EDD-FPX8524_JudeRoss_Assessment4-1

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Capella University *

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8524

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Communications

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Jan 9, 2024

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Proposal in Partial Fulfillment of the Requirements for EDD-FPX8524 – The Future of Educational Leadership Prepared by Jude Ross Capella University (Date) Faculty: Bryan Bailey

Introduction As we move further into the 21st century and our lives change at an evergrowing pace, educational institutions need to adapt and better prepare our students for this future; one which we do not necessarily know what it will look like. In order to do this, schools need to explicitly teach students how to navigate this fast-changing environment by teaching them how to learn and unlearn as necessary. One of the best educational models that has been shown to do this is Competency-Based Education. By adopting this educational model, our school will give our students opportunities to practice these 21st-century skills in a real-world context. This is not an easy road, revolutionizing our educational system and changing the system that has been in place since the school’s inception, but it is needed in order to prepare our students for this fourth industrial revolution and to take our institution into the next century and insure, not just its survival, but its continuance as a beacon for excellence in education. Proposal Proposal: Competency-based education (CBE) is a strong movement in educational circles, one that continues to grow. It is a learner-centered approach to assessment. As defined by Education Reimagined, “in competency-based learning, each learner works toward competency and strives for mastery in defined domains of knowledge, skills, and dispositions … Assessments, both formative and summative, are utilized on a continuous basis to inform the learning and instructional strategy for each learner” (A transformational, 2022). CBE focuses on teaching students how to learn, deeper learning, and enduring understandings. It is thoughtful about what is measured so that students cultivate the knowledge, habits, and skills that will lead to lifelong learning and success. In order to reach this goal of CBE, technology has to be used in order to revolutionize how curriculum is delivered, lessons assessed, feedback given, etc. To continue as

a beacon of education in the 21st century, it is essential that we, as a school, transition our educational model to embrace CBE and all the advantages that it will bestow upon our students. Workplace Issue The rapid advancement of technology in education, especially through the pandemic, has altered education and this institution is no different. It has transformed the way people access information, communicate, and learn. There was already a move toward the integration of technology into education, and the pandemic hastened this process. We are now at the point where it is necessary to have this integration to help students learn the tools that they need to survive in the new economy. Bernard Marr talks about how we need to adapt educational models to teach students to be able to learn, unlearn, and relearn, not just memorize facts (Marr, B., 2021). An issue our school is having is how it uses technology,; it is ignoring the benefit that technology brings in regard to differentiation. Most of the courses still have students moving at the same pace and learning the same topics and information. Technology allows students to learn at their own pace and for information to be differentiated depending on the student's needs. As AI gets more powerful and becomes more prevalent in the educational sphere, we will see more of this, but there are options available to teachers and our school now that can help start and grow this transition. Currently, this institution is not taking

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advantage of this. Combining this differentiation with Competence-Based Education is a way for our school to really push the needle forward in transitioning our educational model into one that will carry it forward into the 21st century and beyond. Desired Future State The main outcomes we will begin to see will be the explicit teaching and measuring of 21st-century skills, which was not being done in the traditional curriculum, and the implementation of a Competency-Based Educational model. Students will be able to see their goals and where they need to reach in regard to things like communication and collaboration, along with the subject- specific skills in each domain. At the same time, students can move through their units of study at a pace that matches their abilities, moving as fast or as slow as needed in order to master the subject-specific skills. Proposal Description A multi-year roll-out of a Competency-Based Educational model that will allow for explicit instruction and measuring of 21st-century skills along with the use of technology for differentiation in student instruction, allowing students to move through their units of study at a pace that suits their own learning style and needs. Risks During the first year, as students, faculty, and families transition to the CBE program in mathematics, there could be

some mixed results in regard to ERB testing and progress through the curriculum. It is expected to see similar results in the other programs as the CBE curriculum is introduced, but less slip in the first year as students will already be used to this type of education through the math program. As this model of education is very different from what parents experienced as students, there is also a risk of them not understanding what we are trying to accomplish as a school and institution. There might be some loss of enrollment. Scaling Year One - The Middle School Mathematics program will transition to a CBE format. Year Two - The mathematics CBE program will extend into the Lower School and the MS Critical Literacies program will transition to a CBE format. The MS math program will be revised from lessons learned during year one. Year Three - The CBE Maths program will extend to cover all of LS. Critical Literacies will be extended into LS as reading and writing programs. Science and Foreign Language will be transitioned MS math and critical literacy programs revised from lessons learned in the first year of execution. Year Four - The CBE math/reading/writing programs will be extended to cover all of LS. Science and Foreign languages will be extended down into LS. All electives will be added to the MS

CBE program. Math/reading/writing/science/foreign language programs revised from lessons learned in the first year of execution. Year Five - All CBE programs are extended to cover LS as well as MS. Outcomes The main outcome we will begin to see will be the explicit teaching and measuring of 21st-century skills, which was not being done in the traditional curriculum. Students will be able to see their goals and where they need to reach in regard to things like communication and collaboration, along with the subject- specific skills in each domain. By knowing that this is not just a probable future, but a preferable future for our school, we can keep the goal in mind of where we want to see the school end up at the end of each stage of the implementation. The school and faculty can adjust what is working and what is not in order to reach that goal at the end of each school year, finessing the programs to better serve the students and their needs. Decisions Needed 1. The school needs to make the decision to move towards CBE and educate students in 21st Century Skills 2. This team needs to decide which transdisciplinary skills the school will focus on explicitly teaching and assessing 3. It needs to be decided how to rewrite the school’s core values in order to communicate this focus of the school on

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teaching these transdisciplinary skills to the community 4. The different departments need to decide what these different skills will look like at different ages and in different classes 5. How the school scales this project needs to be decided on and ratified 6. A decision on creating a position to oversee this curriculum change needs to be made as well as who to bring in to oversee this transition Description It is important for us, as an organization, to continue to position ourselves at the forefront of education. In order to do this, we need to transition from a traditional educational model to a model that embraces the technological changes in our world and that will prepare our students for the 21st-century workplace. This will keep our school as the preeminent progressive educational institute in our geographic region, as well as a nationally known modern educational school. We need to address this situation as soon as possible because it takes time to make the transition and our world is moving at such a fast pace, if we do not start now we might never be able to catch up to this ever-changing reality of the 21st century. As technology advances, especially in areas such as artificial intelligence, it will continue to make it easier for schools to differentiate student progress and assess for deeper transdisciplinary skills. The progress is only going to increase in speed.

Combining differentiation with Competence-Based Education is a way for our school to really push the needle forward in transitioning our educational model into one that will carry it forward into the 21st century and beyond. Future State Our organization has been known since its inception nearly 25 years ago as the preeminent progressive educational institute in our geographic region. As educational models change due to advancements in research and technology, we are on the verge of no longer being a model for progressive education. Our institution needs to further adapt and embrace some of the changes that are happening in educational technology and research to keep our school at the forefront of what good education is. David Bengston says, “There are countless possible alternative futures” (Bengston, D., 2018), so we must look at which of these we want to realize at our institution. Bernard Marr talks about how we need to adapt educational models to teach students to be able to learn, unlearn, and relearn, not just memorize facts (Marr, B., 2021). Comepetency-based education combined with the use of technology to allow for differentiation in the methods of curriculum delivery and the speed at which students are allowed to move the curriculum is a clear way in which we can move the school forward in this regard. If we ignore these movements within education, we risk our school slipping into mediocrity and becoming irrelevant in the larger realm of amazing schools. Risk Assessment This transition will take at least five years to accomplish, as we scale from the middle school mathematics department to a school-wide competency-based educational model. During the first phase, decisions rewriting the school’s core values need to be made and unveiled to the community. The risk in doing this is that there might be members of the community who

disagree with the change in the core values and might choose to take their children elsewhere. It might affect our enrollment. Another aspect of the project in the first year is the transition of the Middle School Mathematics program to a CBE format. During this time, some of our biggest risks will be some mixed results in regard to ERB testing and possibly on the grade cards. These growing pains will be seen by some as an indicator that the program is in fact not working, which is not true. This is a natural part of the growing process as students and teachers adjust to the new educational model. Students, especially the older students, need time to unlearn how they have been taught to do school and learn how to learn. During the second year, the mathematics CBE program will be extended into the Lower School and the MS Critical Literacies program will transition to a CBE format. In addition, the MS math program will be revised from lessons learned during the first year. These lessons will help us with the transition of bringing the program down into the lower school. Similar risks will be seen this year as in the first year, especially in math ERB scores in the lower school and possibly in the reading/writing ERB scores in the middle school. There is also always a risk of losing students, enrollment issues, due to the transition and families not seeing the benefits of this type of education. Communication will be key to mitigating this as much as possible. Parents need to understand the why of this transition and how the progress is going. Faculty need support in order to help them transition into this new educational model. Students will also need support for this transition, especially during these first couple of years. In the third year, the CBE Math program will extend to cover all of LS. Critical Literacies will be extended into the LS as the reading and writing programs. Science and Foreign Language will be transitioned into a CBE program. Along with all of this, the math and critical literacy programs will be revised from lessons learned in the first year of execution. As the CBE

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transition accelerates, the risks remain the same with regard to possible changes in testing results for Science and Foreign Languages. These risks should be smaller, though, due to the lessons learned from the first two years as well as the students becoming more accustomed to this new model of education. Families should also be more accustomed to these changes and the new CBE model, so the risks of a drop in enrollment should also be decreased by quite a lot. If the families have stuck with our program going into the third year, they have probably bought into the reasons why the school is making these changes and how it will benefit their children. Communication should not drop off, though. It should be continued at the same level along with the support for the students and faculty in the new subject areas. The fourth year of our transition with see the CBE math/reading/writing programs extended to cover all of the Lower School. The Science and Foreign Language departments will have their CBE programs extended down into the Lower School. At the same time, all of the MS electives will added to the CBE program; things like Art, Design Thinking, Orchestra, Drama, etc. Meanwhile, we will be able to revise the math/reading/writing/science/foreign language programs based on the lessons we have been learning from the previous year. At this point in the transition, the risks surrounding test scores and attrition should be minimized and we should actually be seeing a return on the investment. We should see test scores in math, reading, and writing starting to increase. There should be a change in how the student's grades are seen, as they refocus their energy on transdisciplinary skills along with subject-specific skills. We should hopefully start seeing an increase in enrollment as families in the larger community begin to see how well we teaching our students to thrive in the 21st century. The biggest risks remain in the initial transitions of programs to the CBE model, in this case, the electives. They should be able to learn from the other transitions and the actual risks should be minimal at this point, but

because they are different subject matters, there is always a minimal risk that some things tried in the transition might not work as planned. Finally, in the fifth year of transition, all the programs across the Middle School and the Lower School will be transitioned into a CBE model. The whole school will now be consistently on the same page as to how we educate our students. The students, being relatively used to this new educational model at this point, should make this transition relatively easy and there should not be much risk involved in this adjustment. The grades and test scores should no longer show any drop in standards and, in fact, should show an increase in student learning. Student attrition should have stopped and we should be seeing an increase in enrollment. All the program’s curriculum will be able to be revised yearly to learn from the lessons of the previous year and to better educate our students on both the subject-specific skills along with the new focus on those transdisciplinary skills. Decisions Needed There are a couple of decisions that need to be made by the school to move forward. First, the decision needs to be made to transition to a CBE model with the use of technology for differentiation as soon as possible. The longer this decision is delayed, the further behind the curve we will be, and the harder it will be for us to catch up. Next, decisions need to be made as to which transdisciplinary skills will be codified into our educational system. This needs to be carefully thought through as there are so many 21st-century skills and we need to decide which of these will be focused on and explicitly taught and assessed for. After these skills are decided on, the next step is to decide on how to word these transdisciplinary skills by rewriting the school’s core values. By codifying these skills into such a document, the school will be communicating to the community what the school stands for and how we will be educating our

students. Following the rewriting of this document, departments need to get together and decide what these skills might look like. It will be different depending on the subject matter and age groups being taught. This step needs to be carefully thought out as it will affect the curriculum and how subject matter is taught and assessed. It also needs to be decided which department will begin this transition to CBE. My suggestion is the MS Math department, as seen in the scaling section above, but that decision needs to be made by this team in order to move forward with this plan. Along with that, the scaling schedule needs to be ratified by this team, on how we scale this project forward. Does the plan that I set out seem like a good way forward or does this team want to alter it in any way? Finally, a decision needs to be made on creating a position in order to help oversee this transition. A curriculum manager of some kind would help to oversee and transition the different divisions into a CBE format. The creation of this position needs to be decided on as well as who to bring in in order to help with this transition. As far as extra costs for technology, there should not be any. We can utilize Canvas and Seesaw as curriculum delivery systems that will allow for differentiation and the ability for students to move through the curriculum at their own pace. As we already have licenses for these, there will be no extra cost at this time for this transition. The school should look into creating a position specifically to help with this transition to CBE and differentiated units of study in Canvas/Seesaw. It would behoove us to hire someone with expertise in this type of transition as well as the software. A national search should be undertaken and this person hired. There will be some financial outlay, both for the search as well as the salary of this individual. Conclusion It is clear that if we, as an organization, want to remain the preeminent progressive educational institute in our geographic region, we need to have our educational model evolve

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along with the major changes happening in our world. In order to do this, the school needs to adopt an educational model that allows teachers to become the guides that help “students facilitate their own learning and lines of inquiry” (Marr, B., 2021). Competency-based education along with technologically assisted differentiation seems to be a clear way to move forward in this regard. By adopting this educational model, our school will give our students opportunities to practice these 21st-century skills in a real-world context. This is not an easy road, revolutionizing our educational system and changing the system that has been in place since the school’s inception, but it is needed in order to prepare our students for this fourth industrial revolution and to take our institution into the next century and insure, not just its survival, but its continuance as a beacon for excellence in education. References A transformational vision for education in the United States. (2022, December) https://education-reimagined.org/wp-content/uploads/2019/01/Vision_Website.pdf Bengston, D. N. (2018). Principles for thinking about the future and foresight education . World Futures Review, 10(3), 193–202.

Hill, B. (2023). Bonnie Campbell Hill. http://bonniecampbellhill.com/support-materials/ Marr, B. (2021, December 10). 8 things every school must do to prepare for the 4th Industrial Revolution . Forbes. Traditional vs. Progressive Education: American University. School of Education Online . (2023, April 17). https://soeonline.american.edu/blog/traditional-vs-progressive-education/#:~:text=In %20traditional%20education%2C%20schools%20are,world%20when%20they%20become %20adults.

EDD-FPX8524_JudeRoss_Assessment4-1

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