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The power of relationships in education fosters trust, engagement, and a sense of belonging. When students connect with teachers and peers, they become more motivated and willing to take academic risks. Strong relationships enhance communication, support social-emotional development, and create a positive learning environment, ultimately improving both academic achievement and personal growth.

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How can we lighten the work and mental load of teachers to allow them to build relationships and be vulnerable with students?

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How can we lighten the work and mental load of teachers to allow them to build relationships and be vulnerable with students?

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Ensuring that teachers understand and embrace the “why” of what we are doing by providing professional development that explores the underlying ideas and philosophies that PCBL is based on

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Encourage a variety of types of assessment

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PCBE could demand thinking about the learning from a whole-of-community framework

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Sustainable PCBE efforts need leadership, voice, and collaboration across the learning community. Teachers, students, and all community members should be enabled to contribute to and serve as leaders of PCBE systems

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Maintaining a cherished culture while also finding a way to use a system to support PCBE - that it doesn't become The System but a way to support student agency.

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Maintaining a cherished culture while also finding a way to use a system to support PCBE - that it doesn't become The System but a way to support student agency.

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We’ve established that 1:1 relationships are extremely important but time-consuming. One suggestion in making this sustainable is ensuring that the well-being of teachers are supported to allow for this by perhaps lightening the load or making sure it is within the responsibilities/values of all staff to build genuine relationships with students

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How can you support new teachers or teachers who have formerly been in a traditional school setting?

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How can colleges better prepare teaching candidates to be successful in CBE systems?

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Giving autonomy while providing explicit expectations. Providing the resources and training needed to meet those expectations.

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Creating systems that are responsive to human needs while also providing supports that allow people to take risks.

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When making decisions based on feedback from staff, I will be explicit in letting them know we are making changes because of what they’ve shared.

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. . . from the start! Es prep programs can serve teachers and students by embracing aspiring teachers as students with a PCBL mindset.

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Building relationships of trust and support

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We all need proper PD and support before expecting teachers to do something.

We need to speak up.

It’s ok to not be successful. There’s always room to grow and develop our skills/techniques.

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Discussions around supporting teachers has to be a regular and actionable. A well supported teacher builds agency to navigate future challenges and transformations.

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Consistency

Giving teachers and students voice

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What does the academic literature say about teacher burnout in competency-based education models?

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There has to be a balance between providing support and the beginning of a teacher‘a career or time with your district and empowering them with autonomy as their skill sets grow….

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Hearing their voices about what they need!

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If we want to build supports for teachers, they need to have a voice in creating those supports.