AdditionalReading PersonalizedLearning

Personal Competencies
in Personalized Learning
Metacognitive History
Social/Emotional
Math
Personal Competencies Science
Cognitive Reading
Motivational
Sam Redding
Center on Innovations in Learning
www.centeril.org
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in learning.
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©2014 Center on Innovations in Learning, Temple University, Philadelphia, PA

in Personalized Learning
Sam Redding
Center on Innovations in Learning
Acknowledgements
I am greatly indebted to my colleagues at the Center on Innovations in
Learning—Allison Crean Davis, Marilyn Murphy, Pam Sheley, Janet Twyman,
Herb Walberg, and Mark Williams—for their critiques of drafts of this
publication. Special thanks to Janet Twyman for adding the technology-aided
resources to the templates and offering great instructional strategies. Rich
discussion of the paper’s topics with Greg Austin, Ian Guidera, Jason Snipes,
Fred Tempes, and Catherine Walcott at WestEd proved invaluable and kept
me humble. A meeting with Carol Dweck at Stanford University was a delight,
an honor, and left me with a legal pad full of notes. As always, Stephen Page,
Pam Sheley, Robert Sullivan, and Lori Thomas expertly edited the piece, and
Pam Sheley contributed its design.
Sam Redding
Table of Contents
Personalized Learning............................................................................................................................ 3
Teachers’ Relational Suasion and the Four Personal Competencies..................................................... 7
Personal Competency Framework......................................................................................................... 8
Personal Competencies and Learning................................................................................................. 10
Contexts for Enhancing Personal Competencies................................................................................. 11
School Community.............................................................................................................................. 12
School.................................................................................................................................................. 13
Classroom............................................................................................................................................ 13
Templates for Enhancing Personal Competencies in the Design of the School’s Contexts.................. 14
Explanation of Template Components............................................................................................. 14
Context: School Community............................................................................................................. 15
Context: School................................................................................................................................ 23
Context: Classroom.......................................................................................................................... 32
References........................................................................................................................................... 38
About the Author................................................................................................................................ 39
Personalized Learning
Personalized learning is in fashion today with new technologies Personalized learning is a
promising to make practical what educators have sought for a hot topic these days, raising
very long time—efficient and effective ways to manage curricu-
both hopes and concerns:
lum, design and deliver instruction, and provide each student
Is it a fad that will pass or
with a customized learning path directed, in part, by the stu-
dent. The U.S. Department of Education (2010) defines person- an idea whose time has
alized learning in this way: come? Does personalized
learning disregard
Personalization refers to instruction that is paced to learning
interpersonal learning?
needs (i.e., individualized), tailored to learning preferences
(i.e., differentiated), and tailored to the specific interests of Will personalized learning
different learners. In an environment that is fully person- give us the big jump in
alized, the learning objectives and content as well as the student achievement we
method and pace may all vary. (p. 12) desperately seek? Does
By giving operational detail to the technology-enabled individ- personalized learning
ualization of learning in this definition of personalization, we are mean kids spending more
able to rope in aspects of learning that are both personal and time staring into electronic
interpersonal. Redding (2013) articulates a definition of person- devices? What, exactly,
alized learning sufficiently capacious to capture the significance is personalized learning?
of the teacher–learner relationship and provide some specificity (Redding, 2013 p. 116)
as to the dynamics of personalization:
A broader, more fecund definition is that personalization
refers to a teacher’s relationships with students and their
families and the use of multiple instructional modes to scaf-
fold each student’s learning and enhance the student’s
motivation to learn and metacognitive, social, and emotional
competencies to foster self-direction and achieve mastery of
knowledge and skills. Or more simply, personalization ensues
from the relationships among teachers and learners and
the teacher’s orchestration of multiple means for enhancing
every aspect of each student’s learning and development.
(p. 6)
“Every aspect of each student’s learning and development”
is a massive vessel and begs for parameters to make it a man-
ageable construct. The parameters appear in the preceding
3
sentence: motivation, metacognition, social/emotional compe-
tency, and mastery of knowledge and skills. A typical goal state-
ment for education focuses on mastery of knowledge and skills.
A constellation of related knowledge and skills serves to define
an area of competency, for example competency in mathemat-
ics. Personal competencies, however, are primary drivers of all
mastery, and they are:
• Cognitive competency—prior learning that organizes the
mind and provides associations and understanding to facili-
tate new learning
• Metacognitive competency—self-regulation of learning and
use of learning strategies
Personal Competencies • Motivational competency—engagement and persistence in
• Cognitive competency— pursuit of learning goals
prior learning that • Social/emotional competency—sense of self-worth, regard
organizes the mind and for others, and emotional understanding and management
to set positive goals and make responsible decisions
provides associations
Personal competencies are applied by students in learning
and understanding to
(mastery of knowledge and skills). These competencies, then,
facilitate new learning
are both acquired through learning and applied in the learning
• Metacognitive
process.
competency—self-
Personalized learning—a promising approach to education
regulation of learning made practical by advances in technology—only magnifies the
and use of learning importance of personal competencies. Underlying the opti-
strategies mism about personalized learning is the belief that a student’s
• Motivational competency— desire to learn and effectiveness in learning are enhanced when
engagement and the learning is personalized, meaning that the student is given
persistence in pursuit of greater choice in selecting topics, greater control over the learn-
learning goals ing environment and learning strategies, greater access to learn-
• Social/emotional ing resources, and frequent feedback about learning progress.
competency—sense of Placing the student in a more prominent role in her learning only
self-worth, regard for magnifies the importance of personal competencies.
others, and emotional Wolf (2010) explains the importance of technology in taking
understanding and personalized learning to scale:
management to set Personalized learning requires not only a shift in the design
positive goals and make of schooling, but also a leveraging of modern technologies.
responsible decisions Personalization cannot take place at scale without technology.
Personalized learning is enabled by smart e-learning systems,
which help dynamically track and manage the learning needs
of all students, and provide a platform to access myriad
engaging learning content, resources, and learning opportuni-
ties needed to meet each student’s needs everywhere at any
time, but which are not all available within the four walls of
the traditional classroom. (p. 10)
“Personalized learning models,” writes Wolf (2010), “reverse
the traditional model that views time and place (that is, seat-
time) as the constant and achievement as the variable. Instead,
4
personalized learning ensures all students gain proficiency inde-

pendent of time, place, and pace of learning” (p. 7). Technology
can assist in all areas of teaching and learning (Dede & Richards,
2012; Wolf, 2010), including:
Student Data and Assessment
• assessing students initially to determine current strengths,
weaknesses, and needs;
• managing student profile data to document individual
needs, preferences, and interests;
• assessing student mastery to inform instruction;
• providing teachers, administrators, parents, and students
with a wealth of data-based metrics and analytics report-
ing individual student learning as well as classroom, school,
district, and state progress and performance;
Curriculum
• selecting, aligning, managing, and delivering curriculum;
• creating multiple, teacher-prepared lessons for targeting
individual student needs, preferences, and interests;
• allowing the ongoing refinement of digital curricula based
on multiple levels of outcomes;
Instruction and Learning
• delivering media-rich instruction from a wealth of varied
resources;
Blended Learning
• giving students access to resources and an interactive net-
work of teachers and students; Blended learning, a method
• aiding students in project development and presentation; of personalization, mixes
• providing computer-based, computer-assisted, and online traditional classroom
learning; instruction with online
• using smart e-learning management systems that can dy- delivery of instruction and
namically track and manage the learning needs of individual content, including learning
students and whole classrooms; activities outside the school,
• accessing intelligent, automated tutoring systems that granting the student a degree
provide immediate and customized coaching, feedback, and
of control over time, place,
ongoing performance assessments to students;
pace, and/or path (Bonk &
• giving students access to real-time, up-to-date resources
Graham, 2006).
and learning opportunities that engage learners and meet
individual learning needs anywhere and anytime; and
• connecting with learning communities that extend beyond
the classroom.
Blended learning, a method of personalization, mixes tradi-
tional classroom instruction with online delivery of instruction
and content, including learning activities outside the school,
granting the student a degree of control over time, place,
pace, and/or path (Bonk & Graham, 2006). In a blended learn-
ing approach, technology is not seen as a replacement for the
traditional classroom, but rather as a powerful tool to enhance
what is already proven to be effective pedagogy. “In this hybrid
5
conception of personalization, educators can carry out a series

of practices to make sure that technology and data enhance
relationships, but do not pretend to substitute for them”
(Sandler, 2012, p. 1).
Educators look at the way online games capture the attention
of young people and hold that attention for hours, requiring a
considerable dose of the personal competencies. There must
be something motivational about playing games, especially the
visually rich and sophisticated games now available on the Inter-
net. These Internet-based games also simultaneously engage
players from across the globe, in both individual and team com-
petition, showing the potential to open students’ connections
with diverse people and places. Schifter (2013) describes both
the potential benefits and dangers of incorporating games into
personalized learning strategies. “The first principle,” Schifter
asserts, “is to connect the curriculum and the games to be used,
or identify what goals/objectives/competencies are addressed
through the educational software or game that cannot be
Gaming
achieved through other means” (p. 158).
Schifter (2013) describes both The Center for Mental Health in Schools at the University of
the potential benefits and California-Los Angeles (UCLA) studies personalized learning and
dangers of incorporating creates professional development materials and protocols to
games into personalized assist schools and teachers in appropriately applying person-
learning strategies. “The first alized learning methods. The Center’s continuing education
principle,” Schifter asserts, curriculum, Personalizing Learning and Addressing Barriers to
“is to connect the curriculum Learning (Center for Mental Health in Schools at UCLA, 2012),
and the games to be used, or recounts the history of personalized learning and offers clarifica-
identify what goals/objectives/ tion for what the concept should include. The Center offers the
competencies are addressed following key points and caveats about the implementation of
through the educational personalized learning methods in schools:
software or game that cannot 1. Personalized learning is too often equated with the intro-
be achieved through other duction of technological innovations.
means” (p. 158). 2. Discussions about personalized learning “fail to place per-
sonalized learning within the context of other conditions
that must be improved in classrooms and school wide to
address factors interfering with student learning and per-
formance” (p. ii).
3. “Personalization strives to meet learners where they are–
both in terms of current capabilities and motivation” (p. ii).
4. “While personalized learning provides a sound approach to
teaching, classrooms also need to offer special assistance
whenever students need something more, and schools
need to develop a unified and comprehensive system to
address common barriers to teaching and learning and to
re-engage disconnected students” (p. ii).
5. “It is commonplace to see references to meeting learners
where they are, analyses indicate the emphasis often is on
6
individualized approaches that stress matching individual

differences in developmental capabilities. In contrast, we
define personalization as the process of accounting for indi-
vidual differences in both capability and motivation” (p. 7).
The Center for Mental Health in Schools at UCLA is wise in its
caveats about personalized learning and correct in its assertion
that personalized learning holds great promise. Including the
enhancement of personal competencies in the purpose and
methods of personalized learning will bolster its effectiveness
and enable it to fulfill its promise. Although the Center specifi-
cally cites the importance of motivation, by inference it includes
in its term “capabilities” the other personal competencies as
well. Relational Suasion
The teacher’s ability to
Teachers’ Relational Suasion and the Four
influence a student’s
learning, motivation to
A meta-analysis of factors that influence student learning learn, metacognitive
(Wang, Haertel, & Walberg, 1993, 1997) includes elements that competencies, and social/
are described as student attributes (cognitive, metacognitive, emotional competencies
motivational/affective, and social-behavioral), which correspond by virtue of the teacher’s
with what we are calling personal competencies, and others
personal knowledge of and
(e.g., classroom management, quality of instruction) that are
more directly controlled by the school and teacher. Even the interaction with the student
student attributes, however, are largely influenced by the school and the student’s family
and teacher. Especially, a student’s cognitive competency rests (Redding, 2013).
upon the foundation of prior learning provided by the school.
Relational suasion is the teacher’s ability to influence a stu-
dent’s learning, motivation to learn, metacognitive competen-
cies, and social/emotional competencies by virtue of the teach-
er’s personal knowledge of and interaction with the student and
the student’s family (Redding, 2013). In fact, relational suasion
may be more broadly defined as the ability of one person to
positively influence another because of an underlying founda-
tion of respect and trust inherent to their relationship. Students
develop personal competencies in part through instruction.
They also acquire personal competencies through the model-
ing, encouragement, and caring exhibited by teachers and other
people they respect. Relational suasion, then, is a function of
the role, the relationship, and the behaviors of the teacher or
other people with whom the student interacts.
A foundation for an understanding of the teacher–student
relationship is found in the work of Albert Bandura (1986), who
broke new ground in behavioral theory by demonstrating that
a person learns not only by direct reinforcement of her behav-
ior but also indirectly through observation of other people.
This vicarious or observational learning requires a model—the
other person. In school, the teacher is a prominent model, and
7
the student’s respect for and trust in the teacher contribute to

Questions for Reflection the teacher’s relational suasion and the power of the teacher’s
1. How are the pace and modeling. Bandura’s social cognitive theory offered a nuanced
place of learning varied for version of behaviorism that incorporated research on cogni-
students as strategies in tion, recognizing that the learner is an actor in his environment,
personalized learning? shapes the environment, and learns through observation and
2. How do teachers use modeling as well as direct response to stimuli. To Bandura, the
technology to provide personality emerges from an interaction of the person’s behav-
differentiated learning ior, the environment, and the person’s cognitive processes. The
paths for students? student is deeply engaged with his learning environment, and
3. How is a teachers’ his interactions with his teachers are critical to the evolution of
relational suasion with his personal competencies.
students demonstrated?
4. Does the inclusion of Personal Competency Framework
personal competencies In asserting a higher profile for personal competencies in our
in a broader definition goals for education, a personal competency framework is in
of personalized learning order, and defining its key components is necessary, especially
strengthen the potential of given their interrelationship to one another. In our Personal
what personalized learning Competency Framework (from Redding, 2014), we use terms
can accomplish? that may have different meanings in different contexts, so it is
good to define them here.
• Mastery is a marker, the demonstration of specific knowl-
edge and/or skill according to objective criteria.
• Competence is the possession of a sufficient degree of
knowledge and skill to perform a functional role. I am a
competent reader, a competent typist, a competent me-
chanic, a competent teacher, or a competent father.
• Competency, on the other hand, is not a marker, end state,
or a level of capability, but a general and evolving accu-
mulation of related capabilities that facilitate learning and
other forms of goal attainment.
A student may master the knowledge and skill required to add
two numbers, thus meeting objectives for this function. That is
one tiny incremental step toward competence in mathematics.
The student employs the four personal competencies in achiev-
ing mastery. In fact, mastery of addition incrementally reinforces
all the competencies for learning (cognitive, metacognitive,
motivational, and social/emotional) and strengthens the pat-
terns of behavior through which the competencies combine to
reach a new learning goal, such as mastery of multiplication.
The elements of a Personal Competency Framework, as pro-
posed here, are:
1. Personal Competencies:
Cognitive Competency—prior learning that organizes the
mind and provides associations and understanding to facili-
tate new learning
8
Metacognitive Competency—self-regulation of learning

and use of learning strategies
Motivational Competency—engagement and persistence in
pursuit of learning goals
Social/Emotional Competency—sense of self-worth, regard
for others, and emotional understanding and management
to set positive goals and make responsible decisions
2. Learning Habits: the conversion of individual competen-
cies into coordinated patterns of behavior activated when
confronting new learning tasks
3. Mastery: meeting criteria for specific objectives related to
knowledge and skills
4. Competency Enhancement: the intentional development
of students’ personal competencies within the contexts of
the school community, school, and classroom
5. Competency Reinforcement: the strengthening and modi-
fication of personal competencies and patterns of behavior
that result from both the process of pursuing mastery and
mastery itself
6. Contexts: the environments within which personal com-
petencies are intentionally developed: school community
(families, students, school personnel), school (curriculum,
programs, and school culture), and classroom (instruction
and classroom culture)
Figure 1 illustrates the relationships among the components of
the Personal Competency Framework.
Figure 1. A Personal Competency Framework
Cognitive
Competency
Competency
Enhancement Metacognitive Mastery
In context of: Competency Learning
• School Habits Knowledge
Community Motivational Skills
Competency
• School
• Classroom
Social/
Emotional
Competency
Competency Reinforcement
9
and Learning
The Personal Competency Framework illustrates the signifi-
cance of the four personal competencies and the patterns of
behavior that emerge from them in student learning. Walberg’s
theory of educational productivity and academic achievement
(Reynolds & Walberg, 1992; Walberg, 1981) posits that psycho-
logical characteristics of individual students and their immediate
psychological environments most directly influence educational
outcomes. A model based on the Walberg theory and substanti-
ating research includes nine key psychological factors that influ-
ence educational outcomes: student ability/prior achievement,
motivation, age/developmental level, quantity of instruction,
quality of instruction, classroom climate, home environment,
Educational Productivity peer group, and exposure to mass media outside of school (Sub-
Walberg’s theory of otnik & Walberg, 2006; Walberg, Fraser, & Welch, 1986). Statisti-
educational productivity cally, it could be said that the nine factors tend to be correlated
and academic achievement not only with outcomes and gains in outcomes but also with one
(Reynolds & Walberg, another. Motivation raises achievement, for example, but also
1992; Walberg, 1981) vice versa. Parents contribute to ability, but able children may
posits that psychological stimulate their parents to stimulate them.
characteristics of individual In a classic meta-analysis of 28 categories of influence on stu-
students and their immediate dent learning (Wang et al., 1993, 1997), the relative effects of
psychological environments the four personal competencies can be illustrated. The 15 most
most directly influence influential categories are shown in Figure 2, with the number
educational outcomes. in parentheses noting their rank in effect size, that is, their rank
in their effect on learning; the bolded categories of influence
on learning are student attributes, and the other categories are
environmental factors.
The top 15 influences on learning are interrelated, in that each
affects learning outcomes while also affecting the other influ-
ences. It is worth noting here that student attributes are them-
selves subject to the influences of other categories in this analy-
sis. For example, cognitive processes are in large part the result
of the student’s prior learning, as provided by teachers. Likewise,
metacognitive processes are bolstered through teachers’ instruc-
tion and modeling of self-regulatory methods and learning
strategies. Social and behavioral attributes are shaped by the
teacher’s intentional instruction in social and emotional learning
and the teacher’s classroom management methods. The teacher
contributes strongly to the student’s motivation to learn. All of
which is to say, the teacher plays a central role in all the most
powerful categories of influence on student learning, including
those described as student attributes.
10
Figure 2: Personal Competencies and Factors Influencing

Student Learning
(Bar colors represent competencies: Blue=Cognitive;
Orange=Metacognitive; Green=Motivational; Purple=Social/
Emotional. Bolded categories of influence on learning are stu-
dent attributes; other categories are environmental factors. The
number in parentheses denotes rank order in effect on learning.)
Classroom Management (1) Questions for Reflection
Metacognitive Processes (2) 1. How is the idea of
Cognitive Processes (3) personal competencies
Home Environment/Support (4) useful in understanding
Student-Teacher Social Interactions (5)
what influences student
Student-Behavioral Attributes (6)
learning?
Motivational-Aﬀective Attributes (7)
Peer Group (8)
2. How are the student’s
Quality of Instruction (9) personal competencies
School Culture (10) impacted by the teacher?
Classroom Climate (11) 3. How are the student’s
Classroom Instruction (12) personal competencies
Curriculum Design (13) impacted by the broader
Academic Interactions (14) school community,
Classroom Assessment (15) including the home?
This is not to say that the student does not bring his own
psychological idiosyncrasies to school, or that the family, com-
munity, and peer group don’t have significant influence on the
student’s school learning. In fact, the home environment and
peer group are among the 15 strongest influences on student
learning, and they also impact various other categories. Again,
the factors closest to the student (proximal variables), including
the student’s own attributes, most strongly influence learning,
and these factors are interrelated, impacting each other as well
as learning.
Contexts for Enhancing

Students’ personal competencies evolve over time through
learning both in and outside of school, often incidentally and
not through intentional programs aimed at their enhancement.
A student discovers by trial and error (and by observing others)
certain learning strategies that prove effective, behaviors that
ease social situations, and activities that arouse their interest.
The student accumulates a bank of knowledge that she draws
upon in making connections with new information that presents
itself each and every day. No student is without some degree
of personal competency for learning, even if the school does
not consider the strengthening of personal competencies as an
11
explicit goal in its mission. How might all students benefit from
a school experience that intentionally addresses personal com-
petencies? What would this look like in the school? Personal
competencies may be intentionally strengthened within three
contexts: school community, school, and classroom. The school
community is the larger context, enveloping students and school
School personnel as well as students’ families, volunteers, and oth-
Community ers with an intimate association with the school. The context
of the school itself includes the internal culture of the school,
School school-wide and extra-curricular programs, and the overarching
curriculum. The classroom context is the domain of the teacher,
students, and other classroom personnel engaged in teaching
and learning (instruction) and reflected in the classroom culture
Classroom and the teacher’s classroom management.
School Community
“A ‘school community’ consists of the people intimately associ-
ated with a school—students, their families, teachers, adminis-
trators, school staff, and volunteers—bound together by their
common interest in the students served by the school” (Red-
ding, 2011, p. 16). Association and common interest alone don’t
define a strong school community; common values for the goals
of education and acceptance of roles in achieving these goals are
also necessary. The goals of a school community find particular
salience when focused on areas of overlapping responsibility
between the school and the home, including attitudes and habits
relative to school success. The School Community Network (SCN)
(see www.schoolcommunitynetwork.org), for example, seeks to
achieve a strong school community through mutually supportive
School Community roles in enhancing children’s (1) literacy, (2) self-directed learning
“A ‘school community’ (study skills and habits), (3) respect for self and others, and (4)
consists of the people responsibility to self and others. SCN views these four student
attributes as foundational to learning and success in life.
intimately associated
The six building blocks of a strong school community (Redding,
with a school—students,
2011) are:
their families, teachers,
administrators, school staff, 1. Leadership that is shared among its members.
and volunteers—bound 2. Goals and Roles that guide its members in doing their part
together by their common relative to student learning and in their relationships to one
another.
interest in the students 3. Communication among its members that is two-way and
served by the school”
interactive and clarifies their roles and responsibilities.
(Redding, 2011, p. 16).
4. Education of its members that builds their capacity to fulfill
their roles and responsibilities.
5. Connections among its members that enhance their per-
sonal relationships, strengthen their bonds to one another
and to the school, and foster mutual pursuit of success for
all students.
12
6. Continuous Improvement because a school community is

never completely “built.” It is always building its capacity for
nurturing the ties among its members and achieving out-
comes for its students.
In considering how personal competencies are enhanced
within the context of the school community, the roles of par-
ents and volunteers, as well as the school staff and students, are
taken into account.
School
Personal competencies may be enhanced directly through the
school’s formal programs and curriculum, but they are also built
more indirectly through the prevailing school culture. School cul-
ture resides in the school’s collective values, beliefs, and norms,
Questions for Reflection
and evidenced in its mission statement, rituals, routines, and
relationships among its personnel and students. School climate, 1. In what ways is the home
as opposed to school culture, is reflected in the general morale a primary environment for
or mood of the people in the school. building children’s personal
Personal competencies may be codified into standards and competencies, and how
objectives and integrated within the school’s curriculum. The can the school intentionally
content of the curriculum is constructed in accordance with the engage families in this
standards and objectives, relative to each subject and grade effort?
level. Including personal competencies in the curriculum enables 2. Where do personal
teachers to intentionally address them in instruction. competencies appear in
the school’s curriculum,
Classroom and how can their presence
be more intentional?
Personal competencies are enhanced through the teacher’s
3. What is the school culture
instruction (especially when personalized) and the classroom
and how does it bear on
culture. The teacher’s relational suasion with students facilitates
personal competencies?
their learning and their building of personal competencies. Like
4. What does it mean that
the school culture, the culture of a teacher’s classroom reflects
personal competencies
values and is seen in its rituals, routines, expected behaviors,
are enhanced through
and relationships among teachers and students. How the
instruction, expectation,
teacher organizes the classroom and establishes and reinforces
and example?
its rules and procedures constitute classroom management, and
classroom management operationalizes much of what is more
broadly called classroom culture.
Through personalized instruction, the teacher is attune to each
student’s evolving personal competencies and differentiates
learning assignments accordingly. The teacher is aware that in
tackling each learning task, a student exercises the four personal
competencies, and assists and reinforces the student in doing
so. In granting greater control to the student in making choices
about topics, regulating the learning process, and accessing
resources through a variety of modes (including the Internet),
the teacher is fully aware of the competencies that learner inde-
pendence requires.
13
Templates for Enhancing Personal

Competencies in the Design of the
School’s Contexts
Tables 1-12 show an example of a design for intention-
ally enhancing personal competencies in the three contexts
described above. These tables are meant only to provide exam-
ples. The design for an actual school would reflect the mission,
configuration, and nature of the school. Filling out the tem-
plates, even with just a few possible strategies for each personal
competency within each context, is a good way to familiarize
people with the concepts and begin intentionally enhancing
personal competencies. A School Community Council or similar
group that includes the principal, teachers, and parents might
work on the school community template. The school template
would be a good exercise for the entire faculty, and the class-
room template might be completed by individual teachers or
groups of teachers working together.
Explanation of Template Components

Theory of action: A common form for a theory of action is
“When we do this, this will result.” The result is the enhance-
ment of the personal competency within the specific context.
Logic model: A logic model is a stepwise presentation of the
theory of action. For our purposes, the logic model includes
Indicators (that the goal is being met), Strategies (to implement
the Indicator), and Resources (including technology, to execute
the strategy). The Indicators are used to assess current status
and are phrased in future tense to form Objectives; evidence is a
data source that would confirm that the Objective is being met.
A Strategy is a practice of the school, team, or teacher aimed at
meeting the Objective and enhancing a personal competency.
Resources include the materials and technological aids that
would be employed in executing the strategy.
14
Context: School Community

Table 1: Cognitive Competency in the School Community
Theory of Action When the entire school community works together to enhance students’
cognitive competency, every student’s reservoir of knowledge is expanded and
their new learning is facilitated.
Goal All members of the school community (families, students, administrators,
teachers, other school personnel, and volunteers) will understand and support
the importance of building each student’s reservoir of knowledge through
a standards-aligned curriculum, rich reading, writing, memorization, and
vocabulary development.
Logic Model
Indicator/Objective/Evidence Strategy Resources, Technology
Indicator: The School Commu- Communication: Provide Resources: Newsletter, community “town
nity Council ensures that all parents information for parents on the hall” discussion
understand the purpose of a stan- school community’s goal for building Technology-aided Resources: School
dards-aligned curriculum, their own cognitive competency, the purpose website section for parents; parent
children’s progress, and their role in of a standards-aligned curriculum, feedback via website; ongoing social
supporting learning at home. and how parents support learning media campaign; streaming and archived
Objective: The School Community at home. Include parent-provided video of “town hall” meetings; online
Council will ensure that all parents examples. library of digital videos of student,
understand the purpose of a stan- parents, graduates, and educators on the
dards-aligned curriculum, their own importance of cognitive competency
children’s progress, and their role in Education: Provide workshops Resources: Curricula and protocol for
supporting learning at home. for parents on the purpose of a workshops and workshop leaders for
Evidence: Documentation of initia- standards-aligned curriculum and face-to-face and for synchronous and
tives. Surveys administered to parents home strategies to encourage rich asynchronous online delivery
confirm their understanding of cogni- reading, writing, memorization, and Technology-aided Resources: Webinars;
tive competency, their own children’s vocabulary development. interactive learning modules;
progress, and their role in supporting e-workbooks; in-situ and post workshop
learning at home. Pre- and post-ques- online surveys of relevance, utility, and
tionnaires from professional develop- application; “recommended” lists of
ment workshops. cognitive enrichment software and apps
for use at home
Connection: Include a discussion Resources: Agendas for open houses and
of cognitive competency and the parent–teacher–student conferences;
parents’ role in supporting their guiding questions
children’s cognitive development Technology-aided Resources: Online
at home at the open house resource library of related digital
and in parent–teacher–student articles, and video samples of parent/
conferences. child interactions and parent/educator
discussions for modeling and review
15
Table 1: Cognitive Competency in the School Community

Indicator: The School Community Goals and Roles: Include in job Resources: Job descriptions and
Council ensures that all school descriptions and description of role description of role of volunteers, job aides
personnel and volunteers understand of volunteers ways to enhance to support practices in action
cognitive competency and their students’ cognitive competency. Technology-aided Resources: Online
roles relative to its enhancement in resource library of related articles and
students. digital video samples of volunteers
Objective: The School Community enhancing cognitive competency;
Council will ensure that all school “recommended” lists of cognitive
personnel and volunteers understand enrichment software and apps for use
cognitive competency and their within the school day
roles relative to its enhancement in Education: Provide professional Resources: Curricula and protocol for
students. development for all school personnel professional development leaders for
Evidence: Copies of job descriptions and volunteers on cognitive face-to-face and for synchronous and
and descriptions of role of volunteers. competency. asynchronous online delivery
Surveys of personnel and volunteers.
Pre- and post-questionnaires from Technology-aided Resources: Webinars;
professional development. interactive learning modules;
e-workbooks; in-situ and post workshop
online surveys of relevance, utility, and
application; “recommended” lists of
cognitive enrichment and other related
software and tools
16
Table 2. Metacognitive Competency in the School Community

metacognitive competency, every student will more effectively manage and
broaden his or her own learning.
the importance of metacognitive competency, including the planning and use of
learning strategies, logical and divergent thinking, self-appraisal of mastery, and
adjustment of strategies to achieve mastery.
Logic Model
Indicator: The School Community Communication: Provide Resources: Newsletter; community “town
Council ensures that all parents information for parents on the hall” discussion
understand metacognitive school community’s goal for building Technology-aided Resources: School
competency, learning strategies, and metacognitive competency and how website section for parents; parent
ways they can support their children’s parents can support their children’s feedback via website; ongoing social
self-management of learning at home. self-management of learning at media campaign; streaming and archived
Objective: The School Community home. Include parent-provided video of “town hall” meetings; online
Council will ensure that all examples. library of digital videos of student,
parents understand metacognitive parents, graduates, and educators on the
competency, learning strategies, and importance of metacognitive competency
ways they can support their children’sEducation: Provide workshops Resources: Curricula and protocol for
self-management of learning at home. for parents on metacognitive workshops and workshop leaders for
Evidence: Documentation of competency, learning strategies, face-to-face and for synchronous and
initiatives. Surveys administered to and how they can support their asynchronous online delivery
parents confirm their understanding children’s self-management of Technology-aided Resources: Webinars;
of metacognitive competency, learning learning at home. interactive learning modules;
strategies, and ways they can support e-workbooks; in-situ and post workshop
their children’s self-management online surveys of relevance, utility, and
of learning at home. Pre- and post- application; “recommended” lists of
questionnaires from professional time-management and task organization
development workshops. software and apps for use at home
of metacognitive competency and parent-teacher-student conferences;
the parents’ role in supporting guiding questions
their children’s metacognitive Technology-aided Resources: Online
development at home at the open resource library of digital articles, and
house and in parent–teacher– video samples of parent/child interactions
student conferences. and parent/educator discussions for
modeling and review
17
Table 2. Metacognitive Competency in the School Community

Council ensures that all school descriptions and description description of role of volunteers, job aides
personnel and volunteers understand of role of volunteers ways to to support practices in action
metacognitive competency and their enhance students’ metacognitive Technology-aided Resources: online
roles relative to its enhancement in competency. resource library of related articles and
Objective: The School Community enhancing metacognitive competency;
Council will ensure that all school “recommended” lists of time-
personnel and volunteers understand management and task organization
metacognitive competency and their software and apps for use within the
roles relative to its enhancement in school day
students. Education: Provide professional Resources: Curricula and protocol for
Evidence: Copies of job descriptions development for all school professional development leaders for
and descriptions of role of volunteers. personnel and volunteers on face-to-face and for synchronous and
Surveys of personnel and volunteers. metacognitive competency. asynchronous online delivery
time-management, task organization, and
other related software and tools
18
Table 3. Motivational Competency in the School Community

motivational competency, every student will more persistently engage with
learning.
the importance of motivational competency, including a growth mindset, value
of mastery, and connecting learning tasks with students’ personal aspirations.
Logic Model
Indicator: The School Community Communication: Provide Resources: Newsletter; community “town
Council ensures that all parents information for parents on the hall” discussion
understand motivational competency school community’s goal for building Technology-aided Resources: School
(a growth mindset, the value of motivational competency and how website section for parents; parent
mastery, and connecting learning tasks parents can support their children’s feedback via website; ongoing social
with students’ personal aspirations) growth mindset, value of mastery, media campaign; streaming and archived
and how they can enhance and connection of learning tasks video of “town hall” meetings; online
motivational competency at home. with personal aspirations. library of digital videos of student,
Objective: The School Community parents, graduates, and educators on
Council will ensure that all parents will the importance of personalization and
understand motivational competency motivational competency
(a growth mindset, the value of Education: Provide workshops for Resources: Curricula and protocol for
mastery, and connecting learning tasks parents on motivational competency workshops and workshop leaders for
with students’ personal aspirations) (a growth mindset, the value of face-to-face and for synchronous and
and how they can enhance mastery, and connecting learning asynchronous online delivery
motivational competency at home. tasks with students’ personal Technology-aided Resources: Webinars;
Evidence: Documentation of aspirations) and how they can interactive learning modules;
initiatives. Surveys administered to enhance motivational competency e-workbooks; in-situ and post workshop
parents confirm their understanding at home. online surveys of relevance, utility, and
of motivational competency and application; “recommended” lists of
how they can enhance motivational software, apps, and procedures designed
competency at home. Pre- and post- to help increase motivation, for use at
questionnaires from professional home
development workshops.
of motivational competency and parent–teacher–student conferences;
the parents’ role in enhancing their guiding questions
children’s motivational competency Technology-aided Resources: Online
at home at the open house resource library of digital articles, and
and in parent–teacher–student video samples of parent/child interactions
conferences. and parent/educator discussions for
modeling and review
19
Table 3. Motivational Competency in the School Community

Council ensures that all school descriptions and description of description of role of volunteers, job aides
personnel and volunteers understand role of volunteers ways to enhance to support practices in action
motivational competency and their students’ motivational competency. Technology-aided Resources: Online
roles relative to its enhancement in resource library of related articles and
Objective: The School Community enhancing motivational competency;
Council will ensure that all school “recommended” lists of software, apps,
personnel and volunteers understand and procedures designed to help increase
motivational competency and their motivation, for use within the school day
roles relative to its enhancement in Education: Provide professional Resources: Curricula and protocol for
students. development for all school professional development leaders for
Evidence: Copies of job descriptions personnel and volunteers on face-to-face and for synchronous and
and descriptions of role of volunteers. motivational competency. asynchronous online delivery
Surveys of personnel and volunteers. Technology-aided Resources: Webinars;
Pre- and post-questionnaires from interactive learning modules;
professional development. e-workbooks; in-situ and post workshop
online surveys of relevance, utility,
and application; “recommended” lists
of software, apps, and procedures
designed to help increase motivation and
personalize learning
20
Table 4. Social/Emotional Competency in the School Community

social/emotional competency, every student will grow in (1) understanding
and managing emotions, (2) setting and achieving positive goals, (3) feeling
and showing empathy for others, (4) establishing and maintaining positive
relationships, and (5) making responsible decisions
the importance of social/emotional competency, including (1) understanding
and managing emotions, (2) setting and achieving positive goals, (3) feeling
and showing empathy for others, (4) establishing and maintaining positive
relationships, and (5) making responsible decisions.
Logic Model
Indicator: The School Community Communication: Provide information Resources: Newsletter; community “town
Council ensures that all parents for parents on the school hall” discussion
understand social/emotional community’s goal for building social/ Technology-aided Resources: School
competency and their role in emotional competency and how website section for parents; parent
enhancing their children’s growth parents can support their children’s feedback via website; ongoing social
in (1) understanding and managing growth in (1) understanding and media campaign; streaming and archived
emotions, (2) setting and achieving managing emotions, (2) setting and video of “town hall” meetings; online
positive goals, (3) feeling and showing achieving positive goals, (3) feeling library of digital videos of student,
empathy for others, (4) establishing and showing empathy for others, (4) parents, graduates, and educators on
and maintaining positive relationships, establishing and maintaining positive the importance of social/emotional
and (5) making responsible decisions. relationships, and (5) making competency
Objective: The School Community responsible decisions.
Council ensures that all parents Education: Provide workshops Resources: Curricula and protocol for
will understand social/emotional for parents on social/emotional workshops and workshop leaders for
competency and their role in competency and their role in face-to-face and for synchronous and
enhancing their children’s growth enhancing their children’s growth asynchronous online delivery
in (1) understanding and managing in (1) understanding and managing Technology-aided Resources: Webinars;
emotions, (2) setting and achieving emotions, (2) setting and achieving interactive learning modules;
positive goals, (3) feeling and showing positive goals, (3) feeling and e-workbooks; in-situ and post workshop
empathy for others, (4) establishing showing empathy for others, (4) online surveys of relevance, utility, and
and maintaining positive relationships, establishing and maintaining positive application; “recommended” lists of
and (5) making responsible decisions. relationships, and (5) making software, apps, and procedures designed
responsible decisions. to help increase social/emotional
Evidence: Documentation of
initiatives. Surveys administered to competency, for use at home
parents confirm their understanding of Connection: Include a discussion Resources: Agendas for open houses and
social/emotional competency and how of social/emotional competency parent–teacher–student conferences;
they can enhance social/emotional and the parents’ role in enhancing guiding questions
competency at home. Pre- and post- their children’s social/emotional Technology-aided Resources: Online
questionnaires from professional competency at home at the open resource library of digital articles, and
development workshops. house and in parent–teacher– video samples of parent/child interactions
student conferences. and parent/educator discussions for
modeling and review
21
Table 4. Social/Emotional Competency in the School Community

Council ensures that all school descriptions and description of description of role of volunteers, job aides
personnel and volunteers understand role of volunteers ways to enhance to support practices in action
social/emotional competency and students’ social/emotional Technology-aided Resources: Online
their roles relative to its enhancement competency. resource library of related articles and
in students. digital video samples of volunteers
Objective: The School Community enhancing social/emotional competency;
Council will ensure that all school “recommended” lists of software, apps,
personnel and volunteers understand and procedures designed to help increase
social/emotional competency and social/emotional competency, for use
their roles relative to its enhancement within the school day
in students. Education: Provide professional Resources: Curricula and protocol for
Evidence: Copies of job descriptions development for all school professional development leaders for
and descriptions of role of volunteers. personnel and volunteers on social/ face-to-face and for synchronous and
Surveys of personnel and volunteers. emotional competency. asynchronous online delivery
software, apps, and procedures designed
to help increase social/emotional
competency
22
Context: School
Table 5. Cognitive Competency in the School
Theory of Action When the school embeds cognitive competency in its curriculum, co-curricular
programs, and school culture, students’ cognitive competency is enhanced and
every student’s reservoir of knowledge is expanded and their new learning is
facilitated.
Goal The cognitive competency of all students will be enhanced through the school’s
curriculum, co-curricular programs, and culture.
Logic Model
Indicator: All teachers and teacher Curriculum: Thoroughly align the Resources: Clear and readily accessible
teams plan instruction based on the school’s curriculum, vertically and documents aligning standards,
aligned and expanded curriculum horizontally, to ensure that all curriculum, and instruction; resources,
that includes rich reading, writing, students develop the background including links to websites that support
memorization, and vocabulary knowledge to progress with new alignment and provide lesson plans and
development. learning. materials. Post aligned curriculum on
Objective: All teachers and teacher school website.
teams will plan instruction based on Technology-aided Resources: School
the aligned and expanded curriculum website section for school personnel
that includes rich reading, writing, showing alignment, with the ability for
memorization, and vocabulary comment and feedback
development. Curriculum: Identify elements of the Resources: Documents that show
Evidence: Copies of the aligned aligned curriculum that encourage the elements of the curriculum that
curriculum and lesson plans including rich reading, writing, memorization, specifically address rich reading,
rich reading, writing, memorization, and vocabulary development, and writing, memorization, and vocabulary
and vocabulary development. add to the curriculum where these development. Post the documents on the
Copies of team and teacher planning elements are not apparent. school website.
templates. Technology-aided Resources:
“Recommended” lists of vetted software,
apps, and other curricula designed to
improve instruction and outcomes in
rich reading, writing, memorization, and
vocabulary development
Evidence-Based Programs: Resources: Needs assessment;
Determine areas of need for descriptions of available programs, their
cognitive competency; select purposes and results; implementation
evidence based programs that plans; evaluation procedures. Use
address the needs; implement automated measurement systems when
programs with fidelity; evaluate possible. Post descriptions of selected
their results. programs, as well as opportunities for
professional development on the school
website
23

Indicator: All staff conducting co- Co-curricular Programs: Include in Resources: Clear and readily accessible
curricular programs fulfill the purposes the purpose of each co-curricular documents that describe the purpose
of the programs including appropriate program elements of the aligned of each co-curricular program and the
elements of the aligned curriculum curriculum and activities such as rich elements of the aligned curriculum
and other cognitive competency reading, writing, memorization, and and activities such as rich reading,
activities. vocabulary development that can writing, memorization, and vocabulary
Objective: All staff conducting co- be appropriately enhanced by that development that are appropriately
curricular programs will fulfill the program. enhanced by that program. Post the
purposes of the programs including documents on the school website.
appropriate elements of the aligned Technology-aided Resources: School
curriculum and other cognitive website section for school personnel
competency activities. showing alignment, with the ability for
Evidence: Copies of co-curricular comment and feedback
program descriptions and activities.
Indicator: The school’s key School Culture: Include in the Resources: Documents including the
documents explain the value of school’s mission statement, compact school’s mission statement, compact
cognitive competency and how it is with parents, staff employment with parents, staff employment manuals,
enhanced through specific roles and manuals, and student handbook a and student handbook that include a
relationships. recognition of the value of cognitive recognition of the value of cognitive
Objective: The school’s key competency. competency. Post the documents
documents will explain the value of and brief video interviews/cameos of
cognitive competency and how it is educators and students talking about
enhanced through specific roles and these values on the school website.
relationships. Clear and readily accessible documents
including the school’s mission statement,
Evidence: Copies of the school’s compact with parents, staff employment
mission statement, compact with manuals, and student handbook that
parents, staff employment manuals, include a recognition of the value
and student handbook. of cognitive competency. Post the
documents on the school website.
Technology-aided Resources: Create and
post brief video interviews/cameos of
educators and students talking about
these values; post links to articles, blogs,
or videos of renowned educators or
thought leaders stressing the importance
of cognitive competency
24

Indicator: The school promotes School Culture: Promote cognitive Resources: Clear and readily accessible
cognitive competency in school competency in school rituals document explaining the school culture,
rituals and routines, such as morning and routines, such as morning how it promotes cognitive competency,
announcements, awards assemblies, announcements, awards assemblies, and procedures and schedules for the
hallway and classroom wall displays, hallway and classroom wall displays, same.
and student competitions. and student competitions. Technology-aided Resources: Social
Objective: The school will promote networks and in-school chat groups
cognitive competency in school to recognize and celebrate cognitive
rituals and routines, such as morning competencies; consider the use of digital
announcements, awards assemblies, academic “badges” and digital portfolios
hallway and classroom wall displays, of student accomplishments; build a
and student competitions. nomination and award system into the
Evidence: Documentation of the school website
promotion of cognitive competency
in school rituals and routines,
such as morning announcements,
awards assemblies, hallway and
classroom wall displays, and student
competitions.
25
Table 6. Metacognitive Competency in the School

Theory of Action When the school embeds metacognitive competency in its curriculum, co-
curricular programs, and school culture, students will more effectively manage
their own learning.
Goal The metacognitive competency of all students will be enhanced through the
school’s curriculum, co-curricular programs, and culture.
Logic Model
Indicator: All teachers and teacher Curriculum: Include objectives for Resources: Clear and readily accessible
teams plan instruction based on the student management of learning documents aligning standards,
aligned and expanded curriculum in the aligned and expanded curriculum, and instruction that include
that includes objectives for student curriculum and in instructional student management of learning;
management of their learning. plans. resources, including links to websites that
Objective: All teachers and teacher support student management of learning
teams will plan instruction based on and provide lesson plans and materials.
the aligned and expanded curriculum Post aligned curriculum on school
that includes objectives for student website.
management of their learning. Technology-aided Resources: School
Evidence: Copies of the aligned website section for school personnel
curriculum and lesson plans including showing alignment, with the ability for
objectives for student management of comment and feedback
learning. Copies of team and teacher Curriculum: Identify elements of the Resources: Clear and readily accessible
planning templates. aligned curriculum that encourage documents that show the elements of
student management of learning the curriculum that specifically address
and add to the curriculum where student management of learning. Post the
these elements are not apparent. documents on the school website.
Technology-aided Resources:
encourage student management of
learning
of the programs including appropriate program elements of student of each co-curricular program and
elements of student management of management of learning. the elements that encourage student
learning. management of learning, post the
Objective: All staff conducting co- documents on the school website; create
curricular programs will fulfill the “stretch” goals that require creative
purposes of the programs including thinking, problem-solving, content
appropriate elements of student creation, post products on class, school,
management of learning. or district websites
Evidence: Copies of co-curricular Technology-aided Resources: School

program descriptions and activities. website section for school personnel
showing purpose or relationship of co-
curricular programs, with the ability for
comment and feedback
26
Table 6. Metacognitive Competency in the School

Indicator: The school’s key documents School Culture: Include in the Resources: Clear and readily accessible
explain the value of metacognitive school’s mission statement, compact documents including the school’s mission
competency and how it is enhanced with parents, staff employment statement, compact with parents, staff
through specific roles and manuals, and student handbook employment manuals, and student
relationships. a recognition of the value of handbook that include a recognition of
Objective: The school’s key metacognitive competency. the value of metacognitive competency,
documents will explain the value of post the documents on the school
metacognitive competency and how it website; create a school-wide system for
is enhanced through specific roles and measuring and monitoring individual and
relationships. school-wide metacognitive growth
Evidence: Copies of the school’s Technology-aided Resources: Create and

mission statement, compact with post brief video interviews/cameos of
parents, staff employment manuals, parents, educators, and students talking
and student handbook. about metacognitive values; post links
to articles, blogs, or videos of renowned
educators or thought leaders stressing the
importance of metacognition
Indicator: The school promotes School Culture: Promote Resources: Clear and readily accessible
metacognitive competency in school metacognitive competency in school document explaining the school
rituals and routines, such as morning rituals and routines, such as morning culture, how it promotes metacognitive
announcements, awards assemblies, announcements, awards assemblies, competency, and procedures and
hallway and classroom wall displays, hallway and classroom wall displays, schedules for the same. Post the
and student competitions. and student competitions. document on the school website.
Objective: The school will promote Technology-aided Resources: Social
metacognitive competency in school networks and in-school chat groups to
rituals and routines, such as morning recognize and celebrate metacognitive
announcements, awards assemblies, competencies; consider virtual
hallway and classroom wall displays, competitions with “crowd-sourced”
and student competitions. (peers, educators, parents, community)
Evidence: Documentation of judging; consider the use of digital
the promotion of metacognitive “badges” recognizing metacognitive
competency in school rituals milestones; create digital portfolios of
and routines, such as morning student metacognitive accomplishments;
announcements, awards assemblies, build a nomination and award system into
hallway and classroom wall displays, the school website
and student competitions.
27
Table 7. Motivational Competency in the School

Theory of Action When the school embeds motivational competency in its curriculum, co-
curricular programs, and school culture, students will more readily engage and
persist with learning.
Goal The motivational competency of all students, including a growth mindset, value
of mastery, and connecting learning tasks with students’ personal aspirations,
will be enhanced through the school’s curriculum, co-curricular programs, and
culture.
Logic Model
Indicator: All teachers and teacher Curriculum: Include in curriculum Resources: Clear and readily accessible
teams plan instruction with a guides methods teachers can documents aligning standards,
curriculum guide that includes employ to stimulate interest in curriculum, and instruction that include
methods to enhance student topics, promote a growth mindset, methods to enhance motivation to learn;
motivation to learn. encourage the value of mastery, resources, including links to websites that
Objective: All teachers and teacher and connect topics to students’ support motivation to learn and provide
teams will plan instruction with aspirations. lesson plans and materials. Post aligned
a curriculum guide that includes and enhanced curriculum on school
methods to enhance student website.
motivation to learn. Technology-aided Resources: School
curriculum and lesson plans including showing alignment, with the ability
methods to enhance student for comment and feedback; Consider
motivation to learn. Copies of team incorporating “game mechanics” into the
and teacher planning templates. curriculum when appropriate.
Curriculum: Identify elements of the Resources: Clear and readily accessible
aligned curriculum that encourage documents that show the elements of
student motivation to learn and the curriculum that specifically address
add to the curriculum where these student motivation to learn. Post the
elements are not apparent. documents on the school website.
enhance motivation to learn; digital
video examples of educators, volunteers,
and parents using strategies to enhance
motivation to learn
of the programs including appropriate program elements of student of each co-curricular program and
elements of student motivation to motivation to learn. the elements that encourage student
learn. motivation to learn. Post the documents
Objective: All staff conducting co- on the school website.
curricular programs will fulfill the Technology-aided Resources: School
purposes of the programs including website section for school personnel
appropriate elements that enhance showing purpose or relationship of co-
student motivation to learn. curricular programs, with the ability for
28
Table 7. Motivational Competency in the School

Indicator: The school’s key School Culture: Include in the Resources: Clear and readily accessible
documents explain the value of school’s mission statement, compact documents including the school’s mission
motivational competency and how it with parents, staff employment statement, compact with parents, staff
is enhanced through specific roles and manuals, and student handbook a employment manuals, and student
relationships. recognition of the value of a growth handbook that include a recognition of
Objective: The school’s key mindset, mastery, and student the value of motivational competency.
documents will explain the value of aspirations. Post the documents on the school
motivational competency and how it website.
is enhanced through specific roles and Technology-aided Resources: Post brief
relationships. video interviews/cameos of parents,
Evidence: Copies of the school’s educators, and students talking about the
mission statement, compact with motivation to learn; post links to articles,
parents, staff employment manuals, blogs, or videos of renowned educators or
and student handbook. thought leaders stressing the importance
of learning motivation
Indicator: The school promotes School Culture: Promote Resources: Clear and readily accessible
motivational competency in school motivational competency in school document explaining the school
rituals and routines, such as morning rituals and routines, such as morning culture, how it promotes motivational
announcements, awards assemblies, announcements, awards assemblies, competency, and procedures and
hallway and classroom wall displays, hallway and classroom wall displays, schedules for the same. Post the
and student competitions. and student competitions. document on the school website.
motivational competency in school networks and in-school chat groups to
rituals and routines, such as morning recognize and celebrate motivation to
announcements, awards assemblies, learn; foster a creative environment
hallway and classroom wall displays, where students are encouraged to
and student competitions. bring their own interests into cognitive
Evidence: Documentation of and metacognitive areas; create digital
the promotion of motivational portfolios of students personalized
competency in school rituals learning projects, showcase samples at
and routines, such as morning school events
announcements, awards assemblies,
hallway and classroom wall displays,
and student competitions
29
Table 8. Social/Emotional Competency in the School

Theory of Action When the school embeds social/emotional competency in its curriculum,
co-curricular programs, and school culture, every student will grow in (1)
understanding and managing emotions, (2) setting and achieving positive goals,
(3) feeling and showing empathy for others, (4) establishing and maintaining
positive relationships, and (5) making responsible decisions.
Goal The social/emotional competency of all students will be enhanced through the
school’s curriculum, co-curricular programs, and culture.
Logic Model
Indicator: All teachers and teacher Curriculum: Include objectives for Resources: Clear and readily accessible
teams plan instruction with a social/emotional competency in the documents aligning standards,
curriculum guide that includes aligned and expanded curriculum curriculum, and instruction that
objectives for social/emotional and in instructional plans. include objectives for social/emotional
competency. competency; resources, including links to
Objective: All teachers and teacher websites that support social/emotional
teams will plan instruction with competency and provide lesson plans
a curriculum guide that includes and materials. Post aligned and enhanced
objectives for social/emotional curriculum on school website.
competency. Technology-aided Resources: School
curriculum and lesson plans including showing alignment, with the ability for
methods to enhance social/emotional comment and feedback
competency. Copies of team and Curriculum: Identify elements of the Resources: Clear and readily accessible
teacher planning templates. aligned curriculum that enhance documents that show the elements of
social/emotional competency and the curriculum that specifically address
add to the curriculum where these social/emotional competency. Post the
elements are not apparent. documents on the school website.
enhance social/emotional competency;
digital video examples of educators,
volunteers, and parents using strategies
to enhance social/emotional competency
of the programs including appropriate program elements of social/ of each co-curricular program and the
elements of social/emotional emotional competency. elements that enhance social/emotional
competency. competency. Post the documents on the
Objective: All staff conducting co- school website.
curricular programs will fulfill the Technology-aided Resources: School
purposes of the programs including website section for school personnel
appropriate elements that enhance showing purpose or relationship of co-
social/emotional competency. curricular programs, with the ability for
30
Table 8. Social/Emotional Competency in the School

Indicator: The school selects, Evidence-Based Programs: Resources: Needs assessment;
implements, and evaluates evidenced- Determine areas of need for descriptions of available programs, their
based programs that enhance social/ enhancing social/emotional purposes and results; implementation
emotional competency. competency; select evidence-based plans; evaluation procedures. Use
Objective: The school will select, programs that address the needs; embedded measurement systems when
implement, and evaluate evidence- implement programs with fidelity; possible, including behavior measures
based programs that enhance social/ evaluate their results. typically conducted by schools. Post
emotional competency. descriptions of selected programs, as
well as opportunities for professional
Evidence: Description of selection development on the school website.
criteria, programs adopted,
implementation, and evaluation
criteria and results.
Indicator: The school’s key documents School Culture: Include in the Resources: Clear and readily accessible
explain the value of social/ school’s mission statement, compact documents including the school’s mission
emotional competency and how it is with parents, staff employment statement, compact with parents, staff
enhanced through specific roles and manuals, and student handbook a employment manuals, and student
relationships. recognition of the value of social/ handbook that include a recognition
Objective: The school’s key documents emotional competency. of the value of social/emotional
will explain the value of social/ competency. Post the documents on the
emotional competency and how it is school website.
enhanced through specific roles and Technology-aided Resources: Post brief
relationships. video interviews/cameos of parents,
Evidence: Copies of the school’s educators, and students talking about
mission statement, compact with social/emotional competency; post links
parents, staff employment manuals, to articles, blogs, or videos of renowned
and student handbook. educators or thought leaders stressing
the importance of social/emotional
competency
Indicator: The school promotes social/ School Culture: Promote social/ Resources: Clear and readily accessible
emotional competency in school emotional competency in school document explaining the school
rituals and routines, such as morning rituals and routines, such as morning culture, how it promotes social/
announcements, awards assemblies, announcements, awards assemblies, emotional competency, and procedures
hallway and classroom wall displays, hallway and classroom wall displays, and schedules for the same. Post the
and student competitions. and student competitions. document on the school website
social/emotional competency in school networks and in-school chat groups
rituals and routines, such as morning to recognize and celebrate social and
announcements, awards assemblies, emotional competency; consider
hallway and classroom wall displays, the creation of a “digital citizenship”
and student competitions. program that publically promotes and
Evidence: Documentation of the rewards strong social and emotional
promotion of social/emotional competencies; have clear “anti-bullying”
competency in school rituals guidelines for face-to-face, as well as
and routines, such as morning digital and other interactions
announcements, awards assemblies,
hallway and classroom wall displays,
and student competitions.
31
Context: Classroom
Table 9. Cognitive Competency in the Classroom
Theory of Action When teachers intentionally address students’ accessible background knowledge
in their instruction, students’ cognitive competency is enhanced, every student’s
reservoir of knowledge is expanded, and their new learning is facilitated.
Goal The cognitive competency of all students will be enhanced through teachers’
attention to each student’s growing reservoir of accessible background
knowledge.
Logic Model
Indicator: All teachers reinforce Provide professional development, Resources: Curricula and protocol for
elements of mastered knowledge that including mentoring, for teachers on professional development
can be retained in memory through instructional practices that enhance Technology-aided Resources: Face-to-
recitation, review, questioning, and students’ reservoir of accessible face and online delivery of professional
inclusion in subsequent assignments. background knowledge. development, synchronous and
Objective: All teachers will reinforce asynchronous; interactive learning
elements of mastered knowledge that modules
can be retained in memory through Provide resources and tools, Resources: Curriculum library of
recitation, review, questioning, and including curriculum, that enhance supplemental materials, tagged or
inclusion in subsequent assignments. (build and review) prior and indexed by topic area, level
Evidence: Copies of teachers’ lesson background knowledge Technology-aided Resources:
plans; classroom observations. “Recommended” lists of vetted software,
review and build background knowledge
(such as e-books with hyperlinked text,
library of student created background
content)
Indicator: All teachers include Provide professional development, Resources: Curricula and protocol for
vocabulary development (general including mentoring, for teachers professional development
vocabulary and terms specific to the on instructional practices that build Technology-aided Resources: Face-to-
subject) as learning objectives. students’ vocabularies. face and online delivery of professional
Objective: All teachers will include development, synchronous and
vocabulary development (general asynchronous; interactive learning
vocabulary and terms specific to the modules
subject) as learning objectives. Provide resources and tools, Resources: Curriculum library of
Evidence: Copies of teachers’ lesson including curriculum, that build supplemental materials, tagged or
plans; classroom observations. and require the use of enhanced indexed by topic area, level
vocabulary. Technology-aided Resources:
build vocabulary (such as e-books with
hyperlinked text, vocabulary apps); digital
or hardcopy products of student created
stories using new vocabulary
32
Table 9. Cognitive Competency in the Classroom

Indicator: All teachers assign rich Provide professional development, Resources: Curricula and protocol for
reading and the application of including mentoring, for teachers on professional development; face-to-
the reading in written work and instructional practices for integrating face and online delivery, synchronous
discussion. rich reading into assignments and and asynchronous; interactive learning
Objective: All teachers will assign the application of reading in written modules
rich reading and the application work and discussion.
of the reading in written work and Provide resources and tools, Resources: Curriculum library of
discussion. including curriculum, that enhance supplemental materials, tagged or
Evidence: Copies of teachers’ lesson rich reading. indexed by topic area, level
plans; classroom observations. Technology-aided Resources:
e-books, or apps that provide richer
reading experiences; digital or hardcopy
products of student created stories or
other written products
Table 10. Metacognitive Competency in the Classroom

Theory of Action When teachers provide instruction and modeling of metacognitive processes and
strategies, students will more effectively manage their own learning.
Goal The metacognitive competency of all students will be enhanced through
teachers’ instruction and modeling.
Logic Model
Indicator: All teachers teach and Provide professional development, Resources: Curricula and protocol for
model the metacognitive process including mentoring, for teachers on professional development
(goals, strategies, monitoring, and instructional practices that enhance Technology-aided Resources: Face-to-
modification) and specific learning students’ metacognitive process and face and online delivery of professional
strategies and techniques. successful use of learning strategies development, synchronous and
Objective: All teachers will teach and and techniques. asynchronous; interactive learning
model the metacognitive process modules
(goals, strategies, monitoring, and Provide resources and tools, Resources: Curriculum library of
modification) and specific learning including curriculum, that support supplemental materials, tagged or
strategies and techniques. and enhance successful student use indexed by metacognitive strategy, level
Evidence: Copies of teachers’ lesson of metacognitive processes. Technology-aided Resources:
plans; classroom observations. “Recommended” lists of vetted software,
enhance student study skills, critical
thinking and planning, and support the
analyzing, evaluating, and creating levels
of Bloom’s taxonomy
33
Table 10. Metacognitive Competency in the Classroom

Indicator: All teachers include Provide professional development, Resources: Curricula and protocol for
self-checks, peer-checks, and including mentoring, for teachers on professional development
documentation of learning strategies instructional practices that require Technology-aided Resources: Face-to-
as part of assignment completion. students to use and document self- face and online delivery of professional
Objective: All teachers will include appraisal and learning strategies. development, synchronous and
self-checks, peer-checks, and asynchronous; interactive learning
documentation of learning strategies modules
as part of assignment completion.
Evidence: Copies of teachers’ lesson Provide resources and tools, Resources: Curriculum library of
plans; classroom observations. including curriculum, that support supplemental materials, tagged or
and require student use of self- indexed by metacognitive strategies, level
appraisal and learning strategies. Technology-aided Resources:
encourage self-review and analysis (such
as “self-grading” knowledge checks);
peer-coaching or review (such as peer
think-aloud activities)
Indicator: All teachers teach methods Provide professional development, Resources: Curricula and protocol for
of logic, synthesis, evaluation, and including mentoring, for teachers on professional development
divergent thinking. instructional practices and content Technology-aided Resources: Face-to-
Objective: All teachers will teach that include methods of logic, face and online delivery of professional
methods of logic, synthesis, synthesis, evaluation, and divergent development, synchronous and
evaluation, and divergent thinking. thinking. asynchronous; interactive learning
Evidence: Copies of teachers’ lesson modules
plans; classroom observations. Provide resources and tools, Resources: Curriculum library of
including curriculum, that support supplemental materials, tagged or
and require student use of logic, indexed by metacognitive strategies, level
synthesis, evaluation, and divergent Technology-aided Resources:
thinking. “Recommended” lists of vetted software,
encourage various types thinking (such
as programs that teach students how
to code logical thinking); using digital
study aides and documenting steps along
the way; collaboration and debate for
synthesis or divergent thinking
34
Table 11. Motivational Competency in the Classroom

Theory of Action When teachers promote a growth mindset, stretch students’ interests, connect
learning to student aspirations, and differentiate instruction, students will more
readily engage and persist with learning.
Goal The motivational competency of all students, including a growth mindset, value
of mastery, and connecting learning tasks with students’ personal aspirations,
will be enhanced through teachers’ attributions and instructional practices.
Logic Model
Indicator: All teachers promote a Provide professional development, Resources: Curricula and protocol for
growth mindset by attributing learning including mentoring, for teachers professional development
success to effort and self-regulation on growth mindset and how to Technology-aided Resources: Face-to-
and insist upon (and reward) promote it through instruction, face and online delivery of professional
persistence to mastery. modeling, and attributions. development, synchronous and
Objective: All teachers will promote a asynchronous; interactive learning
growth mindset by attributing learning modules
success to effort and self-regulation Provide resources and tools that Resources: Curriculum library of
and insist upon (and reward) support and encourage student supplemental materials
persistence to mastery. adoption of a growth mindset. Technology-aided Resources: Digital
Evidence: Copies of teachers’ lesson catalogue of materials, lessons to
plans; classroom observations. enhance growth mindset which students
may access
Indicator: All teachers stretch Provide professional development, Resources: Curricula and protocol for
students’ interests to find value in new including mentoring, for teachers on professional development
topics and connect learning tasks to instructional practices that stimulate Technology-aided Resources: Face-to-
students’ personal aspirations. interest in new topics and connect face and online delivery of professional
Objective: All teachers will stretch learning tasks with students’ development, synchronous and
students’ interests to find value in new personal aspirations. asynchronous; interactive learning
topics and connect learning tasks to modules
students’ personal aspirations. Provide resources and tools that Resources: Curriculum library of
Evidence: Copies of teachers’ lesson support and encourage student supplemental materials
plans; classroom observations. identification and enhancement of Technology-aided Resources: Digital
personal aspirations. catalogue of topics and areas of interest,
and potential sources, which students
may access
Provide resources and tools, Resources: Curriculum library of
including curriculum that tie supplemental materials
together personalized learning Technology-aided Resources:
interests and classroom instruction. “Recommended” lists of vetted software,
apps, and other curricula designed
to encourage personalized learning,
including a student’ ability to move
forward at one’s own pace
35
Table 11. Motivational Competency in the Classroom

Indicator: All teachers differentiate Provide professional development, Resources: Curricula and protocol for
assignments to provide the right including mentoring, for teachers on professional development
balance of challenge and attainability instructional differentiation for all Technology-aided Resources: Face-to-
for each student. students. face and online delivery of professional
Objective: All teachers will development, synchronous and
differentiate assignments to provide asynchronous; interactive learning
the right balance of challenge and modules
attainability for each student. Provide resources and tools, Resources: Curriculum library of
Evidence: Copies of teachers’ lesson including curriculum that supports supplemental materials, tagged or
plans; classroom observations. differentiated instruction. indexed by topic and instructional level
apps, and other curricula that either
provides, or recommends differentiated
instruction based on ability, interest, and
need
Support the creation of flexible Resources: Flexible schedules for teams;
educator “teams” working with documentation of individual student
various student ratios and varying ability, interest, and need
techniques, to better meet the Technology-aided Resources: Digital tools
individual strengths and needs of or apps to support scheduling, real time
each student. needs assessment, flexible grouping
Table 12. Social/Emotional Competency in the Classroom

Theory of Action When teachers provide instruction, modeling, classroom norms, and caring
attention that promote students’ self-respect and responsibility, every student
will grow in social competency.
Goal The social/emotional competency of all students will be enhanced through
teachers’ instruction, modeling, classroom norms, and caring attention that
promote students’ self-respect and responsibility.
Logic Model
Indicator: All teachers teach and Provide professional development, Resources: Curricula and protocol for
reinforce positive social skills, including mentoring, for teachers on professional development
self-respect, relationships, and instructional practices and content Technology-aided Resources: Face-to-
responsibility for the consequences of that enhance students’ social skills, face and online delivery of professional
decisions and actions. self-respect, and responsibility for development, synchronous and
Objective: All teachers will teach the consequences of decisions and asynchronous; interactive learning
and reinforce positive social skills, actions. modules
self-respect, relationships, and Provide resources and tools that Resources: Curriculum library of
responsibility for the consequences of encourage and enhance students’ supplemental materials
decisions and actions. social skills, self-respect, and Technology-aided Resources:
Evidence: Copies of teachers’ lesson responsibility for the consequences “Recommended” lists of vetted software,
plans; classroom observations. of decisions and actions. apps, and other curricula designed to
enhance student social skills, self-respect,
and self-responsibility, including positive
online social games
36
Table 12. Social/Emotional Competency in the Classroom

Indicator: All teachers establish Provide professional development, Resources: Curricula and protocol for
classroom norms for personal including mentoring, for teachers on professional development
responsibility, cooperation, and classroom management, classroom Technology-aided Resources: Face-to-
concern for others. norms, and ways to teach and face and online delivery of professional
Objective: All teachers will establish reinforce personal responsibility, development, synchronous and
classroom norms for personal cooperation, and concern for others. asynchronous; interactive learning
responsibility, cooperation, and modules
concern for others. Provide resources and tools that Resources: Curriculum library of
Evidence: Copies of teachers’ support classroom management of supplemental materials
classroom norms, rules, procedures. social/emotional competency. Technology-aided Resources:
“recommended” lists of vetted software,
apps, and other tools designed to
assist in classroom management,
classroom norms, personal responsibility,
cooperation, and concern for others,
including social games and digital
“badges” (recognition for appropriate
pro-social behavior)
Indicator: All teachers are attentive Provide professional development, Resources: Curricula and protocol for
to students’ emotional states, guide including mentoring, for teachers professional development
students in managing their emotions, on recognizing students’ emotional Technology-aided Resources: Face-to-
and arrange for supports and states, helping students manage face and online delivery of professional
interventions when necessary. their emotions, and arranging for development, synchronous and
Objective: All teachers will be supports and interventions when asynchronous; interactive learning
attentive to students’ emotional necessary. modules
states, guide students in managing Provide resources and tools that Resources: Curriculum library of
their emotions, and arrange for support teacher and student supplemental materials
supports and interventions when recognition and understanding of
necessary. Technology-aided Resources:
emotional states. “Recommended” lists of vetted software,
Evidence: Copies of teachers’ lesson apps, and other tools designed to support
plans; classroom observations; teacher and student recognition and
anecdotal records; referrals for understanding of emotional states,
supports and interventions. including role-playing social games
Indicator: All teachers use cooperative Provide professional development, Resources: Curricula and protocol for
learning methods and encourage including mentoring, for teachers on professional development
questioning, seeking help from others, cooperative learning methods and Technology-aided Resources: Face-to-
and offering help to others. the encouragement of questioning face and online delivery of professional
Objective: All teachers use cooperative and helping. development, synchronous and
learning methods and encourage asynchronous; interactive learning
questioning, seeking help from others, modules
and offering help to others. Provide resources and tools that Resources: Curriculum library of
Evidence: Copies of teachers’ lesson support teacher and student supplemental materials
plans; classroom observations. recognition and understanding of Technology-aided Resources:
emotional states. “Recommended” lists of vetted software,
apps, and other tools designed to
support cooperative learning, including
collaborative projects and presentations
37
References
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each student. New York, NY: Teachers College Press.
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(Eds.), Handbook on innovations in learning (pp. 149–164). Philadelphia, PA: Center on Innovations in
Learning, Temple University; Charlotte, NC: Information Age Publishing. Retrieved from http://www.
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38
About the Author
Sam Redding, Ed.D., is the Senior Learning Specialist of the Center
on Innovations in Learning (CIL), Associate Director of the Center on
School Turnaround, and a consultant with the Building State Capac-
ity and Productivity Center. Since 1984, Dr. Redding has served
as the Executive Director of the Academic Development Institute
(ADI), and from 2005 to 2011 as Director of the Center on Innova-
tion & Improvement. He codeveloped Indistar®, a web-based school
improvement technology, and Indicators in Action®, web-based
tutorials for online professional development for educators. Dr.
Redding is a former high school teacher and college dean and vice
president. He received the “Those Who Excel” Award from the
Illinois State Board of Education in 1990, the Ben Hubbard Lead-
ership Award from Illinois State University in 1994, and the Ernie
Wing Award for Excellence in Evidence-Based Education from the
California-based Wing Institute in 2012. He has been executive edi-
tor of the School Community Journal since 1991 and was a senior
research associate of the Laboratory for Student Success (LSS) at
Temple University from 1995 to 2005, where he led the Lab’s work
on comprehensive school reform. He has edited four books on fam-
ily–school relationships, authored a book on school improvement
and personalized learning, edited books on statewide systems of
support, and written articles and chapters in the areas of school
management, school improvement, turnaround, and factors affect-
ing school learning. He has consulted with more than 30 SEAs on
their systems for school improvement.
For more information about Personal Competencies
please visit
www.centeril.org
Through the Student’s Eyes: A Perspective on
Handbook on Innovations in Learning
Personal Competency: A Framework for
Building Students’ Capacity to Learn
The Something Other: Personal Competencies
for Learning and Life
and other publications and resources
www.centeril.org

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Personal Competencies

©2014 Center on Innovations in Learning, Temple University, Philadelphia, PA

personalized learning ensures all students gain proficiency inde-

conception of personalization, educators can carry out a series

individualized approaches that stress matching individual

the student’s respect for and trust in the teacher contribute to

Metacognitive Competency—self-regulation of learning

Figure 2: Personal Competencies and Factors Influencing

Contexts for Enhancing

6. Continuous Improvement because a school community is

Templates for Enhancing Personal

Explanation of Template Components

Context: School Community

Table 1: Cognitive Competency in the School Community

Table 2. Metacognitive Competency in the School Community

Table 2. Metacognitive Competency in the School Community

Table 3. Motivational Competency in the School Community

Table 3. Motivational Competency in the School Community

Table 4. Social/Emotional Competency in the School Community

Table 4. Social/Emotional Competency in the School Community

Table 5. Cognitive Competency in the School

Table 5. Cognitive Competency in the School

Table 6. Metacognitive Competency in the School

Evidence: Copies of co-curricular Technology-aided Resources: School

Table 6. Metacognitive Competency in the School

Evidence: Copies of the school’s Technology-aided Resources: Create and

Table 7. Motivational Competency in the School

Table 7. Motivational Competency in the School

Table 8. Social/Emotional Competency in the School

Table 8. Social/Emotional Competency in the School

Table 9. Cognitive Competency in the Classroom

Table 10. Metacognitive Competency in the Classroom

Table 10. Metacognitive Competency in the Classroom

Table 11. Motivational Competency in the Classroom

Table 11. Motivational Competency in the Classroom

Table 12. Social/Emotional Competency in the Classroom

Table 12. Social/Emotional Competency in the Classroom

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