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Schools allocate sufficient time for all key learner learning modes (e.g., 1-to-1 and small group customized learning, learner self-directed learning, projects), educator collaboration and planning, and community building.
Schools allocate sufficient time for all key learner learning modes (e.g., 1-to-1 and small group customized learning, learner self-directed learning, projects), educator collaboration and planning, and community building.
a. The schedule includes sufficient time for regular 1:1 and small group interactions with educators such that learners are deeply known and supported emotionally and academically.
b. Learner learning sessions have adequate time for covering required content, setting goals, practicing skills and habits, and assessing mastery.
c. Educators have sufficient scheduled time to review data, plan for instruction, collaborate, and provide customized feedback.
d. Extended opportunities for learning outside of school hours exist with educators capable of providing effective support (e.g., office hours, summer school).
e. Additional planning time and resources (e.g., induction supports, experienced buddy teachers, peer observations) are provided for educators new to personalized learning. (See also Systematic Tuning of Instructional Practice E.)
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