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Jennifer Groff

Jennifer Groff's Public Library

  • By and large, school systems today remain beholden to traditional accountability and teacher evaluation performance metrics that are benchmarked against a time-based, singular, summative exam. As a result, even with the best of intentions to re-orient around competency-based metrics, like individual student mastery or rate over learning (calculated by individual mastery over individual pace), schools will tend to measure their reform efforts according to traditional time-based metrics of success.
  • How, then, can schools disrupt the traditional mold if they must remain accountable to that mold? According to our research, systems need to nurture disruptive efforts with new performance metrics by granting these efforts autonomy beyond the reach of traditional metrics and accountability. Otherwise, schools will find themselves innovating on top of their existing model—perhaps making that existing instructional model more efficient or differentiated, but not wholly competency-based.
  • Perhaps the most common approach I’m hearing from districts is to take a year or two to fully redesign their school model and curriculum with competency-based approaches in mind. To do this well, systems will need to take a “sandbox” approach to rethinking curriculum

  • As the Clayton Christensen Institute’s research has shown, real change typically requires new institutional business models

  • This post is a framework to quickly get you into the top 5–10 percent of your field so you can begin the real quest of becoming the best at what you do
  • Most people are mediocre at what they do for a reason. They’re playing by rules that halt optimal performance.
  • If it’s popular it’s wrong

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