The roadmap for your school’s CBE journey! Employ the WHAT (deeper academic and personalized learning), the WHY (equity), and the HOW (learner-centered approaches) of Competency-Based Education, maximizing the time, place, and pace of student learning. Make the shift to CBE using best practices from the authors’ CBE implementation experiences across states, districts, and schools. Build the foundation with organizational shifts - policy, leadership, culture, and professional learning Shift teaching-learning structures—rigorous learning, performance assessment, and evidence-based grading and reporting Dive into student-centered classrooms—personalized instruction and shifting mindsets for teacher-student roles, responsibilities, and classroom culture
Competency-Based Education introduces educators to a new model for anytime, anywhere schooling and provides tools and curriculum resources for redesigning the traditional structures of K–12 schools. Based on pioneering work across multiple states, the book shows how educators can design central elements of competency-based education—including performance tasks, personal learning plans, and grading systems—to meet the needs and interests of all students. Rose L. Colby provides critical tools for creating these elements in collaborative teams and engaging stakeholders such as educators, parents, and community members. The book incorporates case studies and voices from the field, and examines the variety of competency models that schools have adopted, highlighting the benefits for students. Competency-Based Education provides a much-needed resource at a time when states, districts, and schools are working to implement competency-based models and experimenting with new accountability systems that include evidence of learning beyond standardized tests.
Competency based Education for Professional Psychology
Competency-Based Education for Professional Psychology presents the most up-to-date, research-based model for education in professional psychology. The volume is divided into four parts. Part I presents an overview of the training model and discusses the theories and research that form the basis of the model. Part II describes the seven core competencies needed by professional psychologists: relationship, assessment, intervention, research and evaluation, consultation and education, management and supervision, and diversity. Chapters in this section discuss the knowledge, skills, and attitudes that characterize each competency and provide examples of proven curricula and teaching methods. Part III addresses the characteristics and key roles of faculty and administrators, and Part IV describes future challenges in professional psychology education. By providing methods for implementing the model in different educational and training settings, this book will serve as a key resource for everyone involved in the education, training, and regulation of professional psychologists.
As interest in competency-based education (CBE) continues to grow by leaps and bounds, the need for a practical resource to guide development of high-quality CBE programs led the authors to write this book. Until now, there has been no how-to manual that captures in one place a big picture view of CBE along with the down-to-earth means for building a CBE program. A variety of pressures are driving the growth in CBE, including the need for alternatives to the current model of higher education (with its dismal completion rates); the potential to better manage the iron triangle of costs, access, and quality; the need for graduates to be better prepared for the workforce; and the demands of adult learners for programs with the flexible time and personalized learning that CBE offers. Designed to help institutional leaders become more competent in designing, building, and scaling high-quality competency-based education (CBE) programs, this book provides context, guidelines, and process. The process is based on ten design elements that emerged from research funded by the Gates Foundation, and sponsored by AAC&U, ACE, EDUCAUSE, and the Competency-Based Education Network (C-BEN), with thought partners CAEL and Quality Matters. In short, the book will serve administrators, higher education leaders, faculty, staff, and others who have an interest in CBE by: • Giving context to enable the audience to discover the importance of each design element and to help frame the CBE program (the “why”); • Providing models, checklists, and considerations to determine the “what” component for each design element; • Sharing outlines and templates for the design elements to enable institutions to build quality, relevant, and rigorous CBE programs (the “how”).
Competency based Education and Training in Psychology
It will be of interest to graduate faculty in psychology programs and internship staff members, as well as directors of training in academic or applied settings, clinical and counseling psychology students, school psychologists, and courses dealing with training in psychology."--BOOK JACKET.
Whether a trainee is studying air traffic control, piloting, maintenance engineering, or cabin crew, they must complete a set number of training 'hours' before being licensed or certified. The aviation industry is moving away from an hours-based to a competency-based training system. Within this approach, training is complete when a learner can demonstrate competent performance. Training based on competency is an increasingly popular approach in aviation. It allows for an alternate means of compliance with international regulations - which can result in shorter and more efficient training programs. However there are also challenges with a competency-based approach. The definition of competency-based education can be confusing, training can be reductionist and artificially simplistic, professional interpretation of written competencies can vary between individuals, and this approach can have a high administrative and regulatory burden. Competency-Based Education in Aviation: Exploring Alternate Training Pathways explores this approach to training in great detail, considering the four aviation professional groups of air traffic control, pilots, maintenance engineers, and cabin crew. Aviation training experts were interviewed and have contributed professional insights along with personal stories and anecdotes associated with competency-based approaches in their fields. Research-based and practical strategies for the effective creation, delivery, and assessment of competency-based education are described in detail.
Competency based Education and Behavioral Objectives