Competency-based teacher development system built on a competency map, multiple ways to learn, and demonstrations of competence¶

Theory · All theories
Evidence · no claims cited

Description¶

The paper proposes a teacher development system in which teachers progress based on demonstrations of their abilities rather than seat time. Its three key ingredients are "a map of what a learner needs to know, different ways to learn it, and a collection of demonstrations of competence." A system linked to hiring entities that award licenses based on demonstrated competence could inform personalized development pathways, some within degree programs and some rapid, model-specific alternatives.

Design Implications¶

Context¶

Requirements¶

• Clear identification of desired competencies so learning experiences and assessment systems can be built to develop and certify them
• Aligned courses and modules, assessment mechanisms (observations, demonstrations, peer or expert review, automated assessments), and strong data systems

Constraints¶

• In some cases the three elements are closely connected within a single model school system, while decoupling them provides flexibility in hours, timelines, modalities and sources

Target Learners¶

• Pre-service teachers
• Practicing K-12 teachers

Target Learning Objectives¶

• Demonstration of teaching competencies aligned to Deeper Learning student outcomes
• Professional progression and credentialing

Claims¶

Related Theories¶

Examples¶

• Offer candidates multiple ways of demonstrating competence, crediting prior teaching experience and using performance-based alternative assessments

Key Sources¶

• Karen Cator, Carri Schneider, Tom Vander Ark. (2014). Preparing Teachers for Deeper Learning: Competency-Based Teacher Preparation and Development. Digital Promise / Getting Smart. https://digitalpromise.dspacedirect.org/items/a1928fce-2d47-429b-8e81-fbeb9ce079c3