Blogs - Aurora Institute

.@rose_rosecolby: An essential piece of coherence across K-12 grading reform is the norming of teacher grading practices. Simply put: all teachers must use the same grading practices. aurora-institute.org/cw_post/…

About an hour ago from Aurora Institute's Twitter

Come join us as we reflect on the connections between #remotelearning, #StudentAgency, and #StudentEngagement with @RenieAvery, Marsha Jones, @SMarrSPS, & @dwenmoth aurora-institute.org/event/me…

About 2 hours ago from Aurora Institute's Twitter

Lincoln Elementary (@Hays489) redesign to focus on #personalizedlearning plans, relationships hayspost.com/posts/126cd052…

About 4 hours ago from Aurora Institute's Twitter

.@nycischool Teacher Kristen Brown: We think about grades as objective because there’s a strict formula and calculation, but in fact they are steeped in our own biases and how we view student work and behavior in our classrooms. #CompetencyWorks aurora-institute.org/cw_post/…

About 6 hours ago from Aurora Institute's Twitter

Mere Engagement: Reflections about the Connections Between Online Learning, Student Agency, and Student Engagement

Determining Attendance and Alternatives to Seat-Time

Grading for Equity: A Teacher’s Reflections

Better than Before

Aurora Institute Statement on the Violent Storming of the U.S. Capitol on January 6, 2021

How Can Schools Foster Student Agency and Engagement in Distance Learning?

News & Insights for the K-12 Personalized, Competency-Based Learning Community

Sharing trends, analysis, and lessons learned to build knowledge on the future of teaching and learning practices and policies in K-12 education. Subscribe to our newsletters to stay up to date.

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Considerations for Next Generation Accountability System Redesign

Transforming the Educator Workforce: Creating Multiple, High-Quality Teacher Pathways, Developing Professional Judgment and Building Assessment Literacy

The Work of Transforming K-12 Education

What Do Teachers Need to Know and Be Able to Do to Succeed in Personalized, Competency-Based Learning Environments?

Redesigning Systems of Assessments for Student-Centered Learning

Five State Policy Action Steps to Modernize Educator Preparation and Development Systems

iNACOL Symposium Request for Presentation Proposals for Competency-Based Education

Multiple Measures Data and Reporting in Vermont and California

New iNACOL Policy Issue Brief Identifies State Strategies to Develop Teacher Capacity for Personalized, Competency-Based Learning

Considerations for Next Generation Accountability System Redesign

Why Next Generation Accountability for Continuous Improvement is Important

Redesigning Systems of Assessments for Student-Centered Learning

New Report on Action Steps for State Policy to Support Personalized, Competency-Based Learning

CompetencyWorks Releases New Policy Report, Fit for Purpose: Taking the Long View on Systems Change and Policy to Support Competency Education

New iNACOL Policy Issue Brief on Rethinking State Accountability to Support Personalized, Competency-Based Learning in K-12 Education

Tomorrow’s FCC Vote on Proposal to Repeal Net Neutrality Risks Limiting Educational Opportunity

New iNACOL Issue Brief on Redefining Student Success: Profile of a Graduate

New iNACOL Issue Brief: Redesigning Systems of Assessments for Student-Centered Learning

Threshold Concept: Meeting Kids Where They Are

Threshold Concept: Pedagogical Innovations Based on Learning Sciences

Threshold Concept: Assessment Literacy

Threshold Concept: Certifying Learning

Taking the Long View on Systems Change and Policy to Support Competency Education

Making Educator Professional Learning Personalized and Competency-Based through Micro-Credentials

New Zealand Leads the Way on Competency-Based Learning — Part 2

News & Insights for the K-12 Personalized, Competency-Based Learning Community

Sharing trends, analysis, and lessons learned to build knowledge on the future of teaching and learning practices and policies in K-12 education. Subscribe to our newsletters to stay up to date.

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