Essex Town School District:

Design for Learning

Key elements within a Student-Centered Learning Model have been clearly identifi ed in current research and literature. A graphic developed by the Partnership for 21st Century Skills, provided below, effectively represents the relationship between 21st Century skills student outcomes (as represented by the arches of the rainbow) and 21st Century skills support systems (as represented by the rings at the bottom). The current ETSD Ends Policies are aligned with the Partnership for 21st Century Skills research.

Realizing ETSD’s vision of creating a Student-Centered Learning Model and building internal capacity in each of the areas represented by the graphic will naturally have to occur over time. However, the faster it occurs the more relevant education in ETSD will be for students. The challenge will be twofold: to begin and expand upon our work in each of the elements in a highly integrated and collaborative fashion and to balance the pace of our work together with the capacity of our District to accept and absorb them. It cannot be understated how important it is that we work together as one Professional Learning Community. Working together will enable this change to occur and facilitate the twin objectives of more fully engaging learners and improving student achievement in key areas based on current student performance data.

As noted above, the elements of this model related to student outcomes refl ect the Mission of the ETSD as identifi ed in the Essex Design for Learning as well as the ETSD Ends Policies. The skills support systems refl ect the effective school research and the work of many successful school districts across the United States, Asia and Europe.

The Mission of the Essex Town School District is to provide a quality education to all children to ensure their success in a rapidly changing world.

The Vision of the Essex Town School District is to create a Student-Centered Learning Model in all three schools where the transfer of learning is the constant and organizational structures and processes remain fl exible and adaptable.

Our Goal is to make the shift to this Student-Centered Learning Model by 2016.

ESSEX TOWN SCHOOL BOARD POLICY states that young people should be empowered with knowledge, skills and attributes needed to prepare them for the next stage of their lives as successful and contributing members of a global society. This policy includes 4 learning domains that ultimately drive the work of the District, illustrated in the graphic above.

Student readiness for post-middle

school education and life

Develop the skills to navigate complex school,

life and work environments

Develop attributes for

life-long learning

Demonstrate functional and critical thinking

skills in the use of information, media and technology

Meet or exceed standards in

all core subject areas

Objective 6: To ensure schools have � exible physical space and organizational structure

Objective 7: To ensure opportunities are provided for personalized anytime-anywhere learning for students and teachers

Objective 8: To create ways in which the parent and broader Essex community can be meaningfully engaged and supported in the education of our children

Element 5: Professional Development

New teaching, leadership and governance standards operate within a Professional Learning Community framework

Objective 9: To ensure professional learning throughout the District is focused, personalized, e� ective and standards based

Meeting Our GoalElement 1: Curriculum

Learning outcomes for students are focused on enduring concepts and skills to allow time for deeper learning

Objective 1: To ensure local curriculum include clearly de� ned learning outcomes per the ETSD Ends Policies with related performance standards

Element 2: Instructional Practices

Learning experiences need to be inquiry based, student driven, meaningful and personalized

Objective 2: To ensure educators are highly skilled in instructional practice - based on the ETSD Learning Principles - to support the development of a deep understanding of learning outcomes for all students

Element 3: Assessment

A balanced assessment system that measures mastery of learning outcomes embedded in the ETSD Ends Policies, is technology enhanced, personalized and rich in data

Objective 3: To design a well balanced local assessment system that includes both performance based and standardized practices

Objective 4: To ensure a balance of formative and summative assessments are used to measure progress and attainment of knowledge, skills and personal attributes across grade levels per ETSD Ends Policies

Element 4: Learning Environments

Flexible learning opportunities and spaces are used all within technology rich learning environments

Objective 5: To ensure school and classrooms are technology rich learning environments with adequate technical support and infrastructure

ETSD Four Year Plan: Moving Toward a Student-Centered Learning Model

IN ORDER TO FOCUS on the learning needs of students who attend schools in Essex Town, a signifi cant shift in the current learning model in ETSD is required. The essence of this new course of action is the need to move from a teacher-directed to a student-centered model of learning. The fl exible, analytical, engaged and motivated 8th grade graduate who will succeed in a post-middle school environment, is not the product of a learning environment where teachers are always directing the learning. The business of learning belongs to the student and as such must focus on the learner, with the teacher providing valuable supports and facilitation. This new model of learning affects students by engaging them in the identifi cation of problems to be solved through learning, the researching and creation of information to solve those problems and the analysis of the world they live in. Students develop collaborative skills as they reach out to peers and resources in the school, the community and beyond to complete real-world projects that are relevant to their own lives. Moreover, true engagement in learning is signifi cantly impacted by the student-teacher relationship, relevant and rigorous curricula, and fi nally, shared responsibility in learning and the decision-making process.

The graphic at right, borrowed from 21st Century Skills (Trilling and Fadel, 2009), illustrates the shift toward balancing a teacher-directed model with a learner-centered environment.

Teacher-DirectedDirect Instruction

KnowledgeContent

Basic SkillsFacts and principles

TheoryCurriculum

Time-slottedMinimal Differentiation

CompetitiveClassroomText-based

Summative scoresLearning for school

Learner-centeredInteractive exchange

SkillsProcess

Applied skillsQuestions and problems

PracticeProjects

On-demandPersonalized/customized

CollaborativeGlobal community

Web-basedFormative evaluations

Learning for life

A New Balance

21st Century Skills (Trilling and Fadel, 2009)

Objective 6: To ensure schools have � exible physical space and organizational structure

Objective 7: To ensure opportunities are provided for personalized anytime-anywhere learning for students and teachers

Objective 8: To create ways in which the parent and broader Essex community can be meaningfully engaged and supported in the education of our children

Element 5: Professional Development

New teaching, leadership and governance standards operate within a Professional Learning Community framework

Objective 9: To ensure professional learning throughout the District is focused, personalized, e� ective and standards based

Meeting Our GoalElement 1: Curriculum

Learning outcomes for students are focused on enduring concepts and skills to allow time for deeper learning

Objective 1: To ensure local curriculum include clearly de� ned learning outcomes per the ETSD Ends Policies with related performance standards

Element 2: Instructional Practices

Learning experiences need to be inquiry based, student driven, meaningful and personalized

Objective 2: To ensure educators are highly skilled in instructional practice - based on the ETSD Learning Principles - to support the development of a deep understanding of learning outcomes for all students

Element 3: Assessment

A balanced assessment system that measures mastery of learning outcomes embedded in the ETSD Ends Policies, is technology enhanced, personalized and rich in data

Objective 3: To design a well balanced local assessment system that includes both performance based and standardized practices

Objective 4: To ensure a balance of formative and summative assessments are used to measure progress and attainment of knowledge, skills and personal attributes across grade levels per ETSD Ends Policies

Element 4: Learning Environments

Flexible learning opportunities and spaces are used all within technology rich learning environments

Objective 5: To ensure school and classrooms are technology rich learning environments with adequate technical support and infrastructure

ETSD Four Year Plan: Moving Toward a Student-Centered Learning Model

IN ORDER TO FOCUS on the learning needs of students who attend schools in Essex Town, a signifi cant shift in the current learning model in ETSD is required. The essence of this new course of action is the need to move from a teacher-directed to a student-centered model of learning. The fl exible, analytical, engaged and motivated 8th grade graduate who will succeed in a post-middle school environment, is not the product of a learning environment where teachers are always directing the learning. The business of learning belongs to the student and as such must focus on the learner, with the teacher providing valuable supports and facilitation. This new model of learning affects students by engaging them in the identifi cation of problems to be solved through learning, the researching and creation of information to solve those problems and the analysis of the world they live in. Students develop collaborative skills as they reach out to peers and resources in the school, the community and beyond to complete real-world projects that are relevant to their own lives. Moreover, true engagement in learning is signifi cantly impacted by the student-teacher relationship, relevant and rigorous curricula, and fi nally, shared responsibility in learning and the decision-making process.

The graphic at right, borrowed from 21st Century Skills (Trilling and Fadel, 2009), illustrates the shift toward balancing a teacher-directed model with a learner-centered environment.

Teacher-DirectedDirect Instruction

KnowledgeContent

Basic SkillsFacts and principles

TheoryCurriculum

Time-slottedMinimal Differentiation

CompetitiveClassroomText-based

Summative scoresLearning for school

Learner-centeredInteractive exchange

SkillsProcess

Applied skillsQuestions and problems

PracticeProjects

On-demandPersonalized/customized

CollaborativeGlobal community

Web-basedFormative evaluations

Learning for life

A New Balance

21st Century Skills (Trilling and Fadel, 2009)

Objective 6: To ensure schools have � exible physical space and organizational structure

Objective 7: To ensure opportunities are provided for personalized anytime-anywhere learning for students and teachers

Objective 8: To create ways in which the parent and broader Essex community can be meaningfully engaged and supported in the education of our children

Element 5: Professional Development

New teaching, leadership and governance standards operate within a Professional Learning Community framework

Objective 9: To ensure professional learning throughout the District is focused, personalized, e� ective and standards based

Meeting Our GoalElement 1: Curriculum

Learning outcomes for students are focused on enduring concepts and skills to allow time for deeper learning

Objective 1: To ensure local curriculum include clearly de� ned learning outcomes per the ETSD Ends Policies with related performance standards

Element 2: Instructional Practices

Learning experiences need to be inquiry based, student driven, meaningful and personalized

Objective 2: To ensure educators are highly skilled in instructional practice - based on the ETSD Learning Principles - to support the development of a deep understanding of learning outcomes for all students

Element 3: Assessment

A balanced assessment system that measures mastery of learning outcomes embedded in the ETSD Ends Policies, is technology enhanced, personalized and rich in data

Objective 3: To design a well balanced local assessment system that includes both performance based and standardized practices

Objective 4: To ensure a balance of formative and summative assessments are used to measure progress and attainment of knowledge, skills and personal attributes across grade levels per ETSD Ends Policies

Element 4: Learning Environments

Flexible learning opportunities and spaces are used all within technology rich learning environments

Objective 5: To ensure school and classrooms are technology rich learning environments with adequate technical support and infrastructure

ETSD Four Year Plan: Moving Toward a Student-Centered Learning Model

IN ORDER TO FOCUS on the learning needs of students who attend schools in Essex Town, a signifi cant shift in the current learning model in ETSD is required. The essence of this new course of action is the need to move from a teacher-directed to a student-centered model of learning. The fl exible, analytical, engaged and motivated 8th grade graduate who will succeed in a post-middle school environment, is not the product of a learning environment where teachers are always directing the learning. The business of learning belongs to the student and as such must focus on the learner, with the teacher providing valuable supports and facilitation. This new model of learning affects students by engaging them in the identifi cation of problems to be solved through learning, the researching and creation of information to solve those problems and the analysis of the world they live in. Students develop collaborative skills as they reach out to peers and resources in the school, the community and beyond to complete real-world projects that are relevant to their own lives. Moreover, true engagement in learning is signifi cantly impacted by the student-teacher relationship, relevant and rigorous curricula, and fi nally, shared responsibility in learning and the decision-making process.

The graphic at right, borrowed from 21st Century Skills (Trilling and Fadel, 2009), illustrates the shift toward balancing a teacher-directed model with a learner-centered environment.

Teacher-DirectedDirect Instruction

KnowledgeContent

Basic SkillsFacts and principles

TheoryCurriculum

Time-slottedMinimal Differentiation

CompetitiveClassroomText-based

Summative scoresLearning for school

Learner-centeredInteractive exchange

SkillsProcess

Applied skillsQuestions and problems

PracticeProjects

On-demandPersonalized/customized

CollaborativeGlobal community

Web-basedFormative evaluations

Learning for life

A New Balance

21st Century Skills (Trilling and Fadel, 2009)

Essex Town School District:

Design for Learning

Key elements within a Student-Centered Learning Model have been clearly identifi ed in current research and literature. A graphic developed by the Partnership for 21st Century Skills, provided below, effectively represents the relationship between 21st Century skills student outcomes (as represented by the arches of the rainbow) and 21st Century skills support systems (as represented by the rings at the bottom). The current ETSD Ends Policies are aligned with the Partnership for 21st Century Skills research.

Realizing ETSD’s vision of creating a Student-Centered Learning Model and building internal capacity in each of the areas represented by the graphic will naturally have to occur over time. However, the faster it occurs the more relevant education in ETSD will be for students. The challenge will be twofold: to begin and expand upon our work in each of the elements in a highly integrated and collaborative fashion and to balance the pace of our work together with the capacity of our District to accept and absorb them. It cannot be understated how important it is that we work together as one Professional Learning Community. Working together will enable this change to occur and facilitate the twin objectives of more fully engaging learners and improving student achievement in key areas based on current student performance data.

As noted above, the elements of this model related to student outcomes refl ect the Mission of the ETSD as identifi ed in the Essex Design for Learning as well as the ETSD Ends Policies. The skills support systems refl ect the effective school research and the work of many successful school districts across the United States, Asia and Europe.

The Mission of the Essex Town School District is to provide a quality education to all children to ensure their success in a rapidly changing world.

The Vision of the Essex Town School District is to create a Student-Centered Learning Model in all three schools where the transfer of learning is the constant and organizational structures and processes remain fl exible and adaptable.

Our Goal is to make the shift to this Student-Centered Learning Model by 2016.

ESSEX TOWN SCHOOL BOARD POLICY states that young people should be empowered with knowledge, skills and attributes needed to prepare them for the next stage of their lives as successful and contributing members of a global society. This policy includes 4 learning domains that ultimately drive the work of the District, illustrated in the graphic above.

Student readiness for post-middle

school education and life

Develop the skills to navigate complex school,

life and work environments

Develop attributes for

life-long learning

Demonstrate functional and critical thinking

skills in the use of information, media and technology

Meet or exceed standards in

all core subject areas

Essex Town School District:

Design for Learning

Key elements within a Student-Centered Learning Model have been clearly identifi ed in current research and literature. A graphic developed by the Partnership for 21st Century Skills, provided below, effectively represents the relationship between 21st Century skills student outcomes (as represented by the arches of the rainbow) and 21st Century skills support systems (as represented by the rings at the bottom). The current ETSD Ends Policies are aligned with the Partnership for 21st Century Skills research.

Realizing ETSD’s vision of creating a Student-Centered Learning Model and building internal capacity in each of the areas represented by the graphic will naturally have to occur over time. However, the faster it occurs the more relevant education in ETSD will be for students. The challenge will be twofold: to begin and expand upon our work in each of the elements in a highly integrated and collaborative fashion and to balance the pace of our work together with the capacity of our District to accept and absorb them. It cannot be understated how important it is that we work together as one Professional Learning Community. Working together will enable this change to occur and facilitate the twin objectives of more fully engaging learners and improving student achievement in key areas based on current student performance data.

As noted above, the elements of this model related to student outcomes refl ect the Mission of the ETSD as identifi ed in the Essex Design for Learning as well as the ETSD Ends Policies. The skills support systems refl ect the effective school research and the work of many successful school districts across the United States, Asia and Europe.

The Mission of the Essex Town School District is to provide a quality education to all children to ensure their success in a rapidly changing world.

The Vision of the Essex Town School District is to create a Student-Centered Learning Model in all three schools where the transfer of learning is the constant and organizational structures and processes remain fl exible and adaptable.

Our Goal is to make the shift to this Student-Centered Learning Model by 2016.

ESSEX TOWN SCHOOL BOARD POLICY states that young people should be empowered with knowledge, skills and attributes needed to prepare them for the next stage of their lives as successful and contributing members of a global society. This policy includes 4 learning domains that ultimately drive the work of the District, illustrated in the graphic above.

Student readiness for post-middle

school education and life

Develop the skills to navigate complex school,

life and work environments

Develop attributes for

life-long learning

Demonstrate functional and critical thinking

skills in the use of information, media and technology

Meet or exceed standards in

all core subject areas