In schools focused on competency-based learning, students advance upon demonstrated mastery. Are there instances in your school where this happens? If so, what are they?
2. Competencies include explicit, measurable, transferable learning objectives that empower students. How will your school develop competencies? Will educators be required to develop them for each grade level or course or will the school provide them?
3. Assessment is meaningful and a positive learning experience for students. If you surveyed students, to what extent would they see assessment in this way? What about parents? What about teachers?
4. Students receive timely, differentiated support based on their individual learning needs. To what extent does this happen for students in your school? Are there barriers that limit this support?
5. Learning outcomes emphasize competencies that include application and creation of knowledge, along with the development of important skills and dispositions. In your school, do teachers always consider depth of knowledge when developing learning outcomes? How do you assess skills and dispositions?
CHAPTER 2
Building the Foundation of a Competency-Based Learning System Through PLCs
Teacher collaboration is one of the best supports a school leader can provide to his or her school staff (DuFour et al., 2016). In this chapter, we explore how that ongoing process, one in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve, best supports a competency-based learning model. We identify the PLC framework as the single best support network that schools need in order to successfully implement competency-based learning. When implemented correctly, the PLC framework cultivates teachers who become collectively responsible and mutually accountable for the learning of students in their school. Teachers become supports for each other, and teacher teams become integral parts of both the decision-making process and instructional leadership for competency-based learning. And, the work of collaborative teams and work done throughout the school is transparent. Student learning, a collaborative culture, and constant reflection become the norm, and these are the levers that will effect change through the work of the PLC.
Any systems change requires hard work, dedication of the entire staff, and the understanding of why the change is necessary. It is imperative to have the foundational structures in place to allow collaboration to occur within a school. The PLC framework is the vehicle for this change.
It is important to recognize, however, that transforming into a PLC does not happen overnight. Many administrators and educators have sought a silver bullet that not only allows them to build and implement high-functioning PLCs but also simultaneously implement standards-based grading and competency-based learning. If high levels of learning for all learners is the why, we maintain that PLCs are the how, and competency-based learning is the what (see figure 2.1).
Figure 2.1: Competency-based learning and PLCs.
To attempt to embark down the road to a competency-based learning system without working as a highly functioning PLC will lead to failure.
Competency-based learning and PLCs are a true fit if implemented correctly and with fidelity. To attempt to embark down the road to a competency-based learning system without working as a highly functioning PLC will lead to failure. We’ve seen it happen, and it undercuts this learning model before it even has a chance to get off the ground. The implementation of PLCs provides the initial steps that must develop in a competency-based learning model.
The Foundation of a PLC
The architects of the PLC model, Richard DuFour, Rebecca DuFour, and Robert Eaker, along with Thomas W. Many and Mike Mattos (2016), describe the four pillars of a PLC—the mission, vision, values (collective commitments), and goals—as the foundation of a PLC. Questions guide each of the four pillars, providing opportunities for staff members to engage in dialogue to build consensus. Utilizing the four pillars of a PLC can help a district or school build a road map for competency-based learning. Educators and other staff must understand and commit to the reasons for transforming their educational system. Outlining the mission, vision, values, and goals of the organization together helps build a common understanding and commitment to the work. From there, teams in PLCs will work collaboratively to define the specifics at each grade level.
Mission: Why Do We Exist?
The first pillar of a PLC is the mission. The mission answers the question, Why do we exist (DuFour et al., 2016)? Staff must explore this question together. There are many successful ways to do this; the common thread is that conversations occur in an honest and safe environment at both the district level, within the collaborative leadership team at schools, and within teacher teams. Those within a school must be clear on their fundamental purpose, and those within a community should be clear about student expectations within that community. This common understanding at all levels promotes a sense of “we are all in this together,” leading to a collective effort to achieve a mutually desired outcome.
Schools transitioning to a competency-based learning model should frame their work around this question: “Do we accept high levels of learning for all students as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning” (DuFour et al., 2016, p. 14)? This one question will not only frame short-term conversations as teams work together to develop the mission and vision, determine collective commitments (values), and build goals together but also the many follow-up conversations for years to come.
This question should be the beacon for a school implementing such transformative change. Staff members can go back to this question to determine if a strategy truly supports the belief that all students in the school are learning at high levels, and staff won’t make excuses when multiple data points suggest things should be done differently.
Successful competency-based learning schools typically use data to identify groups of students who are not demonstrating the expected growth over the course of many years. When this happens, it makes sense that a school will need to take a hard look at its practices. This is a difficult and time-consuming process, and even after several years of implementation, it is important to continue to analyze multiple data points to ensure growth is occurring for all students.
Competency-based learning meets learners where they are and allows them to progress at their own speed along a developmental continuum.
Competency-based learning meets learners where they are and allows them to progress at their own speed along a developmental continuum.
Asking the question of why an educational institution exists will lead to learning for all. Remember, a competency-based learning model is based on what students learn, not what they earn. It wholly supports the mission and vision of becoming a system that focuses on
