The conversation around Personalization is hosted below in a google document. Feel free to add to the conversation directly in the google document OR add a comment below.
General Reflective Questions:
How does this foundational principle resonate with what is currently happening in you school, your teaching practice
1. What is your understanding of personalization?
2. What does personalization look like in my school? How do we want personalization to look like in our school?

  • Personalization is for everybody...not just students. We need to be not only thinking about this from the student perspective, but also from the teachers' perspective as teachers requires personalization as well.
  • Providing flexibility in learning the task is not the same for everyone
  • Validate and honor the talents teachers bring and allow those talents to support student learning
  • Allowing students choice during flex block, building in flex allows for great ownership and responsibility
  • Ask ourselves, do we have a culture of personalization in our environment? If not, how can we begin to create this?
  • Choose topics that matter to students and ones that are authentic...ex. grade 10 Career searches, resume and letter writing (bringing in guests to co-teach lessons)
  • Allowing for creative problem solving...Flexibility learning time allows this to happen.
  • Flex committee was struck to lead in this work and to empower staff
  • Teacher Advisors have a cross section of students, an example of this is iplan at Peace Wapiti Academy
  • The mentor teacher is the advocate for students in every respect. (calls home, supports, follow up...etc but definitely not in a disciplinary role!) Mentorship must be personalized.
  • How do we own the data we are collecting to support personalization...personalization focuses on self-directed learning.
  • Transition work between grades and across disciplines supports personalization
  • "Catch them" startegy. Knowing where your students are at. Ex. Students who have a 79.8 percent average and are missing .2 % to access the Rutherford Scholarship. We focus on supporting these students to get to 80%.

  • AIM groups involve grades 9-12 . This personalizes supports for students (average 15 students per teacher) Iplan (flex), Building construction, art, Cosmo, Home Ec etc. AIM group is to develop relationships with students (4 intense days at the beginning of the year.)
  • Teachers share lessons, suggestion ideas with each other re: AIM group
  • Aim and regular teacher both work together to support students (course work, marks, assignments etc) AIM's focus is to support personal learning, mandatory time, this is monitored by the flex coordinator to ensure no overlap
  • Accountability, reporting and relationship development are critical
  • You need supports in place to allow for students to become self-directed...or redirected for flex/AIM
  • AIM teacher is viewed and used as a support mechanism. Absenteeism is monitored closely.
  • I plans are personalized for every student...there are not exactly the same. Natural way to build collaboration into the planning.
  • Empowering students through leadership, they step up and help with the iplan classroom.
  • Allowing time for teachers to personalize their learning
  • There is a lot of accountability to someone in support of students