Learning should resemble a variety of unique threads -- passion, profession, innovation, and curiosity -- that make up the fabric of a holistic experience. To ask that educators create and maintain personalized pathways for students is to require that those same pathways are presented to educators.

What if we reimagined our school system as a superhighway that is a network of career development pathways? What if this expressway contained no traffic lights or other obstructions, enabling students to travel quickly toward their career aspirations with the promise of employment in a growing priority sector of work upon graduation?

Learning design innovators have felt constrained by the traditional transcript. Fortunately, forward-thinking organizations are now collaborating with school-based innovators--and by working with networks of schools, districts, and systems, they're building an ecosystem in which deeper, personalized, and mastery-based learning can thrive.

We've created The Modern Classrooms Project, a nonprofit organization that supports our blended, self-paced, mastery-based approach to teaching and learning. This summer, we brought eight teachers of different courses together for a week of self-directed professional development. Here's what happened.

Building positive habits early on prepares our kids for a more autonomous and inspired existence. While it may seem light-years away as you watch them finger-paint, the future--and their role in it--is swiftly on its way.

Without leaders who are actively supporting our most innovative educators through the investment of resources like time, professional learning, and coaching, we run a high risk of our best teachers feeling as if their efforts are being trivialized.

Can new charter schools provide 'culturally responsive' pedagogy? The State of Washington is betting on it, incorporating the term into almost every aspect of its rigorous charter school application, in an effort to create a charter sector that is truly community-driven and focused on serving underserved students.

In my work, I wholeheartedly believe in the power and efficacy of a portfolio defense model, and am genuinely excited to share it with audiences of educators, funders, and thought leaders. But until I had one of my own children attend an Envision school and witnessed his 12th grade defense presentation, my rallying cry for portfolio defense was professional, not personal.

As a middle school teacher, when I found out that my administration was going to pilot personalized learning for incoming middle schoolers, I knew it would be a good fit for our family.

Many educators recognize how vital Wayfinding Abilities--the knowledge and capacity to navigate college, career, and life opportunities--are to student success and are actively supporting students to develop them.

The opinions expressed in Next Gen Learning in Action are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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