The authors participated in a bold, statewide school improvement initiative that re-examined the role of a critical variable in twentieth century educationutime. Progressive educational policy changes in New Hampshire have put into motion the most dynamic approach to the delivery of education of any state in America. This statewide effort to create a system of personalizedstomized learning cannot properly function in the 20th century model of teaching and learning where time is the constant and achievement is the variable. The steps that New Hampshire has taken will provide the foundation for a new delivery model where time is the variable and achievement is the constant.The New Hampshire vision is built on the assumption that students can learn through a variety of experiencesutraditional classroom instruction being but one mode of delivery. Out-of-classroom Extended Learning Opportunities (ELO's) provide alternatives to classroom instruction. These can include internships, private instruction, on-line learning and other forms of independent study. But, at the core of this vision, is the idea that student achievement (and, by extension, teacher effectiveness) should be measured in terms of mastering competencies, rather than the traditional measure of 'seat time.' Although competency-based models have been attempted, the New Hampshire story is unique in that it offers a unique case of large-scale implementation. Bramante and Colby offer the reader the ability to understand a new context for the reinvention of education and how these challenges affect all levels and aspects of our system of public education. Education professionalsufrom classroom teachers to policy makersuhave much to learn from the lesson of New Hampshire.
Industry Reviews
"Bramante and Colby offer an insiders' look at how America's schools might make the long-awaited break from the factory model of education. This book gives us more than just hope that a real transformation is finally upon us-it shows the path." -- Jason E. Glass, State Director & Chief Learner "At a time when there was an unusually large number of deserving nominees, New Hampshire won the Frank Newman Award for State Innovation." -- Roger Sampson, President "The authors have eloquently described the beginning of 21st Century Education. The move from time as the constant and high level learning as the variable to an education where high level learning is the constant will impact the next generation of citizens to be better equipped to deal with their future." -- Jeff Herzberg, Chief Administrator "Provides the urgency for school systems to begin focusing on the whole child's education. The model in New Hampshire similar to the CCSS sets the stage for schools to begin their theory of action so student achievement increases system-wide." -- Elizabeth Alvarez, Principal "Off the Clock is a book that is, for many, ahead of its time. As New Hampshire blazes a trail for the rest of us, we can appreciate and be grateful to the authors for presenting the road map and journey in a manner and context that will help us down the same essential pathway to educational transformation." -- Marsha M. Myles, Educational Consultant "This book is an excellent resource for practitioners and leaders at local, regional, state, and national levels. The authors offer innovative insights for restoring meaning to learning." -- Lyne Ssebikindu, Assistant Principal "Off The Clock provides practitioners with an enormous amount of research on why our antiquated way of instruction is obsolete." -- Tanna Nicely, Assistant Principal "The competency-based approach is consistent with our changing context in America and may be the one approach that unlocks the numerous restraints in our current 20th century delivery model. By honoring choice and personalization of learning, this book's ideas have potential for support by parents, educators, employers, and policy makers." -- Ronald Fielder, Chief Administrator "The authors identify important issues about learning, shows what they did to invoke changes, and provides alternatives that can be used in schools, districts, and states. This book challenges educators to create alternative means for students to learn that meet or exceed proficiency for standards and courses." -- Glen Ishiwata, Former Superintendent "In an era of proposals involving quick turnarounds of educational delivery systems, the authors have shared a view of a long-term, high stakes process to rethink how schools do business while maintaining a focus on both Real World Learning and Following the Child. This has the potential to change the landscape of public education nationwide." -- Dan Lawson, Superintendent of Schools "A must read on education reform in the 21st century. This book gives a "how to" perspective that we can all learn from." -- Ann Dargon, Superintendent of Schools "An impressive account of New Hampshire's journey from time-based teaching to competency-based learning, Off the Clock presents the rationale, process, challenges, and key learnings from the NH quest for zero dropouts and substantive, sustainable secondary school redesign. Based on firsthand involvement in the inception and implementation of the change process, Off the Clock is as informative as it is inspirational." -- Kim Carter, Executive Director "Off the Clock is a delight! Bramante and Colby have given us a deeply personal, vibrant, and visionary insight into the why, what and how to move us past the schools of old. With their deep hands-on knowledge, the authors take you deep into the details of New Hampshire's bold break from the strangling hold of the time-based Carnegie unit into a mastery-based education system. For anyone interested in competency-based learning, Off the Clock is a must read." -- Chris Sturgis, Founder "No more "one-size-fits-all." The conversation that will follow the must-read, Off the Clock, will transform educational models and policy to individualized learning with the essential measures of accountability for student growth and competency." -- Marsha M. Myles, President and CEO
