Summary
Contents
Subject index
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
Boston College
Equity and Supporting Core Values
Equity and Supporting Core Values
I have been pretty vocal about attitudes, what we can change, what we can control. We are not expecting less of X if his mother did not give him breakfast. … If things are difficult at home, then we are going to provide him with the best seven hours of his day.
We did a book study … on Jensen's book, Teaching With Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It [2009]—and talked about that. I require new teachers to read it. That's helped us understand a little bit about our community. Rather than allowing us to feel defeated by the number of students who come from generations ...
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