The complicated theory is the student mastery profile as a measure of student progress.
Students theoretically agree to learn what is taught.
Learning is the result of cognitive development. Mastery operates at a high level of cognition, depicted in complex human behaviors that exceed the mundane.
Schools that gave prior attention to achieving student mastery through well-constructed local curricula, linked to compatible instructional processes, maintained student learning during the pandemic. Their teachers had been thoroughly involved in all aspects of curricular content, instructional design, and assessment of student learning. Such involvement provided a solid instructional platform when they were forced to use online instruction.
The heart of the new learning infrastructure is a curriculum designed to be substantive in terms of student mastery.
Chasms have opened because schools were and still are supported by a fragile infrastructure.
In school districts, subject area and grade level mastery statements are worthless if there is no process in place for “delivering up.” As difficult as it is to collaboratively create those statements, it is infinitely more challenging to make sure they have an impact.