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Performance Pay - Outstanding Teacher

Implementing Standards-Based Education: A Configuration Map

What is a Configuration Map?

A Configuration Map is a means of describing what a particular educational innovation "looks like" when it is fully implemented. In the case of Standards-Based Education, the attached configuration map paints a "word picture" of what SBE would be like in a classroom in its "ideal" state or when it is fully implemented and describes steps along the way to full implementation.

A configuration map is divided into components. The components are the operational characteristics or dimensions of the innovation. For this map, only those components which are unique to SBE are included. In other words, the components which make up this map are the characteristics of SBE that make it different from "good teaching." Certainly, quality instruction is important in SBE (as in any educational program); however, that is not what makes SBE different from a more "traditional" approach to education.

For each component several stages or variations in the implementation process ranging from current practice (e.g., implementation has not yet begun) to full implementation (or the ideal state) are described. Included with the general descriptions of each variation are specific classroom examples which further define the variations of each component.

In summary, this configuration map breaks SBE into its major components. For each component, steps along the way to implementation (variations) are described along with specific classroom examples illustrating each variation.

What is the purpose of a Configuration Map?

A configuration map helps everyone involved in implementing the innovation develop a common understanding of where they are headed. Having a clear goal in mind helps us focus our efforts and keeps us from changing the goal as we go along. What often happens when an innovation is implemented is that users change the innovation along the way so that lots of teachers and schools may say they are standards-based, but in reality they are all doing different things. A configuration helps avoid that problem.

Also, a configuration map helps individuals and organizations figure out where they are and what they need to do to move toward implementation. For example, teachers and administrators can use the map to determine their own progress or the progress of their school in becoming standards-based and decide where to target training so it will be most effective in moving them forward.

While the components resemble a rubric this map was NOT designed for evaluation. That is, it is not intended to be used in the evaluation of teachers or administrators. However, it could be used to set goals for individuals and organizations as part of a coaching process. For example, a school could set the goal to "have 80 percent of its staff at the II variation" on a particular component or components.

How is this Configuration Map organized?

This map is made up of 5 components. They are:

• Adjustment of Instruction
• Feedback on Student Progress
• Professional Collaboration about Student Learning
• Role of Assessment
• Student Ownership and Understanding of Learning

These are the characteristics of SBE that make it unique. For each component, with one exception, there are up to five variations ranging from the "ideal state" (Variation V) to little or no progress toward implementation (Variation I).

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