Posted January 15, 2020 in Balanced Systems of Assessment, Equity by Carla Evans, Maria Worthen, Scott Marion
Competency-based education systems hold promise for maximizing the learning and growth of all students. If well designed and implemented, they can serve critical equity aims by ensuring that all students are supported in meeting key learning and development targets. However, competency-based education systems can’t do this without high-quality assessments and assessment systems to document learning […]
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Posted January 3, 2020 in professional learning, Profile of a Graduate by Natalie Abel Slocum
Small steps are leading to big changes across Virginia communities. In a dawn of new business opportunities across Virginia, all students need to acquire the essential knowledge and skills that lead to lifelong learning, workforce success, and active citizenship. To meet the demands of our changing economy and the needs of today’s learners, Virginia educators […]
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Posted December 23, 2019 in Mental Health, Social Emotional Development, social-emotional learning, whole-child by Brooke Stafford-Brizard
The following is an excerpt and transcript of the Aurora Institute 2019 Symposium opening keynote address, delivered on October 28th by Chan Zuckerberg Director of Whole Child Development Dr. Brooke Stafford-Brizard. In the address, titled Broadening the Definition of Student Success: A Spotlight on Mental Health, she dives deeply into what it could look like […]
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Posted December 12, 2019 in competency-based education, educator workforce, Higher Education, teacher preparation by Katherine Casey
Today, the Aurora Institute released an issue brief that calls on institutions of higher education (IHEs) to leverage three opportunities to transform the K-12 educator profession. They can support efforts to diversify the workforce; innovate preparation programs for modern, student-centered learning; and promote continuous professional learning and development. Transforming Teaching: What University Presidents and Deans […]
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Posted December 6, 2019 in competency-based education, Education Policy, Global Education, international, personalized learning, Practice by Susan Patrick
The following is an excerpted transcript of the State of the Field address, delivered on October 28th at the 2019 Symposium by Aurora Institute President and CEO Susan Patrick. In the address, Susan shares global trends in education, key features of new innovative school models, updates to the definition of competency-based education (CBE), and the […]
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Posted November 14, 2019 in competency education, competency-based education, Education Policy, Practice by Eliot Levine, Susan Patrick
Today, the CompetencyWorks initiative of the Aurora Institute (formerly iNACOL) released What Is Competency-Based Education? An Updated Definition. The report updates the 2011 working definition, which helped to build the field and create common understandings of key elements in competency-based systems among stakeholders. The definition has been used by schools to support design and implementation, […]
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Posted November 12, 2019 in assessment, competency-based education, differentiated supports, Equity, mastery, pacing, seat time, student agency, student-centered learning by DeQuendre Bertrand
It’s been eight years since the field developed its working definition of competency-based education. This week, the Aurora Institute will unveil an updated definition. Our Research Director, Eliot Levine, who also manages the CompetencyWorks initiative, sat down to talk with Matthew Shea and Courtney Belolan about why the update was needed. Their conversation is the latest […]
Continue Reading Eliot Levine Shares News on the Definition of Competency-Based Education in the Latest Innovation Spotlight Podcast →
Posted October 29, 2019 in iNACOL, iNACOL Symposium, rebrand by Susan Patrick
For 17 years, iNACOL has been a leading voice advocating for expanding high-quality K-12 educational opportunities. Over time, our work has evolved to an expanded view of the need for breakthroughs in policy and practices for systems change required to ensure all students are prepared for success in our rapidly changing world. We’ve just marked […]
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Posted October 25, 2019 in assessment, ESSA, georgia, louisiana, New Hampshire, north carolina by Alexis Chambers, Maria Worthen
The U.S. Department of Education (ED) will release a Notice Inviting Applications (NIA) for the third round of the Innovative Assessment Demonstration Authority (IADA) on Monday, October 28. The NIA is now available for public inspection on the Federal Register at: https://www.federalregister.gov/documents/2019/10/28/2019-23477/applications-for-new-authorities-innovative-assessment-demonstration-authority. The Every Student Succeeds Act (ESSA) created the IADA, which allows participating states […]
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Posted October 24, 2019 in Learning Sciences, science of learning and development, social-emotional learning, whole-child by Natalie Truong
Today, the Aurora Institute (formerly iNACOL) published Aligning Education Policy with the Science of Learning and Development, offering nine recommendations for state and federal education policy based on research on how students learn and develop. Research on how students learn and develop is providing teachers, practitioners, and policymakers with insights on how to help students […]
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