Building a Culture of Learning through Effective Classroom Management

Establishing a learning environment that’s conducive to learning should be at the top of the list of each teacher’s priorities. In order for students to grow, develop, and achieve to their fullest potential, it’s important to create a climate of cooperation, collaboration, trust, and mutual respect. While there are many ways to build a positive learning classroom, it hinges on helping students to develop interpersonal skills, responsibility, courtesy, and good citizenship. This is typically best accomplished through modeling good behaviors, providing multiple opportunities to practice those behaviors, and providing corrective support when needed.

However, there is another approach to classroom management that’s being offered to teachers across the nation. In a piece entitled Public Schools to Teachers: Run Your Class on Fear or Get Fired, author John Warner describes a classroom management philosophy called No Nonsense Nurturing.

What is No Nonsense Nurturing?

Essentially, No Nonsense Nurturing involves “coaches” sitting in the back of the classroom or nearby, constantly directing the classroom teacher how to interact with students using microphones and earpieces. Even worse is that teachers are required to bark orders at students using short, choppy commands, and no enthusiasm or encouragement from the teacher is permitted. Rather, it is simply a command-followed-by-compliance model. As stated in the article, the two goals of teachers adhering to the No Nonsense Nurturing approach are:

  • I have to earn the respect of my students.
  • I expect to have 100% compliance from my students 100% of the time.

Is This Really Nurturing?

After considering the premise behind the No Nonsense Nurturing approach, we have to ask: Can a teacher truly earn the respect of his or her students by demanding compliance? Or, is this sense or respect simply submission to authority?

There’s a big difference between the two.

The Center for Transformative Teacher Training, which apparently developed this classroom management approach, might be wise to dust off their dictionary and look up the meaning of  “respect” again. If students are expected to comply with teacher commands 100% of the time, this is submission—not respect. And it’s sure not conducive to a positive learning environment. A far better approach would be to build a classroom environment where learners were empowered to think, to question, and to grow–where mutual respect abounds, and where compliance is reserved for annual regulatory reports.

The Real Key to a Successful Learning Environment

So then, how can teachers create safe, robust, stimulating places for students to learn and develop? We as a community of educators must ensure that appropriate information, support, guidance, and professional development are provided so they will have the tools they need to succeed. After all, a teacher’s success leads to student success. Furthermore, this support should start during their initial teacher preparation program and continue until the day they retire.

Preparing Future Teachers

Creating a positive, healthy learning environment that isn’t limited a comply or else model can’t be accomplished within a single college course or workshop. Many schools of education require future teachers to take a Classroom Management course that’s heavy on theory and light on practical applications. These future teachers are then placed in a classroom and frequently told that experience is the best teacher when it comes to managing a classroom effectively. Wrong! Preparing teacher candidates to understand and use the best tools for creating positive learning environments should be woven thoughtfully and purposefully throughout their program, across multiple courses and field experiences. They should receive extensive instruction in practical classroom applications coupled with theory. They should be given the gift of many classroom experiences where they are able to try out what they’ve learned while supported by a caring, experienced mentor teacher.

Supporting Teachers in the Classroom

Once they have been hired, school districts should be 100% committed to supporting each teacher’s success. That includes collaborative learning communities, high-quality professional development opportunities, and peer coaching. Each year of teaching comes with its own set of challenges, and school districts should have a solid support system in place that lies outside of required performance evaluations for continued employment.

The Role of School Leaders

In most instances, the building principal or assistant principal oversees a school’s overall classroom management approach and subsequent discipline policies. It’s the administrator’s role to lead faculty and staff in creating a positive learning environment. In order to provide this leadership, it’s important for administrative staff to be knowledgeable in (1) research-based best practices and (2) how to support teachers who may be struggling with classroom management. Far too often, this is minimally covered in educational leadership programs. Instead, a major focus is on curriculum, standardized testing, budgets, laws, and regulations. School leaders need to know how to create a positive, supportive environment for teachers so those teachers in turn can create a positive, supportive environment for their students.

Need Some Good Resources?

There are some wonderful, high-quality resources available to help future teachers, practicing teachers, and parents who are homeschooling their children. A few examples include:

 

Through proper training and ongoing support, teachers can create powerful, robust learning environments where students are eager to come to school, and where they enthusiastically talk about their day at the dinner table. This culture of learning is not built on submission and compliance, but instead on respect, communication, consistency, and fairness.

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). 

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Educational Leaders Through the Lens of Academic Excellence

Educational leaders play a vital role in areas such as student graduation rates, teacher retention, and standardized test scores. What does it mean to lead an institution? Is leading the same as managing? What skills are essential to becoming a successful leader, and can those skills be taught?

The Primary Role of a Leader

In addition to creating a vision for the future, developing a strategic plan, and setting high but attainable expectations, the role of a leader in education is to motivate and inspire others; to model effective and ethical practice; and to facilitate leadership development in other team members.

Leadership vs. Management

Depending on the type of educational institution, it is common to see managers, leaders, and a combination of both. For example, a small elementary school may only have one building principal who may be responsible not only for leading the faculty and staff, but also to manage all major projects and initiatives. A large university, on the other hand, will typically employ multiple staff to serve in management and leadership roles, often focusing on a particular specialty area. However, a few general statements can be made regarding the two:

Although they are intertwined on many levels, there is a difference between management and leadership in an educational environment. Successful management of projects or departments is one piece of advancing the institution’s mission. Typically, a manager is assigned to oversee a specific department, or a specific project within that department to meet a defined goal or need. It is his or her responsibility to ensure success with direct accountability to a leader–often a superintendent, dean, provost, or president.

A leader must be an effective manager, but from a macro level. A leader is the point person to drive the institution’s vision, mission, and strategic goals. He or she is often the “face” of the school, meeting with the public, potential donors, the press, or politicians. A leader must be able to see the big picture while at the same time have a working knowledge of the details. However, delving too much into the weeds of a project can cause unexpected problems. When leaders micromanage departments or projects, it signals a lack of trust to managers; it breeds confusion and suspicion and ultimately reduces efficiency and success. So, it is incumbent upon a leader to hire the right people, and then trust them to get the job done.

Essential Skills All Effective Leaders Must Have

There are some skills that all educational leaders must have in order to be successful:

  • An effective leader must be truly committed to academic excellence. By setting high expectations for ethical practice and academic outcomes, a leader can inspire others to achieve great things.
  • An effective leader must be an exceptional communicator, both verbally and in written form. It’s not enough to have great ideas—one must be able to communicate them to others to have those ideas come to fruition.
  • An effective leader must be an exceptional listener. When one person is doing all the talking, he or she rarely learns much from others in the room. By actively and purposefully listening to others, a leader shows respect to others; gains a better understanding of a given issue; receives suggestions for tackling a problem; and builds a stronger sense of trust.
  • An effective leader must be competent. We cannot all be experts in everything, but if we are to lead others, we must have a solid command of the subject matter or the field. Educational leaders must stay current with relevant literature, research, patterns, and trends.
  • An effective leader must have confidence. It is difficult to lead others when we don’t communicate that we truly believe the path being taken is the right one.
  • An effective leader must ensure proper recognition of managers and other team members for their contributions, particularly in the context of a significant or particularly challenging project. It’s necessary to motivate and inspire, but we must also show appreciation and recognition.
  • An effective leader must be fair. Showing favoritism, even the suggestion of it, can quickly diminish team morale and motivation. A leader must make it clear that all members of the team will be treated equally.
  • An effective leader must be prepared to make tough decisions. There are times when institutions must face difficult budget shortfalls and steps must be taken to reduce expenditures. There are also times when one or more staff members are not performing up to expectations. An effective leader must be willing and able to make the decisions necessary to ensure the overall quality and well-being of a program, a department, or an entire institution. Decisions may not always be popular, but they are necessary, and if a leader fails to make them he or she simply is not doing the job that individual was hired to do.

Can Leadership Skills be Developed?

The short answer is yes. While there are certainly personality traits that we are born with that lend themselves well to taking on a role of leadership, specific skill sets must be developed, honed, and practice. In fact, the National Education Association (NEA) has identified a set of core competencies that are designed to equip educators with the knowledge and skills they need to become effective leaders. In addition, the Educational Leadership Constituent Council (ELCC) holds schools of education accountable for how well they prepare future school leaders under the umbrella of seven professional standards. It is extremely important for educational leaders to develop a strong base of content knowledge and to gain practice in applying that knowledge in variety of educational settings. Moreover, the importance of mentoring support and ongoing professional development cannot be over-emphasized.

The Bottom Line

The success of an educational institution will be directly impacted by the quality of its leadership. As a community of educators we must be committed to preparing, selecting, and supporting our educational leaders through the lens of academic excellence.

 

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). 

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AI to Assess Teacher Dispositions? 

I just finished reading a piece entitled AI Could Conduct Peer Review, Report Findsit actually focuses on using robots to detect plagiarism, finding instances of misused data and noting when statistical tests have been used incorrectly. This sounds like Turnitin perhaps joined at the hip with SPSS software–on steroids. It may prove to be quite a handy tool.

However, I had other thought: Could forms of artificial intelligence accurately identify individuals who have a propensity for success in the classroom? In other words, could they be programmed to assess an individual’s professional dispositions? Dispositions are the “soft skills” needed to have a positive impact on the lives of students–not just academically but also developmentally, socially, and emotionally. Skills like compassion, caring, ethics, values, commitment, grit, attentive to detail, organized, collaborative, and so on–cannot easily be measured but we know them when we see them, and they make a huge difference in the classroom. I’ve seen so many times over the years individuals who had a tremendous command of their subject matter and yet they were terrible teachers–they didn’t have those dispositions necessary for working well with students, parents, colleagues, and others.

Institutions of higher education struggle with how best to measure dispositions; it’s often cost-prohibitive or personnel-prohibitive to assess each applicant once, much less at multiple points in their program. But what if we could build tech tools that would be very effective at evaluating the professional dispositions of prospective teachers or school leaders? If developed correctly, this could potentially save schools of education huge sums of money each year and it would help them to better identify those who are most likely to be successful: Most likely to be retained in the program, most likely to graduate, and most likely to be successful after program completion.

Of course, this would also open the door to all sorts of research studies! And, it would be entirely possible to confirm things such as content validity, reliability, inter-rater reliability, and so on.

What might this look like? And how would we get started?

 

–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: globaleducationalconsulting@gmail.com

Meeting the Needs of Learners in Today’s Universities

In a recent piece entitled Survey: American Confidence in Higher Ed is Waning, it appears that only about 25% of the sample thinks the current higher education system is fine the way it is, and among millennials, that number drops to 13%. First of all, why do 75% believe the system is NOT meeting their needs? And of the millennial group, why do they feel even more strongly about the current system? In other words, what do today’s learners need that our colleges and universities are not providing?

We need to take a deep dive into this survey data in order to learn more about exactly what questions were asked, and what the demographics of respondents were. For example, are we reading the results of a representative sample, or were most respondents within a particular age group? Were the questions focused on seeking a first college degree, or did they include advanced studies? That sort of thing…However, just speaking in general terms, I’d say we need to focus on two things:

First, we need to revisit the relevance of curriculum found in today’s college degree programs. Are they workforce-driven? Will what students are learning really help them develop better job skills? I see very little true collaboration between higher education institutions and specific industries; this is essential for modernizing the curriculum and ensuring that what graduates will know and be able to do upon graduation will prepare them to be workforce-ready.

Second, we need to provide more structured support for those who need it throughout their programs, from matriculation to graduation. Mentoring models work wonders–This is particularly true for first-generation college students but really can benefit all learners. The key is to have a formal mechanism in place for continually monitoring and evaluating the progress of each learner, and to provide a safety net for them all along the way. Regular phone calls, emails, academic outreach, and the like can work wonders to help learners stay focused, achieve manageable goals, and attain success.

–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: globaleducationalconsulting@gmail.com

Competency-Based Education: Academic Excellence in Action

 

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.

I’ve worked in institutions using traditional learning models and spent 10 years working in one that employs the CBE model effectively. I’ve really come to appreciate the level of learning that takes place in a CBE model, and I’ve seen over the years how effective it is in supporting students’ learning. I’ve celebrated with students and their families who reached their goals and achieved their dreams because they were in an environment that enabled them to show what they knew and then move on at their own pace. CBE, when structured properly, helps educators to personalize learning experiences. I predict 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.

There are some essential thoughts to consider for 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. 

Helping students to demonstrate what they know and are able to do within the context of a set of well-articulated competencies and measured through high-quality assessments is certainly one example of academic excellence.

–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: globaleducationalconsulting@gmail.com

Alternative Educator Preparation: A Viable Option, or a Non-Starter?

There’s an interesting article about alternative teacher preparation programs entitled Analysis Finds Alternatively Credentialed Teachers Performed Equal to Peers in First Two Years–while the results are inconclusive on several fronts it does present some thoughtful information to consider, including:

  • Are traditional educator preparation programs the ONLY way to train future teachers successfully? Are they BEST way?
  • Can alternative (non-traditional) educator preparation programs support student learning in a positive way, whilst supporting supply and demand challenges faced by multiple school districts across the nation?
  • What are the long-term impacts of educator preparation on our country’s workforce? And, what are the long-term impacts of what we view as an educated society?
  • Will how teachers are prepared impact our standing in the world relative to student achievement?
  • How would we know? What research questions need to be posed?

 

An experienced consultant can help with these questions, and more. Reach out to me for program development, collaboration, accreditation, clinical partnerships, and other matters related to preparing educators with excellence.

–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: globaleducationalconsulting@gmail.com

Transition Points & Gateways: Stop Gaps Universities Should Consider

Each higher education institution’s program of study, regardless of major, contains specific phases of progression that each student must successfully complete before being allowed to graduate. In other words, there is a planned, purposeful order to completing a program or earning a college degree—an individual does not just apply for admission and have complete autonomy over the courses taken, the sequence of coursework, when/where/if practica or internships are completed, and so on. The institution makes those decisions after carefully designing each given program of study. They decide things such as:

  • Admission and enrollment criteria
  • General education requirements
  • # of semester hours required for graduation
  • Minimum GPA required to pass each course
  • Clinical experiences, internships, practica
  • Exit examinations required for graduation (or state licensure, depending on the program)

Transition points are sometimes referred to as “gateways”—they are specific points at which a student passes from one stage in his or her program to the next. As long as a student meets the stated expectations, the journey continues and he or she moves ahead toward graduation. If the student fails to meet one or more expectations in a given stage, the institution implements a plan for remediation, additional support, or in some case, counseling out of the program.

I have created a Transition Points framework that may be useful to some educator preparation programs. Of course, Transition Points must be tailored to fit each unique program but could include gateways such as:

  • Transition Point I: Applicant to Pre-Candidate Status 
    • Admission to the program
  • Transition Point II: Pre-Candidate to Candidate Status
    • Completion of Block #1 Coursework & Preparation for Formative Field Experiences
  • Transition Point III: Candidate to Pre-Graduate Status
    • Completion of Block #2 Coursework & Formative Field Experiences 
  • Transition Point IV: Pre-Graduate to Graduate Status
    • Completion of Block #3 Coursework & Culminating Clinical Experiences
  • Transition Point V: Graduate to Program Completer Status
    • Pass Required Licensure/Certification Examination(s)

Do you see the progression? When detailed out, a complete Transitions Points or Gateway table should paint a portrait of a student’s journey from matriculation to program completion; the sequence should represent a logical flow with at least some detail relative to minimum expectations.

I hope this has been helpful to you. Need more ideas? Want to collaborate on a project? Feel free to reach out to me.

–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: globaleducationalconsulting@gmail.com

Educator Prep: There’s a Better Way.

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: globaleducationalconsulting@gmail.com

 

 

Looking for Innovation? Think CBE.

Thinking about adopting a competency-based educational (CBE) model? This 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 is not an easy way to learn or to earn a college degree. Instead, it is 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 is 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. As previously stated, 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 externally-created 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. As with curriculum development, 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. Irrespective 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 and those they interact with in their chosen profession. For example, do graduates from an educator preparation program demonstrate a positive impact on their P-12 students’ learning and development? Do graduates from a medical school demonstrate a significant impact on improving the quality of their patients’ lives?

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

–rrf

 

 

Accrediting Bodies: Focus on Academics, Not $$$

Seton Hall Assistant Professor Robert Kelchen raised some interesting points in a report he wrote on the topic of accreditation and its role in today’s higher education institutions. Kelchen asserted that perhaps accrediting bodies should not focus on an institution’s financial footing as a precondition for accreditation, but rather on academic quality: whether students are receiving an excellent educational experience that will have a positive impact on their lives personally and in the workplace. Federal and state government agencies, Kelchen suggested, would be more appropriate entities to monitor and ensure each institution’s financial stability since they already submit annual reports to USDOE and their state’s coordinating board for higher education authority.

I tend to agree. As someone who has considerable experience working in the area of compliance and accreditation, I can attest that site team reviewers for a whole lot of reasons are typically ill-equipped to make judgments with confidence about an institution’s financial security. They have little time to learn as much as possible about specific standards-based academic requirements, and typically site reviewers are academic volunteers from the profession without any accounting or fiscal expertise. Besides, even if they had CPAs or the equivalent on staff, who is to say that accrediting bodies should be making decisions about how much cash on hand or in reserve each institution should have? Let them focus on how well students are prepared, and let governmental agencies responsible for authorizing institutions to operate provide guidance regarding fiscal requirements.

This is already something that needs to be fixed, and as more institutions experiment with alternative instructional models such as offering micro-credentials or individualized learning options, it will be more and more difficult for accrediting bodies to keep up. The time to reconsider the role of accreditation is now.

-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: What is the future of accreditation — and how do microcredentials impact it? | Education Dive