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Managing Change: Essential To Leading and Sustaining Personalized Learning

WRITTEN BY Doug Mesecar UNDER: Personalized Learning July 08, 2016

As personalized learning becomes a more commonly accepted and implemented innovation, managing the profound change of high quality personalized learning is absolutely essential to maintaining momentum, embedding the change, and having it last through inevitable personnel changes.

Oversimplifying Personalized Learning (Response to  Brookings)

WRITTEN BY Doug Mesecar UNDER: Media Responses, Personalized Learning April 20, 2016

The potentially transformational approach to education called personalized learning is increasingly being embraced by public schools across the country. But it is important that personalized learning not simply be lumped in with any change in the classroom, or that it be viewed as an unattainable goal; indeed, there are clear ways to articulate what personalized learning is, where it is taking off with comprehensive fidelity, and how it can continue to spread to more schools and districts.

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Defining and Visioning Blended Learning: The Learning Accelerator Goes Deeper

WRITTEN BY Doug Mesecar UNDER: Personalized Learning April 03, 2016

The Learning Accelerator (TLA), a national non-profit organization that is, in their words, “seeking to transform K-12 education by accelerating the implementation of high-quality blended learning in school districts across the US through cultivating and funding the supporting ecosystem” is out with a new, expansive, experience-informed vision for blended learning.

From Good to Great Through Personalized Learning in Loudoun County, Virginia

WRITTEN BY Doug Mesecar UNDER: Virginia, Personalized Learning March 28, 2016

 Executive Summary

This fall, Northern Virginia’s Loudoun County Public Schools will introduce a new personalized learning approach in 15 elementary and secondary schools, adding a powerful strategy to the district’s overall vision of preparing students for an increasingly competitive, but collaborative world.

Moving deliberatively – and quickly – to bring personalized learning to the large district may prove to be a key strategy in moving Loudoun to deeper, more relevant learning. Details follow.

 From a Fear of Change to a Fear of Not Changing

Is personalized learning needed in a large, successful, suburban school district?

To some, leading Loudoun County Public Schools might seem like an ideal situation to maintain the status quo, to not rock the boat.

Loudoun County, located in bucolic northern Virginia just outside Washington, DC, has been consistently ranked as one of the wealthiest counties in the nation. The biggest challenge facing Loudoun County schools would appear to be the explosive population growth in the county, which has doubled since 2000.  The school system has been building multiple schools every year to keep pace.   But for two innovative educational leaders who came to Loudoun in the last two years, just maintaining consistently good academic performance and coping with growth was not enough.  Dr. Eric Williams, who became superintendent of Loudoun County Public Schools (LCPS) in 2014, and Cindy Ambrose, the new Assistant Superintendent for Instruction, realized they had an even more difficult challenge than growth: how to deepen and enrich student learning beyond producing strong summative assessment results.

To read the rest of this article, click here.

New Study: Middletown, NY Personalizes Learning to Narrow Achievement Gaps

WRITTEN BY Don Soifer UNDER: New York, Personalized Learning December 23, 2015

This new study from the Lexington Institute details the deliberate, structured and thoughtful implementation of personalized learning in The Enlarged City School District of Middletown, New York.

Vision for Personalizing the Future of Learning Unites Adversaries

WRITTEN BY Don Soifer UNDER: Personalized Learning December 02, 2015

Last month, two remarkable leaders from opposite ends of the education policy world shared their joint vision for the transformation of elementary and secondary education in the United States.