3 minute read
Research and Science
principal, assistant principals, instructional coaches, and other school leaders—supply guidance for systematically implementing and executing mastery-based learning elements, which in turn become a powerful change-making force (DuFour, DuFour, Eaker, Many, & Mattos, 2016). In addition, we have seen regular, focused collaboration with other schools be a powerful way to increase ILT capacity.
The intention of instructional leadership is to focus on staff behaviors and choices that affect the quality of teaching and learning and includes action both on organizational matters, such as scheduling and curriculum, as well as on promoting and developing schools as collaborative organizations with adults who are lead learners. The bottom line is that building leaders must partner with teachers in the educational process so that everyone learns and grows together.
Conclusion
Cultivating a culture of mastery is one of the four foundational paradigm shifts that are necessary in moving schools toward a healing- and resilience-centered model of education. Moving from traditional school practices that produce the well-known bell curve focused on a “normal” distribution curve to a competence-based classroom approach that moves all students toward proficiency is a heavy lift. Mastery learning can be implemented in classrooms in a variety of ways such as via peer teaching or cooperative learning. But the main component of mastery learning entails the effective, regular use of proficiency scales by teachers and students to provide a pathway for students to follow on their journey to competence and a way to monitor their progress. Putting the power for learning in the hands of the students and providing them with opportunities for their own voice and choice is empowering, healing, and helps them build resilience.
Cultivating a culture of learning, as opposed to one of compliance, is a critical piece in the shift toward new, innovative schooling. As such, it is important that all educators become fluent in the language of learning and effectively address cognition, metacognition, and instructional expertise.
Culture of Mastery Proficiency Scale
As a team, rate your school on the following skills.
Sample Evidence
High Reliability Schools (HRS) level 1 certification (Marzano, Warrick, & Simms, 2014)
In addition to score 3.0, in-depth inferences and applications that go beyond what was taught. Students can provide evidence of learning that directly align with their growth and progress toward mastery of specified learning goals. Students explain how progress toward mastery provides a culture that demands higher levels of expectation than submitting assignments and following direction that is common in more traditional educational settings.
Score 4.0
In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.5
Proficiency scales or Critical Concepts •
The educators will: Effectively implement learning goals and proficiency scales as the model of education rather than relying on lesson plans to simply deliver content. Monitor how the use of learning goals and proficiency scales allows teachers and students to deepen relationships and connections based on learning as opposed to compliance. Explain how helping students master learning goals results in a more collaborative school environment between teachers and students.
• • • The educator exhibits no major errors or omissions.
Score 3.0
No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.5
HRS level 1 survey data (Marzano et al., 2014)
There are no major errors or omissions regarding the simpler details and processes as the educators:
, engagement cognitive skills , , Recognize or recall specific terminology, such as academic optimism •
. proficiency scales , and relationship metacognitive skills , , mastery learning goals , Perform basic processes, such as: • Discuss and engage in collaborative efforts to understand how leaning goals and proficiency scales form the foundation of mastery-based learning. Understand how proficiency scales provide a learning progression and a roadmap for student mastery of identified skills and knowledge. Consider how proficiency scales can be utilized in a manner that encourages culturally responsive teaching strategies. The educator exhibits major errors or omissions regarding the more complex ideas and processes.
Score 2.0
Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0 content.
1.5
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes
Score 1.0
With help, a partial understanding of the 2.0 content, but not the 3.0 content
0.5
Even with help, no understanding or skill demonstrated
