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.
A learner profile tells an individual’s academic and personal story over time and helps to establish a coaching relationship. It includes strengths, areas for growth, interests, aspirations, goals and how the individual learns best.
This one-slide overview of a math unit from Greeley-Evans School District highlights how various aspects of personalized learning, including differentiation and formative checkpoints, integrate with core instructional components (e.g., warm-ups, concept development, application of knowledge).
This slide deck provides an overview of what Natick Public Schools hopes to accomplish over the five year span of 2018-2023. The main goal areas of this district’s strategic improvement plan include teaching and learning, nurturing connections, assessment, accountability, and evaluation.
This video, created by Dallas ISD, provides an overview of the district’s personalized learning journey. Explore a timeline of key events, including how the work got started, how their thinking about personalized learning evolved, how they expanded personalized learning across their schools, and how to improve personalized learning for teachers and students.
Even before moving to moving to blended and personalized learning, CICS West Belden was a high-performing elementary school in Chicago. However, in staffwide conversations, the team realized they needed to keep pushing to help students develop all of the skills they needed to succeed, beyond just test scores.
To elucidate their “why,” staff rallied around three major reasons for change:
1. Despite strong scores, educators were feeling like student growth was stagnating. They needed to find a way to meet each student’s needs more effectively, individually.
2. Leaders wanted to increase student engagement and ownership around learning, which meant they needed greater flexibility and opportunities for students to make choices and have input.
3. Teachers were excited and ready to grow their skills and approaches.
West Belden used these as jumping off points for designing their new approach for change (the “how” [process], as well as the “what” [outputs]) and to engage their community along the way.
This slide deck provides an overview of this journey, and covers topics such as mindset, culture, and the design thinking process.
This issue brief highlights state policy opportunities to create a shared vision to modernize professional learning for educators in a K-12, competency-based education system. Educators will be prepared for a future-focused profession that better meets the 21st-century demands of student learning and workforce needs. In it, we make five recommendations to leverage the unique role of state policymaking:
The recommendations describe actions for state policymakers to enable and enact the vision described in the CompetencyWorks report, Moving Toward Mastery: Growing, Developing, and Sustaining Educators for Competency-Based Education.
In this video installment of IgnitED Research, a series that aims to build stronger connections between learning science and instructional practice, we look at classroom management and how to empower students to co-create and drive management processes.
