A key step to bringing personalized and proficiency-based learning to our learners, schools, and communities is to provide targeted opportunities for professional learning. In southeastern Vermont, that’s exactly what one school district is doing. Teachers, counselors, administrators, special educators, and job-to-work coordinators from across the Two Rivers Supervisory Union (TRSU) are truly stepping into their learners’ shoes.
SchoolHack's Josie Jordan is facilitating a series of semester-long cohorts using the LiFT platform and Bray/McClaskey's, How to Personalize Learning, as the instructional texts. Designed as a graduate course through Southern New Hampshire University, TRSU follows the adage, “The ones doing the work are doing the learning.”
Participants build their own PLP’s in LiFT. They create professional and personal goals, design personalized rubrics using Job For the Future's "Educator Competencies for Personalized Learning", and then later self-assess their instructional practice. By creating their own PLP’s and responding to others' in LiFT, participants truly integrate the affective elements and relevancy of student PLP's.
TRSU educators also work to shift their classroom culture, curriculum, and assessments to be personalized and proficiency-based. Teachers use the course time to build their proficiency-based learning modules in LiFT and then activate classes when they feel ready to implement. This course provides a unique opportunity for educators, counselors, and administrators to learn together. They have permission to experiment, receive the support and feedback of their peers, and most importantly experience hands-on practice that is actionable.
Thanks to TRSU's pioneering work, we at SchoolHack were able to see that the platform LiFT isn’t just a tool to support students’ personalized learning, but also a learning resource to implement professional learning. This type of powerful collaboration will allow us to watch the TRSU learning community blossom as they continue this innovative work.