This is a must-read for anyone who is looking to effectuate real change in any K-12 school system. Through Dr. Cozza's deep understanding of the research and value of a MAC (Multi-age Learning Community), the reader walks away with practical knowledge and guidance to finally transform learning in the schoolhouse so all children can reach their real potential. (Michael J. Hynes Ed.D, superintendent of Patchogue-Medford Schools, Patchogue, NY) Cozza makes the case that multi-age classrooms are an efficient and cost-effective way to increase personalization for students and further the cause of school reform at scale. Essential reading for students, teachers, parents, and school leaders. (Todd Sumner, principal, Francis W. Parker Charter Essential School and Theodore R. Sizer Teachers Center, Devens, MA) The Multiage Learning Community in Action is a clear and concise framework for embarking on the journey of multi-age learning in our schools. It blends collaborative cultures, instructional practices, and backward design in curriculum planning to reach the developmentally appropriate needs of all students. (Jeannie Ray-Timoney Ed.D, associate superintendent, Department of Catholic Schools, Portland, OR) Dr. Barbara Cozza provides a functional framework that takes educators on a transformative journey. A must read for all educators, policymakers, and parents. (Crystal Lindsay, director of school/district improvement initiatives, New York City Department of Education, New York, NY)

1. Multi-Age Learning Community in Action:
Final Project
By Bidita Rahman

2. What is Multi-age Learning
Community?
A multi-age learning (MAC) refers to a professional
development program in action that aims to transform
the learning institutions from a graded system to multi-
age learning environment (Hargreaves & Fullan, 2012). A
Multi-age classroom is a mixed age group of children that
stays with the same teachers for several years. The
children are balanced by age, ability, and gender. The
multi age environment requires teachers to facilitate the
learning of each child rather than to instruct the class as a
whole based on predetermined grade-level skills and
content.
In Multi-age Community, a teacher should begin by
understanding the rationale for multi-aging, what multi-
age means, gain insight into the philosophy and belief
system, and gain knowledge of the practice. Sharing
collaboration with other educators is the appropriate
support that makes this diverse classroom work for 21st
century needs. (Cozza, 2017).

3. 3 Model Work can transform the schools through the Multi-age
Learning
1
Instructional ore and
system
Instructional core model program
evaluate learning situation of each
students, Example, students solve
real-world and mathematical
problems involving perimeters of
polygons. Then teacher decides to
teach perimeter concepts to the
multi-age and provide appropriate
materials.
2 Vision Action Plan
Vision plan is the important tools
for multi-age learning. The vision
plan gives some ideas on the
beginning planning process
(develop schedule, collect
resources, PLC meeting, lesson
study planning time)of
transforming governance from a
traditional school program to a
multi-age learning environment.
3
MAC Professional
Learning Community
According to Hord, 2004; Stoll & Louis,
2007, MAC PLC has three major ideas
of creation a new knowledge within
the organisation and the aim of putting
into practice using collaborative
reflection.
1. Sharing practice
2. Review data
3. Focus on students learning

4. How Learning
Community is use and
effective through
Researchers?
Recharers (Fullan, 2001; Hall & Hord, 2009) know that school
leaders pressured to find an immediate solution, but they
realise early, the change process is a complex issue. SO
collective accountability and implementing an innovation is
necessary to support system to develop and revise to change
traditional program to multiage learning community.
According to Marzano et al. (2005), The framework is
encourage the principal to be a change agent, communicator,
culture builder, supporter and spokesperson. Also principal
makes connections to the vision action plan ongoing, models
is and collaborates with stuff.
Principal, teacher, and students should apply and school
districts give support by encouraging the multi-age school to
carry out the school program action plan that targets the
instructional core, improve multi-age curriculum, apply
effective assessments,and apply appropriate instructional
practices (Cozza, 2017)

5. Professional
Learning Community
in Multi-Age Context
The development and sustainability of PLCs depends not only on
internal structures and processes, but also on external influencing
factors and stakeholders. It need to have a profound understanding
of both internal and external environments that are related to
creating developing PLCs in different contexts. For example,
supportive leadership is an important resource for PLCs. Creating
structures that support PLCs important, while shaping a positive
school culture has a significant impact on developing and sustaining
PLCs.
The Professional development components presented in the
making the change to a multi-age program. It is a helpful ideas for
school districts and school buildings. Also, an important aspect to
this program is to collect evidence ongoing. This evidence should
analysed and shared with the school community.PLC takes the
responsibility formed by a team of teachers who facilitate the roles
by School Leaders. For school development PLC strategies helps to
define and identify problem of practice, creating plan and
implementing to solve the problem which can help to change to
transform a school into multi-age learning system (Cozza, 2017)

6. The PLC leadership is responsible for supporting and funding
the professional learning so that the individuals who received
support for professional learning can implement the system
in their perspective in their respective teams and schools.
The teacher responsibility is to facilitate smooth student's
learning process while enhancing the growth of both teachers
and students through team collaboration (Richard, 2004).
Many classes use the methods for students learning and
preparing effective experiences in the classroom.
The Multi-Age programs is teacher directed is implemented
for different classrooms and these ideas must need to apply
to improve learning school learning systems because most of
the students in this school is multicultural. As professional
leaders, the teachers use authentic assessment forms such as
self-reflection, journals, and the response from students and
conferences so that they are in tune with the students mode
of understanding (Cozza, 2017)