Resource Type: School model

The Living Library brought more than 35 community educators — from stay-at-home parents to investment bankers — to connect with high school students struggling to see the importance of learning math.

Hear from Stevenson Elementary School students about the school’s approach to student-centered learning, including student voice and choice in learning paths.

Hear from Stevenson Elementary School principal Krista Adams about educator teams’ dynamic approach to supporting students.

SPARK School at Kyrene de las Manitas has shifted from teacher-owned conferences to a student-led approach. This change supports the educator team’s goal of creating a student-centered learning environment in which learners own their progress and goals. This resource guides educator teams through steps critical to adopting student-led conferences.

In an effort to shift the ownership of learning from educator to student, SPARK School at Kyrene de las Manitas has implemented a system for students to reflect on their learning and progress, identify the academic support they need and schedule time to meet with the appropriate educator(s). This resource guides educator teams through steps to implementing student-selected support.

The educator team at Kyrene de las Manitas Innovation Academy co-plans project-based units that support deeper learning. The 10 tips appearing in this document are drawn from their approach to planning. To get started, consider how your team might implement these tips.

The Creighton Academy in Phoenix, Arizona serves about 300 students in grades K–6. Every student is a member of a covey: a multi-age group of 55–60 students. Students work with educators specific to their coveys and educators who work across coveys. In this resource, you’ll see the layout of their learning space.

The Creighton Academy in Phoenix, Arizona serves about 300 students in grades K–6. Every student is a member of a covey: a multi-age group of 55–60 students. Students work with educators specific to their coveys and educators who work across coveys. In this resource, you’ll explore their schedule.

The Creighton Academy in Phoenix, Arizona serves about 300 students in grades K–6. Every student is a member of a covey: a multi-age group of 55–60 students. Students work with educators specific to their coveys and educators who work across coveys. Here, you’ll learn how they’re implementing a team-based model.

At Sousa Elementary School in Mesa, Arizona, an educator team consisting of one lead teacher, three certified teachers, one special educator and three MLFTC residents supports a multi-age group of 104 first and second graders. In this resource, you’ll see the layout of their learning space.

At Sousa Elementary School in Mesa, Arizona, an educator team consisting of one lead teacher, three certified teachers, one special educator and three MLFTC residents supports a multi-age group of 104 first and second graders. In this resource, you’ll explore their schedule.

At Sousa Elementary School in Mesa, Arizona, an educator team consisting of one lead teacher, three certified teachers, one special educator and three MLFTC residents supports a multi-age group of

Riverview High School serves 90–120 students in grades 7–12. Many of these students have left their assigned district schools due to disciplinary reasons or are transitioning out of juvenile detention or residential treatment centers. In this resource, you’ll see the layout of their learning space.

At Stevenson Elementary School, 75 third graders work with a core team of educators that includes a lead teacher, certified teachers and MLFTC residents. In this resource, you’ll see the layout of their learning space.

At Whittier, approximately 170 students in grades 4–6 will be part of multi-age learning communities called “houses.” Each house includes about 85 students and is guided by an educator team. In this resource, you’ll see the layout of their learning space.

Approximately 900 ninth grade students at Westwood High School in Mesa, Arizona are distributed across six Academy Teams. In this resource, you’ll see the layout of their learning space.

At SPARK School at Kyrene de las Manitas, 120 students in multi-aged grade bands (third through fifth grades) work with a core team of six educators: one teacher executive designer, two certified teachers and three teacher candidates. The prototype school-within-a-school was developed during a design process collaboratively led by the Kyrene School District and ASU’s MLFTC Design Initiatives. In this resource, you’ll explore their schedule.

At SPARK School at Kyrene de las Manitas, 120 students in multi-aged grade bands (third through fifth grades) work with a core team of six educators: one teacher executive designer, two certified teachers and three teacher candidates. The prototype school-within-a-school was developed during a design process collaboratively led by the Kyrene School District and ASU’s MLFTC Design Initiatives. In this resource, you’ll see their learning space layout.

In Fall 2020, Whittier Elementary in Mesa, Arizona will create two team-based learning communities with 170 students in grades four through six. Each “house” will include 85 students and will be guided by an educator team comprising three certified teachers and two MLFTC teacher candidates. In this resource, you’ll find out how they’re implementing a Next Education Workforce model.

In Fall 2020, Whittier Elementary in Mesa, Arizona will create two team-based learning communities with 170 students in grades four through six. Each “house” will include 85 students and will be guided by an educator team comprising three certified teachers and two MLFTC teacher candidates. In this resource, you’ll explore their schedule.