Districts’ and schools’ organizational structures and long standing policies built around traditional seat-time metrics may be inhibiting their ability to move toward competency-based models. For example, bell schedules, grading policies, academic department structures, fixed sense of course scope and sequence, and familiarity with whole-group instruction may all be exerting the tug of status quo bias. As such, transforming districts and schools to competency-based systems is not a simply policy change: it’s a fundamental reconfiguration of teams and structures inside schools, that allows for students to progress at their own pace and demonstrate mastery in a variety of ways. In New Hampshire’s example, for those schools that have yet to move to fully competency-based systems, getting unstuck from the organizational structures and processes that guide them appears just as potent a barrier to innovation in some schools as the state’s policies are a gateway to innovation.
Group items matching
in title, tags, annotations or urlWant high schoolers to succeed? Stop giving them fifth-grade schedules - The Hechinger Report - 0 views
9 Scheduling Benefits Employees Love - 0 views
Flexible Modular Schedule (Flex-Mod) | reDesign - 0 views
Power through schedules with 21 Google Calendar tricks | PCWorld - 0 views
Barriers to competency-based innovation aren't just coming from above | Christensen Institute - 0 views
Class distinctions: Where boy doesn't meet girl | The Portland Press Herald / Maine Sunday Telegram - 0 views
-
"The single-sex format is a tool, one of many available to break down gender stereotypes," Sax said. "But don't confuse the tool for the objective, which is to help every boy and girl to reach their full potential."
1 - 7 of 7
Showing 20▼ items per page