Readiness Assessment and Summit Learning Application Support

New England Basecamp provides a readiness assessment using a proprietary tool to help a school and district assess their current ability to implement personalized learning through Summit Learning. This assessment process takes into consideration all stakeholders including students, teachers, parents, school and district leaders, as well as both the technical and adaptive changes necessary to make the shift toward a student centered classroom. When a school or district chooses to apply to be a Summit Learning school, New England Basecamp provides application support for both the first and second rounds, working with school leaders to develop an application team that represents all stakeholders.

Summit Learning Team Training

This week long training introduces teachers to the elements of Summit Learning and support them in their development planning, facilitating and assessing project based learning and or Math concept units; plan and facilitate personalized learning time and 1-on-1 mentoring; build norms and structures aligned to Summit Learning with their school team and finally to ensure that curriculum meets local standards and is vertically and horizontally aligned.

Extended Summer Training

New England Basecamp provides and extended week of training during the summer that helps to supplement the initial team training. This training helps teams to build and maintain norms and structures aligned to Summit Learning, including enhanced mentor techniques and restorative practices. Teachers may select to attend breakout sessions to learn about different strategies for differentiating instruction for English Learners as well as making accommodations and modifications for special education students. Teams may also participate in guided work sessions to map out and plan their first month of instruction, getting the year off to a great start.

Teacher Coaching

Teachers work with a New England Basecamp coach through a 5 step coaching cycle to support effective teaching and learning throughout the school year. This system of teacher support is based on evidence and teachers’ reflections on their own practices as a starting point for improvement. Coaches will initially meet with a teacher to develop their relationship, then during a pre-visit planning session the teacher identifies an area in which they would like feedback. Then during the classroom visit the coach takes notes on the selected area and then meets with the teacher to reflect and provide feedback. From there the teacher implements the feedback which may include the coach modeling, co-teaching or collaboratively lesson planning. After implementation the teacher may want to continue with the coach to work on the area of focus or they may choose to move onto another area. New England Basecamp coaching promotes a culture of collaborative learning self-improvement which encourages teachers to seek non-judgemental guidance and advice on their implementation of personalized learning.

Team Coaching

New England Basecamp coaches may interact with teachers in a group setting such as Common Planning Time to work collectively to move the teams practices forward. Working with the group can help to empower the entire team to become leaders in their school in the implementation of personalized learning as well as to develop common practices across classrooms.

School Leader Coaching

School leader coaches work with the school leader to support their teacher in the implementation of personalized learning. Coaches work with school leaders to identify an area of focus for classroom walkthroughs, then with the use of a walkthrough tool they visit implementing teacher classrooms and record observation in the area(s) of focus. Upon completion of the walkthrough the coach and school leader meet to discuss the trends across the school as well as school-wide areas of success and potential growth. The coach may also work with the school leader to develop materials and communications related to the roll out of the implementation such as parent/student communications, parent night presentations, school board presentations etc.