There are few areas where American teachers are as united as they are in their dissatisfaction with their professional learning and advancement opportunities. The lack of meaningful offerings affects states’ ability to attract, develop, and retain strong teachers, which in turn impedes schools’ ability to help students fulfill their potential. There are evidence-based fixes, but they require major changes to policies and practices that dictate how schools are staffed and changes in expectations and school culture. If carefully harnessed, microcredentials are one tool that can help overcome these challenges.
Moving toward Competency-Based Professional Learning
Also In this Issue
Reshaping Assessment and Accountability in 2021 and Beyond
By Andrew Rotherham, Bonnie O'Keefe and Jennifer O'Neal SchiessData about system performance will continue to lie at the heart of school improvement.
The Role of Technology in Reimagining School
By Andrew Ko and Kristen AmundsonPandemic or no, states ought to press for better technology for personalized learning and making staff and students safer.
The Greenfield Path to School Improvement
By Frederick HessState Policymakers can help clear away the rubble that impedes vibrant reform.
Transforming Learning through Competency-Based Education
By Susan PatrickStates are adopting a range of policies to personalize student learning and move away from seat-time rules.
Seize the Moment: Double Down on Authentic Learning
By Dennis McGrath and Monica MartinezProject-based learning tied to students' communities and interests readily makes the leap across modes of instruction.
Moving toward Competency-Based Professional Learning
By Joseph Hood and Melissa TooleyMicrocredentials embedded in effective learning systems can promote teacher growth, advancement, and retention.
Kansas Schools Build Resilience amid Redesign
By Valerie NorvilleSchools opt to change their approaches to learning and see gains in adaptability.
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