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Doc Mac Coaching Group

Public·17 members
Nathan Ramirez
Nathan Ramirez


The best path to mastery learning stems from deep collaboration across towns, cities, and states. District partnerships led by central offices committed to mastery learning can drive powerful system change. With high schools as our flagship partners, MTC district partnerships also align stakeholders in middle school, Higher Ed, and community.


Many afterschool and out-of-school time (OST) organizations provide powerful mastery learning experiences. Our new MTC Learning Record (MLR) offers them an easy way to capture evidence of this learning, and allows young people to bridge in-school and out-of-school growth experiences. The MLR is a tool learners can use to demonstrate both college and career readiness. Recognizing the value of both in-school and out-of-school learning, MTC is piloting membership for OST organizations in AY 22-23.

Mastery-based education empowers students, personalizes learning, supports the demonstration of competencies (the knowledge, skills, and personal attributes that lead to success), and recognizes mastery by allowing students to advance as they demonstrate their knowledge and skills regardless of time, place or pace.

Mastery-Based Education ensures students have equitable access to resources that promptly identify and address learner needs. It meets each student where they are with flexible, personalized supports, meaningful assessments, and real-world application. With the Idaho College and Career Readiness Competencies and key system shifts, the learning journey is visible and empowers all students to become independent learners. The work of mastery education is transformative, allowing teachers and students to co-design meaningful learning goals.

Moving toward Mastery-Based Education doesn't mean starting over or abandoning the important work you've already done. National research confirms most teachers already utilize mastery practices!

Organized by the Mastery-Based Education Framework, the shifts associated with moving to mastery are indicated below. To help recognize what the shifts look like in a learning environment each shift also includes system and student learning indicators. Whether or not you have been using one of the many names for mastery learning, let's identify where your current practices align and continue to build towards a student centered learning system. Eventually, each of these shifts will have practical professional development to better inform and support your transition.

The transparency in a mastery-based learning system encourages students to play a greater role, and invest more, in their educational success. With the support of teachers, students take productive risks to learn and demonstrate the competencies, as the focus shifts to learning rather than earning a grade. They make important decisions about their learning pathways, providing insight on projects, activities, and the individual support needed to reach their potential. Self-reflection and self-assessment, along with goal setting and progress monitoring, become regular habits. Through meaningful collaboration and routine teacher and peer feedback, learners support one another in their academic growth.

Assessments are designed to create powerful learning experiences for students and to provide all stakeholders with the data they need to draw accurate inferences about student achievement. Assessments are built on the belief that learners develop skills over time and competence emerges gradually, not spontaneously. The mastery-based design of the tasks hinges on bringing the feedback cycle into the classroom, presenting learners with multiple opportunities for practice, allowing them to revise work as their skills develop, and providing frequent actionable feedback.

Community values drive the design of policies and systems to support a culture of mastery. Policies and systems are the bridge between the statutes and the daily practices in the school. They have to be grounded in the same values that the community wants to manifest in the classroom.

Differentiated adult roles responsively meet the needs of learners and leverage professionals' strengths to support personalized pathways and pacing, and ensure equitable opportunities to demonstrate mastery.

Based on the shifts associated with the Framework, professional development is being created to support educators in their move towards mastery-based education. Individual educators, or entire teams could access these training. As this model develops, financial support for time and effort, in addition to credit, and alignment with the Danielson Framework will accompany this PD.

The Framework outlines mastery in Idaho and guides all SDE actions, including the Practicing Grant application. It is an involved process that guides schools through a deep reflection, considering established practices and evidence, and ultimately determining where and how you would like to grow with goals, a communication plan, and budget to support your plans. If you have the will power and man power to tackle mastery at scale in your district or system, then the Practicing Grant is for you!

Expertly-designed to identify mastery of key standards, the new Mastery View Formative Assessments provide the insights you need to determine where students are in their learning. Delivered exclusively through Mastery Connect.

*//*-->*//*-->*//*-->*//*-->*//*-->*//*-->*//*-->*/*//*-->*//*-->*//*-->*//*-->*//*-->*//*-->*/A collection of expert-developed, tightly-aligned formative assessments designed with high-quality items that evaluate student mastery.

Greene argues that we can all be Masters but we must follow three phases: apprenticeship, creative-active, and mastery. The problem is over-coming our hunger for magical shortcuts. We want the easy route.

Clinical medical education in the 21st century is grounded in a 19th-century model that relies on longitudinal exposure to patients as the curriculum focus. The assumption is that medical students and postgraduate residents will learn from experience, that vicarious or direct involvement in patient care is the best teacher. The weight of evidence shows, however, that results from such traditional clinical education are uneven at best. Educational inertia endorsed until recently by medical school accreditation policies has maintained the clinical medical education status quo for decades.Mastery learning is a new paradigm for medical education. Basic principles of mastery learning are that educational excellence is expected and can be achieved by all learners and that little or no variation in measured outcomes will result. This Commentary describes the origins of mastery learning and presents its essential features. The Commentary then introduces the eight reports that comprise the mastery learning cluster for this issue of Academic Medicine. The reports are intended to help medical educators recognize advantages of the mastery model and begin to implement mastery learning at their own institutions. The Commentary concludes with brief statements about future directions for mastery learning program development and research in medical education.

The view provides background information to facilitate discussions with learners. It provides a single overview of class performance related to outcome comprehension and mastery of topics. The overview can also be a tool to share with learners in the class, or it can be hidden from learner view and used only by instructors.

Imagine a place with thousands of young people mastering music, dance, theatre and other forms of artistic expression, practicing year-round, in diverse neighborhoods across the city. This vision is becoming a reality in Cleveland, where rigorous arts mastery programs set the bar high. The impact is profound.

We have partnered with local organizations and teaching artists to launch or expand the following programs, which currently serve more than 3,000 young people with high-quality mastery arts programming in 18 Cleveland neighborhoods:

It may require you to stand alone, cultivating inner strength instead of seeking support from your environment. (Although you can find those that will support your efforts, too, especially if they are on their path to self-mastery.)

It may demand that you stand alone, cultivating inner strength instead of seeking support from your environment. (Although you can find those that will support your efforts, too, especially if they are on their own path to self-mastery.)

Access to Mastery 1 is not immediate upon registration. Please allow 1-2 business days to receive an email from with information on how to access the course in the AADSM Online Learning Center.Click here to learn more about Mastery 1.Register for Mastery 1

The AADSM reserves the right to cancel a course and provide a full refund should conditions warrant. The refund will only include the cost of registration for the course.For 2022 registrations, no refunds will be available. Refunds are not provided to those who do not complete each course by the stated deadline. Transfers are not possible. For 2023 Mastery 1 or Mastery 2 registrations, a $150 administrative fee will be withheld on cancelations postmarked on or prior to February 3, 2023. To cancel a registration, written notification must be submitted to the AADSM at by the applicable date listed below. After February 3, 2023, no refunds will be available. Refunds are not provided to those who do not complete each course by the stated deadline. Transfers are not possible. Refunds will not be applied to the original payment source (i.e., credit card). Any refunds processed by the AADSM will be paid by check to individuals in the US (or e-payment to individuals who chose to set up an account in and by wire transfer to individuals outside of the US.


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