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This book is part memoir and part history, sharing the story of what is possible when like-minded educators work together to address radical change. The narrative, written by one who lived it, shares the journey of the district, the experts who helped guide them and the practical applications that are in place to support the concept of personalization of learning.
List of contents
FOREWORD
ACKNOWLEDGEMENTS
INTRODUCTION
PART I. BACKGROUND AND CONTEXT
Michael Robinson's story (in his own words)
Chapter 1: Putting Students First - Words Matter
Chapter 2: Guided By Theory, Research, and Practitioners
Chapter 3: Professional Agency
Chapter 4: Sustaining Growth
Chapter 5: Ensuring Equity and Excellence
PART II. THE GAME PLAN
Chapter 6: The Game Plan for Professional Agency
Chapter 7: The Game Plan for Student Agency
PART III: IMPLICATIONS
Chapter 8: Focus On Core Beliefs
BIBLIOGRAPHY
APPENDICES
Springdale School District Playbook
Personal Learning Plan Sample: Kindergarten
Personal Learning Plan Sample: Grade 1
Personal Learning Plan Sample: Grade 2
Student Advisory Program Implementation Survey
Advisory Program Implementation Checklist
About the author
By Marsha Jones; Laureen Avery and Joseph DiMartino
Summary
This book was written for K-12 practitioners and researchers, school administrators, aspiring teacher leaders, teacher teams, and community leaders who strive to meet the needs of a diverse student population.
Additional text
As the parent of three children who attended Springdale Schools, I celebrate the arrival of this book as a validation of high expectations held for a district explicitly and demonstrably committed to teaching “all students”!! The implementation of student-focused learning, in all its schools and at all levels, is the logical outcome of a district led at the top by a team driven to find ways to support the success of ALL students. As an advocate for students receiving special education, I have been acutely aware that success means playing to the strengths of students rather than their deficits. This book paints a clear picture of a method and a process that leads to the implementation of education focused on supporting each student’s strengths and interests. Such “personalized learning,” as described here, and the concept of student “voice and choice” make clear student success requires all stakeholders, not just teachers and students, but parents and community members to buy in and to participate. Reading this book has given me such a sense of hope that public education, as practiced in Springdale, is on the right track to student success.
