Competency-Based Education

7 Design Principles of CBL Academic Competencies Agile Classrooms AI in Education Allied Arts ALP (Assessment for Learning) Project BEST (Building Essential Skills Today) For the Future Building Relationships Career Connected Learning Career Pathways CBL Curriculum CBL Instruction CBL Leadership and Structural Support CBL Rubrics Communities of Practice Competency Development Competency-Based Education Competency-Based Learning (CBL) Complimentary Organizations CTE (Career and Technical Education) Deeper Learning Competencies Distributed Leadership Educational Best Practices Educational Leaders Educational Leadership Educational Trends ELA ELO (Extended Learning Opportunities) Equity Formative Assessment Grading and Reporting Guiding Coalition Holistic Learning Innovative Teaching Practices Interdisciplinary Learning JFF (Jobs For the Future) Learning Progressions Math NHLI Blogs NHLI Student Agency Project NHLInsights, Research and Resources OGAP Performance Assessment Personalized Learning PLACE (Performance Learning and Assessment Consortium for Educators) PLC (Professional Learning Communities) Portrait of a Learner Project-Based Learning Remote Learning School Administrator Development Science Skill-Focused Education Social Studies Special Education Student Agency Student Engagement Student-Centered Learning Subject Content Areas Teacher Leadership Teacher Professional Development Work-Life Balance World Languages WSP (Work Study Practices)

Kathy White / October 21, 2026

From Aspiration to Evidence: Helping Students Develop the Skills That Matter

Portraits of a Graduate identify essential skills like collaboration, communication, creativity, and self-direction. Discover how the updated NHLI BEST site bridges the gap between community aspirations and daily classroom practice with research-backed learning progressions, and tools.

Ellen Hume-Howard / September 24, 2026

Professional Learning Should Help Districts Move the Work Forward

Professional development must do more than introduce new ideas. Learn how district partnerships, collaborative design, and practical tools help schools build lasting capacity.

Sue Downer / September 15, 2026

Sensemaking in the Science Classroom: How Learning Happens

What would happen if we designed science learning around the way people actually learn something new? Explore how shifting from direct explanation to phenomenon-driven sensemaking helps K–12 students move from receiving information to actively building understanding.

NHLI Communications / July 28, 2026

Teacher Leadership on Display at NHLI’s Summer Empowered Learning Conference

NHLI’s 2026 Summer Conference, Empowered Learning: From Vision to Evidence, brought educators together to learn from one another, examine meaningful practices, and celebrate the expertise that exists within New Hampshire […]

NHLI Communications / June 3, 2026

FOR IMMEDIATE RELEASE

Moving the Needle: NHLI Releases Landmark “PLACE at Five Years” Impact Report NORTH HAMPTON, NH — June 2026 — The New Hampshire Learning Initiative (NHLI) has officially released its milestone […]

Official cover publication graphics for the NHLI PLACE at Five Years Impact Report, highlighting five years of performance learning and assessment growth in New Hampshire.

Sue Downer / March 20, 2026

Co-Creating Science Learning Across New Hampshire: PLACE Science Network Meeting

On a cold February morning in Concord, science educators gathered to strengthen three-dimensional science learning. From northern lights observations to the “Bone Mystery” investigation, see how PLACE is accelerating high-quality science instruction across the state.

Ann Hadwen / March 3, 2026

Making Math Spicy

Is your math class spicy enough? Discover how New Hampshire educators in the PLACE program are using “thin slicing” and the chili pepper metaphor to transform student-centered math instruction into an engaging, collaborative experience that builds student persistence.

Ellen Hume-Howard / January 28, 2026

5 tips for high-impact, student-centered math professional learning

Curriculum alone cannot close math gaps. Instruction closes gaps. And instruction improves when teachers have access to high-quality, research-based professional learning grounded in how students actually learn mathematics.

Math counting cubes in green, blue and light blue.

Ellen Hume-Howard / December 29, 2025

Rethinking Grading Part 2: When the Gradebook Drives the Bus

Choosing a Reporting System That Actually Supports Competency-Based Learning In a lot of districts that say they’re “doing competency-based learning,” you can see two very different realities: Too often, districts […]

Competency-Based Education

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