Time built into the school day for collaboration prepares teachers to transition from a dispenser of information to conduit for learning. Transforming the classroom and helping students turn information into knowledge, which can be applied to real world problems is the goal of our 21st century education. This will require the adoption of a “culture of inquiry”, moving far beyond mere information delivery.
Case studies of individual accelerated children who had skipped at least one grade reported that the children were happier socially and emotionally and reported greater self-confidence and fulfillment after their acceleration. In order for schools to keep pace with the rapid rate of change, teacher development will need to remain a top priority. Ongoing, job embedded, duty specific, professional development is only possible and practical in a school setting when there is collaboration between teaching professionals.
Research supports the notion that acceleration has a positive impact on student achievement. Our school is seeking to prove that collaboration is the catalyst by which all students may access an accelerated curriculum that challenges them to reach their fullest potential. This is achieved by placing them on an educational trajectory that closely attends to their personal interests and strengths beginning with preschool and extending throughout their time as students in our school district.