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.
The webinar will begin by setting some policy context about key trends in educator credentialing, before delving into a specific case study of an innovative new Master’s program developed in partnership between online learning leader Southern New Hampshire University and…
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 […]
State and local education systems need to focus on supporting an accountability system that continuously improves to meet the needs of a changing society, economy and student populations. We need to ensure that accountability systems are “fit for purpose” and support student-centered, competency-based learning. How could we know in real time whether students are making […]
In our current, traditional educational system, there is a significant focus on old pedagogical models delivering a one-size-fits-all lesson of grade-level content each day. The retrograde effects of accountability systems are perhaps most apparent in the challenges educators face across the United States to truly try to meet students where they are. David Hood’s “Paradigm […]
The learning sciences are an important reference point in designing instructional models for equity where all students can succeed. Learning sciences are the multidisciplinary study of how students learn best, and what feeds intrinsic motivation and the experience of personal success. A school redesign informed by learning sciences puts student success at its center. It […]
There is a need to rethink the purpose and role of assessment in education systems. Assessment literacy, according to the New Zealand Ministry of Education, is “the possession of knowledge about the basic principles of sound assessment practice, including its terminology, the development and use of assessment methodologies and techniques, and familiarity with standards of […]
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