Teaching Beyond the Script

Teaching Beyond the Script: Oakwood's Student-Centered Approach

When I started teaching at Oakwood in 2004, I joined a school community where educators conducted formative assessments in real-time, dynamically adjusting instructional practices to meet the needs of each student. I learned quickly that at Oakwood, every student was met at their current level and guided to reach their full potential. 

Two decades later, Oakwood’s approach remains relevant, as we believe that how students learn is just as important as what they learn. 

In contrast to the fixed pacing guides that dominate many educational settings, we empower teachers through continuous professional training and the flexibility to teach diagnostically and adjust instruction in response to the immediate needs of the students in their classroom. At Oakwood, we recognize that learning is individualized and should follow a scope and sequence that prioritizes comprehension and mastery.

Over time, we’ve curated and refined a collection of research-based instructional materials. These materials have been vetted by dozens of trailblazing educators on Oakwood’s team. The result is a broad library with a diverse selection of tools proven to support student success. With the right resources, learning adapts to the student, not the other way around.

In a world that values innovation, creativity, and adaptability, why wouldn’t we want our students to experience these same values in the classroom? 

Learning should never be solely about memorizing facts or meeting deadlines. It should be about equipping students with critical thinking skills, problem-solving capabilities, and the cognitive flexibility necessary to thrive. At Oakwood, exceptional educators don’t follow a prescribed script. They adapt their methods and tools to meet the evolving needs of students, responding with creativity and engagement at every step. 

Oakwood’s approach has shaped so many students' journeys, and I’m honored to be part of that work.

This blog was distributed in the February 2025 Newsletter.