How We Define Voice
How We Define Choice
Voice and Choice in Personalized Learning
Considerations of Equity When Implementing Voice and Choice
A Look at Allowing Voice and Choice in Action
Next Steps
Individual Reflection: Allowing Voice and Choice
Collaborative Team Discussion: Allowing Voice and Choice
Allowing Voice and Choice Collaborative Team Formative Check
How We Define Flexibility
Forms of Flexibility in the Classroom
A Look at Implementing Flexibility in Action
Next Steps
Individual Reflection: Implementing Flexibility
Collaborative Team Discussion: Implementing Flexibility
Implementing Flexibility Collaborative Team Formative Check
Sources of Data
Assessment Strategies to Support Using Data
Incorrect Narratives
A Look at Using Data in Action
Next Steps
Individual Reflection: Using Data
Collaborative Team Discussion: Using Data
Using Data Collaborative Team Formative Check
Possibilities for Integrating Technology
The Role of Technology
Adaptive Technology
Considerations for Choosing Technology
Three Big Skills
A Look at Integrating Technology in Action
Next Steps
Individual Reflection: Integrating Technology
Collaborative Team Discussion: Integrating Technology
Integrating Technology Collaborative Team Formative Check
Next Steps for Your Team
Conclusion
About the Authors
Mark Weichel, EdD, is assistant superintendent for teaching and learning at Westside Community Schools in Omaha, Nebraska. The district has received local and national attention for its commitment to collaboration, innovation, technology integration, and personalized learning. Mark and his team developed collaborative systems that have been written about in various journals, and they host visiting districts and attend state and national conferences.
Previously, Mark was director of secondary curriculum, high school building administrator, and junior high school social studies teacher at Papillion La Vista Community Schools in Nebraska. He and staff implemented Professional Learning Communities at Work™ strategies and failure rates plummeted while standardized testing measures such as ACT, PLAN, and state writing assessments confirmed high levels of student learning. Mark and his leadership team at Papillion La Vista South High School presented at conferences nationwide, and their work was featured on AllThingsPLC.info and in Principal Leadership magazine. They received the 2008 Ethel Percy Andrus Legacy Award for Innovation from the American Association of Retired Persons (AARP). Mark also taught in the graduate schools for Peru State College and the University of Nebraska Omaha.
He earned a doctorate in educational administration from the University of Nebraska Omaha. To learn more about Mark’s work, follow @westsideweichel on Twitter.
Blane McCann, PhD, is superintendent of Westside Community Schools in Omaha, Nebraska, and former superintendent of Shorewood School District in Wisconsin. In both districts, Blane led cost-effective strategic planning efforts and initiatives around personalized learning, professional learning, and integration of technology, which allowed each district to close achievement gaps while maintaining excellence.
Previously, Blane served as a teacher, coach, assistant principal, and elementary and middle school principal, as well as executive director for K–8 instruction. He has taught leadership courses at Cardinal Stritch University and is a member of Phi Delta Kappa, Learning Forward, the American Association of School Administrators, and the Nebraska Council of School Administrators. He serves on the boards for Methodist College, Wellness Committee of the Midlands, and Nebraska Council on Teacher Education.
Blane’s honors and awards include Outstanding Educational Leader by Phi Delta Kappa chapter #0116 at the University of Nebraska Omaha (2017), Lexington Education Leadership Award Fellowship (2015), U.S. Department of Education’s ConnectED Summit Future Ready White House participant (2014), and Kenosha Unified School District Administrator of the Year (2001).
Blane earned a bachelor of science in secondary education from Miami University in Oxford, Ohio; a master’s in administration and supervision from the University of North Carolina at Chapel Hill; and a doctorate in educational policy and leadership from Marquette University in Milwaukee, Wisconsin. To learn more about Blane’s work, visit Blane McCann’s Blog (www2.westside66.org/wcsblog) or follow @BlaneMcCann on Twitter.