I receive some emails every week from educators who want to know how to start the path to qualifying education. The demand for resilience to epidemics has fueled these calls for help. Most everyone has read the Competency Works blog, they have dealt with some of the books they have written, they have studied different rating policies. And yet, they can’t find the door to start them. Here are two questions and two resources that I think can be really helpful in locating your entry.
Question 1: What are your beliefs about student and adult learning? How are they connected to learning research (or can they start making wise decisions along the way instead of not. You with a shared philosophy based on learning research)? If you develop a common philosophy of education in your school, your team can start making learning decisions based on program implementation measures that will enhance student learning the next day and each day.
Question # 2: Where is your leadership? Which district staff, principals, teachers, leaders believe that the traditional model needs to be changed? Who thinks that by overcoming some and investing in more supportive strategies, schools can increase motivation and help students learn? Which people are following the distribution strategy rather than the bottom? Choose your first entry point that gives you the leadership motivation to make a difference in schools. It doesn’t matter if it’s elementary or high school.
It doesn’t matter if you choose math in ninth grade or a modern team working in your middle school. You can’t reach a high quality qualification model through compliance. You have to start where the leadership is already opening the door
Redesign has brought a deep understanding of research into learning and child / adolescent development in its work. In doing so, they breathe cultural response, respect, curiosity and creativity into the design and curriculum of the classroom. Learning to master their road map begins with the original 5-part working definition developed by Company Works (which was updated to 10 features of CBE and a revised 7-part working definition).
The embedding in their design is what they call the healing strategy. This is a phrase that refers to the dynamics of “not yet”. Students do not always learn things for the first time through or within the time devoted by a teacher / school / vendor to a unit.
They have not yet successfully learned either success or theory or skill. This ability is due to the fact that skill education (or qualification- or skill-based) schools need to be more flexible so that they can adapt to the needs of the students.Redesign also has a deep commitment to sharing design tools and estimates. You will find a lot of information there to help you.
The Master Transport Consortium has created a webpage that provides a high-level five-part framework to help you organize the steps at the beginning of a change: purpose and vision. Graduate Profile Learning model; Alignment and stability. You will find case studies of a mix of different schools that describe their different models. You will also find Masters Learning in Action that compares models.
One final note: none of these resources will answer every question or tell you exactly how you should proceed. Go to some other schools and find a network of others with which you can reflect along the way. Or hire a coach so you and / or your team can get away from the basics of the traditional model. And most importantly, pave the way for research on learning.