How a flipped model combined with Inquiry(IQL) and Project-based learning(PBL) is in line with district-wide transformation.
LeadIn Napa - District Wide Transformation - Our Mission Statement:
"In Napa Valley schools the transformation emphasis is on Deeper Learning and Culture & Climate. Our vision for deeper learning includes the K-12 alignment of technology infused, project-based learning classrooms that foster the development of 21st century skills such as communication, collaboration, critical thinking, and creativity. To support deeper learning environments we have implemented Positive Behavior Intervention and Support (PBIS) which helps us "Build Effective Schools Together,” by establishing the social culture and individual behavior supports needed for schools to achieve both social and academic success for all students."
My goals for my website, my personal teaching goals, and the district transformation are all in line with each other, because they are all interconnected. My district is leading the way to transformation, and I am transforming my own classroom, in order to provide deeper learning experiences for my students. My website is designed to help teachers, parents, administrators, and district leaders to see the value in the flipped model, as it helps free class time for deeper learning activities, in addition to differentiated, personalized learning.
I see myself and my research as a bridge to help others "Build Effective Schools Together." Furthermore, I think there is a need for more research in this area, and this sparks my motivation to pursue a doctoral program that supports the change I want to make in mathematics education on a much larger scale.
I have been positively influenced by my district, my school, LeadIn Napa, Napa Learns, Touro University, and all my program instructors - to whom I owe much gratitude. I am excited to share the information I have learned, and how it influenced my practice. Most importantly, my passion was ignited by the students in my very own classroom; I saw firsthand the improved engagement in mathematics, and they achieved statistically significant growth in performance.
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The author is a proud mother and wife, living in Sonoma, Ca. She has 21 years teaching mathematics. She loves technology and how it enhances student learning, engagement, and achievement.