Resources

Key Teaching and Learning Shifts for Personalized Learning: Preparing for Success

Overview

This webinar focused on the key teaching and learning shifts that occur in successful personalized learning settings over time, including how these shifts can help improve students’ college and career readiness. Participants learned about the specific skills teachers and students use in many personalized learning settings, the key shifts in instructional planning and delivery, and the ways in which personalized learning settings can help students develop transferable skills and competencies over time. This webinar features both national experts and local leaders from districts implementing personalized learning approaches.

Presenter Biographies

Kevin Erickson is the founder and director of the School for Arts and Performance in Wales, WI. Founded in 2011, “KM Perform” is one of the first personalized learning communities in the Kettle Moraine School District. His interest in interdisciplinary learning models and competency-based education along with his graduate degree in computing from Marquette University inspired him to design My Learning Collaborative (myLC), a student-centered tool to manage interdisciplinary learning and competency-based learning continuums. He co-founded Transform/ED, an invitational professional development experience in the Kettle Moraine School District that brings to presenters from administrative, teaching, and student tracks to engage colleagues in discussions about school transformation. In the spring of 2017, Epiphany Learning acquired the myLC Learning Continuum platform. While remaining director of KM Perform, Kevin provides strategic leadership to Epiphany Learning and the myLC platform as Vice President of Instruction Design.

Catherine Jacques is a Researcher in the Education Quality group at American Institutes for Research. Her work focuses on systems and supports for educator effectiveness and development and for college- and career-readiness. Jacques provides technical assistance to states and districts and develops resources for the Center on Great Teachers and Leaders and the College and Career Readiness and Success Center, supports the implementation of educator evaluation and development systems in several states, and leads work on Career and Technical Education at AIR through the Center on Great Teachers and Leaders. Jacques also conducts qualitative research on educator effectiveness, student learning objectives, and teaching and learning standards. Previous to her work at AIR, Jacques has conducted research on classroom quality and curriculum in multiple urban and suburban school districts.

Jacques earned a master’s degree in education policy from the School of Education at the University of Michigan and a bachelor’s degree in English from Guilford College in North Carolina.

Rebecca Snyder, Ed.D. is the 2009 Pennsylvania Teacher of Year and teaches English Language Arts at Greater Latrobe Senior High School in southwestern Pennsylvania. In her 20 years as a classroom practitioner there, she has served as Secondary English Language Arts Department Head and Teacher Leader.  Rebecca has served on review and drafting committees for the Pennsylvania System of School Assessment and Keystone Exam for Literature, as well as for the Pennsylvania Core Standards. She is a Lowell Milken Center Fellow, a Pennsylvania Teachers Advisory Committee (PTAC) Member, and Strategic Planning Chair for the National Network of State Teachers of the Year (NNSTOY). NNSTOY is a non-profit teacher voice organization whose mission is to elevate teachers as leaders in education policy, practice, and advocacy. Rebecca is a teacher leader and researcher devoted to leveraging the voices of the classroom to support policies and practices that advance the conditions, capacity, and culture necessary to support inspired instruction, effective community investment, and sound legislative policyShe holds a B.A. in English from Saint Vincent College and a M.Ed. in Curriculum and Instruction from Clarion University of Pennsylvania. She earned her doctoral degree in Education and Organization leadership at the University of Pennsylvania.

Sam Redding is the senior learning specialist for CIL, and provides expertise in the areas of school management, social and emotional learning, family-school relationships, school improvement, and the factors that affect student learning. Sam draws on his experiences as a teacher, dean, administrator, and author to bring his own combination of leadership, wisdom, and innovative thinking to the CIL team. He was co-editor of the Handbook on Innovations in Learning, published by CIL, for which he also wrote or co-wrote three chapters. His webinar, Keeping the Personal in Personalized Learning, and his monograph, Through the Student’s Eyes: A Perspective on Personalized Learning – a practice guide for teachers – are freely available for downloading, as are the chapters from the Handbook.

In addition to his role at CIL, Sam has served as the executive director of the Academic Development Institute (ADI) since 1984. He is also the associate director of the Center on School Turnaround and a research associate in the Building State Capacity and Productivity Center. Sam has edited four books on family–school relationships, authored a book on school improvement and personalized learning, edited books on statewide systems of support, and written articles and chapters in the areas of school management, school improvement, school turnaround, and factors affecting school learning. He was a member of the IES expert panel on school turnaround in 2008 and member of the U.S. Department of Education’s contingent to South Korea in 2012, sharing turnaround strategies between the two countries.

Mark Williams provides expertise to the Center on Innovation in career and technical education and is part of CIL’s team managing the professional network of Indistar users in IndistarConnect; he also provides expertise on educational technology for the center. Mark is the vice president for institutional advancement at CIL’s partner organization, the Academic Development Institute, where he is responsible for working with state and district partners to provide research, training, and tools for leadership and supervision of rapid district and school improvement. A former high school teacher, Mark served as the Illinois state director for career and technical education from 2005 to 2012, during which time he received several awards for his contribution to career and technical education (CTE) and exercised national leadership in organizations dedicated to CTE and the promotion of college and career readiness. For Illinois, he oversaw the policy and programs relating to secondary CTE, as well as alignment of K–12 career awareness, exploration, and development. He has worked extensively with Illinois’s Department of Commerce and Economic Opportunity and the Illinois Business Roundtable , including the Illinois Innovation Talent Initiative that linked high school students with industry scientists, engineers, and experts in real world projects. He was also one of the three original designers of the Illinois Pathways Initiative, which partners business and industry with the world of public education to enhance the educational experiences of young Illinoisans. Mark holds a bachelor’s degree in behavioral science from the University of Chicago, and a master’s degree from the Pontifical University of St. Thomas in Rome, Italy.

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Additional Resources:

The American Youth Policy Forum (AYPF), a nonprofit, nonpartisan professional development organization based in Washington, DC, provides learning opportunities for policy leaders, practitioners, and researchers working on youth and education issues at the national, state, and local levels. AYPF’s events and policy reports are made possible by the support of a consortium of philanthropic foundations. For a complete list, click here.

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