Teachers take on new roles as collaborators, mentors, and coaches to create environments that promote meaningful learning. Administrators take the lead in forming school structures and processes that support these learning environments. And the community and parents become partners in promoting meaningful learning. Restructured, learning-centered schools reflect new patterns of active, engaged, and participatory interaction among administrators, teachers, students, parents, and community members. For example, teachers work with other teachers to deliver an interdisciplinary curriculum and to share and model teaching strategies that promote collaboration and inquiry in the classroom.
Students assist other students in thinking through problems and issues.
And administrators, teachers, parents, and community members collaborate on how to apply new teaching and learning research and forward-thinking practice. These new interactions reflect both the spirit and substance of restructured schools. All rights reserved. Disclaimer and copyright information.