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

Call to Action

Call to action

While many teachers get a day or two of professional development on various topics, very few have the chance to study any aspect of teaching for more than two days … most … opportunities do not meet the threshold needed for strong effects on practice or student learning.

—Darling-Hammond, et al. (2009 p. 34)

Advancing Equity Goals Means Personalizing Instruction and Developing Professional Capacity

The dynamics in the schools studied lie in sharp contrast to the national norm. Their focus and fortitude should not be taken for granted, especially given the riptide of shifting budgets and legislation that can take down the best of intentions and plans. These schools implement until capacity was really built, and then subsumed as the next level of ...

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