Learn about Bonny Eagle High School's transition to a proficiency-based system, which has been ongoing for the past five years. The work began with the identification of standards and development of summative assessments and is currently focused on formative instruction. Using a combination of Assessment For Learning (AFL) strategies, technology, and teacher ingenuity, we are improving instructional practices. As a result, student engagement is increasing and the number of students who need to remediate assessments is dropping.
Participants will see how we are getting a big impact with the use of a 1/2 time instructional coach and a handful of AFL teacher leaders to help change instruction building-wide. Learn how this work is not "one more thing" but can reduce teacher stress. At the same time, our students are beginning to take ownership of their learning.
Participants will leave with an understanding of how one high school is improving student learning by focusing on the identification of clear learning targets and helping students track their own progress as they prepare for summative assessments.
Learn about Bonny Eagle High School's transition to a proficiency-based system, which has been ongoing for the past five years. The work began with the identification of standards and development of summative assessments and is currently focused on formative instruction. Using a combination of Assessment For Learning (AFL) strategies, technology, and teacher ingenuity, we are improving instructional practices. As a result, student engagement is increasing and the number of students who need to remediate assessments is dropping.
Participants will see how we are getting a big impact with the use of a 1/2 time instructional coach and a handful of AFL teacher leaders to help change instruction building-wide. Learn how this work is not "one more thing" but can reduce teacher stress. At the same time, our students are beginning to take ownership of their learning.
Participants will leave with an understanding of how one high school is improving student learning by focusing on the identification of clear learning targets and helping students track their own progress as they prepare for summative assessments.
Rhode Island’s Secondary School Regulations have long supported student-centered learning. For example, for many years, regulations have required that school districts help students in grades 6–12 develop Individual Learning Plans (ILPs) that describe students’ academic, career, and social/personal goals and map out the path they will take to achieve their goals.
However, strong policies are not enough. In focus groups and surveys, many students reported that they did not have an ILP or that they did not see the value of their ILP because their schools were not using them as intended.The Rhode Island Department of Education is working to revitalize these plans to ensure that all students have plans that are meaningful. This session will focus on the tools and supports that have been created to support schools and districts in revitalizing these plans.
Participants will leave with concrete ideas about how to implement a meaningful Individual Learning Plan (ILP) that helps students translate their academic, career, and personal/social goals into a plan for how to achieve them.
I manage the Rhode Island Alliance for College and Career Readiness and coordinate a related Student-Centered Learning Leadership Table in Rhode Island. I believe strongly in the importance of student and parent voice and enjoy opportunities to interact with and learn from Rhode Island... Read More →
Onna Mechanic-Holland is currently the School Counseling Fellow at RIDE in the Office of College and Career Readiness. She is a middle school counselor at Ricci Middle School in North Providence and Secretary on the executive board for the Rhode Island School Counselor Association... Read More →
The Lindblom Teacher Apprentice (LTA) Program was created to expose high school students to the craft of teaching and provide student leaders and role models in the classroom. The program pairs 10th, 11th, and 12th grade students with a practicing teacher so they can observe, support, and contribute to the classroom environment. Over the past seven years this program has grown from nine LTAs to over one hundred today. In the short term, this program has increased student voice in our curriculum and empowered students with essential communication and leadership skills. A long term goal is to encourage more students from diverse backgrounds to enter the teaching profession.
In addition to an overview of the program, this session will include examples of how LTAs have contributed to classrooms, evidence of the outcomes for both LTAs and mentors, and logistical information about how the program has been built and maintained over time.
Participants will learn about how a public high school in Chicago built a teacher apprentice program in order to empower student leaders and increase student voice in our classrooms.
The Lindblom Teacher Apprentice (LTA) Program was created to expose high school students to the craft of teaching and provide student leaders and role models in the classroom. The program pairs 10th, 11th, and 12th grade students with a practicing teacher so they can observe, support, and contribute to the classroom environment. Over the past seven years this program has grown from nine LTAs to over one hundred today. In the short term, this program has increased student voice in our curriculum and empowered students with essential communication and leadership skills. A long term goal is to encourage more students from diverse backgrounds to enter the teaching profession.
In addition to an overview of the program, this session will include examples of how LTAs have contributed to classrooms, evidence of the outcomes for both LTAs and mentors, and logistical information about how the program has been built and maintained over time.
Participants will learn about how a public high school in Chicago built a teacher apprentice program in order to empower student leaders and increase student voice in our classrooms.