{"id":2553,"date":"2012-06-13T00:00:00","date_gmt":"2012-06-13T04:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/gathering-the-tools-for-designing-competencies\/"},"modified":"2020-03-18T17:02:32","modified_gmt":"2020-03-18T21:02:32","slug":"gathering-the-tools-for-designing-competencies","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/gathering-the-tools-for-designing-competencies\/","title":{"rendered":"Gathering the Tools for Designing Competencies"},"content":{"rendered":"

In our research for the paper \u201cThe Art and Science of Designing Competencies<\/a>\u201d to be released later \"\"<\/a>this\u00a0summer, it is becoming clear that there is some variation in how schools develop competencies. I\u2019m sharing this now because we\u2019d like to know if there are other possible starting points.<\/p>\n

We appear to be in agreement that competencies are more encompassing than standards. Therefore, it is important for everyone to first become comfortable with the standards\u2014really get to know them. Start by \u201cunpacking\u201d the standards to determine which ones are the most meaningful. Then reorganize the remaining standards to fall under one (or more) of the larger ideas.<\/p>\n

The variations we are seeing are caused by what else is brought into the process of designing the competencies. As Kim Carter of the Q.E.D. Foundation<\/a> explained, \u201cDesigning competencies is a creative process. We gather together the tools we will need the same way a painter might choose brushes and paints.\u201d<\/p>\n

As innovators described their processes for developing competencies, here are a few of the tools that they use.<\/p>\n

Essentials of the Discipline:<\/strong> Gloria Pineda from Diploma Plus<\/a> referred to this as a \u201cdisciplinary habit of mind.\u201d It\u2019s the mindset you need to \u201cattack and achieve rigorous content.\u201d If you are designing math competencies, think like a mathematician; history, like a historian. This is what makes K\u201312 competencies a bit more challenging to develop than for higher education, which focuses on the competencies needed for a specific occupation.<\/p>\n

Rooted in the Conditions of Industry:<\/strong> Tony Monfiletto, co-founder of ACE Leadership High School <\/a>in Albuquerque, approaches school design through a community development lens. This means bringing together economic development and youth development. The ACE model starts with the conditions of the industry, issues that are important to the industry such as efficiency in health care. This isn\u2019t an occupational focus\u2014it\u2019s bringing the dynamics of industry into the curriculum. The creative process is to blend real-world projects and standards. (You can learn more here as they design a new school rooted in the health care industry)<\/a>.<\/p>\n

Knowledge Frameworks:<\/strong> The language used in competencies and rubrics is important. It can be powerful or bureaucratically boring. It can inspire and challenge, or it can introduce a culture of compliance and checklists. These are two of the knowledge frameworks.<\/p>\n