1. T HE A RT AND S CIENCE OF D ESIGNING C OMPETENCIES - A R EPORT R EVIEW W EBINAR Report by Chris Sturgis – Competency Works – International Association for K-12 Online Learning Presented by Chad Coleman 1

2. D ISCUSSION T OPICS Skills for good competency education. What makes a good competency? The art of designing competencies. The science of designing competencies. Process, people, and professional development. Competencies, content, and curricular tasks. Concluding remarks. References. 2

3. S KILLS FOR GOOD COMPETENCY EDUCATION Skills required for competency development. Ability to build relationships with students. Ability to integrate formative assessments. Provide learner centered instruction. Ability to design a good competency. 3

4. W HAT M AKES A GOOD C OMPETENCY. Basic knowledge and skills. Applied to novel and complex Situation. Described skills will be valuable in future even if the content knowledge has changed. Objectives are accompanied by clear performance criteria. Objectives are accompanying by effective rubrics. Learning objectives allow for customization and opportunities for deeper learning. 4

5. T HE A RT OF D ESIGNING C OMPETENCIES. Essentials of discipline. Real-world challenges. Knowledge frameworks. Depth of knowledge. Bloom’s taxonomy of educational objectives. Habits of mind. Learning progressions. The power of words. 5

6. W EBB ’ S D EPTH OF KNOWLEDGE 6 Sturgis, Chris. (2012). The art and science of designing competencies. Retrieved from http://www.nmefoundation.org/getmedia/d191a967-3f77-4530-ad4a-b199fbd94bc3/CompetencyWors- IssueBrief-DesignCompetencies-Aug-2012?ext=.pdf http://www.nmefoundation.org/getmedia/d191a967-3f77-4530-ad4a-b199fbd94bc3/CompetencyWors- IssueBrief-DesignCompetencies-Aug-2012?ext=.pdf

7. T HE S CIENCE OF D ESIGNING C OMPETENCIES. Competencies designed to meet standards. Common Core standards for mathematics and English language arts. State standards for other content areas. Competency is not the same as a standard. Transitioning from time-based system to a competency-based system. Educators think in terms of objectives and lesson plans. “Reverse-engineer” a standard to build a competency. No more then 7-8 competencies per course. 7

8. P ROCESS, P EOPLE, AND P ROFESSIONAL D EVELOPMENT. Preparing a strategic process. Kicking off with the essential questions. Involving teachers. Building skills in writing competencies, learning objectives, and rubrics. Aligning horizontally and vertically. Engaging outside viewers. 8

9. C OMPETENCIES, C ONTENT, AND C URRICULAR T ASKS. Schools must take this dynamic into consideration when designing and refining competencies. Focus on the higher levels of knowledge frameworks. Leadership must be vigilant to make sure competencies are all driving toward application and creation of knowledge. Teachers must become more skillful in guiding students to opportunities. 9

10. C ONCLUDING R EMARKS & REFERENCES These techniques are constantly changing as states and districts refine standards. Want to learn more: http://www.inacol.org/research/reports.php/NACOL_o nlineTeacherSupportPrograms08-lr.pdf http://www.inacol.org/research/reports.php/NACOL_o nlineTeacherSupportPrograms08-lr.pdf http://www.inacol.org/research/competency/index.php http://www.knowledge-management- tools.net/knowledge-management-frameworks.html http://www.knowledge-management- tools.net/knowledge-management-frameworks.html Questions, comments? cjcoleman@fsu.edu Discussion board, you’re invited! EDG5076 class discussion board 10

11. R EFERENCES Sturgis, Chris. (2012). The art and science of designing competencies. Retrieved from http://www.nmefoundation.org/getmedia/d191a967-3f77- 4530-ad4a-b199fbd94bc3/CompetencyWors-IssueBrief- DesignCompetencies-Aug-2012?ext=.pdf http://www.nmefoundation.org/getmedia/d191a967-3f77- 4530-ad4a-b199fbd94bc3/CompetencyWors-IssueBrief- DesignCompetencies-Aug-2012?ext=.pdf 11