Rose Colby | 2Rev Fellow
Rose is a fellow at 2Rev, specializing in competency-based learning and assessment. In this role she helps schools across many states design high quality competency, assessment, and grading reform systems. And she is certainly an expert in it! In addition to her work at 2Rev, Rose is a member of the national Advisory Board and contributor to Competency Works, the national clearinghouse and resource for innovative practices in competency education. She has served as Competency Education Consultant for the New Hampshire Department of Education for several years. In that capacity, she serves on the Policy Committee for the joint work of the National Center for Assessment, the Center for Secondary School Reform, and the Center for Collaborative Education in Quality Performance Assessment Program and in designing and supporting a new state accountability pilot system.
Rose is also a motivational speaker and presenter in the areas of competency-based learning, digital learners, differentiation, and school leadership at national and regional conferences. She has participated in as a webinar presenter for many national organizations. She has been a partner in the Nellie Mae Education Foundation funded project centered on Student Success through Extended Learning Opportunities in partnership with Q.E.D. Foundation, PlustimeNH, and the New Hampshire Department of Education.
Prior to 2006, Rose was the principal of Mountain View Middle School, which was awarded the N.H. Department of Education Excellence Award (School of the Year) in 1996 and 2001. While on sabbatical in 2002, she served as Principal in Residence for the Bill and Melinda Gates Foundation’s N.H. School Administrators Leading with Technology project. Rose is currently Adjunct Professor in Educational Leadership at Plymouth State University teaching courses in Staff Supervision and Evaluation, Leadership in Curriculum Development and Assessment, and Differentiated Instruction. She is the recipient of the Dennise Maslakowski Memorial Education Award in June 2015 by Plymouth State University.
What is your greatest challenge in working with teachers and leaders in transforming schools?
The greatest challenge in developing competency-based learning models is rethinking the way we work, think, and learn both for students and teachers. With students at the center of our work, thinking, and learning, new ways of meeting the academic, social, emotional, personal success skills emerge. It is my role to really figure out where schools are on their journey and help them to mold and transform their school community as it is today to a school that prepares their students for their futures.
What is the most rewarding work you have accomplished as a competency education specialist?
I had the privilege of helping design the NEXT Charter High School in Derry, NH. It is a public school of choice. I had coached two assistant principals at the middle school and worked with them as they developed their vision for a high school. This high school was designed as a non-course based, project based learning, competency-based school. Being an experiential learner, doing this work was exciting, difficult, challenging, and incredibly rewarding. It gave me the experience through which I gained such deep learning about competencies, performance assessment, learning progressions, and curriculum design. I have taken so much thinking into much of my work after this experience.