Real Learning, Real Accomplishment: Schools that Work for Kids - Softcover

Inhaltsangabe

Real Learning, Real Accomplishment: Schools that Work for Kids is the work of committed educational leaders who have transformed contemporary schools in public school systems from South Florida to Illinois, from Virginia to Nevada. It is filled with real stories of real change, brought about by embracing mastery (or competency-based) learning. When students are evaluated on their accomplishments rather than compliance with classroom rules, they begin to understand the purpose and the relevance of school.

In 19 fascinating and provocative chapters, real educators describe real solutions and the struggles behind those changes. These range from state leaders to district superintendents, principals, and teachers. Student voices are heard as well.
"We stand at a pivotal moment in education, particularly in the public education systems that educate 87 percent of U.S. students between the ages of four and eighteen," Kentucky State Board of Education member Lu Young writes to open the book. "Community members, business leaders, civic leaders, parents, educators themselves, and especially students have all become frustrated with educational practices that appear irrelevant to this century, intolerant of human differences, and which, too often, limit opportunities rather than expanding them."

Contributors: John Burks, Liz Calvert, Beth Blankenship, Anita Hartley, Derrick Rauenzahn, Jeanine Collins, Ryan Cordia, Brian Creasman, David Glover, Michael Lubelfeld, Leslie Peters, Shannon Brown, Lyndsey Bednar, April Crandall,
Hailey Sebahar, Lauren Spires, Blaine Spires, Jeff Prillaman, Teresa Stoupas, Annick Charlot, Lu Young

"School should be relevant for all students and, through hard work, provide them with access to the life they envision for themselves," writes Nevada Principal of the Year Ryan Cordia. "The senior year should especially support student career passions and abilities by providing work experience, industry credentials, or college credits based on the individual student's choice. I wanted to build a school that allowed students to succeed professionally after high school. I wanted each student who attended our school to shorten the timeline from freshmen orientation to revenue generation."

"What do grades really tell us about learning?” asks Virginia principal Liz Calvert. "As educators [we] examined the traditional structures of assessment that were largely focused on averaging scores and prioritizing compliance over growth, they recognized a disconnect between what grades measure and what students actually know and can do. The conventional system penalized early struggle and rewarded short-term performance by students, often failing to reflect meaningful growth over time."

Virginia teacher David Glover describes his philosophy, "Learning, to me, isn’t about grades or points. It’s about what students can do with what they know. Can they show it? Can they teach it? Can they transfer it? That’s mastery. The greatest joy of my career as an educator can be distilled into each moment when I’ve had the privilege of witnessing a young person decide who they want to become—a conscious choice that is unique to each individual. Sometimes, this moment strikes like the Big Bang—instant, powerful, and transformative. Other times, it takes shape gradually, evolving through experiences and decisions."

Middle school teacher and librarian IdaMae Craddock writes, "In a mastery learning environment, assessment is not the finish line—it’s a compass. Rather than serving as a final judgment of student ability, assessment is transformed into an ongoing process to support learning and growth. The core question shifts from “What did the student get?” to “What does the student need next?” Redefining the purpose of assessment requires a significant shift in perspective that leads to a metamorphosis in school and classroom culture, instructional decisions, and student outcomes."

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