Collaborative Learning

How To Implement Personalised Learning In Secondary Schools

Natalie Christie and Stephanie Hill show how they freed their school from preoccupation with accountability and narrow performance measures by creating their own learning narrative and personalised curriculum. They provide guidance on how others may do the same.
A teacher at Passmores Cooperative Learning Community receiving feedback from students

The tyranny of narrow accountability culture

Fielding (2001) argued at the turn of this century that the professional worth of teachers and schools has been almost entirely judged using a narrow and pervasive accountability system that is more concerned with readily measurable means than the wellbeing and development of individual teachers or the learning of students. Increasingly, it is clear that schools cannot adequately develop, transform and thrive in systems where universal measures of school effectiveness discount the unique context of schools and the communities that they serve.

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