As school systems struggle to meet the needs of all learners, this learning framework is the most effective way to structure schools. The book is intended to assist educators at all levels of school organizations and give policymakers and parents information on an effective way to encourage learners to achieve on high levels. The audience should read this book to gain ideas on how to improve school programs when accommodating the diversity of students found in classrooms. This book integrates concepts focused on inclusivity, social reform, and second language learning strategies. Technology and a multi-age learning community framework are elements that transform a traditional school program into a powerful learning community for accommodating all learners to achieve on high levels.
Barbara Cozza is a full Professor of Educational Leadership at St. John’s University and educational consultant. She held leadership positions as Department Chairperson, Assistant Chairperson, Director of Instructional Leadership programs, a Multi-age School Director, and her research targets educational reform issues in the areas of leadership, curriculum, instruction, and assessment.
PART 1. Organizational Practice
Chapter 1. Multi-age Framework: A Support System for Collaboration and Analysis
Chapter 2. Collaborative Inquiry: Roles of Principal, Teachers, and Teacher Leaders with Inclusivity, ELL Teaching, Technology and International Ideas
PART 2. Culture-Building
Chapter 3. A Community of Learners: Building a Caring and Trusting Environment for Diverse Students
Chapter 4. Building a Multi-age School Culture – Elements to Consider
PART 3. The Learning Process
Chapter 5. Instructional Components for a Multi-age Program
Chapter 6. Teaching Reading and Mathematics to Multi-age Learners
Chapter 7. Curriculum Cycles, Interdisciplinary Studies and Other Effective Strategies
PART 4. Assessments and Systemic Change
Chapter 8. Classroom Assessment in the Multi-age Classroom
Appendix A. Technology and Resources
Beyond the practicality of multi-age configurations, however, as I read the book, I was reminded of the professional and personal richness I experienced through the years when working with my colleagues in the school that “grew us all up” as teachers. To be sure, we had our share of days that were more about despair than victory working often with a sense of being lost in a swamp. Nonetheless, our mission was to create the most defensible and engaging method we could muster to support the success of our remarkably diverse learners. In that process, we became architects of curriculum, instructional inventors, assessment and grading pioneers, shapers of schedules, and partners with our students.
Our world is a multi-age learning community. With step-by-step guidance and insightful international perspectives, Cozza demonstrates how multi-age classrooms create students who become the actors and leaders in making change. For anyone who believes we must nurture independent thinkers and collaborative decision makers to solve our problems together, this book is a must-read.
Dr. Cozza presents a distinct picture of the Multi-Age Classroom (MAC) learning environment. Dr. Cozza demonstrates the value in a MAC program where students and teachers focus on collaboration, and students can pursue individualized learning pathways through differentiated instruction. The leadership strategies, methods of varied instruction, and creation of a culturally responsive learning environment are concepts that are applicable to all schools, making this a must read for all in the field of education.
Dr. Cozza’s insights as to how the multi-age classroom can transform a school’s culture into a truly collaborative professional learning community should not be missed. She outlines clearly how to inspire school leaders, teachers, and community members to embrace innovative instructional strategies for both school and student improvement.
Dr. Cozza’s extensive research and expertise in MAC and PLC frameworks are packaged into an accessible toolkit for educators, administrators, and families. This book is an essential read for anyone seeking to effect meaningful change and student-centered social justice in schools.