Moving toward Mastery: Growing, Developing and Sustaining Educators for Competency-Based Education. CompetencyWorks Report

Autor/in	Casey, Katherine
Institution	iNACOL
Titel	Moving toward Mastery: Growing, Developing and Sustaining Educators for Competency-Based Education. CompetencyWorks Report
Quelle	(2018), (98 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Competency Based Education; Barriers; Alignment (Education); Teaching Methods; Teaching (Occupation); Culturally Relevant Education; Faculty Development; Teacher Collaboration; Educational Policy; Elementary Secondary Education; Public Schools; Higher Education; Teacher Competencies; Educational Innovation; Educational Improvement; Instructional Leadership; Teacher Role; School Districts; Mastery Learning; Academic Achievement; Equal Education; Student Centered Learning; New Hampshire; Virginia; Maryland (Baltimore); Vermont; Colorado (Denver); Utah; Wisconsin (Milwaukee); North Carolina; Texas (Dallas) + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching; Lehrberuf; Lehrerkooperation; Politics of education; Bildungspolitik; Public school; Öffentliche Schule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrkunst; Instructional innovation; Bildungsinnovation; Teaching improvement; Unterrichtsentwicklung; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrerrolle; School district; Schulbezirk; Schulleistung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	This paper focuses on engaging and enabling educators to play new roles and take new leadership in the paradigm shift between traditional and competency-based education: a system of learning designed to ensure that all learners are prepared with the knowledge, skills and dispositions to be successful lifelong learners. The paper re-envisions professional practice, learning and development for competency-based education. It describes a teaching profession that is equity-oriented, learning-centered and lifelong, and details strategies that can help realize this paradigm shift. Throughout, the author builds on exemplars of success across the nation and explores how communities can work together to coordinate and sustain complex systems change. She begins with a reflection on adaptive change, exploring the questions, "what is the purpose of competency-based education?" and "what traditional beliefs and values does competency-based education challenge? What core assumptions about the teaching profession must we confront and shift if we want to transform it?" After engaging with these questions, specific technical changes needed to actually shift professional culture and practice at scale are explored. The author then seeks to answer the questions, "what systems, structures and policies do we need to put in place to support a paradigm shift in teaching practice?" and, "how can educators, young people and communities lead this work?" [This paper was written in collaboration with a Technical Advisory Group (TAG) of national competency-based education experts.] (ERIC).
Anmerkungen	iNACOL. 1934 Old Gallows Road Suite 350, Vienna, VA 22182. Tel: 888-956-2265; Tel: 703-752-6216; Fax: 703-752-6201; Web site: https://www.inacol.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01