Frederick 2 7 Staff TimeV2 - Great Schools Partnership · client Type II: High Blood Pressure Clear...
Transcript of Frederick 2 7 Staff TimeV2 - Great Schools Partnership · client Type II: High Blood Pressure Clear...
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Supporting Efforts in FCPSCompetency-Based Learning
Don Weafer, Senior Associate
Tony Lamair Burks II EdD, Senior Associate
Today’s Facilitators
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LEARNINGCOMPETENCY-BASED
greatschoolspartnership.org/fcps
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Outcomes•Review and reflect on CBE survey
results.
•Clarify some of the ways in which CBE looks different from traditional practices
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The Story of theThree Masons
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Many of us tend to think of vision as a rarefied ability, something
unique to individuals of a creative or intellectual bent.
….But the fact is, all of us have it-
every time we imagine the future,every time we feel hope,
every time we “dream things that never were and ask ‘Why not?’”
….It has almost nothing to do with
the eyes, and everything to do with the mind.
Burton M. Tansky
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Situation Problem Definition Solution Responsibl
e Person Work Data
Type I: Broken Bone
Clear Clear Expert TechnicalExpert takes
x-ray of client
Type II: High Blood Pressure
Clear Requires Learning
Expert and Client
Technical and
Adaptive
Expert orders blood work; Client
logs diet and exercise.
Type III: Migraine
Requires Learning
Requires Learning Client Adaptive
Client tracks behaviors
that lead to symptoms
using an app
TECHNICAL VS ADAPTIVE
— Ronald Heifetz, Leadership with Easy Answers, pp. 74-75 https://blogs.harvard.edu/michaellaw/2013/10/06/leadership-distinguishing- adaptive-from-technical-work/
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Survey Competency-Based
Results
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Question 6Assessments are standards-based and criterion referenced
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Criterion-Based Assessment
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Question 9Academic progress and achievement are monitored and reported separately from work habits
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Habits of Work
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Habits of Work
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Students are given multiple opportunities to improve their work
Question 11
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Redos and Retakes
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Redos and Retakes“LSAT. MCAT. Praxis. SAT. Bar exam. CPA exam. Driver's licensure. Pilot's licensure. Auto mechanic certification exam. Every one of these assessments reflects the adult-level, working-world responsibilities our students will one day face. Many of them are high stakes: People's lives depend on these tests' validity as accurate measures of individual competence. All of them can be redone over and over for full credit. Lawyers who finally pass the bar exam on their second or third attempt are not limited to practicing law only on Tuesdays or only under the watchful eye of a seasoned partner for the duration of their careers.”
- Rick Wormelli
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• Think of one hashtag to express how you feel about today’s session.
• Write your hashtag on the lined side of the notecard along with your quick evaluation of this session using one number (4= advanced; 3=proficient; 2=emerging; 1=beginning).
• Think of what and where you need help as you implement proficiency-based learning.
• Write your help requests on the blank side of the notecard.
• Place your notecard in the basket as you exit the room.
HASH TAG & HELP
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THANK YOU
Don WeaferSenior Associate
[email protected] 207-331-6561
Tony Lamair Burks II, EdDSenior Associate
[email protected] 207-773-0505