iNACOL’s annual conference is the industry’s leading event shaping the future of K-12 education. Experts, practitioners, educators, policymakers and researchers gather and work to transform education.
Schools and districts across the United States are realizing the promise of competency-based education – transforming the culture and structure of the traditional time-based system into one that is designed to help every student succeed. Join this webinar to hear Susan…
Last week, the U.S. Department of Education released guidance outlining how states can amend their state plans under the Every Student Succeeds Act (ESSA). The ESSA State Plan amendment process offers an opportunity for continuous improvement of state education systems, toward greater coherence. According to the guidelines, a state wishing to make an amendment will […]
Throughout this blog series, we focused on strategy for policy to support systems change over the long haul toward competency-based systems that ensure mastery for all students and equity for all. There is a need to approach state policy with a long view, to build a vision toward the future with coherent, student-centered systems and […]
Creating an education system that prepares every student to succeed requires systemic transformation to high-quality, personalized, competency-based education. Today, the prevailing traditional, one-size-fits-all K-12 education model, is not meeting the unique needs of learners. Too many students are falling through the cracks, not graduating, or graduating unprepared for success after high school. School districts across […]
In this blog series we are exploring what it would take to move toward a future state of education that is purpose-built for student-centered learning. Moving toward a competency-based education model requires fundamental shifts in the systems, structures and assumptions that the traditional model of education is rooted in. We need bold leadership to transform […]
Assessment is integral to the process of teaching and learning. Teachers should be constantly checking for their students’ understanding in formal and informal ways. They are checking for understanding with formative assessment, tracking progress with interim assessment, and checking mastery of standards with summative assessment. And yet, “assessment” today in the United States is often […]
In a competency-based system, students need multiple, high-quality pathways to high school graduation, higher education and the workforce. In the same way, educators need multiple, high-quality pathways to credentials, advancement and development. For pre-service training, policymakers can consider ways to leverage micro-credentials and other avenues to certify knowledge already gained through multiple pathways. Teaching candidates, […]
In personalized, competency-based education, educators often take on new roles as they work individually and collectively to design customized pathways to graduation for every student. Before a state can transform its pre-service preparation, certification, professional development and evaluation programs to ensure educators have the support and resources to make this transition, educators should have a […]
Today, iNACOL (@nacol) published its iNACOL 2019 State and Federal Policy Priorities, an equity-driven, future-focused set of recommendations to drive the transformation of our nation’s K-12 education systems to meet the needs of every student. Our current, traditional K-12 education systems are not adequate to prepare all students for success after high school. The problem […]
Educators across the K-12 education workforce are the most important drivers for success in the shift to powerful, personalized, competency-based learning. Only by raising and building the capacity of educators and school leaders will we realize the bold vision of systemic transformation toward student-centered learning. If we fail to invest in the capacity of educators […]
To present, the idea of accountability in American education has been synonymous with end-of-year, statewide, summative tests that are tied to high stakes outcomes for teachers and schools. No Child Left Behind’s (NCLB) intent was to increase equity. The strategy NCLB employed was to require states to test all students in grades 3 through 8 […]
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