{"id":1366,"date":"2018-02-07T00:00:00","date_gmt":"2018-02-07T05:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/new-inacol-policy-issue-brief-identifies-state-strategies-to-develop-teacher-capacity-for-personalized-competency-based-learning-2\/"},"modified":"2019-12-16T12:56:06","modified_gmt":"2019-12-16T17:56:06","slug":"new-inacol-policy-issue-brief-identifies-state-strategies-to-develop-teacher-capacity-for-personalized-competency-based-learning-2","status":"publish","type":"post","link":"https:\/\/aurora-institute.org\/blog\/new-inacol-policy-issue-brief-identifies-state-strategies-to-develop-teacher-capacity-for-personalized-competency-based-learning-2\/","title":{"rendered":"New iNACOL Policy Issue Brief Identifies State Strategies to Develop Teacher Capacity for Personalized, Competency-Based Learning"},"content":{"rendered":"

Developing educator capacity is critical for transforming the K-12 education system to prepare every student with the knowledge and skills for future success. <\/span>There is a need for state educational leaders, educators and stakeholders to revisit the policies and structures of teacher preparation programs, educator licensure and certification, teacher professional development and reconsider standards for modernizing learning to enable personalized learning pathways for all learners.<\/span><\/p>\n

Transforming K-12 education systems to student-centered learning requires building teacher capacity for personalized, competency-based education. <\/span><\/p>\n

iNACOL published a new policy issue brief, <\/span>State Strategies to Develop Teacher Capacity for Personalized, Competency-Based Learning<\/span><\/i><\/a>. This issue brief highlights and explains four strategies for states and systems to prepare teachers with the skills they need for student-centered learning:<\/span><\/p>\n

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  1. Identifying clear educator competencies for personalized, competency-based learning environments;<\/span><\/li>\n
  2. Creating multiple pathways for high-quality educator credentials and development;<\/span><\/li>\n
  3. Developing educator capacity and professional judgment; and<\/span><\/li>\n
  4. Building assessment literacy.<\/span><\/li>\n<\/ol>\n

    Educators in the United States can learn from across the globe of the best practices for innovative instructional approaches increasing learner agency and personalizing learning. These practices use contemporary theories of learning, evidence-based approaches, competency-based models and balanced systems of assessments.<\/span><\/p>\n

    Educator preparation and development systems should prepare educators with the specific knowledge and skills to meet the needs of every student. Educators are designing and implementing student-centered learning environments that require a deep understanding of performance assessments and assessment literacy.<\/span> By transforming educator preparation and development systems to become personalized, competency-based and focused on the skills educators need to create student-centered learning environments, policymakers support expanding high-quality education opportunities for every student to be successful in higher education, the modern workforce and as citizens. <\/span><\/p>\n

    Policymakers may consider the following action steps <\/span>to begin the transformation of educator workforce systems:<\/span><\/p>\n