Principal - September/October 2019 - 14

SUCCESS
ASSESSED
LEAP's Breakthrough
Schools: Chicago (BSC)
sites increased in their
schools' first year of
participation in BSC overall
and relative to other sites,
according to The Wisconsin
Evaluation Collaborative at
University of Wisconsin.
About 63 percent of
elementary students met
growth targets on universal
math assessments after a
year in the BSC cohort-up
from 58 percent and well
above non-BSC schools'
55 percent.
In reading assessments,
BSC and non-BSC schools
started with 58 percent
of elementary students
meeting growth targets;
BSC schools increased to
61 percent after one year,
while non-BSC schools'
decreased to 56 percent.

teachers and principals can co-design
classrooms to foster the varied learning
experiences students need to reach their
goals. In any given classroom, you might
see small-group instruction, kids working together on projects or problems, or
young learners working independently.
Some schools I work with in Chicago use
colloquia that allow students to pursue
independent projects in the community.
We work to get all students to the point
where they can articulate why they are
completing an activity, and how it serves
their broader goals.
Shifts in practice can't be expected
overnight. Schools begin the journey to
transformation with a few early adopters-
enthusiastic educators who understand the
value of personalized learning and forge
ahead. Principals often find these trailblazers
easy to support, and they can spread their
practices from a few model classrooms to the
whole school by setting stakeholder expectations and articulating clear goals.
A Personalized Pedagogy

Today's schools are at a crossroads: After a
century of one-size-fits-all schooling that often
left students from underrepresented cultures,
high-poverty backgrounds, and nonwhite races
behind, we are piloting a new paradigm that
prepares every child to thrive. We can't just
teach content; we must foster creativity and
independence. We can't isolate the classroom
from the real world, and we must help students
connect their studies to their cultures, interests, and strengths.
To prepare every child to succeed today, we
need to let go of an educational model built to
prepare them for yesterday's jobs. We need to
foster and empower learners to think critically,
thrive through ambiguity, and guide their
own futures. Principals are uniquely suited to
support this innovative new model. They can
help build consensus behind the "why"-and
ultimately help teachers and students engage
in the "how."
Jeneen Y. Hatoum is director of programs at LEAP
Innovations and a former assistant principal at
Kenwood Academy of Chicago.

14

Principal n September/October 2019

T

here are pitfalls to personalized learning that can derail its successful implementation. Teachers and administrators
may not understand what the approach
should look like, and their visions for success might not be aligned. While adjusted
to each individual student, instruction
must continue to be standards-based and
align with state and district learning goals.
Teachers must have strong classroom
management skills and not get overwhelmed by the variety of activities
needed. Teachers must also use informal
assessments to learn about their students' strengths, needs, and preferences.
Teachers-and especially new teachers-
can find these tasks difficult.
Another challenge is that schools
often focus more on the purchasing and
implementation of new devices than on
instructional goals and classroom setup.
There are a variety of ways educators can
incorporate personalized learning into
their instructional practices by designing
meaningful, authentic activities that give
students a reason to be engaged.
This kind of personalization doesn't
have to include technology. Ask students
how they want to learn and how they
would like to show mastery of what they
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Principal - September/October 2019

Table of Contents for the Digital Edition of Principal - September/October 2019

From the Editor
Snapshots
5 Things
Getting to Why
A Brighter Future for Personalized Learning
Models of Voice and Choice
When Rural Gets Personal
Research Roundup: The Personal Touch
New Sensation
The Language of Learning
Giving Back, Together
In the Spotlight
Practitioner’s Corner
Early Career
Raising the Bar
The Reflective Principal
Speaking Out
Parents & Schools
NAESP Partners & Advertiser Index
Principal - September/October 2019 - Cover1
Principal - September/October 2019 - Cover2
Principal - September/October 2019 - 1
Principal - September/October 2019 - 2
Principal - September/October 2019 - 3
Principal - September/October 2019 - From the Editor
Principal - September/October 2019 - 5
Principal - September/October 2019 - Snapshots
Principal - September/October 2019 - 7
Principal - September/October 2019 - 5 Things
Principal - September/October 2019 - 9
Principal - September/October 2019 - Getting to Why
Principal - September/October 2019 - 11
Principal - September/October 2019 - 12
Principal - September/October 2019 - 13
Principal - September/October 2019 - 14
Principal - September/October 2019 - 15
Principal - September/October 2019 - A Brighter Future for Personalized Learning
Principal - September/October 2019 - 17
Principal - September/October 2019 - 18
Principal - September/October 2019 - 19
Principal - September/October 2019 - Models of Voice and Choice
Principal - September/October 2019 - 21
Principal - September/October 2019 - 22
Principal - September/October 2019 - 23
Principal - September/October 2019 - When Rural Gets Personal
Principal - September/October 2019 - 25
Principal - September/October 2019 - 26
Principal - September/October 2019 - 27
Principal - September/October 2019 - Research Roundup: The Personal Touch
Principal - September/October 2019 - 29
Principal - September/October 2019 - New Sensation
Principal - September/October 2019 - 31
Principal - September/October 2019 - The Language of Learning
Principal - September/October 2019 - 33
Principal - September/October 2019 - 34
Principal - September/October 2019 - 35
Principal - September/October 2019 - Giving Back, Together
Principal - September/October 2019 - 37
Principal - September/October 2019 - 38
Principal - September/October 2019 - 39
Principal - September/October 2019 - In the Spotlight
Principal - September/October 2019 - 41
Principal - September/October 2019 - Practitioner’s Corner
Principal - September/October 2019 - 43
Principal - September/October 2019 - Early Career
Principal - September/October 2019 - 45
Principal - September/October 2019 - Raising the Bar
Principal - September/October 2019 - 47
Principal - September/October 2019 - The Reflective Principal
Principal - September/October 2019 - 49
Principal - September/October 2019 - 50
Principal - September/October 2019 - 51
Principal - September/October 2019 - Speaking Out
Principal - September/October 2019 - 53
Principal - September/October 2019 - Parents & Schools
Principal - September/October 2019 - NAESP Partners & Advertiser Index
Principal - September/October 2019 - 56
Principal - September/October 2019 - Cover3
Principal - September/October 2019 - Cover4
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