|
|
|
Dear Colleagues,
As we begin the new year and look toward the many opportunities ahead of us, NEASC continues to learn from you and enhance how our role and work together can improve education across the whole K-12 continuum.
One such example is our continued focus on district-level accreditation. Interest in district accreditation has been growing as schools are operating and planning much more collaboratively. Districts are putting in place systems to promote cohesive thinking and ensure continuity for students. Through district accreditation, the feedback and learning that schools receive can really cross school lines and help individual schools within a district work together more successfully.
As I’ve shared here before, we are piloting the district accreditation process in several school districts in New England. This practice thus far has been both rewarding and informative. It requires us at NEASC to do what we ask schools to do—to look at each district as its own and to differentiate what accreditation looks like based on the needs and configuration of that district. We anticipate that full-scale district accreditation may look different across districts to meet the unique nature of each district’s needs and size.
Our challenge today is scaling up to meet the demand. There is a tremendous amount of momentum building across the region for districts to become accredited. Right now we are developing materials, resources, and increased capacity to support expanded district accreditation opportunities. We are excited about the prospects of evolving alongside these schools as we all work more systematically to make the continuum of K-12 education more efficient and effective.
Lastly, let me briefly introduce this month’s profile of the Windsor Locks School District, which provides a thoughtful example of how one district is implementing a successful district-wide initiative to shift to student-centered, mastery-based instruction. Similarly, many schools are looking at new and strategic district-wide efforts, and there is much to learn from these experiences.
Sincerely,
George H. Edwards,
Director, Commission on Public Schools
gedwards@neasc.org
|
|
|
One district’s transformation of school culture and learning outcomes through student-centered, mastery-based instruction
The Windsor Locks School District, CT (WLSD)
|
|
|
|
Nine years ago, the Connecticut Association of Public School Superintendents (CAPSS) asked its members to identify their top five educational policy priorities. Joseph Cirasuolo, Executive Director of CAPSS, says that its members only came up with two; the second was so distant, it was clear there was only one main priority: to ensure that every student learns what they need to know. In order to support this goal, a major transformation of the educational system was necessary. CAPSS has been pursuing this systemic change through public policy at the state level, but they also recognize the importance of having proof that this concept works in order to build public demand and momentum. “In Connecticut, there are now 30 to 40 schools implementing this shift to mastery-based personalized learning, he says. “Some are farther along than others, but Windsor Locks School District (WLSD) is the most advanced in the state.”
|
|
As the district started to see the initial benefits of the switch, the focus on mastery-based learning became more than a mantra. “It became a moral imperative.”
Dr. Susan Bell, Superintendent, WLSD
"This is not just about my learning, it’s about everyone’s learning. We’re a team, and you don’t get that everywhere."
Derby Egyin, student, Windsor Locks Class of 2019
“I have gone from a sole proprietor to a co-owner.”
Tricia Lee, 1st grade teacher, Windsor Locks
"Parents are encouraged to go into the classrooms – and the learning is breathtaking. I graduated at the top of my class at this school, but my daughter is far more prepared in her education than I was.”
Kylee Christianson, parent of Windsor Locks student
. . . . . . . . . . . . . . . .
|
|
|
|
Joseph Cirasuolo
Executive Director, CAPSS
|
|
|
(l) Dr. Susan Bell,Superintendent, WLSD
(r) Sharon Cournoyer, Assistant Superintendent, WLSD
|
|
Teachers for Global Classrooms
Professional Development Fellowship
|
|
|
|
Presented by IREX in conjunction with the U.S. Department of State's Bureau of Educational and Cultural Affairs (ECA), the TGC Program is a year-long, fully funded professional development opportunity for elementary, middle, and high school teachers in the United States to become leaders in global education. Global education is critical to helping students develop 21st century skills. Teachers for Global Classrooms equips teachers to bring an international perspective to their schools through targeted online training, international teaching experience, and global collaboration.
Eligibility Requirements:
- Current elementary, middle, or high school teachers
- Full-time teachers with five or more years of classroom experience
- U.S. citizenship and current U.S residency
- Ability to travel to a participating TGC country in spring or summer 2018
|
|
|
Applications are due Monday, March 20, 2017 at 11:59 PM EST.
Applications must be submitted online.
Applications that are faxed, mailed, or e-mailed will not be accepted.
For more information on the TGC program, please visit the TGC Website.
|
|
Congratulations and welcome to the newest CPS member schools!
|
|
|
This fall, three schools were unanimously approved by the Committee on Public Secondary Schools for full membership in the New England Association of Schools and Colleges. NEASC accredited schools understand the commitment and the dedication to improvement inherent in their membership. Completing an initial accreditation is a particularly noteworthy accomplishment and a genuine commitment to the Standards of Accreditation. Join us in celebrating their achievement!
|
|
Bedford High School, Bedford, NH
|
|
|
Francis Walsh Intermediate School, Branford, CT
|
|
|
Marine Science Magnet High School of Southeastern Connecticut, Groton, CT
|
|
|
We were very pleased that representatives from the Francis Walsh Intermediate School in Branford, CT were able to join us to celebrate their accreditation at the K-12 New Member Luncheon held during the 2016 NEASC Annual Meeting and Conference in December.
>> view more online
|
|
|
Congratulations to Bedford High School, Bedford, NH!
|
|
|
Nick Spera, Principal of the Marine Science Magnet High School, received his school's Certificate of Accreditation from the Chair of the Committee on Public Secondary Schools, Fran Kennedy (l) and George Edwards, Director of the Commission on Public Schools (r) at the January CPS Commission Meeting.
|
|
|
The 2017 Showcase - presented by The Center for Secondary School Redesign (CSSR), The Edexcellence Group, and NEASC - will provide administrators, school leadership teams, practitioners, and students an opportunity to deeply engage with transformational school leaders and discuss critical, relevant issues regarding the secondary school redesign process.
|
|
|
Six NEASC member institutions are among the twenty high schools from across the nation invited to share their innovative redesign programs and strategies in February at:
Redesigning for Student Success: Student-Centered Secondary Schools Showcase
February 15-17, 2017 | San Diego, CA
|
|
NEASC/CPS Member Workshops and Seminars
|
|
|
The Commission on Public Schools offers a variety of workshops and seminars throughout the year for members at different stages of the accreditation process. A few examples are listed here, but please check online for the schedule of upcoming events and registration information:
|
|
NEW PRINCIPAL SEMINARS
This seminar will focus on helping newer principals understand the accreditation cycle, the Standards for Accreditation and their Indicators, processes, and how to connect the school’s ongoing initiatives and mandates. Additionally, NEASC will provide some specific guidance to principals to meet their immediate needs and future plans. Participants will have an opportunity to ask questions and to interact with colleagues.
|
|
FOLLOW-UP SEMINARS
This seminar is designed to assist principals, members of the school leadership team, and steering committee members as they begin the follow-up phase of the accreditation process. Principals will receive invitations prior to the event.
|
|
SELF-STUDY SEMINARS
Designed for Principals, Heads-of-School, Self-Study Coordinators and Steering Committee Co-Chairs, this seminar will present initial information about the process of reflexive self-study and ideas for involving your entire school community. Schools have found these meetings very helpful in assuring that everything is in place for the visiting team.
|
|
EVALUATION SEMINARS
This seminar is designed for schools who will host visiting committees in the next six months. Principals/Heads-of-Schools will receive invitations prior to the event.
|
|
|
View member workshops, seminars, and other events hosted by:
CPSS, CPEMS, CTCI
|
|
|
|
|
View member workshops, seminars, and other events hosted by:
CPSS, CPEMS, CTCI
. . . . .
|
|
What and who would you like to read about in future news from CPS?
>> Send us your ideas.
. . . . .
Share your photos!
We would love to showcase photos from members in our newsletter and on our website. To send us photo(s) from your school, click here:
|
|
|
|
|
|
