/ January 3, 2021

Investing in Teachers as Agents of Scale

As part of a William and Flora Hewlett Foundation funded research-practice partnership (RPP), JFF (Jobs for the Future) has been collecting data and insights on the scaling of WSPs (aka deeper learning competencies or essential skills) in New Hampshire.  From the start, the state’s PACE system was a key driver to scale, providing a critical backbone for assessing competency-based efforts. What has become clearer to the JFF research team is that investing in teacher capacity to instruct and assess WSPs has been a critical move to ensure that the practice change is deep, spreads, and is sustainable.  A key orientation has been a strong commitment to teacher ownership of the process.  The practice partner is this effort, the New Hampshire Learning Initiative (NHLI), has been critical to supporting and pushing this teacher-centered approach forward.

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/ January 3, 2021

Scaling Up Deeper Learning: Results From New Hampshire’s Statewide Efforts

Employers, colleges and families may not agree on much, but they tend to agree about this: our K-12 students need to develop essential skills like self-direction, collaboration, communication and creativity to successfully navigate college, career and community life. Trouble is, standardized tests and traditional assessments do not adequately capture whether students have developed these deeper learning skills. Too often, we test things we may not value and may not be all that important. Fortunately, leaders are working to change this, and the results are promising.

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/ December 20, 2020

Three Lessons From New Hampshire’s Effort to Expand Deeper Learning

In 2019, Aurora Institute released the new definition of competency-based learning. This seven-part definition was developed with extensive support from practitioners, researchers and leaders across the country.

This updated definition reflects a deeper understanding of key issues and developments in the field.

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