This is the fifth post in my site visit to Charleston County School District in South Carolina. Read the first post on building the CCSD framework, the second on implementation strategies, and schools Pepperhill Elementary, Stall High, Goodwin Elementary, and Pinehurst Elementary.
Goodwin Elementary School is located in North Charleston, SC. 93 percent of the students qualify for free and reduced lunch, 70 percent are African-American and 25 percent are Hispanic. Goodwin serves students in child development (CD) through 5th grade. A big thank you to teachers Michelle Mazell, Kelly Vossler, and Shannon Feit for letting me visit their classrooms, and Jessica Lucas, Personalized Learning Coach, for sharing insights into Personalized Learning.
First Steps toward Personalized, Competency Education
Goodwin Elementary was the birthplace of Personalized Learning in Charleston County School District (CCSD). They began their journey during the 2012-2013 school year when a cohort of 12 teachers began exploring best practices for integrating 1:1 iPads as a tool for teaching and learning. “We read everything we could find about personalization and competency-based education,” said Lucas who was then a teacher at Goodwin. “We thought we were researching blended learning but quickly realized Personalized Learning was so much more.” Three months later, the District was awarded one of 16 Race to the Top District grants. The vision for Personalizing Learning across CCSD began to take shape shortly after.
A Conversation with Elementary School Teachers
I began my conversation with Ms. Mazell, Ms. Vossler, and Ms. Feit by asking them what lessons they had learned in their journeys to implement Personalized Learning. Ms. Mazell immediately jumped in, “I was a control freak. I had to learn to let go, and it was really hard for me. I couldn’t imagine that an elementary classroom could run so smoothly without the teacher controlling every minute of the day. However, once I observed a Personalized Learning classroom, I was totally convinced this was what was best for kids. The students are much more interested when they have ownership. I don’t have to worry anymore about the student who is totally disengaged. All students own their learning and they hold themselves and each other accountable for their behavior and mastery of standards.” (more…)