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EducationDive
Communication
critical when introducing competency-based models
Organizations such as the International Association for K-12 Online
Learning (iNACOL) are pushing for a movement toward broad educational
reforms, such as competency-based education, with assessment of
mastered skills or proficiencies replacing traditional A-F grading
systems, according to a column in The Hechinger Report.
However, some parents and students in Maine and other locations are
pushing back against these changes, citing issues such as a lack of
clear guidance in the transition, a lack of student voice in the
decisions and the feeling that such shifts are being forced upon them.
Obstacles to these new models can come from both sides of the
ideological aisle and may result from factors, such as suspicion of
philanthropy-backed reforms, a lack of clear communication about the
research behind the models, why such changes are necessary, their
long-term impact and the fact that most communication about these
changes is couched in educational jargon.
Dive Insight:
The K-12 education landscape is shifting as states and school districts
are adopting new models that affect the way teachers teach, students
learn and how parents are informed of students' progress. While
educators and lawmakers may spend much time and effort in studying such
issues as competency-based education, parents, students and community
stakeholders often feel left in the dark about these issues until they
begin to affect their lives in a real way. At that point, they may
become angry or confused about the changes and may feel disenfranchised
by the same educational system they are asked to support with their tax
dollars and volunteer hours.
Some parents are also hesitant to support ideas that are promoted by
organizations that receive funding from rich and powerful
philanthropies. They might mistrust the motives or the political
agendas of these organizations. Or they may simply feel that the power
of these organizations to fund education and influence public policy
robs parents and students of their voices in the process.
As states and school districts make sweeping reforms, it is important
that they consider the people who will be most affected by the changes.
Parents and students want to know the pros and cons of these
approaches. They also want to know what these changes mean for them.
How will it affect the learning process? Their transcript? The awards
and scholarships they receive? The ability to enter college or find a
job?
District and school leaders, who are often used to conversing with
peers in the field of education, often revert to education-ese when
such questions are posed. Using jargon can also send the message that
educators think parents and members of the public can't grasp the
issues and should simply leave education up to the professionals. But
this fuels feelings of disengagement and forces some parents and
students to feel they must oppose the issue until it is made clearer to
them.
To avoid these situations, school and district leaders can involve
parents and students in the process early on, answer questions clearly
and honestly, and remain as transparent as possible about the issues.
They should also define terms clearly rather than assuming all
stakeholders understand the language, shorthand and acronyms of the
education field. By communicating changes in multiple ways and inviting
parents and students to add their voice to the conversation, leaders
can generate more support and buy-in from the people who matter most in
the process.
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