Answers to frequently asked questions regarding competency-based education, including a thorough definition of CBE, its advantages over traditional approaches, the role of teachers, and legislation to enable and support CBE.
A review of the outcomes that researchers and communities identify as important for student success—and possible strategies for measuring them. Plus, a vision and next steps for educators and policymakers wanting to move forward.
This brief provides a historical overview of the impetus for Minnesota's change to a four-tiered teacher licensure system, as well as the transition to the new system. This is a living document that EE will update as needed.
The new four-tiered teacher licensure system was created by the legislature during the 2017 legislative session. This FAQ covers the new system and the Professional Educator Licensing and Standards Board.
The School Quality or Student Success (SQ/SS) indicator was one of the most talked about and biggest decisions that fell to the states in drafting their new ESSA accountability plans. This memo summarizes the chosen SQ/SS measures for each state, DC, and Puerto Rico.
A 2017 law allows districts and charter schools in Minnesota to form an innovation zone in order to try new approaches to learning that will raise student acheivement. The law provides flexibility from state law and rule to try those innovations.
Visiting another school and spending time talking with their team is one of the best ways to understand the power of shared leadership. We want to ensure the time and money you spend visiting a school is well used. This guide is designed to help your team get the most out of your visit.
The design of America’s schools needs to shift from adult-centered and standardized to student-centered and individualized. This report examines the academic and historical research that supports the need for the transition to student-centered learning.
A comprehensive review of barriers in Minnesota state policy faced by educators innovating with student-centered learning, and recommendations for removing those barriers.
What most people call 'charter schools' is in fact system change. With a new, second, charter sector, public education can be a self-improving system. Success for the district sector might depend on its picking up innovations from the charter sector. Ted Kolderie explains.
