ABSTRACT

Transforming a school or school system to competency-based crediting and transcripts, or particularly to the Mastery Transcript consortium transcript model, will need to be undertaken in a comprehensive set of change management steps and tasks over several, perhaps many, years. These steps include: fashioning a vision from an inclusive process of community input and deliberation, using a charrette process of design; carefully creating and implementing a communication plan featuring multiple opportunities for feedback from constituencies; developing an initial set of competencies that students will need to master for credits; and providing teachers professional learning experiences in ways in which teachers’ own learning is competency-based and recognized with faculty badges or microcredits for competency in competency-based instructional design and assessment. Prototypes and pilots for competency-based crediting will need to be designed, deployed, reviewed, and revised in an iterative process of design. Performance tasks and rubrics will need to be developed, revised, and validated. Finally, a process of continuous improvement for competency-based crediting will need to be built and implemented.