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One of the ACE Teaching Fellows’ favorite sayings is “FTK,” which stands for “for the kids.” Everything we do, we do on behalf of the students we serve. So how is the Higher-Powered Learning Program impacting students?

In the few short months we have known Bridget Kramer, we have seen her take full ownership as she leads a new initiative while remaining steadfast in her commitment to all of her other responsibilities as the leader of a beautiful school. Learn more about the key steps Bridget has taken to advance the Higher-Powered Learning Program and cultivate a positive school community for teachers, parents, and students in today’s post.

"AHHHH, A-C-E, ACE!"

The volleyball players on the court shout and roar, the substitute players repeat with equal gusto, and finally the crowd in the stands echo the cheer one last time. Another perfect serve, another ace, another point for the St. Augustine Wolves!

In recent years, small-group instruction has become one of the hottest topics of education. Because blended learning enables small-group instruction, it is extremely important to us. Many people assume that a lower student-to-teacher ratio automatically leads to higher quality instruction, which leads to more effectively meeting students’ needs. But is that really the case?

When you enter the fourth-grade classroom at St. Joseph School in Edinburg, Texas, the first thing you’re likely to notice is a large sign that reads “Saints and Scholars Welcome.” This sign, along with the bunting around the room that is covered in images of canonized saints, serves as a reminder–a reminder not just to the nine-year-olds who arrive each morning, but also to me as their teacher: the purpose of this sacred place is greater than we realize, and we are not alone on our journey to fulfill this purpose. We look to the saints as role models throughout the year, and in religion class we learn their life stories: laughing at their misadventures, crying for their tragedies, and wincing at each lost limb.

The Program for Inclusive Education (PIE) is grateful for the many educators that work tirelessly on behalf of all students in Catholic schools. During this season of Thanksgiving, we ask for many blessings upon our inclusive educators and the students, schools, and communities they serve. We extend a special thanks to PIE 1 completers Amy Matzke and Jessica Gardella for their guest authorship and moreover, their dedication to our shared mission to welcome, serve, and celebrate all students!

~Christie Bonfiglio, Ph.D.; Director of the Program for Inclusive

We are thrilled to feature for the very first time a classroom from one of the Higher-Powered Learning Program schools in Minnesota! Read on to learn more about one of the most innovative classrooms in the program and what Rachael Hillman has learned in her first few months of blended learning.

One critical piece of a successful blended learning program is the teacher’s use of student data. No matter how detailed data reports may be, they are useless without a teacher analyzing and acting upon them. We have seen creative, fun ways that teachers are implementing data tracking and celebrations in their classroom and wanted to share four of our absolute favorites with you. Need data celebration inspiration? Read on!

The Program for Inclusive Education is privileged to partner with many amazing educators and organizations across the country that support and advocate for inclusion in Catholic schools. It is my privilege to welcome Beth Foraker, the founder of the National Catholic Board on Full Inclusion, as a guest author. Her tenacity and dedication to this mission extends across the country, and she has impacted so many families and schools with her gifts. It is a blessing to share her words, and PIE is grateful to serve alongside her!

~Christie Bonfiglio, Ph.D.; Director of the Program for Inclusive Education

As we mentioned in this post, one of the most powerful ways our teachers increase student engagement and learning is to help students set individual goals for their learning. Of course, setting goals for student learning is not something that only happens in blended classrooms, but we have found that it is especially crucial to the success of blended classrooms because learning is so much more individualized. Therefore, we generated four of our own criteria for successful student learning goals, and we want to share those with you today.

The Program for Inclusive Education’s (PIE) first cohort completed programming in July and embarked on their mission of inclusive education following an energizing two-week capstone experience on the campus of Notre Dame. It was a time of spiritual retreat, community unification, and comprehensive instruction after a year of online programming. The experience was filled with joyous convergence, passionate advocacy, and humble gratitude. Nacia Hatch lived this inaugural experience and was introduced in the August Blog. It is my privilege to share her thoughts following her journey with PIE. Many thanks for Nacia’s guest authorship and all she is doing to welcome, serve, and celebrate all students!

                     ~Christie Bonfiglio, Ph.D.; Director of the Program for Inclusive Education

The Higher-Powered Learning team is growing, and we are excited to introduce you to our newest member, Francesca Varga! Francesca was a teacher and instructional leader for nine years before joining us at ACE this summer. She has extensive experience with blended and personalized learning at the middle and high school levels. Below is Francesca’s first contribution to our blog–but certainly not her last!

We often preface the concept of blended learning by citing the need to fill students’ learning gaps through data-informed instruction. However, in my nine years of teaching, I have found that culture and building community and strong relationships with students is essential to the success of blended learning, and of learning more broadly. Here is a quick glimpse into my inspiration for implementing blended learning in my classroom and the students who made it possible...

Many proponents of blended learning lament standardized, one-size-fits-all approaches to education, and with good reason. But you don’t have to be a blended-learning fangirl like me to believe that classrooms should be flexible and adapted to meet the individual needs of each student. Customizing assessments, teaching methods, and materials to match students’ learning preferences, prerequisite skills, goals, and more are not strategies specific to blended learning – it is simply good teaching.

In Hawaiian culture, ‘ohana’ means family. To Nacia Hatch, ohana also described the first summer for the Program for Inclusive Education (PIE).

I’ve never taught before, and I don’t even know where I’ll be sent to teach. How do I tell other college students what it’s like to be an ACE Teaching Fellow?