Hudson's Bay pilots mastery-based learning and standards-based grading with student, teacher leaders
Summary
Hudson's Bay High School described a mastery-based learning pilot funded by an MVLC grant that emphasizes teacher leadership, UDL alignment and standards-based grading; a senior said the approach made learning "more personal and meaningful."
Hudson's Bay High School principal Amber Beardmore told the Vancouver School District board the school's mastery-based learning (MBL) pilot is grounded in educational equity and built to be sustainable beyond grant funding by developing teacher leaders in the building.
Beardmore said the grant funded two teacher leaders and coaching through MVLC; she described MBL as a way to make learning relevant and to provide students with choice and clearer communication about what proficiency looks like.
Teacher Jake Carlson said mastery-based learning shifts the emphasis from completing tasks to comprehension: "Good mastery based learning in my experience and in my classroom begins with a clear understanding of the standard that we can then show to the students." He described assessments that measure depth of understanding (project-based, written explanation) rather than multiple-choice checks.
Senior student Cyterena described the student experience: "Mastery based learning has meant that my learning feels more personal and meaningful... That choice helps me stay engaged and motivated because I'm not just learning to finish an assignment, I'm truly learning to understand the material." Cyterena said MBL allowed her to connect identity and culture to classroom work and focus on growth and confidence.
Beardmore said one concrete outcome was adoption of a standards-based grading scale and clearer family communication so grades reflect student knowledge rather than deficits or behavior. She acknowledged the work requires iteration and cultural change; the school has used external coaching and teacher feedback and expects further refinements.
Board members asked about schoolwide implementation; Beardmore said pilot participation and coaching (noted by external coach Brian Graham) are helping staff reach a shared language around grading and proficiency. She invited board members to visit and see the practice in action.
District staff will include materials and links from the presentation for board review. Beardmore said the goal is to sustain practices through teacher leadership even if grant funds change.
