Creating Competent, Lifelong Learners <strong>Brewster</strong>’s Instructional Support Program Delivers Confidence and Independence Dean of Academic Support Programs Kim Ross joined the <strong>Brewster</strong> faculty in 1994. She holds a master’s in education from Grand Canyon University and a bachelor of science in communication disorders from the University of New Hampshire. By Kim Ross “I have improved on working on assignments more thoroughly with more detail. I have remained organized throughout this trimester while showing I am capable of excelling across the board. I have shown I am capable of handling … freedom and responsibility, and I have grown exponentially in my own confidence and independence as a student. Some examples of specific actions that demonstrate this growth are how I have become more comfortable self-advocating, reaching out for help from teachers or speaking to teachers when I have late/missing assignments. I have also [been more consistent] turning in homework, doing my best and as a result receiving good grades. My confidence has soared with my grades being the best they have ever been in my LIFE! I have learned that I am capable of being a confident and independent student!” ~ Kate “I made JBS (John <strong>Brewster</strong> Scholar status), and IS has been transforming me into a more organized and independent individual. … The areas that I have improved in are brainstorming, making outlines, and making sure my grades are above mastery. I have become used to organizing my previous homework and using them as ideas or outlines to help me maintain a solid grade. I brainstorm before I write essays now. Before I would just start to write, but I have found out that it’s more effective to write down ideas and plan out what you’re going to write. … I have maintained a binder that is organized and updated daily. I continue to use the application called Stickies. On the Stickies I record the date, assignment and it’s also a reminder for me to stay on task. IS so far has been really helpful, and I have learned a lot of new information on how I learn and how to advocate for myself.” ~ Steve “Our daughter has gained much self-confidence this year. I believe the test-taking strategies she was taught contributed greatly to this. Also, the help she received when writing term papers was also a factor. Mr. Martin understood our daughter’s strengths and weaknesses and in a very supportive way knew how high to raise the bar.” ~ parent of a junior Program Evolution More than 30 years ago, the original Instructional Support Program established roots in room 5 on the first floor of the Academic Building. Former faculty member Ed Hooper spearheaded the initial program focused on the individual student and specific learning skills. Hooper was “always intensely interested in how kids learn,” according to Bob Richardson, former faculty member and <strong>Brewster</strong> historian. The program marked the beginning of a new chapter for <strong>Brewster</strong>, one that would challenge all faculty to recognize individual learning styles and appreciate that learning and life skills were as important to student success as mastering subject content. Moving toward a more student-centered approach, we began looking at how students learn and how to best design and deliver subject content that matched the student’s learning style. We also knew, however, that although we were engineering a program of instructional support, all students would be best served by a customized approach to maximizing their potential cognitively and emotionally. In 1993 Alan Bain, Ed.D., a learning specialist, was hired as director of the Instructional Support Program. Part of the program’s evolution was to change the emphasis from learning skills, which was more of a finite focus, to instructional support, which connotes ongoing action. <strong>Brewster</strong> recognized that tutoring students in specific core subjects was a Band-Aid approach, a very short-term way of gaining success. We were interested in teaching learning and life skills that would lead to long-term success be- yond <strong>Brewster</strong>. Realizing the critical importance of having well-trained faculty versed in a common philosophy and identified best practices, Bain launched a two-week intensive training program for IS faculty. The training program was the predecessor to today’s <strong>Brewster</strong> Summer Institute (BSI). Best Practices for All Learners A five-year plan was laid out providing organizational systems and learning structures designed to support a student-centered, collaborative approach to meeting the unique and diverse needs of all learners. Changes began with identifying best practices that were wellestablished approaches for all learners, building a leveled curriculum, ensuring what was tested was taught and mastered, and integrating technology as a tool for accessing and communicating knowledge. Academic teams were created within grades to maintain a low student-teacher ratio. As soon as plans were in place for how to best educate the student, the physical space underwent change to support the educational model. The Wilson Center for Teaching and Learning was designed to optimize the team approach – clustering core and IS classrooms, faculty team rooms, and labs within each of the seven academic team areas. Instead of one classroom for all students enrolled in instructional support, students could attend IS classes in their academic team area. Teachers now had a common area where they could effectively collaborate in support of students. With classrooms just steps away, IS teachers could observe the student implementing a newly learned skill in a core subject. A student might practice notetaking using Inspiration software during his history class while his IS teacher observes. Shortly after, the IS teacher and student would use their class time to discuss the effectiveness of the tool and its application. By 1995 I became dean of Academic Support Programs overseeing both the Instructional Support and English as a Second Language (ESL) programs. Each team included two IS teachers whose role as learning specialists was to educate, guide, and advocate for the student’s learning strengths and needs, along with playing a collaborative role in designing and modifying curriculum to place the student in the best position to master both skills and content. 4 <strong><strong>Brewster</strong>Connections</strong> – Spring 2010 www.brewsteracademy.org 5