Whether it be transitioning
to competency - based progression, designing high quality performance assessments, or embedding out - of - school learning experiences into the
curriculum, school cultures and practices don't
change without
substantial time freed up for the adults in a school
to plan, design, and reflect on their craft.
Transforming
to a true personalized learning model oftentimes requires
substantial change in staffing, budget,
curriculum, assessment, professional development, use of time, and governance.