proof in the pudding” lies in whether he can put that knowledge into practice by providing quality patient care.

Assessment: How Well Can I Do It?

Competency requires teachers to evaluate student performance in specific skill sets, using clearly defined performance indicators. One way to measure performance is through a rubric. Students must demonstrate how well they are able to apply what they’ve learned. If they demonstrate competency, they move on. If they don’t, they must go back, revisit concepts, brush up on their skills, and try again.

Building a Solid Workforce: Using CBE in High Schools and Community Colleges

As with any educational approach, competency-based education may not be appropriate for all students. However, it certainly can be viable for vocational or workforce development programs. Ideally, high schools or community colleges would partner with regional employers in fields of high demand. Within those partnerships, standards and specific skill sets would be identified, and a program would be designed based on the competency-based model. Paid internships or apprenticeships could play an important part in helping students to demonstrate their proficiency in key skills. By working closely with employers, high schools and community colleges could create a pipeline of workers who were job-ready on Day #1. This in turn would lead to increased business production, less turnover, and a more stable industrial base.

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Dr. Roberta Ross-Fisher is a national leader in quality assurance, educator preparation, and empowerment-based learning. She supports educational institutions in areas such as accreditation, program development, and competency-based education. Roberta can be contacted for consultations, webinars, and onsite workshops through her site (www.robertarossfisher.com). 

A Gentle Nudge to CCSSO: What Do We Really Mean by Competency-Based Teaching and Learning?

Posted on by Roberta Ross-Fisher

Competency-Based Education (CBE) has really started gaining the attention of P-12 school districts, colleges and universities, and state departments of education in recent years. CBE emphasizes demonstrated learning over traditional seat time, and it offers a more flexible way to support students achieve their educational goals.

We can talk about the benefits of CBE and we can describe its attributes. However, it seems that there are numerous definitions of the term that while well-intentioned are lacking or are not always hitting the mark. For example, the Council of Chief State School Officers (CCSSO) developed a working definition of the term competency in 2011; that definition identifies five major components that must be present in a competency-based educational model. While I congratulate the CCSSO for their work in this area I would encourage them to revisit what they mean by competency. Given that this organization leads policies and practices of departments of education and P-12 school districts across the nation, it is important to have a current, accurate, and clear definition. I’ve taken the CCSSO’s definition and have offered a few questions as food for thought in order to advance the conversation:

  1. Students advance upon demonstrated mastery.
    • Advance in what way? To the next assessment? To the next chapter or unit? To the next course?
    • How is mastery demonstrated? Through what form(s) of assessment?
    • Is demonstrating mastery really the same as demonstrating competency?
  1. Competencies include explicit, measurable, transferable learning objectives that empower students.
    • Do competencies truly include learning objectives, or are those LOs created as a measurable subset of the competencies?
    • How are learning objectives transferable? Transferable to what?
    • What do competencies that empower students look like? How would we identify them, as compared to competencies that do not empower students? Empower in what way(s)?
    • From what source(s) are competencies derived?
  1. Assessment is meaningful and a positive learning experience for students.
    • Meaningful to whom? Learners? Educators? Parents? Educational agencies?
    • Meaningful in what way(s)?
    • Must all assessments be deemed as positive learning experiences for students?
    • What benchmark(s) should be used in order to judge each assessment’s merit in this regard?
    • How are educators able to ensure that assessments are of high-quality?
  1. Students receive rapid, differentiated support based on their individual learning needs.
    • What is the definition of rapid support? Is this truly intended to be time-bound?
    • What would be the source of this support? From a teacher or designee? From a software application or AI device?

 

  1. Learning outcomes emphasize competencies that include application and creation of knowledge along with the development of important skills and dispositions.
    • Should learning outcomes that comprise competencies represent each level of Bloom’s Taxonomy, thereby requiring students to demonstrate what they know and are able to do at each cognitive level (knowledge, comprehension, application, analysis, evaluation, synthesis)?
    • How might learning outcomes include the development of dispositions? What might that look like in measurable terms? Which dispositions?

 

This is just a partial list of questions that must be answered by the CCSSO as they revisit what they mean by competency-based education. Their definition will steer how CBE is implemented in school districts and state departments of education for years to come and it’s important to get it right.

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Dr. Roberta Ross-Fisher is a national leader in quality assurance, educator preparation, and empowerment-based learning. She supports educational institutions and non-profit agencies in areas such as accreditation, competency-based education, and teacher/school leader prep programs design.  Roberta also writes about academic excellence and can be contacted for consultations, webinars, and on-site workshops through her site (www.robertarossfisher.com). 

Empowerment-Based Learning Puts Students in the Driver’s Seat

Posted on by Roberta Ross-Fisher
Empowerment-Based Learning

 “A student who understands what it means to own their learning has an internal drive to get things done.” This comes from an Idaho rural school administrator who has unlocked the key to powerful learning. Empowering students to take an active role in their own learning is often referred to by many different names:

 

Using terms like these interchangeably can be confusing but here’s the bottom line:

With empowerment-based activities, students are more able to take control of their own learning.

They achieve success not because someone is forcing them to move at a certain pace, or memorize a set of dates for a test the next day–they learn because they want to. And, teachers are empowered to provide richer, more meaningful feedback to their students because they can customize learning experiences as needed. School leaders are empowered to make more thoughtful decisions about schools and school systems while parents/caregivers see their children enjoying school in a way they never did before.

All students deserve the opportunity to learn.

Many state departments of education have regulations that haven’t been updated in decades and most don’t even mention student-driven learning models. Contact (clock) hours mean far less than learning time–there is a big difference! Just because someone may be sitting in a seat with an open textbook for 50 minutes does not mean they are engaged, motivated, and focused. Most of all, it doesn’t mean they are comprehending, applying, analyzing, evaluating, solving problems, or synthesizing new information.

Students deserve the opportunity to take greater control over what they learn, how they learn, and how quickly they progress through material.

This can have a positive impact on motivation, attendance, student retention, graduation, satisfaction, and college enrollment. Likewise, learners who can demonstrate they have a solid foundation of content knowledge–and they can apply that knowledge to solve problems in real-life situations–are particularly valuable to employers. After all, employees must demonstrate their proficiency on-the-job everyday; why not help prepare them for success by using an empowerment-based learning model in our P-12 schools?

Empowerment-based learning is not limited to a particular school environment.

It can be implemented in public and private P-12 schools, in colleges and universities, and in homeschools. It can also be used quite effectively in online learning environments at all levels. That’s another beautiful aspect of this model–it’s not limited to a particular type of school or location--it can be implemented anywhere, at any time, for any level. 

This isn’t an easy, 1-2-3 step approach.

Despite all its advantages, creating such a model is not as simple as following a few easy steps; setting it up correctly requires a lot of preparation and some foundational knowledge. Moreover, the model is not intended to be static. After it’s in place it still requires periodic review and updates based on student learning data.

Success stems from preparation, communication, and stakeholder buy-in.

While the design can be highly effective in a variety of learning environments the one constant is that it requires a shared commitment to academic excellence on the part of educators, administrators, parents, and learners. In order for this to take place, school leaders must thoroughly educate themselves in empowerment-based learning. They must connect one of the models to their school’s vision, mission, and purpose. School leaders must also be adept at communicating to stakeholders throughout the process, seeking their input and active involvement. It is only when everyone shares a commitment to empowerment-based learning that it can be truly successful, but the results can be incredible.

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About the Author: Dr. Roberta Ross-Fisher has expertise in educator preparation, accreditation, online teaching & learning, and competency-based education. A former public school teacher and college administrator, Roberta is now an educational consultant. 

Twitter: @RRossFisher

Email: globaleducationalconsulting@gmail.com

 

Merit Badges for Grownups

Posted on by Roberta Ross-Fisher

Back in the day when I wore the uniform of Girl Scout I worked hard to earn those coveted merit badges, so I could proudly display each one on my sash. When others recognized them, they understood that I had demonstrated skill in certain areas such as first aid, sewing, camping, and music. Now granted, performance evaluation standards were built with a whole lot of room for subjectivity, because to tell you the truth there were times I know my troop leaders had to close at least one eye in order to place their stamp of approval on my work.  I recall one particular instance when I set my sights on the cooking badge—I told myself I was ready because I had a LOT of experience in the kitchen already making PBJs and bowls of cereal. I thought I was ready for a bigger challenge, and that’s when I got the bright idea of baking a cake for the first time. Ever. Two other girls in my grade had baked cakes to earn their badge so I figured, “How hard could it be?” Of course, being the natural born competitor that I am, I decided I would up the ante and bring my A-game to this event: I determined it would not be good enough to simply bake a cake like those other girls—noooooo—I wanted to make one that would dazzle and impress my troop, thereby setting the gold standard for all future cake baking. I decided to bake an orange, four-layer cake. In my mind it was going to be awesome.

Long story very short, I made a few slight miscalculations in my readiness to pull off such a feat, including the importance of allowing the cake layers to cool before attempting to frost and assemble. The result was four steaming cake layers covered in runny orange goop sliding all over the kitchen and onto the floor in a million pieces, plus a mother who nearly had a nervous breakdown. So, you may ask, “Did she ever get her cooking badge?” Yep—but let’s just say to this day I still owe my grandma big time. ‘Nuff said.

So, what’s the point of all this rambling and reminiscing about merit badges? I really am leading up to something here, which is the notion of demonstrating what we know and are able to do in specific areas, and then receiving recognition or credit for those skills in the form of digital credentials or badges. This concept has started to gain traction in the past couple of years or so and I don’t see it going away. Why should it? It’s a really good idea.

That’s why in partnership with digital credential provider Credly, the American Council on Education has recently announced plans to evaluate skills learned in the workplace. In essence, the goal is to create a system whereby skills are formally evaluated by an external reviewer—in this case, Credly—resulting in an opportunity for workers to build a set of digital credentials (or badges) that can be used for internal promotion in connection with company performance evaluations. In addition, the credentials would be portable, meaning those workers would be able to provide evidence of their skill set should they seek employment elsewhere. It’s even possible that in some instances, digital credentials could be aligned to certain college courses, thereby opening the door for individuals to earn college credit by demonstrating what they know and are able to do at work.

This concept stems from the competency-based education model, sometimes referred to as proficiency-based, mastery-based, or personalized learning. The CBE model is catching on quickly at the higher education level and now in some states, at the P-12 level. It’s just natural that the notion of demonstrating one’s proficiency in specific skills (or competencies) can apply just as effectively in the workplace.

The merit badges for Girl Scouts have improved significantly over the years, giving today’s youngsters the opportunity to demonstrate their skills in areas such as writing a business plan; digital movie making; outdoor art apprentice; and new cuisines.  Kind of makes me want to see if I could squeeze into that uniform again and give it another go.

–rrf

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation, online learning, and academic quality assurance. An accomplished presenter, writer, and educator, she currently supports higher education, P-12 schools, and non-profit agencies in areas such as competency-based education, new program design, gap analysis, quality assurance, leadership, outcomes-based assessment, and accreditation through her company, Global Educational Consulting, LLC. She also writes about academic excellence and can be contacted for consultations through her blog site (www.robertarossfisher.com). 

 

 

 

 

One-Room Schools: Outdated, or Ahead of Their Time?

Posted on by Roberta Ross-Fisher
One-Room Schools

This article has been updated since its first date of publication. Please click here to find the updated article:

One-Room Schools May Be What We Need Today

 

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About the Author: Dr. Roberta Ross-Fisher has expertise in educator preparation, accreditation, online teaching & learning, and competency-based education. A former public school teacher and college administrator, Roberta is now a freelance writer and educational consultant. 

Twitter: @RRossFisher

Email: roberta.rossfisher@gmail.com 

 

Top Graphic Credit: github.io

Competency-Based Education to Support P-12 Student Success

Posted on by Roberta Ross-Fisher

The competency-based educational (CBE) model has been used successfully in higher education for the past two decades, and it is starting to gain national traction at the P-12 level. Several states, particularly on the east coast, have already come to appreciate its benefits. The Marzano Academy at Lomie G. Heard Elementary School, a new magnet charter school focusing on STEM will open its doors this fall under the CBE model. The state of Illinois currently has 10 school districts that will begin a pilot in academic year 2018-19 under the Illinois’ Competency-Based High School Graduation Requirements Pilot Program.

Within CBE, learners must demonstrate what they know and are able to do through carefully designed and calibrated assessments. Expectations are clear and well-defined, and there is thoughtful, purposeful alignment between curriculum, instruction, and assessment.

It’s All About Learning

This model is truly learner-centered: Seat time becomes less important than learning time. Students are able to drive their own learning and work at their own pace within structured guidelines. They are supported through meaningful feedback and mentoring.

Parents and caregivers feel more informed about their child’s progress under the CBE model. They know what their student is learning, their learning goals, progress, and their level of proficiency in each skill set. This helps them to partner with teachers to provide additional support at home.

Teachers recognize the positive impact the CBE model has on student learning and development. They are able to easily track the progress of each student on a daily basis, and they know exactly when a learner needs additional support.

School leaders are able to support teachers more effectively when they know exactly what their needs are. With the CBE model, they can provide strategic assistance through forming a mentoring network to support struggling students; through building school-community partnerships; through offering targeted professional development support, and the like.

Before making a decision to develop one or more programs based on the CBE model, educators must consider the following major questions:

  • Would CBE align with our school’s mission and vision?
  • What are the benefits of CBE for our students?
  • What are the challenges and caveats of CBE?
  • What are the basic steps needed to convert our current curriculum to the CBE model?
  • How can we train and support our faculty and staff so they could implement the CBE model successfully?
  • Could our school commit to a pilot lasting at least five years so we can fully measure the impact CBE has had on our learners?

The Bottom Line

Competency-based education is NOT a shortcut nor an easy fix to serious school challenges. However, if built correctly and maintained properly, the CBE model can prove to be a powerful way to increase student learning, achievement, and satisfaction.

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Dr. Roberta Ross-Fisher is a national expert in quality assurance, educator preparation, and empowerment-based learning. She supports educational institutions in areas such as accreditation, institutional effectiveness, competency-based education, and virtual teaching & learning.  Roberta can be contacted for consultations, webinars, and on-site workshops through her site (www.robertarossfisher.com). 

Educator Prep: There’s a Better Way.

Posted on by Roberta Ross-Fisher

Numerous sources can point to a teacher shortage across the United States, with some areas having a much greater need than others. With some exceptions, Elementary and Social Studies teachers tend to be in greatest supply but in least demand, while the converse is true for Special Education, English Language Learning, Mathematics, and Science teachers. School districts typically have a much harder time filling teaching positions in urban districts, in Title I schools, and in remote rural areas. In many instances, a lack of experienced, qualified teachers in those areas forces districts to fill those classrooms with individuals who may be well-intentioned but lack sufficient training and cultural competence to be successful. Moreover, those districts often fail to provide adequate mentoring and support in the first two years of employment which results in new teachers feeling isolated and without tools to succeed. Consequently, we typically see a high turnover rate in those areas which has a negative impact on students and the local community at-large over time.

Various state departments of education have taken steps to address this problem. California has recently committed $25 million for scholarship money to help alleviate the teacher shortage by using a “grow your own” model. They are distributing this money to 25 school districts and county offices of education to help 5,000 support staff members earn their teaching credentials while continuing to work at their schools. While the idea has some merit, I see big gaps in the approach. Specifically, they are granting funds only to individuals who complete their teaching license requirements at one of the California State University campuses; this severely restricts the type of training these individuals will receive and it only supports the enrollment of those campuses. Moreover, EdSource reports 1,000 eligible employees can get stipends of $4,000 per year over the course of the five-year grant, which could cover all or most of the cost to enroll in those select institutions, depending on how many courses these employees take per semester. Acknowledging it could take up to five years doesn’t make a convincing case that these programs are innovative or cutting edge—in fact they are likely just serving as a feeder into their current programs. So, for continuing business as usual, these institutions are reaping the reward of 1,000 new enrollments and $25 million. The latest initiative proposed in California is to offer teachers who have taught at least 5 years in the state freedom from state income tax. While an interesting idea, I don’t see it encouraging sufficient numbers of individuals to enter or to remain in the teaching profession. Plus, it could have a negative impact on a state already short on cash.

The state of Nevada has attempted to alleviate the teacher shortage, most severe in the Clark County School District located in Las Vegas. School officials in that district, reportedly the third largest in the nation, face the daunting task each year of hiring approximately 2500 teachers. At the time of this writing, there are currently 672 openings for licensed teachers. The Nevada Department of Education approved an Alternative Route to Licensure (ARL) program designed to alleviate shortages across the state but it seems to be only a partial solution in its present form. What’s of equal concern is that once hired, districts struggle to retain teachers for a variety of reasons.

In addition to approaches that focus on state funding and providing paths to licensure through nontraditional means, the Missouri Department of Elementary and Secondary Education has recently begun looking at teacher preparation itself; staff have initiated statewide conversations amongst educators regarding how new teachers should be prepared. And of course, the National Council on Teacher Quality (NCTQ) has established itself as a national leader on educator quality and preparation through research and rankings of educator preparation programs.

 So what’s the answer?

The solution to having an adequate supply of qualified, well-prepared teachers who will positively impact the lives, learning, and development of their students is not simplistic—it is complicated, and that’s why no one has solved it yet. However, I believe one answer lies in how teachers are prepared. While many educator prep programs do a fine job, many do not and new teachers are simply not ready to enter the classroom, hitting the ground running. They have absolutely no idea how to effectively manage a classroom, deal with an angry parent, meet the needs of EVERY learner in their class, and so on. There is an apparent disconnect between what is being taught in colleges of education and the reality of teaching in today’s classrooms. Is one reason because those responsible for preparing those future teachers have little to no current teaching experience themselves? Have they stepped foot in a P-12 classroom in the past five years? Have they cleaned up vomit all over desks and the floor? Have they done before and after school bus duty? Have they had a student arrested in their class? Have they had to bring comfort to a child who is homeless? I think that while credentialed education faculty are well-intentioned, knowledgeable, and experienced, their skills may not be what’s needed in today’s classrooms.

I have been developing some specific ideas regarding how to train new educators some of which challenge the current preparation model. I’m working on creating an educator preparation program that could work for new teachers as well as new educational leaders that has features unique to any other program I’ve reviewed. Some would call it an alternative program, but I really don’t like that word and would love to see it disassociated with education preparation. Want to know more? Interested in partnering with me on a project of immense importance that is built from the ground level up on academic excellence? Let me hear from you…

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation, online learning, and academic quality assurance. An accomplished presenter, writer, and educator, she currently supports higher education and P-12 schools in areas such as competency-based education, teacher preparation, distance learning, and accreditation through her company, Global Educational Consulting, LLC. She can be reached at www.robertarossfisher.com 

 

 

Supporting Learners in a Competency-Based Education Classroom

Posted on by Roberta Ross-Fisher

This is the fourth installment in a series of blog posts on the topic of competency-based education. Previous posts included: There IS a Better Way to Teach; What’s Under the Hood; and The Basics of CBE Curriculum Development.

How we teach is just as important as what we teach. In other words, instructional methods are just as vital to the learning process as the content being taught. Very few students learn by simply reading or absorbing material—if they did, we really wouldn’t need teachers.

Just as with traditional learning models, there are many ways P-12 and higher education faculty can instruct students within the competency-based education (CBE) model. However, the key here is to provide academic support in a way that helps learners attain essential content and ultimately demonstrate what they know and are able to do. Facilitation, as opposed to direct instruction, has been proven to be an effective way of providing this type of academic support primarily because by its very nature the CBE model creates a space for flexibility for instructors as well as for learners. Of course, face-to-face and online learning environments may require use of different facilitation models, but some good options to consider include:

 

Regardless of the facilitation model chosen, learning should be constant, and not time-dependent in a competency-based learning environment. In other words, learners should be actively engaged at all times but should not be forced to move in lockstep fashion with all other students. They should have the freedom and flexibility to learn at their own pace and in their own way—which is one reason why CBE is commonly referred to as personalized learning, although the two terms are not completely synonymous.

In the next blog installment, we will dive more deeply into the teacher’s role within a competency-based learning environment.

 

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation, online learning, and academic quality assurance. An accomplished presenter, writer, and educator, she currently supports higher education and P-12 schools in areas such as competency-based education, teacher preparation, distance learning, and accreditation through her company, Global Educational Consulting, LLC.  

 

The Drive-Thru Approach to Teacher Preparation

Posted on by Roberta Ross-Fisher

The Drive-Thru Approach to Teacher Preparation

I read yet another article about national teacher shortages; this one was entitled Teacher Shortages Spur a Nationwide Hiring Scramble (Credentials Optional). As a result of their desperation to staff classrooms, school district officials are putting pressure on states to relax teacher licensure requirements. In some cases, this has led to the watering down of standards and expectations. Some are taking advantage of the current climate, smelling the sweet aroma of serious revenue by offering what is essentially a drive-thru teacher preparation program: The “customer” arrives at the window, attracted by the bright lights and yummy-looking food pics. Enrollment counselors take their order and send them on. Worker bees behind the scenes serve up a program that may be of questionable or untested quality and the customer is on their way in record time. They don’t know that their fries were cold or there was no straw until they are miles down the road. Programs know such a model is cheap to build and cheap to operate; it’s easy money and there are so many students rolling through the drive-thru lane that they can afford to have some unhappy customers and still turn a profit.

In the short term, school districts are happy because they have a less difficult time hiring teachers, and program completers are happy because they’ve gotten through their program at break-neck speed and haven’t had to “waste” their time on courses they perceive as useless. However, in the long term, a host of new cyclical problems are revealed, including:

  • Individuals are admitted to the programs who really shouldn’t be—they sometimes lack the academic preparation or the professional dispositions necessary for success in the classroom.
  • Program completers are often ill-prepared to enter the classroom; they require a great deal of on-site training by the school district.
  • Many new teachers quickly become disillusioned and leave the profession because they didn’t know how challenging teaching really can be. Some leave in the middle of a school year.
  • Students often suffer due to constant turnover and lack of consistency.
  • Test scores lag and fall behind state averages; impact outcomes tend to be dismal.

 

Not all for-profit alternative certification programs are of poor quality, but many are. While accrediting bodies have recently come under greater scrutiny for their standards and expectations, many of these programs fly under the radar and are not regionally accredited*, which is the foundational accreditation any legitimate institution of higher education should attain. Some are taking the easy path to accreditation through bodies that focus mostly on career schools** such as beauty schools, truck driving schools, at-home hypnosis training, etc. just to state on their program’s website that they are accredited. These programs use “sleight of hand” language with the lay public, saying they are “accreditation eligible” which in reality means nothing but it sounds very convincing to those who are not well versed in the lingo.  Make no mistake: The drive-thru teacher preparation model is very real, and it is having a very real impact on our P-12 schools. The question is: Are we going to accept it as the new normal, or are we finally going to draw a line in the sand and insist on academic excellence for our children?

Dr. Roberta Ross-Fisher is a national leader in quality assurance, educator preparation, and empowerment-based learning. She supports educational institutions in areas such as accreditation, institutional effectiveness, competency-based education, and virtual teaching & learning.  Roberta can be contacted for consultations, webinars, and on-site workshops through her site (www.robertarossfisher.com). 

 

*The regional accreditation bodies in the United States include: (1) Higher Learning Commission (HLC); (2) Middle States Commission on Higher Education (MSCHE); (3) New England Association of Schools and Colleges (NEASC-CIHE) Commission on Institutions of Higher Education; (4) Southern Association of Colleges and Schools Commission on Colleges (SACSCOC); and (5) WASC Senior College and University Commission (WSCUC).

**The Distance Education Accrediting Commission (DEAC) awards accreditation to degree-granting, high school, military, and post-secondary schools. A search of accredited post-secondary schools, which would apply to alternative teacher certification programs, includes the Hypnosis Motivation Institute, At-Home Professions, and the Modern Gun School, to name a few.

Accelerating the Pathway to Initial Teacher Certification

Posted on by Roberta Ross-Fisher

In an attempt to ease the shortage of more than 33,000 mathematics teachers over the next decade, the California Commission on Teacher Credentialing has given four state universities $250,000 each to create new preparation programs that will cut the normal time to earn math credentials and a degree from five and a half years to four. Cal State Los Angeles, San Jose State, San Diego State and Fresno State were selected to create curriculum and design accelerated (compacted) programs to encourage individuals pursuing a bachelor’s degree to consider becoming middle school or high school math teachers.

While this may sound good on the surface, I just don’t think it’s enough to really address the shortage in the long run—these prospective teachers will still have to jump through a lot of hoops just to earn their teaching credential, including all the requirements to earn a four-year bachelor’s degree.

I haven’t seen any emphasis on truly innovative training, or on measuring the longitudinal impact of graduates on their students’ learning—nor did I read anything about intensive mentoring support from the employing school district or the home university in the first two or three years following program completion. All those things, plus many more, are necessary for a teacher to be truly ready for the classroom. Otherwise, the likelihood of them being successful or of them staying for more than a year or two is greatly reduced. And—this grant program only focuses on mathematics—what about the critical shortages in sciences, special education, English language learning, and the like? And—why was this initiative focused only on those earning their bachelor’s degree? We mustn’t forget those who have already demonstrated a propensity for success in the classroom as well as strong ties in the school—those paraprofessionals and substitute teachers—many of whom already have a bachelor’s degree but just need their teaching credential.

I have built a preparation framework designed for this latter group. It’s innovative. It’s unique. It’s research-based. And it’s 10 months long. Care to learn more, California Commission on Teacher Credentialing?

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation and academic quality assurance. She currently supports higher education and P-12 schools in areas such as competency-based education, teacher licensure, distance learning, and accreditation through her company, Global Educational Consulting, LLC.  

 

 

Source: California colleges address math teacher shortage by accelerating pathway to credentials | Education Dive

What’s Under the Hood: Major Components of Competency-Based Educational Programs

Posted on by Roberta Ross-Fisher

This is the second installment in a series of blog posts on the topic of competency-based education. In the first blog, I provided a basic overview of what competency-based education is, why I started using it with my own students, and other terms it’s frequently known by. Feel free to reach out to me if you have additional questions or need support implementing CBE in your school.

Regardless of whether you work in a P-12 school or at a higher education institution, there are six major pillars that anchor a solid competency-based education program:

  • Curriculum
  • Instruction
  • Assessment
  • Faculty Training & Support
  • Parent/Caregiver Orientation & Support (for P-12 Schools)
  • Student Orientation & Support (for all learner levels)

 

A strong, healthy CBE program must be built on these pillars, which makes preparation, planning, and collaboration extremely important. All six should be tied directly to the school’s mission and vision, and they should all be connected to each other to avoid a disjointed program.

I recommend using a backwards design model when developing your own competency-based education program—in other words, create a well-defined “picture” of what you want to accomplish—what is your final goal? What does success look like in your school? How would that be defined? Once you and your team know what you want to accomplish, you can start working backward from there and build out each of those six components.

Installment #3 of this series will focus on developing curriculum in a competency-based education program.

 

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation and academic quality assurance. She currently supports higher education and P-12 schools in areas such as competency-based education, teacher licensure, distance learning, and accreditation through her company, Global Educational Consulting, LLC.  

 

 

There IS a Better Way to Teach & Learn: It’s Competency-Based Education

Posted on by Roberta Ross-Fisher

I was a teacher for many years (elementary, middle, secondary) and while I loved working with my students, I sometimes felt as though I was constantly walking around in a darkened room looking for the light switch. I was completely committed to helping my students learn and to achieve their goals—I just wasn’t completely sure how to go about it. I found myself trying all sorts of methods with mixed levels of success, and what made it even harder was that there was never another teacher or principal in my building who could mentor and guide me to a better way of teaching. I knew creating a single lesson plan and teaching to the middle wasn’t effective—even though it was the way I was taught, and it was the way I was trained in my teaching prep program. Under that approach, I felt as though I was throwing spaghetti on the wall hoping something would stick, at least for those students in the middle of the bulls eye. Unless I got really lucky with my aim, those learning at the lowest and highest ends of the continuum rarely had their needs met. It’s not easy to admit, but it’s the truth. I experimented with my own version of individualized learning, but it was so limited in scope that I saw only limited results. However, despite the additional work and time required on my part, I felt excited and encouraged because I could see the impact those efforts were having on my students.

Later I tried project-based learning, and liked it. I enjoyed the notion of students being able to select their own topics of personal interest and to a certain extent driving their own learning. I used this primarily with gifted students but after three years concluded that individualized, project-based learning should be provided to students of all ability levels. It was only in the past few years that I was able to put a name with the approach I came to believe in and adopt as my personal teaching philosophy—it was competency-based education (CBE), which I’ve learned is also frequently referred to as: personalized learning, proficiency learning, performance-based learning, mastery learning, outcomes-based learning, or authentic learning.

 

CBE in a Classroom Setting

While it may be implemented in a variety of ways, there are some common characteristics of every competency-based classroom:

  • Students demonstrate what they know and are able to do through a variety of high-quality formative and summative assessments.
  • Expectations are measurable & clearly defined. In other words, learners know what target they must reach in order to demonstrate competency or proficiency of specific standards-based key concepts or skills.
  • What students learn is more important than seat time.
  • Teachers serve as mentors or learning coaches to support student learning, thereby empowering learners to work at their own pace and in their own way.
  • Instructional decisions are data-driven.