• Summary
  • Contents
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The authors participated in a bold, statewide school improvement initiative that re-examined the role of a critical variable in twentieth century educationùtime. 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 experiencesùtraditional 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 professionalsùfrom classroom teachers to policy makersùhave much to learn from the lesson of New Hampshire.

Teacher Versus Educator
Teacher versus educator

At the 2009 Austin Summit on Redefining Teacher Education for Digital Age Learners, education leaders from major education associations, universities, and departments of education around the country were gathered to help define the education skills necessary to bring public education into the 21st century. There were approximately 125 attendees, armed with Promethean personal responders and whiteboards, ready to answer the question on the skills of a 21st century educator. Attendees were given 22 choices to vote on, with 1 being the lowest value and 5 being the top value. It wasn't so much about what came in first of the 22 choices, but what came in last was startling.

The item that came in dead last, like a mule racing thoroughbreds, ...

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