Slides 8-13 in this deck provide an overview of professional learning communities (PLCs) and how they are introduced to new teachers in Natick Public Schools. The slides cover what PLCs are, as well as the core values, key priorities, and questions that drive PLCs to be productive and valuable for educators.
This article by Shane Safir explores community walks, a key strategy used by Oakland International High School in their professional development process to allow educators to learn about their community based on the students in their classes. In the article, Safir describes the steps required to implement this transformative process in a school.
Dallas ISD discusses this article to make parallels to the flaw of averages for students and learning.
This slide deck, developed by Dallas ISD, illustrates the variety of supports available for schools in their first year of personalized learning. The deck also provides an overview of the different types of support available and how schools can select these supports, creating a customized system unique to their needs.
Distinctive Schools designed and outlined multiple options for educators and schools to use to engage in personalized learning professional development and growth. Through these various opportunities, including fellowships, school visits, and design journeys, the personalized learning team builds capacity and expertise within site leaders and educators.
Dallas ISD designs a variety of ongoing opportunities for educators and schools to access support in implementation throughout the year. This calendar at-a-glance gives an overview of opportunities throughout the year, including professional development sessions, trainings, design thinking days, office hours, and other engagement opportunities.
A short webpage dedicated to key areas Natick has identified to improve student learning, their aspirational vision for learning, and their strategic plan to achieve this vision.
This is an observation rubric developed by Personalized Learning Preparatory at Sam Houston (Dallas ISD). The rubric focuses on four components of personalized learning: learner profiles, goal setting, data tracking, and data binders/student showcases. There are several ways the school enacts each of these components, and this document includes an observation rubric with “will see, could see, never see” expectations for each component.
This webpage describes Distinctive Schools’ mission and vision statements.
Transcend Education, Lindsay Unified, and Summit Public Schools partnered to develop research-backed resources to provide clarity and a common language around implementing personalized learning. This set of look fors is a detailed and research-based articulation of six key principles and corresponding student and educator experiences and actions that foster personalized learning.
