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Principle 06 of 07 · Education Experience
Students advance when they've shown they can do the work — not when the calendar says so.
Students advance by mastering clearly defined learning objectives, and receive support as needed.
Students advance when they've shown they can do the work — not when the calendar says they're done with it.
Competency-based doesn't mean self-paced and unsupervised. It means the unit of progression is demonstrated mastery, with clear competencies, transparent rubrics, and multiple chances to revise toward them.
Rubrics written so a student can self-assess. Multiple submissions allowed and expected; revision treated as the work, not the consolation prize for failure. Pacing that varies — some students stay with a concept longer, others move on.
Reporting that tells students and caregivers what's been demonstrated and what's still in progress, instead of an averaged letter that hides both.
Seat time is a proxy for learning, and a bad one. Competency reframes the question — what's been demonstrated, not how many minutes have been logged — and asks schools to back the shift with structures that make mastery (and revision) routine instead of rare.
A curated set of research, articles, books, videos, and talks the MLCN network leans on for this principle. External links — opens in a new tab.
What learning looks like — how and where students do the work.
Resources, student projects, and member schools tagged with this principle.
Lesson designs, planning tools, readings, and templates shared by member schools.
OpenReal work from MLCN classrooms — defended in public, archived for the network.
OpenMinnesota schools doing the work — browse the directory and filter by location, grade band, or principle.
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