Stacey Ludwig Johnson 
Last month in edCircuit, I wrote about the sustainable value of competency-based education – how this academic model successfully serves to train the K12 teachers of tomorrow. While competency-based education has gained tremendously in popularity in the past several years, many still have questions about how it works.
This month, I’ve had the opportunity to speak with Dr. Verna Lowe, Director of Academic Programs at Western Governors University’s (WGU) School of Education, for a deeper dive into what components teaching colleges and others involved in educator preparation can implement when developing curriculum to meet the unique needs of aspiring teachers. Dr. Lowe is a nationally acclaimed expert on developing educator preparation programs. She shares her thoughts on how to scaffold a competency-based curriculum at any institution and its many benefits:
How Competency-Based Education Works
Dr. Stacey Ludwig Johnson: Here at WGU, has used competency-based education as our educational delivery model since our founding. Competency-based education works, and if we integrate this model into initial teacher training, we can better generate sustainable habits that empower aspiring teachers as the future generation of educators.
Dr. Verna Lowe: Absolutely. I’ve worked in many kinds of educational settings, and I believe that competency-based education is the best way that we can assure our students are learning – and in ways that we cannot measure as effectively in traditional higher education. It’s a respected model of education that offers education to individuals by measuring learning rather than time.
Dr. Ludwig Johnson: For those unfamiliar with competency-based education, this model bodes well for preparing next-generation educators – something that they can, in turn, replicate in their schools. For example, in a personalized, competency-based K-12 classroom, teachers are moving between groups of learners, facilitating discussions, helping students explore and set goals, or engaging in more direct instruction with a few students at a time.
Dr. Lowe: Our competency-based model at WGU can perfectly translate to any classroom. When we look across the three components that structure around competencies – 1) Cross-Cutting Themes of Learning to Learn and Technology; 2) Domains of Knowledge; and 3) Skills, Abilities, and Dispositions – we have designed objectives and assessments to measure mastery, which the student takes when they ready. Assessments can take many forms and can include but are not limited to objective assessments, project-based assignments, or performance tasks. In competency-based education models, students keep working on the competency until they have mastered it, then they move on. This assures learning and expertise upon graduation, and this is especially relevant in educator preparation programs.
Assessing Program Success
Dr. Ludwig Johnson: In your recent e-book on competency-based education, you talk in detail about our assessment process at our School of Education. What part of the process do you find to be most helpful for students?
Dr. Lowe: WGU faculty use two different planning tools to personalize the student experience and support term-based academic planning. During orientation, students engage in an activity called the Personalized Learning Guide, which asks questions in a variety of areas, including academic skills (writing, reading comprehension, study habits) and non-academic factors that can influence academic success (time management/schedule, support system, technology use, and access).
Students also complete a Course Planning Tool activity prior to the start of each course to help the student gain an understanding of the competencies and skills they will need to demonstrate. This allows the faculty can see what the student already knows and help them focus their time and energy on the acquisition of the remaining new knowledge and skills. Our mentors work to see which pre-assessments indicate existing subject matter expertise and help arrange for students to take assessments where appropriate. They help students schedule the term based on that student’s life and timelines – we can really personalize programs to meet the students where they are on their journey.
The Role Educators Play in Competency-Based Education
Dr. Ludwig Johnson: I’m glad that you brought up mentors because they, along with faculty and evaluators, play such a vital role in keeping our education students on track for success.
Dr. Lowe: Definitely, and in the context of preparing teachers for their future classrooms, we have a very intentional approach to what we do. We strive to make the student experience intuitive and integrated and with transparent standards for competency so students know what is expected of them in advance of every assessment. Aligning teacher preparation with a student-centric model, such as competency-based education, will undoubtedly lead to rewarding possibilities for our nation’s young students to achieve their academic goals.
EdCircuit Staff
Chaz Austin