{"id":3859,"date":"2016-03-29T00:00:00","date_gmt":"2016-03-29T04:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/charleston-progression-of-implementation-for-personalized-learning\/"},"modified":"2020-02-05T12:57:56","modified_gmt":"2020-02-05T17:57:56","slug":"charleston-progression-of-implementation-for-personalized-learning","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/charleston-progression-of-implementation-for-personalized-learning\/","title":{"rendered":"Charleston: Progression of Implementation for Personalized Learning"},"content":{"rendered":"

\"mindset\"<\/a>This is the second post in my site visit to Charleston County School District in South Carolina. Read the first post on building the CCSD framework here<\/a>.<\/em><\/p>\n

One of the big\u2014no, huge<\/em>\u2014takeaways from Charleston County School District was the framework the district has created and the structure for personalized professional development. Thanks to Dr. Kristen Brittingham, Director of Personalized Learning;<\/p>\n

Sherry Kirkland, Professional Development Administrator;\u00a0Rebecca<\/a> Mestaz<\/a>, Marzano Research; and Personalized Learning coaches Kimberly Kascak<\/a>, Kayela Clark<\/a>, Hannah Studemeyer<\/a>, Jessica Lucas, and Erin Abner<\/a> for sharing their powerful insights.<\/p>\n

Personalizing Learning for Teachers<\/strong><\/p>\n

CCSD has made two big advancements in the field of competency-based education. The first is a very strong framework of personalized learning that integrates competency-based learning, student-directed learning, and flexible learning environments (see the first post on CCSD<\/a> for more information). The second is their \u201cPersonalized PD Model\u201d (pictured below) for PL coaches\u00a0to support teachers in building the capacity and developing the skills to implement the personalized learning framework. This progression allows the PL coaches to personalize the learning for teachers just as teachers will personalize for students.<\/p>\n

\"Teacher<\/p>\n

All of the different concepts related to high-quality, personalized, competency-based learning cannot be taught or integrated all at once. Therefore, CCSD uses the Progression of Implementation to outline the competencies. Professional development modules and proficiency scales have been created around each of the competencies, with the PL coaches providing ongoing embedded support.<\/p>\n

The PL coaches practice what they preach and make sure that learning for teachers is transparent just as the learning should be transparent for students. Teachers have learning plans based on proficiency scales just like their students do. Similar to the practices used for students, teachers are able to advance at their own pace. They show evidence of their learning and their progress is tracked using data notebooks or a competency-based digital learning platform called Empower (also being rolled out in Lindsay School District, Adams 50, and Maine). PL coaches use this data to guide their day-to-day work with teachers.<\/p>\n

Ms. Kirkland explained, \u201cWe knew we had to create a way to expedite learning and create a personalized approach for teachers to advance. Just like students all progress at different times in different ways and take different pathways to get there, so do teachers.\u201d<\/p>\n

PL coaches also use a variety of teaching and learning strategies to personalize for teachers. Erin Abner, an elementary personalized learning coach, said that it is important to emphasize to teachers that they are not starting from the beginning in this learning process. \u201cWe start by affirming the best practices that they already have in place, such as the workshop model. We take them to visit teachers who are implementing personalized learning at a high level and they return with ideas on how to build upon their existing practices.\u201d<\/p>\n

Hannah Studemeyer, a high school personalized learning coach, reflected, \u201cI\u2019ve found that it is helpful for me to model new practices for teachers. For example, I go into classrooms and model unpacking standards and proficiency scales, or help teachers move through the process of creating a shared vision in their classroom. I plan with teachers and model how to create learning plans for students. Initially, some teachers are nervous and are hesitant to change, but then they quickly realize the value of building student agency.\u201d<\/p>\n

Progression of Implementation<\/strong><\/p>\n

CCSD understands that effective implementation starts with paying attention to the culture of schools and the relationships with them. When students feel respected, valued, and safe they will be open to learning. When the organizational and classroom rituals and routines help students build the skills and purpose needed for a strong sense of efficacy and agency they are going to be partners with teachers in the learning process.<\/p>\n

\"Progress<\/p>\n