{"id":1320,"date":"2016-08-09T00:00:00","date_gmt":"2016-08-09T04:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/top-state-policy-issues-leading-edge-educators-leaders\/"},"modified":"2022-11-04T17:39:09","modified_gmt":"2022-11-04T21:39:09","slug":"top-state-policy-issues-leading-edge-educators-leaders","status":"publish","type":"post","link":"https:\/\/aurora-institute.org\/blog\/top-state-policy-issues-leading-edge-educators-leaders\/","title":{"rendered":"Top State Policy Issues for Leading Edge Educators and Leaders"},"content":{"rendered":"<p><span style=\"font-weight: 400;\">Each year, iNACOL surveys our members for the top federal and state policy issues they are seeing in their work. iNACOL\u2019s more than 5,000 members represent diverse viewpoints from <\/span><a href=\"https:\/\/www.inacol.org\/news\/what-is-personalized-learning\/\"><span style=\"font-weight: 400;\">personalized<\/span><\/a><span style=\"font-weight: 400;\">, <\/span><a href=\"https:\/\/www.inacol.org\/news\/what-is-competency-education\/\"><span style=\"font-weight: 400;\">competency-based<\/span><\/a><span style=\"font-weight: 400;\">, <\/span><a href=\"https:\/\/www.inacol.org\/news\/what-is-blended-learning\/\"><span style=\"font-weight: 400;\">blended<\/span><\/a><span style=\"font-weight: 400;\"> and online education. They provide a powerful feedback loop on the impact of federal and state education policy on students, educators, schools and systems and help to identify potential policy solutions. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">Unique for a national organization engaged in education policy, iNACOL\u2019s advocacy work and policy frameworks are informed by a diverse cross-section of front-line innovators, practitioners, experts, and leaders working in a wide range of roles in education. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">iNACOL\u2019s deep reach into the field, through our members, allows us to better understand trends and stay up-to-date on policy barriers. The knowledge we gain through our policy advocacy helps us to illuminate the path forward for the field of personalized, competency-based, blended and online learning by anticipating future issues, opportunities, and gaps.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In May 2016, we asked our members to identify their top policy barriers. The following summarizes some of the more common policy issues iNACOL members face.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">There is a need for <\/span><a href=\"https:\/\/www.inacol.org\/news\/from-compliance-to-continuous-improvement-accountability-assessments-and-next-generation-workforce-with-essa\/\"><span style=\"font-weight: 400;\">modernized state systems of assessment<\/span><\/a><span style=\"font-weight: 400;\">s that better align with personalized learning. iNACOL is helping state leaders understand how to take advantage of new flexibility in the <\/span><a href=\"https:\/\/www.inacol.org\/resource\/next-steps-under-the-every-student-succeeds-act-essa\/\"><span style=\"font-weight: 400;\">The Every Student Succeeds Act (ESSA)<\/span><\/a><span style=\"font-weight: 400;\"> to move away from \u201cfill-in-the-bubble\u201d type standardized tests to systems of assessments that measure complex demonstrations of mastery and integrate multiple measures of learning.<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Current accountability systems usually compare schools against each other, rather than against high quality state academic standards that prepare students for future success; the current systems do not adequately account for individual student growth and progress. <\/span><a href=\"https:\/\/www.inacol.org\/resource\/next-steps-under-the-every-student-succeeds-act-essa\/\"><span style=\"font-weight: 400;\">ESSA provides states with the chance to rethink the purpose, role, and design of their accountability systems<\/span><\/a><span style=\"font-weight: 400;\">, reframing them for <\/span><a href=\"https:\/\/www.inacol.org\/news\/systems-of-assessments-that-support-student-centered-learning-and-continuous-improvement\/\"><span style=\"font-weight: 400;\">continuous improvement<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">State licensure requirements often limit reciprocity with teaching licenses obtained in other states. \u00a0This limits the pool of talented educators and reduces the availability of online learning opportunities. <\/span><a href=\"https:\/\/www.inacol.org\/news\/modernizing-educator-and-leader-development-for-student-centered-learning\/\"><span style=\"font-weight: 400;\">True teacher licensure reciprocity<\/span><\/a><span style=\"font-weight: 400;\">, across all learning modalities, addresses this issue and helps to ensure students have access to the learning opportunities they need.<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400;\"><a href=\"https:\/\/www.inacol.org\/resource\/performance-based-funding-online-learning-maximizing-resources-for-student-success\/\"><span style=\"font-weight: 400;\">State funding policies<\/span><\/a><span style=\"font-weight: 400;\"> continue to present challenges for iNACOL members, from how funding is calculated, to inequitable funding levels that reduce the quality or availability of blended and online learning opportunities for students.<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Certain state <\/span><a href=\"https:\/\/www.inacol.org\/news\/boosting-access-to-the-benefits-of-blended-learning\/\"><span style=\"font-weight: 400;\">regulations<\/span><\/a> <a href=\"https:\/\/www.inacol.org\/news\/boosting-access-to-the-benefits-of-blended-learning\/\"><span style=\"font-weight: 400;\">may<\/span><\/a><span style=\"font-weight: 400;\"> limit student access to blended and online learning.<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Lastly, iNACOL members identified the need to increase availability of a number of effective, supportive policies and initiatives including <\/span><a href=\"https:\/\/www.inacol.org\/news\/innovation-zones-creating-policy-flexibility-for-personalized-learning\/\"><span style=\"font-weight: 400;\">innovation zones<\/span><\/a><span style=\"font-weight: 400;\">, <\/span><a href=\"https:\/\/www.inacol.org\/news\/making-learning-personal-eliminate-gaps-and-ensure-mastery-through-proficiency-based-diplomas\/\"><span style=\"font-weight: 400;\">proficiency-based diplomas<\/span><\/a><span style=\"font-weight: 400;\">, and <\/span><a href=\"https:\/\/www.inacol.org\/news\/infrastructure-data-systems-student-data-privacy-and-oer-are-critical-to-scaling-personalized-learning\/\"><span style=\"font-weight: 400;\">well-crafted student data privacy laws<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">The most effective education policies are crafted and co-designed with educators and front-line practitioners. Insights and feedback from iNACOL\u2019s members inform our publications, like the iNACOL State Policy Frameworks 2016, as well as our day-to-day policy advocacy activities to promote policies that support and enable student-centered learning. <\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">This is the second blog in a series for the iNACOL State Policy Frameworks 2016. Taken as a whole, these frameworks create a foundation for sustainable, systemic change that will dramatically increase personalized, competency-based learning opportunities for all students. The complete iNACOL State Policy Frameworks 2016 will be released in September.<\/span><\/i><\/p>\n<p><strong>Learn More:<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><a href=\"https:\/\/www.inacol.org\/about-membership\/\"><span style=\"font-weight: 400;\">About iNACOL Membership<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\"><a href=\"https:\/\/www.inacol.org\/events\/\"><span style=\"font-weight: 400;\">iNACOL Events<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\"><a href=\"https:\/\/www.inacol.org\/symposium\/\">iNACOL Blended and Online Learning Symposium<\/a><\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">iNACOL Webinar <\/span><a href=\"https:\/\/www.inacol.org\/resource\/annual-report-to-inacol-membership-inacol-strategic-plan-update-2011-2015\/\"><span style=\"font-weight: 400;\">Annual Report to iNACOL Membership: iNACOL Strategic Plan Update 2011-2015<\/span><\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Each year, iNACOL surveys our members for the top federal and state policy issues they are seeing&#8230;<\/p>\n","protected":false},"author":3,"featured_media":10609,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","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":"","footnotes":""},"categories":[1],"issue":[377,398,378],"location":[],"class_list":["post-1320","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","issue-state-policy","issue-build-balanced-systems-of-assessments","issue-fund-innovation"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v24.1 - 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