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Growing Into Equity

Professional Learning and Personalization in High-Achieving Schools
By: Sonia Caus Gleason, Nancy Gerzon

Foreword by Stephanie Hirsh and Joellen Killion

Discover how four outstanding Title I schools are making personalized learning a reality for every teacher and student, including creating new approaches to professional development.

Full description

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781452287652
  • Published By: Corwin
  • Year: 2013
  • Page Count: 216
  • Publication date: July 09, 2013

Price: $39.95

Price: $39.95
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High-achieving students and teachers—winning strategies from Title I schools!

What makes a Title I school high-achieving, and what can we all learn from that experience? Professional learning and leadership that supports personalized instruction makes the difference, as captured in the ground-breaking research of authors Sonia Caus Gleason and Nancy Gerzon.

This illuminating book shows how four outstanding schools are making individualized learning a reality for every teacher and student. The common thread is the commitment to equity—every student achieving. Readers will find

  • Guidance on identifying obstacles to equity within your school
  • Background that builds a case for personalized learning
  • Four case studies that show the lived values, professional learning practices, leadership, and systems that have helped schools transform learning
  • How-to’s and templates for creating a team-based professional development program that expands individualized instruction in every classroom

Discover new approaches for individual, team, and whole school professional learning that support personalized learning, drawn from schools that are leaders in overcoming challenges and creating opportunities.

“Equity is not an afterthought to high achievement. Gleason and Gerzon's new book on outstanding equity-driven practice in four very different schools shows that if you want to raise the bar you have to start by narrowing the gap.”
—Andy Hargreaves, Thomas More Brennan Chair in Education
Boston College

Key features

For funding: The reauthorization of ESEA presses for a new definition of professional learning, one that supports learning that takes place predominantly in schools, that happens in teams, and that is embedded in the daily schedule and work of schools. Professional learning can get closer to the ground. There is a focus on rigorous national standards, which can raise achievement if we can make the standards relevant and exciting for students. There is also a powerful movement to move away from the recent, narrow focus on assessment that emphasizes high stakes testing. Two national, multi-state assessment consortia will seek to create assessment systems that embrace measures better equipped to inform instruction on a regular basis. There is also movement to develop state supervision and evaluation systems, that, at their best, could help build educator capacity to attend to student needs. Growing interest in developing proficiency-based learning requires understanding students and tracking their progress better, so they can proceed at an individual pace. This range of efforts, alongside interest in individualizing learning, creates a context for shaping professional learning that better focuses attention on individual students.


Nancy Gerzon photo

Nancy Gerzon

Nancy Gerzon has been supporting school districts to improve learning outcomes for two decades. As a senior research associate for Learning Innovations at WestEd, Nancy provides technical assistance, professional development, and administrative coaching to support school improvement and reform in New England and New York.

Nancy's work is guided by an enduring interest in how educational systems support individual student and adult learning. She is passionate abotu helping schools and districts create systemic supports for teacher learning, effective teaming practices, helpful team facilitation, and supportive learning structures. Nancy has a bachelor of arts in psychology from Stony Brook University and a master of arts in human resources from Rivier College.
Table of Contents

Table of Contents




About the Authors

1. The Case for Professional Learning to Support Equity and Personalization

Part I. Learning in Action: Four School Communities

2. Know Them by Name, Know Them by Need: Stults Road Elementary School (PreK-6), Dallas, Texas

3. Students First: Social Justice Humanitas Academy (Grades 9-12), Los Angeles, California

4. The Variables Are Time and Support: Montgomery Center School (PreK-8), Montgomery Center, Vermont

5. Heat and Light: Tusculum View Elementary School (PreK-5), Greeneville, Tennessee

Part II. Professional Learning to Advance Equity: Findings and Practices

6. Equity and Supporting Core Values

7. Personalized Adult and Student Learning

8. Leadership and Systems

9. Call to Action

Description of Online Resources







Price: $39.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.

Related Resources

  • Access to companion resources is available with the purchase of this book.