This Is How We Scale Personalized Learning To Reach All Kids.

LEADERSHIP FOR LEARNING

At Bright Future we recognize the importance of collaborative leadership and developing system leaders who transform organizations as they create positive school cultures. Places where innovative designs may be created and then nurtured through the three phases of change. In our work with schools, we stress the importance of transparent feedback loops and two-way communication to build the necessary organizational trust for staff engagement and ownership. Developing the capacity of all leaders is enhanced through Gallup’s strengths-based coaching where Blane helps leaders know themselves and understand how to turn their talents into strengths impacting their ability to maximize student achievement and engagement for all learners.

SCHOOL DESIGN PROCESS

Specifically, Bright Future works with educational organizations to create positive school cultures led by transformational leaders. We focus on how to design schools of the future from your local context with a philosophy of personalized learning for all stakeholders in your community. This is not a one size fits all approach but an interactive one that asks all members of a school community to participate fully in this important work. The School Design Process builds on three principles. First, clarity of identity, where we share attitudes, beliefs and values to focus everyone on the work of the school. Next, is shared autonomy coupled with organizational trust where we see and understand that we do work in an interdependent school system. Finally, a commitment to the truth where we make honest and direct assessments of our current reality and how it supports our shared vision of the future.

SCHOOL-WIDE ENRICHMENT MODEL

One way to begin this journey to personalize learning is to implement the School Wide Enrichment Model (SEM). SEM was developed and continues to be refined by Joseph Renzulli and Sally Reis at the University of Connecticut. SEM encourages learners to follow their passions and interests in small groups of students with staff with similar interests. They develop activities based on what students would like to learn about regarding a specific area of interest. The activities fall into three categories. First, type one enrichment activities such as a speaker or introductory information about the area of interest, type two enrichment activities explain what people do who work in these areas of interest, and lastly, type three enrichment activities where students develop products and / or services for the local or broader communities. By beginning with primary learners, we begin the process of preparing students for life beyond school. We will prepare students through real world learning who can solve problems, think critically, communicate clearly, and are ready to tackle the challenges of life with the social emotional skills to find success.

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