A Laser-Like Focus on Learning

inquiry and action research to achieve better results for the students they serve, truly supports a competency-based learning model.

Chapter 3 focuses on the relationship between competencies, essential standards, and learning targets, and how they connect to the first of the four critical questions of a PLC: What is it we want students to know and be able to do? (DuFour, DuFour, Eaker, Many, & Mattos, 2016).

Chapter 4 focuses on assessment in a competency-based learning system, and how educators can ensure that students experience consistent, competency-friendly practices from classroom to classroom and teacher to teacher, and how those practices have to support the competency-education model.

Chapter 5 explores what effective, quality instruction looks like in a competencybased classroom. Specifically, readers will discover how instruction can be differentiated, focused, rigorous, and aligned with learning progressions that are based on essential standards and competencies.

Chapter 6 looks at structures for feedback, specifically the role of grading and reporting in a competency-based classroom. We focus on beginning with the end in mind, referencing the four pillars of a PLC at Work (DuFour et al., 2016) as a foundational component for the change process. Specifically, a collaboratively developed mission and vision are imperative, and the teacher leaders in a school play a critical role. It is through this lens that effective classroom grading and reporting strategies will be presented.

In chapter 7, we introduce a tool that educators can use to self-assess, reflect, and plot a course for their future work to advance competency-based learning in their classrooms and schools. Readers will be able to determine what their current reality is within each of the seven design principles of competency-based learning. This chapter will focus on how to move forward in each of these areas and provides specific next steps.

Embedded throughout the book are examples of competency-based learning in the field in various schools and districts. These Practitioner Perspectives offer the reader practical examples of how to turn theory into practice.

As you undertake the work of transformation to competency-based learning, it may prove to be some of the hardest of your career, but you will find it to be some of the most rewarding because your school will truly become laser-focused on student learning. Students’ engagement, ownership of learning, and career and college readiness will be the ultimate, tangible outcomes from this work.

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