This Nashville, TN, charter network is developing, codifying, and sharing their comprehensive human development model, called Compass, with other schools. Over the next three years, Valor aims to impact over 300 schools and 120,000 students. To learn more, check out our resource-sharing site, this video case study from Edutopia, or this EdWeek article highlighting how Compass is taking shape in another school.
EdLoC is a member of the second Collaborative. Their design team includes EdLoC leadership, as well as two of their members from schools in Philadelphia, PA, and Piney Woods, MS. All parts of the team are working to redesign their models in order to better support students and leaders of color.
Lindsay Unified School District and Summit Public Schools, with the partnership of Transcend, are working to codify learner-level, adult-level, and site-level competencies needed to ensure high quality personalized learning for all.
The Brooklyn S.T.E.A.M. Center team is a member of the second Collaborative. They are developing is a STEAM-focused career and technical education (CTE) hub that will prepare a socioeconomically diverse group of students for the jobs and career pathways of the future. Inspired by the unique facilities of the Brooklyn Navy Yard and drawing upon its ecosystem of over 400 companies across manufacturing, media, food, technology, and other fields, the S.T.E.A.M. Center model represents a bold, innovative approach to STEM education.
We partner with this Los Angeles, CA based network of intentionally diverse schools, to redesign a middle school experience that deeply engages the critical thinking and cognitive skills of all students, in order to create a powerful globally-oriented learning community.
In partnership with NewSchools Venture Fund, we work with a diverse group of district, charter, and private school operators on a 10-month journey—The Collaborative—to accelerate their trajectories towards next generation school models. Read more about The Collaborative here.
The Bard High School Early College team is a member of the second Collaborative. They are developing both an evolution of their successful early college secondary model, with the goal of shifting the model's design elements to serve a more diverse student population, and a new “Bard sequence” program offering for partners beyond their network.
The Manhattan Archdiocese team is a member of the second Collaborative. They are working to design better, richer, more personalized learning experiences within their existing courses and disciplines at multiple campuses, with the hopes that this work serves as a model for their region and the broader Archdiocese.
Whittle School & Studios is building a global system of schools—launching Fall 2019 in Washington DC, USA, and Shenzhen, China, and expanding to other countries in subsequent years—that will incorporate learning by doing, creating and making, student choice and voice, collaboration and teamwork, and global connections with local roots.
Part of the first Collaborative, Van Ness Elementary School in the DC Public Schools is reimagining the elementary learning experience. They have developed an innovative approach to social-emotional development that begins first thing in the morning with a suite of practices and rituals, and is reinforced throughout the day. Further, they are exploring makers’ centered learning as a way to build students’ creative problem solving skills and compassion.
Based in New York City, NY, nXu is a new, out-of-school model for high-school-aged youth, centered around an intentionally diverse community of learners working in non-traditional (immersive, experiential, self-directed) ways to develop self-awareness, broader perspective, and a sense of Purpose.
Summit Public Schools and Lindsay Unified School District, with the partnership of Transcend, are working to codify learner-level, adult-level, and site-level competencies needed to ensure high quality personalized learning for all.
Part of the first Collaborative, Spring Branch Independent School District in Texas is launching multiple pilots to test more relevant and personalized approaches to middle school and also has created an innovation incubator within their district to help many more schools forge bold visions for learning in the 21st century.
MFA in Austin, TX, is working to deepen and codify their innovative model, which fuses Montessori with other high performing school practices, to ensure success with an intentionally diverse learner community.
Intrinsic is working to further develop their innovative school model that is rooted in personalized learning and aims to best prepare students for postsecondary success and world-changing endeavors. Intrinsic is also working to provide the Chicago public education community with a roadmap to sustainable implementation of their model.
Ednovate is a member of the second Collaborative. They are building on their personalized college preparatory program to think big about what’s possible for their next high school and how they might integrate and apply those ideas across all their schools to promote positive, multigenerational change.
Part of the first Collaborative, this Memphis, TN, network is re-imagining its school model toward a more personalized, community-embedded, and responsive student experience with integrated technology and rigorous curriculum standards.
Teton is convening a network of schools situated primarily in rural locales across the United States, all of whom are deeply committed to place-based education as well as a transformative educational model that can accelerate student engagement, learning outcomes, and community impact faster than any one member school.
The Forest School is launching a micro-school in south metro Atlanta (elementary, middle, and high) that incorporates learner-driven technology, Socratic discussions, hands-on projects, and real-world apprenticeships in an intentionally diverse, character-forging community.
In this interactive session, we will explore research-based principles of cognition, motivation, identity development, and individual variability.