Moving toward Competency-Based Professional Learning
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.
Also In this Issue
Data about system performance will continue to lie at the heart of school improvement.
Pandemic or no, states ought to press for better technology for personalized learning and making staff and students safer.
State Policymakers can help clear away the rubble that impedes vibrant reform.
States are adopting a range of policies to personalize student learning and move away from seat-time rules.
Project-based learning tied to students' communities and interests readily makes the leap across modes of instruction.
Microcredentials embedded in effective learning systems can promote teacher growth, advancement, and retention.