Leading P-12 Transformative Initiatives in Personalized Learning: Empowering Teachers and Students to Assert Agency in Their Own Development

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Author(s): Christine McCoid (Hazlet Township Public Schools, USA), Marla Beil (Middletown Township Public Schools, USA), Stephany Hesslein (Middletown Township Public Schools, USA), Tracy Mulvaney (Monmouth University, USA)and Lauren Niesz (Monmouth University, USA)
Copyright: 2020
Pages: 24
Source title: Strategic Leadership in PK-12 Settings
Source Author(s)/Editor(s): Johnny R. O'Connor (Lamar University, USA)
DOI: 10.4018/978-1-5225-9242-6.ch012

Keywords: Business Science Reference / Education / Educational Administration and Leadership / K-12 Education

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Abstract

Innovation P-12 school settings is happening every day in schools across the country. This chapter focuses on three transformative initiatives emphasizing personalized learning of both students and teachers. Three of the authors are presently employed as school- and district-level administrators in various central New Jersey P-12 school districts. In addition to serving as administrators, they are also completing a doctoral program in educational leadership at Monmouth University, where the final two authors are employed. A key component of the doctoral program is the implementation of a transformative learning project (TLP). The first two projects discuss innovations that encourage elementary students to take agency in their learning through student-led conferences and the SPARK program. The third project emphasizes one principal's dedication to providing personalized learning in staff development, empowering teachers to take control of their own professional growth. All projects provide a comprehensive view of the implementation process through a leadership lens.

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Leading P-12 Transformative Initiatives in Personalized Learning: Empowering Teachers and Students to Assert Agency in Their Own Development

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