This starting point jump-starts an exploration of real possibilities and allows change leaders to bypass the belief that a flexible schedule “can’t be done”.
In this four-part series, Carisa Corrow highlights the insights, processes and instructional strategies in personalized learning from Vermont educators. The first entry focuses on one French teacher from Winooski High School.
What makes a good school? The MCIEA School Quality Measures project seeks to consider what each unique school brings to the table, rather than creating a rigid, zero-sum standard.
"We spend 12 years of our youth in authoritarian settings, where no one we encounter has democratic rights over the important decisions being made daily. In a school like Mission Hill, and some other brave public schools, we are exploring what would happen if all our constituents felt “this place belongs to you and me.” We agreed to disagree in public on purpose, so we would all learn to disagree in useful ways that did not hurt the school."
"We established core beliefs for moving schools towards personalized learning, as well as a systematic set of practices to support schools in the process of 'getting from here to there'. Though identified here for personalized learning, this philosophy of core beliefs in effecting change has proven applicable for any school transformation effort."
"I believe schools should equip and empower students to navigate and shape society in order to deconstruct oppressive social institutions like racism and classism, by being places that model democratic decision-making.”
"...in this past year we have experienced many victories in the struggle for a more just public education system. The growth of youth organizing groups signals that the new generation can be a powerful voice in the movement toward equity and excellence in the public schools."