Personalized Learning/Common Planning
(RTI Tracking student growth/collaboration)
Nov 11, 2023
#EAD-529-O501
ELCC Standard Element 2.1: Candidates understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.
ELCC Standard Element 2.1 has been instrumental in shaping my approach to fostering a positive school culture and instructional program that revolves around student learning through collaboration, trust, and personalized learning. In addition to adhering to ELCC 2.1 principles, my commitment extends to actively participating in common planning sessions.
Attending common planning sessions allows me to engage in discussions with colleagues, addressing potential modifications, clarifying misconceptions, and strategizing personalized learning initiatives within the classroom. This collaborative effort ensures that ELCC 2.1 is not only a guiding principle in my individual practices but is also integrated into the broader school environment through shared insights and experiences.
For instance, when faced with a decline in a student's performance, I not only implemented tier 2 and 3 interventions but also brought the issue to the common planning sessions. By doing so, I leveraged the collective expertise of the school committee, incorporating diverse perspectives and insights into the strategies employed. This collaborative approach, grounded in ELCC 2.1, contributed to a comprehensive assessment of the school climate, fostering an environment where trust and shared responsibility thrive.
The discussions during common planning sessions become crucial in refining and tailoring interventions. Drawing on the principles of ELCC 2.1, these sessions facilitate the development of targeted strategies that address both the specific challenges faced by the individual student and the broader school community. The active involvement of staff and students in these conversations further reinforces the collaborative and trust-centered approach advocated by ELCC 2.1.
Moreover, the adaptability of ELCC 2.1 is highlighted through these planning sessions as we collectively address the unique needs of students at different intervention tiers. Upholding high expectations remains a constant, ensuring that interventions not only target immediate issues but also contribute positively to the overall learning environment. Through this integrated approach, ELCC 2.1 becomes a dynamic force in sustaining a school culture that prioritizes collaboration, trust, and personalized learning within the broader context of common planning sessions.
