Teachers play a pivotal role in implementing Competency-Based Education (CBE) in schools.
Key roles and responsibilities of teachers in a CBE environment, along with examples:
Facilitator of Learning:
Teachers act as facilitators, guiding students through the learning process and helping them develop the necessary competencies. They create engaging learning experiences, design authentic assessments, and provide timely feedback to support students’ mastery of competencies.
Example: In a CBE science class, a teacher facilitates a project-based learning activity where students design and conduct experiments to demonstrate their understanding of scientific inquiry. The teacher guides students through the process, offers support, and provides feedback on their experimental design and analysis.
Personalized Learning Advisor:
Teachers work closely with students to understand their individual needs, strengths, and areas for growth. They develop personalized learning plans that align with students’ interests and abilities, adjusting pacing and instructional strategies accordingly.
Example: In a CBE language arts class, a teacher meets with each student to discuss their learning goals and interests. Based on these discussions, the teacher creates individualized reading lists and provides targeted writing prompts to help each student improve their specific writing skills.
Teachers collaborate with their peers and curriculum experts to design and refine the competency-based curriculum. They identify the essential competencies, develop learning objectives, and design learning experiences that align with the curriculum framework.
Example: A team of teachers collaboratively designs a CBE math curriculum. They identify the key mathematical concepts and skills students need to master and create a series of learning progressions that outline the specific competencies students should achieve at each level.
Learning Progress Monitor:
Teachers continuously monitor and assess students’ progress toward competency mastery. They use formative and summative assessments to evaluate student performance, provide timely feedback, and adjust instructional strategies as needed.
Example: In a CBE social studies class, a teacher regularly assesses students’ understanding of historical events and their ability to analyze primary sources. The teacher reviews students’ written reflections, oral presentations, and project artifacts to gauge their progress toward mastering historical thinking skills.
Data Analyst and Reflective Practitioner:
Teachers collect and analyze data on student performance and use it to inform their instructional decisions. They reflect on student outcomes, identify areas of improvement, and adapt their teaching strategies to address individual and collective needs.
Example: A teacher reviews the assessment data from a recent unit and notices that several students are struggling with a specific competency. The teacher adjusts upcoming lessons, provides additional resources, and plans targeted interventions to support those students in mastering the competency.
Collaborator and Professional Learner:
Teachers actively collaborate with colleagues, administrators, and other stakeholders to share best practices, refine instructional strategies, and continuously improve CBE implementation. They engage in professional development opportunities, attend conferences, and participate in professional learning communities.
Example: A group of teachers from various disciplines meets regularly to discuss the challenges and successes they encounter while implementing CBE. They share resources, exchange ideas, and collaborate on interdisciplinary projects that integrate competencies from different subjects.
Teachers can effectively implement CBE and provide students with a learner-centered and competency-focused educational experience.
Resources and Learning Resources Web-links