In Lindsay, the “Performance Based System” is designed to deliver the “ideal learning experience” through a learner-centered, personalized, competency-based delivery model using technology as an accelerator. Learners progress only when they have demonstrated mastery. There is an emphasis on “lifelong learning standards.”
Names: Barry Sommer, Brian Griffin, Amalia Lopez
District: Lindsay Unified School District
District-wide Professional Learning for Learning Facilitators: Our district has outlined the components of the “Ideal Learning Experience” and our professional learning is focused on identifying the needs of the staff by analyzing district data to deliver strands of professional learning based on the aforementioned data needs. The site administrators also evaluate the individual needs of faculty on their respective learning communities and based on those identified needs the district creates strands of professional learning to increase capacity. Lastly, the Learning Facilitators have the opportunity to self-assess and determine their needs. We take the results of the self-evaluations and create professional learning opportunities to address these needs.
To summarize; the district creates mandatory strands based on data, the site has the opportunity to assign faculty to a particular strand based on observations/data, and lastly the learning facilitators self-reflect and assign themselves to strands that they feel will help them become more masterful in the creation of the “Ideal Learning Experience”. In the strands, presenters make a concentrated effort to use the session for applied learning. The goal is to have Learning Facilitators learn concepts, evidence-based practices, and new pedagogy. After this, they learn to apply it in the same session with take-aways for their own learning environments. Sessions are meant to be collaborative, interactive, and focused on applying the learning to prepare to use it in teaching with learners.
Leadership Professional Learning: The Executive Cabinet delivers personalized coaching to our Site/District leadership. The leaders begin the process by identifying their own needs for development. Based on the self assessment the Executive cabinet will do research and support each leader through the learning process throughout the year. Each coaching session takes place once a month. Part of the coaching is support through real-workplace support. For example, if a leader is seeking growth in having critical conversations, we would observe a specific attempt at a crucial conversation and support the leader in areas of growth and affirmation of the desired demonstrated characteristics.
We also wanted to model our belief in providing an ideal learning experience. If our belief in CBE is the direction that we believe we should take our learners then why would it not apply to all of us? We are taking steps to make this a reality. We are modeling what we want practiced.
If you are interested in learning more, please contact Brian Sommer (email@example.com), Amalia Lopez (firstname.lastname@example.org), or Brian Griffin (email@example.com).
This toolkit was created through a partnership with Digital Promise and Education Elements.