book coverAs I review and re-read the book in preparation for various programs, I can’t help but notice some mistakes or other items needing clarification.  So, I’m crafting this post, and will add to it, as necessary, if other things come to my attention needing correction or clarification.  I welcome suggestions here.

Here’s the initial list:

Chapter 2, in the discussion of Lerner Medical College, I draw heavily upon a research journal article by Dannefer and Henson.  The citation in the endnotes is correct; in the later part of the chapter the parenthetical reference mistakenly shifts the year of publication from 2007 to 2017.

Chapter 4, in the section Earning competencies, I write about the possibility that some CBE credits might be earned through external assessment, as is the case in New Zealand, and use the example of AP assessments such as Calculus, Capstone, or Studio Arts.   An editing mistake, I believe, makes it appear as if I am saying these are all AP Exams, when of course Capstone and Studio Arts are not exams but portfolio assessments.

Chapter 6, in the section on Putney School, there are few small glitches.  I write that 42 rubrics were prepared for the “throughlines,” but that should have said the rubrics were for the skills, aptitudes, and subject-centered objectives.    On p.112, the distinction between my writing and quoting Emily Jones gets garbled in an indented section (beginning “in reflecting”)– the indented quote should begin instead with “we did not make….”  Apologies about this.

Chapter 5, Downstream effects, has a somewhat hard to follow structure, especially in the e-book version.  I’m outlining it here for greater clarification:

  • Schools and School Systems
    • Stamp Schooling with School-Specific Values
      • Stepping Forward
        • Determine and Deploy School-Specific Demonstrations of Learning
    • Expand Where Schooling Happens
      • Stepping Forward
        • Build a Database of Community Connections
        • Appoint a Staff Member for Community Outreach
    • Expand Who Students Are
      • Stepping Forward
        • Establish Sister School and Credit Swaps
  • Curriculum
    • Curriculum Becomes More Discrete
      • Stepping Forward
        • Expand Your offerings of Partial Credits
        • Experiment Breaking Up Year-Long Courses
        • Experiment with Digital Badges
    • Curriculum Becomes More Outcome Focused
      • Stepping Forward
        • Provide Teachers PD in Curriculum Design
        • Visit Model Schools
        • Implement a Competency-Friendly Learning Management System
    • Curriculum Becomes More Balanced
      • Stepping Forward
        • Ensure Goals Align
        • Develop Adult Competency
        • Assess Student Social Emotional Competencies
  • Instruction
    • Instruction Becomes More Facilitative
      • Stepping Forward
        • Subordinate but Don’t Eliminate Lectures
        • Implement or Expand Advisory Programming
        • Expand Role of Counselors and Registrars
    • Instruction Becomes More about Designing Learning Experiences
      • Stepping Forward
        • Embrace Design Thinking Strategies
        • Change Hiring Practices
    • Instruction Demands Greater Assessment Competency
      • Stepping Forward
        • Embed Professional Learning