The SPS learning model is the product of thinking from community members, district leaders and classroom teachers coming together to dialogue about what is best for the children in Springfield Public Schools. The ideas from this collaboration along with research to support it confirmed what everyone suspected; the teachers and staff of SPS are serving students well.
We can think of this model as two sides of the same coin. On one side we are challenged to reflect on our personal practice as it relates to the high expectations of our stakeholders, the Springfield community. What might be ways we can increase the frequency of critical thinking we ask of our students? How might I seek ways to collaborate with colleagues across content areas or grade levels? How might my feedback become more effective? This model is a useful tool as we refine our current practice. On the other side of the coin, rather than adding to our work, this model affirms much of the work we are already doing. As community members, teachers and leaders worked to create the model they discussed best practices. During these conversations the advisory committee evoked personal experiences with specific SPS teachers and classrooms. We can all point to areas of the model where we excel. For example, our instruction is based on relevant and rigorous curriculum and every day teachers differentiate to meet the needs of our students.
So, here we have a coin. On one side we reflect with satisfaction that for many years we have effectively served the needs of the students of SPS; on the other side we are challenged with the next steps to continue improving our practice to meet the needs of the students of tomorrow.
No matter what side of the coin we ponder, the SPS Learning Model provides a common language for conversations about the work we all love to do.
Perhaps that will be its greatest legacy!
