Acknowledgments About the Authors Introduction: Imagine School Without Clocks Part I. Leverage: The Perfect Storm 1. Setting the Table for Transformation 2. Reform: Getting Better at Things That Don't Work Part II. The New Hampshire Story: Mandating Flexibility: Why Leadership From the Top Matters 3. Fred's Story 4. Rose's Story 5. New Hampshire Present and Future Part III. The New Model for Learning: 20th Century Versus 21st Century 6. Time Versus Mastery 7. Competency-Based Learning 8. Learning in the 21st Century 9. Dropouts Versus Engaged Learners 10. Teacher Versus Educator 11. Teacher Compensation Part IV. Selling the Concept: A Conscious Effort to Create Public Demand 12. Selling to Students and Parents 13. Selling to Business, Nonprofits, and Communities 14. Selling to the Education Community and Professional Organizations 15. Selling the Concept and the Politics to Legislators Part V. Imagine the Possibilities 16. Moving Education From Time to Competency Appendix Bibliography Index
The authors participated in a bold, statewide school improvement initiative that re-examined the role of a critical variable in twentieth century educationutime. Progressive educational policy changes in New Hampshire have put into motion the most dynamic approach to the delivery of education of any state in America. This statewide effort to create a system of personalizedstomized learning cannot properly function in the 20th century model of teaching and learning where time is the constant and achievement is the variable. The steps that New Hampshire has taken will provide the foundation for a new delivery model where time is the variable and achievement is the constant.The New Hampshire vision is built on the assumption that students can learn through a variety of experiencesutraditional classroom instruction being but one mode of delivery. Out-of-classroom Extended Learning Opportunities (ELO's) provide alternatives to classroom instruction. These can include internships, private instruction, on-line learning and other forms of independent study. But, at the core of this vision, is the idea that student achievement (and, by extension, teacher effectiveness) should be measured in terms of mastering competencies, rather than the traditional measure of 'seat time.' Although competency-based models have been attempted, the New Hampshire story is unique in that it offers a unique case of large-scale implementation. Bramante and Colby offer the reader the ability to understand a new context for the reinvention of education and how these challenges affect all levels and aspects of our system of public education. Education professionalsufrom classroom teachers to policy makersuhave much to learn from the lesson of New Hampshire.
"School taught me that I was not very bright. Life taught me that school was wrong." These words epitomize the foundation for Fred Bramante's dedicated passion for transforming public education into a system that will work for virtually ever student. Fred is a former middle school Science teacher, a former candidate for governor, a life long entrepreneur, and a past Chairman and long standing member of the New Hampshire State Board of Education. Appointed by both Republican and Democratic governors, he led a full-scale effort to redesign public education, especially at the high school level, which resulted in a major revamping of New Hampshire's education regulations and the subsequent development of the New Hampshire vision For High School Redesign. Fred has been the public voice of this movement and has carried the competency-based message around the country. Fred consults with state departments of education, and national and regional associations across America. He has been a featured speaker and presenter at numerous education conferences. He holds a BS from Keene State College (1970) and an MA in Educational Leadership from Plymouth State University (2006). He has been honored to receive the Alumni Achievement Award from both Keene (1995) and Plymouth (2009). In 1964, Fred graduated 206th of 212 students in his high school; that year his applications for admission to both colleges were rejected. Rose Colby is a nationally recognized Competency-Based Learning and Assessment Specialist, assisting schools in designing high quality competency, assessment, and grading reform systems in many states. She is a Talent Cloud Fellow for 2Revolutions, an education design firm. She is a member of the national Advisory Board and contributor to CompetencyWorks, the national clearinghouse and resource for innovative practices in competency education. She has served as Competency Education Consultant for the N.H. Department of Education supporting school districts as they develop their competency education systems and in designing and supporting the new state accountability pilot system, the New Hampshire Performance Assessment for Competency Education (NH PACE). She is an Adjunct Professor at Southern New Hampshire University in the Masters/CAGS program in Competency Education. Rose is the author of two books on Competency Education: Competency-Based Education: A New Architecture for K-12 Schooling (Harvard Education Press, 2017) and Off the Clock: Moving Education from Time to Competency (Corwin, 2012.)