Educator Competencies for Personalized, Learner-Centered Environments

Educator Competencies for Personalized, Learner-Centered Environments.

The interest in personalized, learner-centered education builds from a powerful combination of economic, scientific, technological and egalitarian forces. Educators have a better understanding of what truly constitutes college and career readiness and why it should be the goal for all students entering an increasingly complex and global marketplace. Cognitive neuroscientists and other researchers have a clearer understanding of the relationship between learning, motivation and agency. And equity advocates and current events have exposed the ways in which our current educational systems need to be dismantled or changed in order to celebrate and develop each student.

The second edition of Educator Competencies for Personalized, Learner-Centered Teaching offers:

  • A refreshed text
  • A focus on teaching strategies that embrace these forces of change
  • Examples of the Educator Competencies being used around the country

The Educator Competencies are designed to serve as a customizable tool to guide educator development. The intent is to enable a growing number of teachers to implement and scale up a transformation of their classrooms into places of personalized, student-centered learning. However, the Educator Competencies are aspirational; no single superhuman teacher can perform all the practices and exhibit all the behaviors continually. While individual educators may find the document useful, any significant implementation will need to take place within a broader learning community.

The Educator Competencies are grouped into four domains:

  • Intrapersonal: the capacity to manage one’s behavior and emotions to achieve one’s goals — or the internal capacities personalized, learner-centered educators need to reflect.
  • Interpersonal: the social, personal and leadership skills educators need to relate to others, in order to form beneficial relationships with students and their identified family, colleagues and members of the greater community.
  • Cognitive: what teachers need to know in order to create personalized, learner-centered environments.
  • Instructional: what educators need to do to bring distinctly learner-centered pedagogical techniques into the classroom.

The revised framework also highlights the teaching and learning competencies that are most applicable to and essential for preparing students to succeed and thrive in an increasingly complex world

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