Off the clock : moving education from time to competency
- Bramante, Fred.
- Thousand Oaks, Calif. : Corwin, c2012.
- Physical description
- xviii, 169 pages ; 26 cm
LC1032.5 .N4 B73 2012
- Unknown LC1032.5 .N4 B73 2012
- Colby, Rose.
- Includes bibliographical references (pages 161-163) and index.
- Acknowledgments About the Authors Introduction: Imagine School Without Clocks Part I. Leverage: The Perfect Storm 1. Setting the Table for Transformation 2. Reform: Getting Better at Things That Don't Work Part II. The New Hampshire Story: Mandating Flexibility: Why Leadership From the Top Matters 3. Fred's Story 4. Rose's Story 5. New Hampshire Present and Future Part III. The New Model for Learning: 20th Century Versus 21st Century 6. Time Versus Mastery 7. Competency-Based Learning 8. Learning in the 21st Century 9. Dropouts Versus Engaged Learners 10. Teacher Versus Educator 11. Teacher Compensation Part IV. Selling the Concept: A Conscious Effort to Create Public Demand 12. Selling to Students and Parents 13. Selling to Business, Nonprofits, and Communities 14. Selling to the Education Community and Professional Organizations 15. Selling the Concept and the Politics to Legislators Part V. Imagine the Possibilities 16. Moving Education From Time to Competency Appendix Bibliography Index.
- (source: Nielsen Book Data)
- Publisher's Summary
- The authors participated in a bold, statewide school improvement initiative that re-examined the role of a critical variable in twentieth century educationutime. Progressive educational policy changes in New Hampshire have put into motion the most dynamic approach to the delivery of education of any state in America. This statewide effort to create a system of personalizedstomized learning cannot properly function in the 20th century model of teaching and learning where time is the constant and achievement is the variable. The steps that New Hampshire has taken will provide the foundation for a new delivery model where time is the variable and achievement is the constant.The New Hampshire vision is built on the assumption that students can learn through a variety of experiencesutraditional classroom instruction being but one mode of delivery. Out-of-classroom Extended Learning Opportunities (ELO's) provide alternatives to classroom instruction. These can include internships, private instruction, on-line learning and other forms of independent study. But, at the core of this vision, is the idea that student achievement (and, by extension, teacher effectiveness) should be measured in terms of mastering competencies, rather than the traditional measure of 'seat time.' Although competency-based models have been attempted, the New Hampshire story is unique in that it offers a unique case of large-scale implementation. Bramante and Colby offer the reader the ability to understand a new context for the reinvention of education and how these challenges affect all levels and aspects of our system of public education. Education professionalsufrom classroom teachers to policy makersuhave much to learn from the lesson of New Hampshire.
(source: Nielsen Book Data)
- Publication date
- Fred Bramante, Rose Colby.