STEP FIVE: Competencies (Part I)

Competency, Proficiency, and Mastery can be used interchangeably. We use competency based teaching, learning, and assessment (CBTLA) to refer to the processes that teachers, students, and programs must address when implementing such a framework.

Here are some essential questions to ask as you begin this assignment:

1. What do you know about competency/proficiency/mastery based teaching, learning, and assessment? Are you actively using these methods currently in your program?

2. Why is competency based learning finding a fresh life under the new WIOA legislation?

3. Which professionalism/employability skills do you want to focus on with students? Why? How will these skills transfer across career pathways?

4. Have you communicated with employers about what kind of professionalism training they would like to see?

5. How does what we model as professionals and in our programs impact our students?

6. How do CCRS apply here?

7. Formative versus summative assessment? What are the roles of each in your program? What are formative assessments gaining traction in CP programming?

Assignment:

Read pp. 13-16 in the TECC MODEL Overview and review all materials below. Share any experiences you have with competency based teaching, learning, and assessment. Write, record, video one description of what it means to you and share with your team. Next, review the sample rubrics just to get an idea of what is out there. Which ones are written well for CBTLA, and which could use improvement? Do they allow for formative assessement? Using the single point Measures of Highly Effective Teams rubric provided, schedule a team meeting to complete the program self-assessment of internal professionalism skills. Then, create a rubric for Career Pathways Step by Step: Work together to create a rubric that allows for a formative assessment of the development of WIOA compliant CP programming. Finally, glance through the employer survey. What did you notice about the Rotary Club survey? What stood out? What is the role of employer feedback in CBTLA under WIOA?

STEP FIVE: Competencies (Part II)

Here are some essential questions to ask as you begin this assignment:

1. Do formative and summative assessments in your program drive instruction? If so, how?

2. How do you find time to incorporate formative and summative assessments?

3. What is the role of coaching and advising in assessment?

Assignment:

Using the Career Pathways Online Portfolio document, conduct a formative assessment of how your Career Pathways programming is going thus far. Review the following documents:

a. Step One: Your vision of dreaming big from weeks 2-4 for IET planning

b. Step Two: Your promotional flyer and the link to our student blog where your program's work is reflected

c. Step Three: Your lesson plan for a new orientation activity

d. Step Four: Your PD plan for bolstered advising in your program

e. Step Five: Your completed Rubric for CP step by step

Revisit your coaching and/or student advising plan. Does anything need to change in order to accommodate formative and summative assessment effectiveness and success? Finally, complete STEP FIVE in your Action Plan.