{"id":4245,"date":"2017-01-05T00:00:00","date_gmt":"2017-01-05T05:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/5-drivers-of-transformation-in-new-england-states\/"},"modified":"2020-02-05T13:00:30","modified_gmt":"2020-02-05T18:00:30","slug":"5-drivers-of-transformation-in-new-england-states","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/5-drivers-of-transformation-in-new-england-states\/","title":{"rendered":"Five Drivers of Transformation in New England States"},"content":{"rendered":"<p><i><span style=\"font-weight: 400;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-14875\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Five-225x300-225x300.jpg\" alt=\"five\" width=\"150\" height=\"200\" \/>This is the third post in the series on Reaching the Tipping Point: Insights on Advancing Competency Education in New England.<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400;\">Competency education is advancing in New England through a combination of shared vision and values, mutual respect and collaboration, and courageous leadership that is motivated by a sense of urgency to do better for students, communities, and the economy.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The following five concepts are the core ideas that are driving change in New England at the school, district, and state levels. <\/span><\/p>\n<ol>\n<li><b> Theory of Change Based on New Values<\/b><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">In most of the New England states, competency-based education is advancing with a new set of values that are the foundation of competency-based education as well as being used by principals, districts, and even state policymakers to catalyze the transformational process:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><i><span style=\"font-weight: 400;\">A growth mindset<\/span><\/i><span style=\"font-weight: 400;\"> that deeply believes that with the right conditions, educators can learn the knowledge, skills, and dispositions that are needed to help every student succeed and to teach within a personalized, competency-based system.<\/span><\/li>\n<li style=\"font-weight: 400;\"><i><span style=\"font-weight: 400;\">A strong culture of learning and supporting communities of learners<\/span><\/i><span style=\"font-weight: 400;\">, which eliminates the culture of \u201cblaming and shaming.\u201d<\/span><\/li>\n<li style=\"font-weight: 400;\"><i><span style=\"font-weight: 400;\">Transparency and mutual accountability <\/span><\/i><span style=\"font-weight: 400;\">that builds trust and respect, establishes continuous improvement, and increases responsiveness.<\/span><\/li>\n<li style=\"font-weight: 400;\"><i><span style=\"font-weight: 400;\">Autonomy and empowering strategies <\/span><\/i><span style=\"font-weight: 400;\">that engage others in problem-solving and co-creating new systems and practices.<\/span><\/li>\n<li style=\"font-weight: 400;\"><i><span style=\"font-weight: 400;\">Personalization <\/span><\/i><span style=\"font-weight: 400;\">that responds to the unique contexts and needs of districts, schools, and educators rather than one-size fits all policy, technical assistance, and professional development.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">These values are used to shape classrooms and the school day, upgrade district operations, and redesign statewide policies and structures. They are also driving the leadership approaches and change process needed to transform schools.<\/span><\/p>\n<ol start=\"2\">\n<li><b> Coalitions of the Willing<\/b><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">Working independently, courageous district leadership might have been seen as marshalling unique efforts. However, local collaboratives and regional networks such as the New England Secondary School Consortium amplified the lessons learned, created political coverage, and created avenues for communication with state leadership as well as other stakeholders such as parents and college admissions officers. Thus, the effort in New England to date has been driven through a coalition of the willing.<\/span><\/p>\n<ol start=\"3\">\n<li><b> From Compliance to Support<\/b><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">State leadership in these three states has begun to reduce the reliance of the state education agencies on compliance. Instead, they are seeking to provide more support to help create the conditions necessary for transformation. This is an important step in creating a statewide culture of learning and organizational agility so that districts, schools, and educators can be more responsive to students\u2019 needs. To do so requires that state education agency staff become substantially more sensitive to the context in which districts operate and their long-term strategies. <\/span><!--more--><\/p>\n<ol start=\"4\">\n<li><b> Informed by Innovation<\/b><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">An enormous yet exciting challenge of transitioning to a new architecture for the education system is that no one knows exactly what the new system will look like. The states using goal-oriented strategies create opportunity to be informed by practitioners and establish mechanisms to co-design policies and new processes. For example, New Hampshire has embraced co-design, involving a partnership between the state and districts, as the only way to make sure that any statewide efforts are fully informed and shaped by the insights of the practitioners. The New Hampshire Department of Education creates formal process by which to create the new system, including establishing graduation competencies, work study practices, and the PACE initiative to inform the new approach to assessment and accountability. <\/span><\/p>\n<ol start=\"5\">\n<li><b> Courageous, Creative District and State Leadership<\/b><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-14871 size-medium\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Paul-Leather-Quote-300x166-300x166.png\" alt=\"paul-leather-quote\" width=\"300\" height=\"166\" \/>It is unlikely that the New England states would have advanced as far as they have without the extraordinary leadership at the district and school levels. Early innovators helped educators think differently about how to engage students and structure schools. However, it is the communities that demanded that the education system meet the needs of all students. School boards and district leaders have had the courage to respond to this demand, deeming competency education the architecture for modernizing education.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">A good example of this type of leadership is found in Connecticut. Enabling policy,\u00a0<\/span><a href=\"http:\/\/openstates.org\/ct\/bills\/2013\/HB6358\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Connecticut\u2019s Act for Unleashing Innovation in Connecticut Schools<\/span><\/a><span style=\"font-weight: 400;\">, allowed for credits to be mastery-based but did not require any district to change. Yet two districts,\u00a0<\/span><a href=\"https:\/\/www.competencyworks.org\/case-study\/windsor-locks-starting-with-pedagogy\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Windsor Locks<\/span><\/a><span style=\"font-weight: 400;\"> and Farmington, have made substantial progress toward mastery-based learning because they think it is in the best interest of their students and teachers. Most notably, Windsor Locks has seen significant improvements in achievement in their elementary schools. If and when Connecticut state leadership decides to take the next step toward a comprehensive policy to have<\/span><i><span style=\"font-weight: 400;\"> all <\/span><\/i><span style=\"font-weight: 400;\">districts become competency-based, these districts and other early adopters will be positioned as invaluable partners. For more information on how these districts are managing the transformational process, please see<\/span><a href=\"https:\/\/www.competencyworks.org\/wp-content\/uploads\/2015\/06\/iNCL_CWIssueBrief_Implementing_v5_web.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"> <i><span style=\"font-weight: 400;\">Implementing Competency Education in K-12 Systems: Insights from Local Leaders<\/span><\/i><\/a><i><span style=\"font-weight: 400;\">.<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400;\">If there is to be a lesson learned from the goal-oriented strategies used by Maine, New Hampshire, and Vermont, it is that the state policy can set the direction but it is the theory of change and capacity-building strategies that are proving to be catalytic. <\/span><\/p>\n<p>To explore how these drivers have transformed K-12 education in New England states and for specific state-level strategies, read the full report: <a href=\"http:\/\/www.inacol.org\/wp-content\/uploads\/2016\/09\/CompetencyWorks_ReachingTheTippingPoint.pdf\"><em>Reaching the Tipping Point: Insights on Advancing Competency Education in New England<\/em><\/a>.<\/p>\n<p><strong>Read the Entire Series:<\/strong><\/p>\n<p>Post #1 &#8211;\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=14859\" target=\"_blank\" rel=\"bookmark noopener noreferrer\">Reaching the Tipping Point: Insights on Advancing Competency Education in New England<\/a><\/p>\n<p>Post #2 &#8211;\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=14863\" target=\"_blank\" rel=\"bookmark noopener noreferrer\">The Every Student Succeeds Act: A Catalyst for Competency Education at Scale?<\/a><\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","mapsvg_location":""},"legacy_category":[],"issue":[377,379],"location":[121,94,84,91,122,115],"class_list":["post-4245","cw_post","type-cw_post","status-publish","hentry","issue-state-policy","issue-create-enabling-conditions-for-competency-based-education","location-connecticut","location-maine","location-massachusetts","location-new-hampshire","location-rhode-island","location-vermont"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v24.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Five Drivers of Transformation in New England States - Aurora Institute<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/aurora-institute.org\/cw_post\/5-drivers-of-transformation-in-new-england-states\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Five Drivers of Transformation in New England States - Aurora Institute\" \/>\n<meta property=\"og:description\" content=\"This is the third post in the series on Reaching the Tipping Point: Insights on Advancing Competency...\" \/>\n<meta property=\"og:url\" content=\"https:\/\/aurora-institute.org\/cw_post\/5-drivers-of-transformation-in-new-england-states\/\" \/>\n<meta property=\"og:site_name\" content=\"Aurora Institute\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/AuroraInst\" \/>\n<meta property=\"article:modified_time\" content=\"2020-02-05T18:00:30+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Five-225x300-225x300.jpg\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:site\" content=\"@Aurora_Inst\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"4 minutes\" \/>\n\t<meta name=\"twitter:label2\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data2\" content=\"Chris Sturgis\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/aurora-institute.org\/cw_post\/5-drivers-of-transformation-in-new-england-states\/\",\"url\":\"https:\/\/aurora-institute.org\/cw_post\/5-drivers-of-transformation-in-new-england-states\/\",\"name\":\"Five Drivers of Transformation in New England States - Aurora Institute\",\"isPartOf\":{\"@id\":\"https:\/\/aurora-institute.org\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\/\/aurora-institute.org\/cw_post\/5-drivers-of-transformation-in-new-england-states\/#primaryimage\"},\"image\":{\"@id\":\"https:\/\/aurora-institute.org\/cw_post\/5-drivers-of-transformation-in-new-england-states\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Five-225x300-225x300.jpg\",\"datePublished\":\"2017-01-05T05:00:00+00:00\",\"dateModified\":\"2020-02-05T18:00:30+00:00\",\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/aurora-institute.org\/cw_post\/5-drivers-of-transformation-in-new-england-states\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/aurora-institute.org\/cw_post\/5-drivers-of-transformation-in-new-england-states\/#primaryimage\",\"url\":\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Five-225x300.jpg\",\"contentUrl\":\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Five-225x300.jpg\",\"width\":225,\"height\":300},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/aurora-institute.org\/#website\",\"url\":\"https:\/\/aurora-institute.org\/\",\"name\":\"Aurora Institute\",\"description\":\"\",\"publisher\":{\"@id\":\"https:\/\/aurora-institute.org\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/aurora-institute.org\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"},{\"@type\":\"Organization\",\"@id\":\"https:\/\/aurora-institute.org\/#organization\",\"name\":\"Aurora Institute\",\"url\":\"https:\/\/aurora-institute.org\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/aurora-institute.org\/#\/schema\/logo\/image\/\",\"url\":\"https:\/\/aurora-institute.org\/wp-content\/uploads\/AI-logo.png\",\"contentUrl\":\"https:\/\/aurora-institute.org\/wp-content\/uploads\/AI-logo.png\",\"width\":714,\"height\":156,\"caption\":\"Aurora Institute\"},\"image\":{\"@id\":\"https:\/\/aurora-institute.org\/#\/schema\/logo\/image\/\"},\"sameAs\":[\"https:\/\/www.facebook.com\/AuroraInst\",\"https:\/\/x.com\/Aurora_Inst\",\"https:\/\/www.youtube.com\/user\/inacolvideo\"]}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Five Drivers of Transformation in New England States - Aurora Institute","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/aurora-institute.org\/cw_post\/5-drivers-of-transformation-in-new-england-states\/","og_locale":"en_US","og_type":"article","og_title":"Five Drivers of Transformation in New England States - Aurora Institute","og_description":"This is the third post in the series on Reaching the Tipping Point: Insights on Advancing Competency...","og_url":"https:\/\/aurora-institute.org\/cw_post\/5-drivers-of-transformation-in-new-england-states\/","og_site_name":"Aurora Institute","article_publisher":"https:\/\/www.facebook.com\/AuroraInst","article_modified_time":"2020-02-05T18:00:30+00:00","og_image":[{"url":"https:\/\/aurora-institute.org\/wp-content\/uploads\/Five-225x300-225x300.jpg","type":"","width":"","height":""}],"twitter_card":"summary_large_image","twitter_site":"@Aurora_Inst","twitter_misc":{"Est. reading time":"4 minutes","Written by":"Chris Sturgis"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"WebPage","@id":"https:\/\/aurora-institute.org\/cw_post\/5-drivers-of-transformation-in-new-england-states\/","url":"https:\/\/aurora-institute.org\/cw_post\/5-drivers-of-transformation-in-new-england-states\/","name":"Five Drivers of Transformation in New England States - Aurora Institute","isPartOf":{"@id":"https:\/\/aurora-institute.org\/#website"},"primaryImageOfPage":{"@id":"https:\/\/aurora-institute.org\/cw_post\/5-drivers-of-transformation-in-new-england-states\/#primaryimage"},"image":{"@id":"https:\/\/aurora-institute.org\/cw_post\/5-drivers-of-transformation-in-new-england-states\/#primaryimage"},"thumbnailUrl":"https:\/\/aurora-institute.org\/wp-content\/uploads\/Five-225x300-225x300.jpg","datePublished":"2017-01-05T05:00:00+00:00","dateModified":"2020-02-05T18:00:30+00:00","inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/aurora-institute.org\/cw_post\/5-drivers-of-transformation-in-new-england-states\/"]}]},{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/aurora-institute.org\/cw_post\/5-drivers-of-transformation-in-new-england-states\/#primaryimage","url":"https:\/\/aurora-institute.org\/wp-content\/uploads\/Five-225x300.jpg","contentUrl":"https:\/\/aurora-institute.org\/wp-content\/uploads\/Five-225x300.jpg","width":225,"height":300},{"@type":"WebSite","@id":"https:\/\/aurora-institute.org\/#website","url":"https:\/\/aurora-institute.org\/","name":"Aurora Institute","description":"","publisher":{"@id":"https:\/\/aurora-institute.org\/#organization"},"potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/aurora-institute.org\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-US"},{"@type":"Organization","@id":"https:\/\/aurora-institute.org\/#organization","name":"Aurora Institute","url":"https:\/\/aurora-institute.org\/","logo":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/aurora-institute.org\/#\/schema\/logo\/image\/","url":"https:\/\/aurora-institute.org\/wp-content\/uploads\/AI-logo.png","contentUrl":"https:\/\/aurora-institute.org\/wp-content\/uploads\/AI-logo.png","width":714,"height":156,"caption":"Aurora Institute"},"image":{"@id":"https:\/\/aurora-institute.org\/#\/schema\/logo\/image\/"},"sameAs":["https:\/\/www.facebook.com\/AuroraInst","https:\/\/x.com\/Aurora_Inst","https:\/\/www.youtube.com\/user\/inacolvideo"]}]}},"_links":{"self":[{"href":"https:\/\/aurora-institute.org\/wp-json\/wp\/v2\/cw_post\/4245"}],"collection":[{"href":"https:\/\/aurora-institute.org\/wp-json\/wp\/v2\/cw_post"}],"about":[{"href":"https:\/\/aurora-institute.org\/wp-json\/wp\/v2\/types\/cw_post"}],"wp:attachment":[{"href":"https:\/\/aurora-institute.org\/wp-json\/wp\/v2\/media?parent=4245"}],"wp:term":[{"taxonomy":"legacy_category","embeddable":true,"href":"https:\/\/aurora-institute.org\/wp-json\/wp\/v2\/legacy_category?post=4245"},{"taxonomy":"issue","embeddable":true,"href":"https:\/\/aurora-institute.org\/wp-json\/wp\/v2\/issue?post=4245"},{"taxonomy":"location","embeddable":true,"href":"https:\/\/aurora-institute.org\/wp-json\/wp\/v2\/location?post=4245"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}