{"id":2596,"date":"2012-09-26T00:00:00","date_gmt":"2012-09-26T04:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/early-investments-in-engagement\/"},"modified":"2020-02-05T12:49:06","modified_gmt":"2020-02-05T17:49:06","slug":"early-investments-in-engagement","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/early-investments-in-engagement\/","title":{"rendered":"Early Investments in Engagement?"},"content":{"rendered":"
\"\"<\/a>
From Adams 50 website<\/figcaption><\/figure>\n

Over the past few weeks I\u2019ve had conversations with district and state leadership about introducing competency education through different entry points and roll-out strategies. There are certainly many strategies \u2013 looking for natural leadership, as in Muscatine, Iowa<\/a>; transforming credits from time-based to competency-based, like in New Hampshire; or opening the door to credit flexibility, like in Ohio. And many\u00a0opportunities\u2014improving\u00a0graduation rates, educating over-age and under-credited students, and online learning.<\/p>\n

What\u2019s missing from these conversations is the opportunity for communities, educators, and parents to learn about competency education and decide for themselves whether it is the way they want to go. It\u2019s hard to balance district and state leadership with an empowered process in which communities are part of the decision-making. Usually we depend on getting \u201cbuy-in,\u201d which is essentially a marketing strategy rather than an engagement strategy.<\/p>\n

That\u2019s not the case in the districts described in the case studies available at the Center for Best Practices at the Maine Department of Education<\/a>. These districts invested heavily in engaging educators, parents, and the broader community. Educators even had the chance to vote whether or not their schools would embrace competency education. According to the case studies, this unleashed the full creativity and determination of school personnel to shape very dynamic processes in which students were much more empowered.<\/p>\n

Adams 50<\/a> also invested heavily in community engagement. They were able to sustain a leadership transition because community leaders, parents, and educators understood the value of the competency education reform, even when they\u00a0weren’t\u00a0yet seeing results. (Check out the Adams 50 website that describes their Competency-based System<\/a>.)<\/p>\n

So I\u2019m left wondering: Is engaging educators and community the first step that we need to take in every community to build the environment for effective and sustained competency education?<\/p>\n

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