Baxter Academy is a rigorous, college - preparatory high school promoting
student ownership of learning through curriculum focused specifically on science, technology, engineering and math (STEM).
As an IB school, we promote
student ownership of learning through inquiry, action and reflection.
Not exact matches
The benefits
of portfolios are well - documented in both theory and practice: (1)
Students are able to select pieces of writing that showcase important milestones in their learning trajectory; (2) students take ownership of their learning through consistent goal - setting, reflection, and other metacognitive processes; and (3) students develop self - regulation skills that empower them with
Students are able to select pieces
of writing that showcase important milestones in their
learning trajectory; (2)
students take ownership of their learning through consistent goal - setting, reflection, and other metacognitive processes; and (3) students develop self - regulation skills that empower them with
students take
ownership of their
learning through consistent goal - setting, reflection, and other metacognitive processes; and (3)
students develop self - regulation skills that empower them with
students develop self - regulation skills that empower them with agency.
Through the Home
Ownership Project, McMillian's
students learned to take charge
of their own financial futures.
To further encourage your
students to take
ownership of their
learning through self and peer assessment I recommend the T.A.L.K and L.E.A.R.N process T.A.L.K and L.E.A.R.N posters and printable mnemonic bookmarks are available as a value bundle.
These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating
student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality
of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality
of teaching throughout the district
through embedded professional development; 4) increase
student engagement in the
learning process by personalizing
learning environments to build on
student interests; 5) increase community involvement in schools by giving principals
ownership of the change process, expanding
student voice, and bringing parents and
students into the school renewal process.
Personalized
learning is an academic system that enhances
student learning through individually tailored instruction, educational experiences that move
students toward college and career readiness, and teacher
ownership of pedagogy.
Dr. Bryan O'Black leads Project ACE (Advancing Classroom Education), a multiphase effort to change the culture
of learning in the district, which includes supporting principals to grow as instructional leaders
through a summer Principals» Technology Academy and empowering
students to take more
ownership of their
learning in a one - to - one environment.
This case study follows the journey
of two
students as they engaged with these practices that instilled within them a newfound sense
of ownership over their
learning born
of persisting
through struggle.
It's strong academics are credited to encouraging
students to take
ownership of their education
through independent
learning and responsibility needed in self - paced classroom environments.
Yes, we got really good test scores, but at the end
of the day the enjoyment for me came from seeing the
students take
ownership through that type
of learning.
● Six years
of experience in educational leadership with a track record
of student achievement results ● Strong understanding
of progressive pedagogy ● Demonstrated experience leading highly effective professional
learning for teachers and / or leaders around instructional best practices ● Ability to use data to inform practice, with a clear understanding
of the metrics that lead to
student achievement ● Exceptional results leading others and managing a team to achieve ambitious goals ● Demonstrated success creating and managing systems and work product ● Incredibly high excellence bar and
ownership over results ● A team player with a strong work ethic and consistent follow -
through ● Ability to build lasting and meaningful relationships with team members,
students, and families ● Strong organizational skills and attention to detail ● Master's degree
The district leadership's investment in building shared language, commitment, and
ownership through support for the instructional coaches» development work and the successive rounds
of feedback throughout the district combined with the coaches» collaborative
learning process, relentless pursuit
of high - quality, evidence - based practices, and dedication to creating accessible, practical guidance to produce an exceptional roadmap for implementing
student centered
learning with clear parameters for fidelity and improvement.
I am passionate about creating Dan Meyer - style 3 Act Math Tasks to engage
students through curiosity, exploring new ways to harness
student creativity, gamifying the assessment process, and publishing
student work to a global audience to promote
student ownership of their
learning.
Asking
students to begin taking
ownership of these sessions to report out on areas in which they are struggling, talking
through a problem / task out loud, and goal - setting is a routine many
of teachers find as key to
students reflecting thoughtfully and moving towards more
student - directed personalized
learning.
Instead,
student ownership is the amount
of investment learners have in the topics they are
learning, the methods they are
learning through and the places where
learning happens.