The school’s goals should apply to all students, while the means to these goals will vary as those students themselves vary. School practice should be tailor-made to meet the needs of every group or class of students.

Las metas de la escuela deben aplicarse a todos los estudiantes aunque los m&eacutetodos para alcanzar estos objetivos pueden ser tan variados como son los estudiantes mismos. La práctica escolar debe estar dise&ntildeada “a la medida” de acuerdo a las necesidade s de cada grupo o clase de adolescentes.

This video is part of the CES EssentialVisions DVD series

Related Benchmarks

• Access, Opportunity, and Post-Secondary Preparation
• Maximizing resources for equitable outcomes
• Performance Based Assessment
• Culturally Responsive Pedagogies
• Differentiated Instruction

Resources

 

• Essential School Structure and Design: Boldest Moves Get the Best Results Sidebars:Essential School Design: The “Non-Negotiables”How Does an Essential School Design Play Out the Common Principles?In Answer, Member Schools Are Developing Benchmark DescriptionsThinking… May 06, 2002 by Kathleen Cushman – Learning Structures, Small Learning Communities, Scheduling, Heterogeneous Grouping

 

• Four Essential Elements of School Design When we at the Coalition of Essential Schools (CES) talk about “school design,” we refer not to the physical design of the school building (though that also deserves attention), but to decisions… March 14, 2002 by Kathy Simon – Learning Structures, Small Learning Communities, Scheduling, Heterogeneous Grouping, Peer Coaching

 

• Ten by Ten: Essential Schools That Exemplify the Ten Common Principles 1   2   3   4   5   6    ref=”#7″>7   8   9   10 Schools play out the Coalition’s Ten Common… April 29, 2002 by Kathleen Cushman – The Change Process, Democratic Practice, Common Principles

 

• Benchmark Descriptors: Culturally Responsive Pedagogies Culturally Responsive Pedagogies Culture is central to learning. It plays a role not only in communicating and receiving information but also in shaping the thinking process of groups and… October 05, 2009 by CES – Benchmark

 

• Benchmark Descriptors: Performance Based Assessment While any assessment system should include multiple assessment types that are matched with the needs of teachers (to make decisions regarding instruction) and learners, demonstration of mastery on… November 18, 2009 – Benchmark

 

• Having the Courage To Act on Your Beliefs: Horace Interviews Marcy Raymond and Dan Hoffman on the Founding and Influence of Metro High School Metro High School, in Columbus, Ohio, is a public high school emphasizing math, science, and technology in a small, personalized learning environment. Originally conceived through a grant from CES… December 12, 2008

 

• Ted Sizer’s Opening Remarks, Fall Forum 2000, Providence, Rhode Island Note from the editor: Most Coalition of Essential Schools Fall Forums have opened with remarks from CES’s founder, Ted Size. Ted’s observations reconnected us with our purpose and… December 02, 2009 by Theodore Sizer – Ted Sizer, Common Principles

 

• Distance Learning and the CES Common Principles Sometimes our classroom is quiet. You might hear the tapping of the computer keys and an occasional chuckle or a sigh. Two or three students sit at separate tables; one is focused on the laptop… July 21, 2009 by Jennie Hallisey – Instruction, Technology And Information Literacy

 

• How Right He Had It I began my professional life as a bilingual high school teacher in Boston before there was actually much formal “bilingual education” to be had. A small group of great teachers and a… December 02, 2009 by Larry Myatt – Ted Sizer, Horace’s Compromise