There are few areas where American teachers are as united as they are in their dissatisfaction with their professional learning and advancement opportunities. The lack of meaningful offerings affects states’ ability to attract, develop, and retain strong teachers, which in turn impedes schools’ ability to help students fulfill their potential. There are evidence-based fixes, but they require major changes to policies and practices that dictate how schools are staffed and changes in expectations and school culture. If carefully harnessed, microcredentials are one tool that can help overcome these challenges.


Moving toward Competency-Based Professional Learning





Also In this Issue

Reshaping Assessment and Accountability in 2021 and Beyond

By Bonnie O'Keefe, Andrew Rotherham and Jennifer O'Neal Schiess

Data about system performance will continue to lie at the heart of school improvement.





The Role of Technology in Reimagining School

By Kristen Amundson and Andrew Ko

Pandemic or no, states ought to press for better technology for personalized learning and making staff and students safer.





The Greenfield Path to School Improvement

By Frederick Hess

State Policymakers can help clear away the rubble that impedes vibrant reform.





Transforming Learning through Competency-Based Education

By Susan Patrick

States are adopting a range of policies to personalize student learning and move away from seat-time rules.






Seize the Moment: Double Down on Authentic Learning

By Monica Martinez and Dennis McGrath

Project-based learning tied to students' communities and interests readily makes the leap across modes of instruction.





Moving toward Competency-Based Professional Learning

By Melissa Tooley and Joseph Hood

Microcredentials embedded in effective learning systems can promote teacher growth, advancement, and retention.





Kansas Schools Build Resilience amid Redesign

By Valerie Norville

Schools opt to change their approaches to learning and see gains in adaptability.







Featured Items

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Expanding Access to K-12 High School Work-Based Learning

Several state boards are leveraging graduation requirements, diploma seals, specialized high schools, accountability systems, and aligning with business needs to expand work-based learning opportunities for more students.
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Connecting Schools and Communities

Authors in this issue of the Standard suggest myriad ways in which communities can be force multipliers for ensuring that all children are engaged in learning and prepared to thrive as adults.
Girl writing at classroom desk. Image credit: iStock i

NASBE Statement on 2024 NAEP Results in Fourth and Eighth Grade Reading and Math

NASBE issued the following statement in response to the latest release of The Nation’s Report Card.

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