Hayden is a 6th grade student in the Wachusett Regional School District in central Massachusetts. Hayden's parents, both educators themselves, describe Hayden as a student for whom school isn't always engaging, and note that he thrives off of personal relationships with his teachers and opportunities to move throughout the day. Hayden likes to learn with his hands and enjoys using technology in the classroom. From Hayden, we learn the power of students having choice in their learning experiences and the value of movement and flexible learning spaces for students who get restless in a traditional classroom setting.
An approach to teaching and learning that is flexible and adaptable, adjusting the system to the individual students and what they need to be successful in today's diverse, global world.
Students exercise voice and choice in their learning, embracing their individual strengths, needs, interests, and cultural backgrounds.
The ability to use the cultural characteristics, experiences, and perspectives of culturally and linguistically diverse learners as conduits for teaching them more effectively. (Geneva Gay, 2002)
Developed in a way that ensures a barrier-free environment for all students, ensuring that every student, particularly those within historically underserved groups, has what they need to be successful. To be truly equitable, schools must not only have equity of opportunity, but of outcomes.
The process of envisioning, designing, and implementing a school model, either from scratch as a way of redesigning and disrupting the existing educational system, or as part of the transformation of an existing school.