High-achieving students and teachers—winning strategies from Title I schools!
What makes a Title I school high-achieving, and what can we all learn from that experience? Professional learning and leadership that supports personalized instruction makes the difference, as captured in the ground-breaking research of authors Sonia Caus Gleason and Nancy Gerzon.
This illuminating book shows how four outstanding schools are making individualized learning a reality for every teacher and student. The common thread is the commitment to equity—every student achieving. Readers will find: Guidance on identifying obstacles to equity within your school; Background that builds a case for personalized learning; Four case studies that show the lived values, professional learning practices, leadership, and systems that have helped schools transform learning; How-to's and templates for creating a team-based professional development program that expands individualized instruction in every classroom
Discover new approaches for individual, team, and whole school professional learning that support personalized learning, drawn from schools that are leaders in overcoming challenges and creating opportunities.
“Equity is not an afterthought to high achievement. Gleason and Gerzon's new book on outstanding equity-driven practice in four very different schools shows that if you want to raise the bar you have to start by narrowing the gap.”
—Andy Hargreaves, Thomas More Brennan Chair in Education
Chapter 4: The Variables Are Time and Support: Montgomery Center School (PreK–8), Montgomery Center, Vermont
The Variables Are Time and Support: Montgomery Center School (PreK–8), Montgomery Center, Vermont
“You're a 1. I'm going to get you to a 2. By the time you leave fifth grade, you're going to be a 3 in math. You believe me. You will be. And I'm going to throw you a party.”
“You'll throw me a party?”
“You go from a 1 to a 3—I'll throw you a party!”
And so we're doing practice tests. And I correct him.
“You didn't read the directions, did you?”
“No,” he says.
He was distracted. He did one part out of the three. It was so simple a change.
“[If you read the directions] That right there will pull you up to ...