Leading with Love �How administrators can foster personalized competency based learning

Rachel Colledge, M.Ed

Educational Leadership Specialist

New position:

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Fine Arts Coordinator,

Utah State Board of Education

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2019 SpongBob SquarePants Balloon Handler in the Macy’s Thanksgiving Day Parade

What I really love about being an educator!

What does it mean to be an effective leader?

Dr. Katie Martin, Chief Impact Officer at Learner-Centered Collaborative recently asked a group of leaders,

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what it means to be an effective leader?

Martin, K. (2022, June 16). Learner-Centered Collaborative: Bright Spots: Your weekly source of learner-centered inspiration.

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This highlights for me the misconceptions that too often exist about leadership. As the learner-centered leaders shared this week, leadership is not having all the answers, it’s about shared vision, the willingness to listen to those you serve, and working with your community towards shared aspirations. –Katie Martin

Martin, K. (2022, June 16). Learner-Centered Collaborative: Bright Spots: Your weekly source of learner-centered inspiration.

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Meeting John Oates at SLCC

Leading with Love: Bill Strickland and I at SLCC

VISION: STUDENTS LEARN

When you learned something really well, what were the conditions in which you were learning?

Be honest with students as you give feedback.

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Each individual is an asset.

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Look at who our learners are:

• What do we want them to know and do?
• What type of people do we want our learners to be in this world?
• How do we bring their strengths, interests and uniqueness into the classroom?

Lessons Learned

Now that we are teaching to the child, what do you think needs to change?

• Students are empowered daily to make important decisions about their learning experiences, how they will create and apply knowledge, and how they will demonstrate their learning.
• Assessment is a meaningful, positive, and empowering learning experience for students that yields timely, relevant, and actionable evidence.
• Students receive timely, differentiated support based on their individual learning needs.
• Students progress based on evidence of mastery, not seat time.
• Students learn actively using different path­ways and varied pacing.
• Strategies to ensure equity for all students are embedded in the culture, structure, and pedagogy of schools and education sys­tems.
• Rigorous, common expectations for learn­ing (knowledge, skills, and dispositions) are explicit, transparent, measurable, and transferable.

Through PCBL,

Take a minute to read over the essential components.

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What do you see that you are already embracing in your practice?

What does this look like?

What does this look like?

PCBL for Your Teachers

Using evidence-based practices like:

Collaborative Groups

Classroom Discussions

Goal Setting

Small Group Instruction with Customized Support

Within a culture of learning, use a collective vision to create coherence through shared goals and similar expectations for student success.

School personnel work collaboratively in professional learning communities to address each learner’s needs.

Job-embedded, personalized, professional learning opportunities are pursued by each school personnel with ongoing feedback and support.

COHORT A: Expansion Grants Year 1 of 2

COHORT B: Year 2 of Implementation Phase

COHORT C: Implementation Grants - Year 1 of 2

COHORT D: Planning Phase 2022-2023

Meeting Daryl Hall, sort of