Strengths and Weakness of State Visions on Personalized Learning
Georgia
Strengths: very detailed and includes roles for the student, teacher, and learning coach. This will affect education by each stakeholder understanding the expectations and what is needed for each role to be successful.
Weakness: can be difficult for parents to understand the roles and importance of each role. This affects the education of the student because if the parent does not understand the course expectations and roles, it will be difficult for them to assist in the success of the student.
Massachusetts
Strength: Has a specific emphasis on the social emotional well being of the students. This will have a direct impact on the relationship of teacher and student as well as help develop the overall student and allow teacher to understand the whole student.
Weakness: Does not define the role of lead teacher and no mention of learning coach. This does not have direct impact n education, although it is helpful to have stated expectations of teachers and to include learning coach.
Rhode island
Strength: mentions the added support for students that are falling behind on objective mastery. Also describes in detail the setting of learning as being very diverse. The supports stated has a very positive impact on the classroom and the students. Having a stated remediation policy allows for understanding of consequences as well as how to correct unsuccessful attempts at mastery.
Weakness: Does not give specific roles of teachers for the success of student. No direct impact as long as teachers are highly qualified. It is always a better practice to include stated roles and expectations.
Vermont
Strength: Discusses the need for personal relationship building between instructors and learners. Very easy to follow to set expectations with learners and parents. Making a point to include the relationship aspect of the classroom shows the importance of this relationship to the success of the student. This policy gives the students and other stakeholders the feeling that they are supported and their success is the goal.
Weakness: Outside of mentioning state standards, there is no discussion of how teachers should plan for the course and implement expectations. Highly qualified teachers can plan and differentiate without guidelines, but best practices suggest that having stated roles and expectations works best, especially for allowing students and stakeholders to be aware of expectations of teachers.
Strengths: very detailed and includes roles for the student, teacher, and learning coach. This will affect education by each stakeholder understanding the expectations and what is needed for each role to be successful.
Weakness: can be difficult for parents to understand the roles and importance of each role. This affects the education of the student because if the parent does not understand the course expectations and roles, it will be difficult for them to assist in the success of the student.
Massachusetts
Strength: Has a specific emphasis on the social emotional well being of the students. This will have a direct impact on the relationship of teacher and student as well as help develop the overall student and allow teacher to understand the whole student.
Weakness: Does not define the role of lead teacher and no mention of learning coach. This does not have direct impact n education, although it is helpful to have stated expectations of teachers and to include learning coach.
Rhode island
Strength: mentions the added support for students that are falling behind on objective mastery. Also describes in detail the setting of learning as being very diverse. The supports stated has a very positive impact on the classroom and the students. Having a stated remediation policy allows for understanding of consequences as well as how to correct unsuccessful attempts at mastery.
Weakness: Does not give specific roles of teachers for the success of student. No direct impact as long as teachers are highly qualified. It is always a better practice to include stated roles and expectations.
Vermont
Strength: Discusses the need for personal relationship building between instructors and learners. Very easy to follow to set expectations with learners and parents. Making a point to include the relationship aspect of the classroom shows the importance of this relationship to the success of the student. This policy gives the students and other stakeholders the feeling that they are supported and their success is the goal.
Weakness: Outside of mentioning state standards, there is no discussion of how teachers should plan for the course and implement expectations. Highly qualified teachers can plan and differentiate without guidelines, but best practices suggest that having stated roles and expectations works best, especially for allowing students and stakeholders to be aware of expectations of teachers.