{"id":2069,"date":"2016-11-01T00:00:00","date_gmt":"2016-11-01T04:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/talking-equity-with-john-duval\/"},"modified":"2019-12-16T12:55:17","modified_gmt":"2019-12-16T17:55:17","slug":"talking-equity-with-john-duval","status":"publish","type":"post","link":"https:\/\/aurora-institute.org\/blog\/talking-equity-with-john-duval\/","title":{"rendered":"Talking Equity with John Duval"},"content":{"rendered":"
\"john_duval\"<\/a>
John Duval<\/figcaption><\/figure>\n

This blog post first appeared on CompetencyWorks<\/a> on August 11, 2016.<\/em><\/p>\n

This is the ninth post of my Mastering Mastery-Based Learning in NYC tour. Start with the first post on\u00a0NYC Big Takeaways<\/a>\u00a0and then read about\u00a0NYC\u2019s Mastery Collaborative<\/a>,\u00a0The Young Woman\u2019s Leadership School of Astoria<\/a>,\u00a0Flushing International<\/a>,\u00a0KAPPA International<\/a>,\u00a0North Queens Community High School<\/a>,\u00a0EPIC North<\/a>, and\u00a0New Classrooms<\/a>.\u00a0<\/em><\/p>\n

\u201cMastery-based learning can reopen a conversation about equity.\u201d<\/p>\n

With just these few words, John Duval launched us into a dynamic conversation. Duval leads the Model Redesign Team in the Office of Postsecondary Readiness, which houses a number of initiatives related to high school innovation around areas of whole school design, competency-based education (including the\u00a0Mastery Collaborative<\/a>), culturally relevant pedagogy, and effective uses of school time. Previously, Duval led the launch of the New York City Department of Education\u2019s\u00a0Expanding Success Initiative<\/a>\u00a0(ESI). This initiative, dedicated to improving education for African-American and Latino young men, launched the\u00a0EPIC model<\/a>, which will have four schools in both district and charter variations this coming September. Here are a few highlights of the conversation:<\/p>\n

The Intersection Of Culturally Responsive Education And Competency-Based Education<\/h3>\n

ESI designed the\u00a0<\/span>EPIC model<\/a>\u00a0with four core concepts, including competency-based education (CBE) and culturally responsive education (CRE), or the belief that \u201cachievement is anchored not just in building from one\u2019s existing strengths but in full engagement of one\u2019s self and lived experience.\u201d (See the\u00a0<\/span>EPIC Playbook<\/a>\u00a0for more information.) Duval explained how the intersection of these two concepts transforms the classroom and school dynamics. \u201cLet\u2019s start with the idea that mastery-based learning is a better way to do school,\u201d he said. \u201cWhen you focus on competencies, you are focusing on the ability to transfer skills and you are focusing on the important higher orders skills. In CBE, this is real shift for the teaching force in two ways. First, from a design perspective, it requires creating more complex learning arcs for young people. This is very difficult, especially if you\u2019ve never been trained this way. Second, it creates more transparency and accountability for everyone involved. Once a student \u2013 especially an African American or Latino one \u2013 knows what skills he or she is supposed to develop, he or she can pinpoint what a teacher is or is not doing to help them.\u201d<\/span><\/p>\n

He continued, \u201cJust knowing that grading is more objective based on progress toward standards rather than the highly variable, subjective conventional grading can bring a huge change in the student experience. Then when the practices are in place for students to have more agency and responsibility for their education, there can be a tremendous cultural shift in the school. There is more respect for students. And there is the expectation that when there is tension or conflict between a student and teacher, listening to each other and understanding each other\u2019s perspective is the avenue for resolving it, not taking the student out of the classroom or the school. The practice of exclusion inhibits learning on the part of students and adults.\u201d<\/span><\/p>\n

He then introduced the work of\u00a0Chris Emdin<\/a>, an associate professor in the Department of Mathematics, Science and Technology at Teachers College, Columbia University and author of\u00a0For White Folks Who Teach in the Hood\u2026 and the Rest of Y\u2019all Too: Reality Pedagogy and Urban Education<\/em><\/a>. \u201cEmdin talks about reality pedagogy and the importance of using practices that create space for students to express themselves. This isn\u2019t going to happen if we are flooding students with content or operating from our assumptions. We need to layer in the CRE conversations so that instead of trying to guess how the student is identifying themselves, as African-American, as a man, or as an artist, a son, or a brother, we create the space where they can express themselves and their interests. This can only happen when the power between teachers and students changes.\u201d (See\u00a0Emdin\u2019s TED Talk<\/a>.<\/u>)<\/p>\n

\u201cOne of the problems of the lack of diversity in the education leadership is that people start with different assumptions and ask different questions based on their life experiences,\u201d suggested Duval. \u201cIt means we may not always be asking the right questions to help expose underlying issues. As the power dynamics shift and students are more empowered, it is possible that we will begin to shift policy questions as well as the processes we use to resolve them.\u201d<\/p>\n

\u201cWhen you get down to it, both CBE and CRE are about the power dynamics within a classroom or school and both support a similar shift. In CBE, we use words like \u2018agency\u2019 and \u2018personalization\u2019 to explain notions of student voice around ideas of pacing, content, et cetera. In CRE, we use the lens of race, gender, and sexual orientation to drive a conversation around who defines student identity in the classroom and how the learning experience either honors a student\u2019s identity or not. But the two concepts can \u2013 and should \u2013 work in concert. When they do, they create the conditions to challenge bias and for all people in the school to be open to learning.\u201d<\/p>\n

Duval then excitedly began to think about what is possible. \u201cThere are so many ways we can engage students in managing their own education. Student-led conferences are a simple but profound example. I am fascinated by the peer review process and self-assessment process. To what extent can students self-assess with precision? That would really put power in a different place.\u201d<\/p>\n

Regents And Implicit Bias, Culturally Relevant Education, And Choice<\/h3>\n

In\u00a0all of my visits to NYC schools, the concern was raised that the Global History Regent was archaic, misaligned with high engagement pedagogical strategies and all-around bad for kids. It focused on recall of content \u2013 the lowest level of skill. It was instructionally and culturally incompetent, requiring teachers to cover the content and teach students from all types of backgrounds and life experiences to memorize facts about the Byzantine Empire when there are so many other ways for students to engage in the big concepts around empires. This is bad enough \u2013 but add to it that many students are trying to finish four years in high school but are missing many of their foundational skills. Time is precious, and we should be using every high engagement strategy we can to help students build their literacy skills. There must be a better way to demonstrate students understanding the core concepts of global history.<\/span><\/p>\n

Duval explained, \u201cWe need to be honest about what is going on in schools in response to our current graduation requirements. There are certain blocks of content that are not relevant to the lived experiences of our students. This doesn\u2019t mean we shouldn\u2019t expose students to a wide-range of things. But we need to respect our students, which means always returning to the question of whether or not we are helping them develop the skills to make their own choices and design their own future. Currently, there are patterns that occur. Students don\u2019t find the content relevant. They are bored or perhaps even offended. They flare up. Then adults flare up. Layer in notions of implicit bias with a predominantly white teaching force, and the end result is a conflict where young men of color are bound to be the losers. Our data says the impact is systematic.\u201d<\/p>\n

Teaching And Learning In A Mastery-Based Environment<\/h3>\n

I shared with Duval that it was exciting to see schools that already have a robust pedagogical strategy seek mastery-based learning as a way to further improve teaching and engage students. He reflected on the changes in the field of teaching with, \u201cGood teaching lends itself to laying a mastery-based structure on top of it. Teachers become more intentional about their goals and then more intentional about which strategies are really effective.\u201d<\/span><\/p>\n

During my site visits, many educators suggested that when teachers become more intentional about learning goals, they realize that they have placed too much emphasis on content and not enough focus on durable, teachable, highly useful skills that students can develop and carry with them through and beyond their years in school. Duval noted that \u201cstudents can all access content whenever they want with their phones. Building in choice is going to become a standard practice. As we shift to mastery, we are asking higher demands from teachers: they are going to be designing the process flow for how students learn and advance, which is fundamentally more difficult than delivering a curriculum. If you want to assess students\u2019 skill acquisition through things they create, then you need to provide them opportunities to create. We have to ask ourselves, \u2018What is really happening in classrooms that are only organized around chalk and talk, quizzes, and end-of-course tests?\u2019 We are beginning to orient teaching and learning in a completely different way \u2013 designing learning arcs that end in demonstrations of independent mastery \u2013 as compared to the conventional system of delivering curriculum and instruction.\u201d<\/p>\n

He continued, \u201cIt\u2019s not that teachers are going to be replaced by technology. We need them more than ever. Their jobs are changing to become more challenging and more meaningful. Teachers are increasingly embracing a growth mindset for themselves so that they truly believe they can learn to teach students higher order skills, coach students in the habits of work, and deeply know their disciplines. Our job at the district and for principals is to create the conditions for teachers to grow.\u201d He then wondered aloud, \u201cDo we really expect teachers to be good at everything? If not, then we need to start thinking about different organizational structures within the district and different types of teacher roles. We need to build in more flexibility about how we deploy teachers.\u201d<\/p>\n

He pointed out that it is important for teachers to deeply know their discipline as we begin to be more focused on meeting students where they are. When conventional school focuses on delivering grade level curriculum and passing students on with Cs and Ds, they are not accountable for ensuring students learn. In mastery-based learning, teachers need to be able to identify which pre-requisite skills students are missing and develop a plan for building them. This means that teachers need to understand\u00a0learning progressions<\/a>\u00a0in their discipline. He also suggested that districts and schools might think about creating modules that allow students to make progress without being totally dependent on teachers every step of the way, thereby freeing teachers up to provide individual or small-group instructions where students most need support.<\/p>\n

Duval shared an observation about granularity of the instruction and assessment framework. \u201cTeachers make instructional choices in response to the grain size of what they are teaching,\u201d he said. \u201cThere is a difference if you start with six big competencies or 400 standards. It is going to make a difference in how learning targets are designed. The granularity will shape the instructional strategy and how much time and effort is spent assessing, logging, and tracking. It will also impact how assessments are designed. Schools are going to make different choices based on a number of different considerations. For me, the question of \u2018right\u2019 grain size of a competency is not quite the right question. Rather, it\u2019s the alignment between grain size of outcome and appropriate instructional strategy and the implications of this alignment for larger whole-school questions around student meta-cognition of core skills across content domains. Districts need to think about designing their systems and policies to allow variation.\u201d<\/p>\n

Advancing Mastery-Based Learning In A Big District<\/h3>\n

Most of the districts moving to competency-based education are smaller ones, although there are now a number of examples of mid-sized districts taking the plunge. (See my site visits to\u00a0<\/span>Charleston<\/a>,\u00a0<\/span>Lake County<\/a>, and\u00a0<\/span>Henry County<\/a>.) It\u2019s not that competency-based education won\u2019t work in all types of schools and for all types of students. It\u2019s simple the problem of scale: how do we help all the teachers in all the schools understand competency-based education, build the skills to manage personalized classrooms, build assessment literacy, and calibrate within their schools what proficiency looks like for every grade level? It\u2019s not going to work as a mandated policy \u2013 it requires dialogue. Competency education is educator driven: schools decide to convert because they are tired of trying to help children learn in a system that is designed to sort.<\/span><\/p>\n

The NYC Department of Education, the largest district in the United States, has established the Mastery Collaborative to support forty schools (this is nearly ten percent of the high schools, whereas the majority districts other than top ten have less than ten high schools) in developing mastery-based learning and grading. The strategy for now and in the near future is to work with those schools that want to become mastery-based. \u201cRight now we are in a curation phase,\u201d Duval said. \u201cWe are learning a lot and curating a set of learnings. This is very important, as we need to be able to offer schools insights and choices about what they can do to integrate mastery-based learning and what they shouldn\u2019t do. We need a handbook that is specific enough that teachers can understand what instruction looks like in the classroom when students are empowered, when there is transparency, and when the primary focus is on skill-building.\u201d<\/p>\n

Duval explained that the next steps will be to think about best ways to support educators to be highly capable in culturally responsive, mastery learning environments. \u201cNothing is ever linear in a school or district change initiative. We have to have a plan if a window of opportunity opens. We need to be thinking about how we strengthen the human capital pipeline so that schools don\u2019t have to direct resources to re-training teachers. We need to recruit more men of color into the process. We need to think about our hiring processes and our induction processes. How do we get new teachers placed in mastery-based schools so they get hands on experiences in a mastery-based classrooms?\u201d<\/p>\n

Most importantly, Duval believes that it is critical to redesign the assessment paradigm to be more performance-based. He emphasized, \u201cThe current assessment structure feels like it is written in stone \u2013 but it isn\u2019t. At some point in time, someone created these ideas about when and how assessments should be given. This means that we can change them. It requires getting people on the same page about the limits of the current assessment paradigm, which is a challenge. We also need to be able to offer different mechanisms for quality control beyond compliance and end of year assessments.\u201d<\/p>\n

However, the political sphere that districts operate within creates a barrier. \u201cThe discourse around education can be polarizing and toxic,\u201d Duval admits. \u201cIt takes bravery to want to have more transparency. It takes bravery to say your eighth grader has been getting Bs, but they are in fact reading at sixth grade level. What we need is a political sphere that values honest discourse and listening. How do we carve out space for people to be able to fail so they can figure out how to fix things? This is a very hard ethical question when there are young people\u2019s lives in the mix. But we can\u2019t get beyond the traditional system unless we can tolerate risk and understand that failure leads to learning.\u201d<\/p>\n

\u201cWhat would it take for innovation, with its failures and breakthroughs, to be culturally acceptable in education?\u201d<\/p>\n

Stay Tuned<\/h3>\n

Next on the agenda is exploring more deeply the intersection of competency education and culturally responsive education to support teacher\u2019s professional development and tapping into the incredible resources in NYC so that students can extend their learning into the community.<\/p>\n

See also:<\/h5>\n