classrooms to provide feedback and learn from what works . Teacher-designed creative scheduling facilitates more interventions for students . For example , the music teacher figured out a way to take on the entire fourth grade during one class session , allowing teachers to have an extra common planning period . This , in turn , has allowed for more enrichment activities for the school ’ s highest performers .
Another teacher-initiated effort that made a big difference was the departmentalization of fourth and fifth grades . With permission from the district , teachers in these grades specialized based on subject matter , and kids rotate between classes during the day .
“ That has made a huge difference for us here ,” Ms . Roeder said . “ Teachers are no longer making six lesson plans each day and differentiating within that .” A new program at the school this year applies Carol Dweck ’ s “ growth mindset ” research in a personal development effort for students . Finding great inspiration in the idea that traits like motivation and perseverance drive academic growth , teachers have identified a key personal trait to focus on each month and built reinforcement of those characteristics into school life . A monthly assembly focuses on each trait . Plastic wristbands with different values are worn by teachers all day , and when students demonstrate these traits , they get a wristband to wear .
The idea came from sessions attended at the 2015 Model Schools Conference , an initiative of the International Center for Leadership in Education . Rather than send just a few to the well-regarded event , Ms . Roeder and the Andersonville community worked hard to enable almost all of the faculty to attend for the past two years . Registration fees alone were nearly $ 500 for each participant , making this no small investment . With the help of
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