As noted in the last entry, an independent school’s administration plays a role in developing a climate that welcomes students with diverse learning needs. Most administrations probably fall into one of these three categories:

• Willing and able – can promote an atmosphere welcoming to the needs of individual learners
• Willing but unable – promotes the ideal of a comprehensive learning atmosphere but lacks the understanding of how to achieve it
• Unwilling – recognize that the school’s mission is to serve a certain segment of the student population

As a solo practitioner, I love working with the first group, and appreciate the honesty and integrity of the third group.

The second group is most interesting, and where I find great opportunities for growth.  These administrators want what is best for all students, but have too often relied on a ‘one-size-fits all’ approach to learning interventions and missed out on opportunities to make a real difference for their students.

One size may fit most, but only guarantees that there will be students who fall through the cracks.  Often these students are bright, talented, and outstanding school citizens.

I welcome the opportunity to work with an administration that is open to learning more about how to serve all kinds of learners, for they will foster teacher growth and student achievement.