CDL Learning Connections program for schools

Most educators agree:

• Teachers seek the latest research-based practices to use in their classrooms. Finding the information and accessing it in a format geared toward classroom implementation is sometimes difficult.

• Principals want to support teachers as they seek to increase their knowledge, improve their instructional practices, and work cooperatively with parents and their teaching staff. Principals welcome consultative and technical support that assists them in locating and obtaining the latest research-based methods.

• Students of varying developmental levels and neurological profiles are found in every classroom. Identifying and meeting their individual needs requires extensive knowledge and training.

• Parents who are active in their school communities have a positive impact their children's school success and also on the school as a whole. However, increasing parental involvement in many schools and districts is difficult.

• When a healthy, positive, student-centered school climate exists, students, teachers, principals and parents have more positive attitudes about schools and learning. Fostering a healthy school climate, which entails building a learning community, is challenging, complex and rewarding.

Developed by the Center for Development and Learning (CDL), Learning Connections demonstrates that student achievement will be increased and schools will be more successful when investment is made in collaborative professional development that supports these five needs.

Program Information:

CDL's Learning Connections© School Improvement Program is a customized multi-year, comprehensive, site-based learner-centered staff development program that brings medical, psychological and educational knowledge, research and theory, best practices and active learning into the classroom. The goal of Learning Connections is to increase student achievement.

At the heart of Learning Connections is professional development for teachers that exponentially multiplies the benefits to children. Summer institutes, workshops and seminars are followed by collaborative support such as modeling, coaching, study groups, and other methods of low-risk feedback. Using the "training with job-embedded follow-up" model endorsed by the National Staff Development Council, produces greater improvement in beliefs, attitudes, knowledge, skills, and application of innovative problem-solving to real-world situations that occur in classrooms filled with diverse learners.

Learning Connections delivers up-to-date research on the learning process , and translates that information into teaching methods that help every child learn. Modeled after the learner-centered psychological principles developed by the American Psychological Association, Learning Connections integrates a number of dimensions of educational improvement:

accounting for the needs of all students
engaging students more completely in learning
involving students in broader educational experiences
training teachers and principals in new approaches for understanding and teaching students
building collaborative relationships throughout the school community
integrating professional development of teachers into the daily life of schools
involving parents more fully in school.

The Learning Connections program length may vary from school to school. Research shows that it usually takes an elementary school 3 years, a middle/junior high school 4 - 5 years, and a high school 6 years to integrate long-term change into its system. After substantial interviewing and needs assessment, CDL will customize the program design to meet the needs of participating schools. The following are program components typically utilized:

Teacher Development. Annual multi-day summer institute for teachers; on-going mini-seminars and collaborative study groups at the school site; off-site seminars and workshops on topics relevant to the school's needs; modeling, mentoring and coaching at the school site through regular support visits from CDL Learning Specialists who problem solve with teachers in their own classrooms using their own curriculum materials; ongoing consultation with Learning Specialists all year; materials, including the Learning Connections© binder, relevant books, newsletters, helpful hints, and various classroom materials requested by individual teachers through mini-grants.

Staff development for teachers is organized into connecting modules:

Learner Centered Classrooms: Creating a Positive Climate for All Students - Geared toward fostering student motivation and resilience, this module focuses on the Learner Centered Principles (Board of Educational Affairs, American Psychological Association), positive classroom climate, responsibility, group decision-making, attributional style, self-efficacy, and honoring diversity.
Learning About Learning: The Brain and Its Relevance to Teaching and Learning - Exploring scientific research regarding the interactive elements of learning and the fundamental aspects of cognitive and neuromotor functions of learning, this module includes attention, memory, language, higher order thinking, spatial and sequential organization and graphomotor (writing) skills; and other current evidence-based research.
Theory Into Practice: Classroom Strategies that Work - Analytical, practical and creative teaching methods, multisensory methods, individualized strategies, student self-evaluation, cooperative learning, experiential learning strategies, assessment literacy (capacity to examine student data and make changes in teaching and schools based on that data) and lesson plan design that focuses on student understanding are emphasized.
Building Community: Moving Toward Change Together Through Collaborative Inquiry - This module focuses on developing a learning community that (a) reduces teacher isolation, (b) increases staff capacity, (c) promotes a caring, productive school environment, (d) provides continuous development of family and community involvement, (e) fosters introspective examination of the impact of the school program and (f) results in school success. Understanding the change process is emphasized.
Leadership Development - Ongoing consultation and visits to the school site include coaching, mentoring, and problem solving; off-site collaborative seminars/workshops on relevant leadership topics.
Parent Engagement - Family events - with pizza for the whole family, mini-workshop sessions for parents, and activities for students and baby-sitting for younger siblings while the parents attend "class"; parent newsletters; and parent focus groups.

Commitment:

Before beginning the delivery of the Learning Connections program:

Schools must commit to a program length of a minimum of three years.
At least 75% of the faculty must vote by secret ballot to actively participate in all aspects of the program: attend all summer institutes, workshops and study groups on-site, and engage in other follow-up activities.
The school principal must actively support, engage in and encourage participation in summer institutes, workshops and study groups on-site and off campus during the year, and engage in other follow-up activities.
Both teachers and principals must commit to facilitate and encourage parent attendance at CDL sponsored parent/family events. A minimum of 50% of faculty attendance and/or participation is required at each event.
Teachers, students, and principals must commit to participating in planning and production of CDL sponsored parent/family events, with participation, coaching and monetary support from CDL.

Contact CDL for Learning Connection pricing details and LC application information.