{"id":14556,"date":"2021-07-08T01:00:50","date_gmt":"2021-07-08T05:00:50","guid":{"rendered":"https:\/\/aurora-institute.org\/?post_type=cw_post&p=14556"},"modified":"2021-12-13T11:45:50","modified_gmt":"2021-12-13T16:45:50","slug":"implementing-competency-based-education-in-your-school-or-district-a-tool-to-help-you-chart-your-journey","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/implementing-competency-based-education-in-your-school-or-district-a-tool-to-help-you-chart-your-journey\/","title":{"rendered":"Implementing Competency-Based Education in Your School or District: A Tool to Help You Chart Your Journey"},"content":{"rendered":"

Whether you are new to competency-based education (CBE) or looking to advance your school to a deeper level of the work, you are not alone if you are not quite sure what to do first (or next). Educational leaders often report to us the need for guidance and support with regard to the development of multi-year implementation plans and how to measure the plan\u2019s success. The field has evolved greatly since we first started this work in our schools in the early days of CBE. For many years, a five-part definition framed much of the work. In 2019, the Aurora Institute released an updated definition for CBE<\/a>\u00a0 (see below) which outlines seven design principles focused on the roles that student empowerment, assessment, student support systems, progress based on mastery, multiple learning pathways, equity, and learning expectations have in supporting and advancing CBE work.<\/p>\n

\"\"In 2018, we co-authored a book entitled Breaking With Tradition: The Shift to Competency-Based Learning in PLCs at Work<\/em><\/a> (Stack and Vander Els, 2018) to help the field identify their starting point, recognizing that for any district or school, areas of relative strength and areas of relative growth may differ. One of the book\u2019s major resources was a design rubric, based on the original five-part CBE definition, which allowed educators to assess where they are in their journey as it relates to the CBE design principles. This initial reflection would be the starting point for conversations about next steps. We have had the opportunity to work with many districts around the country from coast to coast utilizing this tool to reflect, consider next steps, formulate a plan, and begin to enact this plan within their district.<\/p>\n

As work in CBE has evolved and deepened, we are excited to share with the field this updated design rubric tool<\/a>, aligned with the 2019 Aurora Institute definition of CBE. It\u2019s too long to include here in its entirety, but part of the first page is shown below. This tool has been developed with feedback from teachers in the classroom, building and district administrators, and national competency-based education experts, and is intended to allow districts and schools to engage in guided self-reflection and goal setting. It can also be used by teachers who are working more independently to make changes in their classroom. This tool will be highlighted in our next book, due out later this year from Solution Tree Press.<\/p>\n

\"Rubric<\/p>\n

One of the primary uses for this tool is for self-reflection. In each school and district we have worked with, we have found unique areas of strength to leverage and areas for growth. It is about starting at the place that is right for you. Educators are encouraged to complete a self-assessment against all seven design principles before starting the work, and consider the following questions as they do so:<\/p>\n