member story
Symposium registration for members and prospective members is now open! Learn more here.
August 9, 2022
Do you remember a learning experience outside of school that made a difference to you? Why did that experience matter? For me, the first thing that comes to mind is actually a person: my brother, Michael Wexler.
April 20, 2021
From mindset-shifting to resilience and everything in between, one on one time with member schools about their respective Journeys to Mastery and the impact of the pandemic has yielded thrilling results.
December 27, 2019
We continue our series of case studies with the stories of two more MTC member schools: Champlain Valley Union High School in Vermont and Pathways High School in Wisconsin. Both are public high schools who are engaging their students in learning experiences deeply rooted in research on learning. What is a common road block for school change?
December 27, 2019
MTC’s expertly illustrated series of case studies, prepared by Chris Sturgis, are key resources for member schools. We launch with two member schools, Northern Cass School District 97 in North Dakota and Tilton School in New Hampshire, whose journeys follow similar paths, but…
December 9, 2019
MTC is pleased to introduce the publication, “The Journey towards Mastery Learning: The Steps and Stages to Mastery Credits and the Mastery Transcript,” coauthored by mastery learning experts Chris Sturgis and Katherine Casey, along with MTC’s Senior Director of Member Engagement Susan Bell. This is the second in a series of publications MTC is producing (“MTC Works”) during 2019-2020, following on the earlier theory of action paper, “Getting Our Signals Straight for Students.” The goal of “The Journey towards Mastery Learning” is to provide MTC member schools–and others who are thinking about joining the MTC movement–with a framework for reimagining high school and transitioning to mastery learning … and ultimately the MTC Mastery Transcript. Read on for more.
November 30, 2017
It’s worth pausing to consider why some find the following statement controversial: assessment should advance learning. Not measure, record, punctuate, summarize, or complete. Advance.