{"id":1371,"date":"2018-02-28T00:00:00","date_gmt":"2018-02-28T05:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/what-do-teachers-need-to-know-and-be-able-to-do-to-succeed-in-personalized-competency-based-learning-environments\/"},"modified":"2022-11-04T16:46:15","modified_gmt":"2022-11-04T20:46:15","slug":"what-do-teachers-need-to-know-and-be-able-to-do-to-succeed-in-personalized-competency-based-learning-environments","status":"publish","type":"post","link":"https:\/\/aurora-institute.org\/blog\/what-do-teachers-need-to-know-and-be-able-to-do-to-succeed-in-personalized-competency-based-learning-environments\/","title":{"rendered":"What Do Teachers Need to Know and Be Able to Do to Succeed in Personalized, Competency-Based Learning Environments?"},"content":{"rendered":"<p><span style=\"font-weight: 400;\">The previous blog post, <a href=\"https:\/\/www.inacol.org\/news\/five-state-policy-action-steps-to-modernize-educator-preparation-and-development-systems\/\"><em>Five State Policy Action Steps to Modernize Educator Preparation and Development Systems<\/em><\/a>, explored the need to transform educator preparation and development systems to build educator capacity to transform the K-12 education system to student-centered learning. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">This blog post will highlight and explain the first of four essential strategies for states and school districts to transform educator workforce systems: Identifying clear, specific educator competencies needed for student-centered learning models.\u00a0<\/span><\/p>\n<h3>Identifying Clear, Specific Educator Competencies for Personalized, Competency-Based Learning Environments<\/h3>\n<p><span style=\"font-weight: 400;\">A competency-based system of educator preparation and development would provide a seamless continuum in which aspiring educators:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Build and master instructional competencies through pre-service preparation;<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Earn credentials and licensure upon demonstrated mastery of these competencies; and<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Access customized professional development and evaluation opportunities to ensure continuous improvement throughout their careers. <\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">States could build coherent and aligned systems around what educators need to know and be able to do to succeed in student-centered learning environments. Clear, specific educator competencies, developed collaboratively with education stakeholders, can be a powerful tool to drive coherence in pre-service training, credentialing requirements, recruitment, induction, professional development, evaluation and career pathways along a continuum of professional growth.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">One example of an effort to define <\/span><a href=\"https:\/\/studentsatthecenterhub.org\/resources\/educatorcompetencies\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">educator competencies<\/span><\/a><span style=\"font-weight: 400;\"> for student-centered learning was led by the Council of Chief State School Officers (CCSSO) and Jobs for the Future (JFF). These educator competencies are based on four domains, as depicted in the following graphic:<\/span><\/p>\n<p><a href=\"https:\/\/studentsatthecenterhub.org\/resources\/educatorcompetencies\/\" target=\"_blank\" rel=\"noopener noreferrer\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-11813\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2018-02-27-at-4.50.09-PM-300x286-300x286.png\" alt=\"\" width=\"500\" height=\"476\" \/><\/a><\/p>\n<p><span style=\"font-weight: 400;\">These competencies represent some of the knowledge, habits, mindsets, and skills educators need to possess in order to foster personalized, competency-based learning.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The instructional competencies CCSSO and JFF highlight include:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Using a mastery approach to learning;<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Using assessments for learning;<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Customizing the learning experience;<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Promoting student agency and ownership with regard to learning;<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Providing opportunities for anytime\/anywhere and real-world learning tied to learning objectives and standards;<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Developing and facilitating project-based learning experiences;<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Using collaborative group work; and<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Using data and technology in service of supporting student learning.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Examples of competencies from the other three domains (cognitive, intrapersonal and interpersonal), include:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Conveying a dedication to all learners \u2014 especially those historically marginalized and\/or least served by public higher education \u2014 reaching college, career, and civic readiness; <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Engaging in deliberate practices of adapting and modeling persistence and a growth mindset;<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Analyzing evidence to improve practice; and<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Designing, strengthening and participating in positive learning environments (i.e., school and classroom culture) that support individual and collaborative learning.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Additionally, Margaret Heritage outlines some of the knowledge and skills teachers need for effective formative assessment\u00a0\u2014 an important tool to determine where students are in their learning and how to help them progress \u2014 in her research, \u201c<\/span><a href=\"https:\/\/doi.org\/10.1177\/003172170708900210\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Formative Assessment: What Do Teachers Need to Know and Do?<\/span><\/a><span style=\"font-weight: 400;\">\u201d <\/span><\/p>\n<p><span style=\"font-weight: 400;\">These include:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Domain knowledge: \u201cTeachers must know the concepts, knowledge, and skills to be taught within a domain, the precursors necessary for students to acquire them, and what a successful performance in each looks like. With this knowledge, they are able to define a learning progression of subgoals toward the desired learning that will act as the framework to guide assessment and instruction\u201d;<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Pedagogical content knowledge: \u201cTo effectively adapt instruction to student learning, teachers&#8217; pedagogical content knowledge must include familiarity with multiple models of teaching for student achievement in a specific domain and knowledge of which model of teaching is appropriate for what purpose\u201d;<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Students&#8217; previous learning: \u201cIf teachers are to build on students&#8217; previous learning, they need to know what that previous learning is\u201d; and<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Assessment knowledge: \u201cTeachers must know about the range of formative assessment strategies so that they can maximize the opportunities for gathering evidence.\u201d<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Heritage continues, \u201cTeachers need the skills to translate their interpretations of the assessment results into instructional actions that are matched to the learning needs of their students. This involves selecting the learning experiences that will place appropriate demands on the student and ordering these experiences so that each successive element leads the student toward realizing the desired outcome.\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Today, in our current educator preparation and development systems, few are focusing on the core skill of assessment literacy. Thus, few American educators are prepared to apply the knowledge and skills needed for effective implementation of performance tasks and assessments for learning. Heritage states, \u201cIf formative assessment is to be an integral part of professional practice, there needs to be a major investment made in teachers. This investment must begin with changes in preservice training. No teacher should exit a professional training program without the knowledge to assess student learning.\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400;\">These are only a few of the skills and competencies educators need to successfully implement future education systems designed with equity in mind. State policymakers could host a task force or commission to collaborate with educators, school and local leaders, institutions of higher education and experts in the field of competency-based education to identify educator competencies for student-centered learning to drive coherence and alignment in their state\u2019s educator preparation and development systems. Designating an appropriate group of educators to identify the educator competencies needed for modern learning environments is crucial and an important first step. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">The next blog post in this series will highlight and explain three additional, critical strategies for states and school districts to transform educator workforce systems:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Creating multiple, high-quality pathways to educator credentials and development;<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Developing educator capacity and professional judgment; and<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Building an understanding of assessment literacy. <\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">This is the twelfth <\/span><span style=\"font-weight: 400;\">article in the <\/span><i><span style=\"font-weight: 400;\">Current to Future State<\/span><\/i><span style=\"font-weight: 400;\"> series <\/span><span style=\"font-weight: 400;\">that explores the ideas in the iNACOL report titled: <\/span><i><span style=\"font-weight: 400;\"><a href=\"https:\/\/www.inacol.org\/resource\/current-future-state-issues-action-steps-state-policy-support-personalized-competency-based-learning\/\">Current to Future State: Issues and Action Steps for State Policy to Support Personalized, Competency-Based Learning<\/a>. <\/span><\/i><\/p>\n<h5>Learn More:<\/h5>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Jobs for the Future and CCSSO \u2012 <\/span><a href=\"https:\/\/studentsatthecenterhub.org\/resources\/educatorcompetencies\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Educator Competencies for Personalized, Learner-Centered Teaching<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Margaret Heritage \u2012 <\/span><em><a href=\"http:\/\/www.pdkmembers.org\/members_online\/publications\/Archive\/pdf\/k0710her.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Formative Assessment: What Do Teachers Need to Know and Do?<\/span><\/a><\/em><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">iNACOL and KnowledgeWorks \u2012 <\/span><em><a href=\"https:\/\/www.inacol.org\/resource\/laying-the-foundation-for-competency-education-a-policy-guide-for-the-next-generation-educator-workforce\/\"><span style=\"font-weight: 400;\">Laying the Foundation for Competency-Based Education: A Policy Guide for the Next Generation Educator Workforce<\/span><\/a><\/em><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>The previous blog post, Five State Policy Action Steps to Modernize Educator Preparation and Development Systems, explored&#8230;<\/p>\n","protected":false},"author":3,"featured_media":0,"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":[377,392],"location":[],"class_list":["post-1371","post","type-post","status-publish","format-standard","hentry","category-uncategorized","issue-state-policy","issue-develop-educator-capacity"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.8 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>What Do Teachers Need to Know and Be Able to Do to Succeed in Personalized, Competency-Based Learning Environments? 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