In competency-based schools, a collaborative and empowered cadre of teachers is the engine that drives learning. Student learning depends on a strong adaptive instructional cycle that, in turn, depends on skilled teachers using their professional judgment that, also in turn, depends on the structures and cultures of the organization. Missy DeRivera, a homeschool teacher at Chugach School District, explained,

“The leadership question is always central to our work. Is this best for kids? That is at the core of our entire district. We identify what is best for kids and then we figure out how to make it happen.”

It is difficult, if not impossible, to build the calibration mechanism that is essential for competency education to be effectively implemented without strong professional learning communities. It is also an ingredient for an empowered cadre of teachers. Sanborn Regional School District placed PLCs as core to operations right from the start.

Teachers in competency-based environments have significantly more autonomy than those in traditional schools to be creative in how they engage and design learning experiences for students. In return, they have the responsibility for helping students reach proficiency.

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