Teachers who participated in a new Playful Learning Institute course told the Beverly School Committee on Sept. 10 that the training helped them introduce student-led studios, storytelling and higher-engagement routines into K-5 classrooms and that middle-school teachers are beginning to adopt the practices.

Gabrielle Montevecchi, who taught the one-credit course through a partnership that includes a competitive DESE grant, Boston Public Schools and Project Zero at Harvard Graduate School of Education, told the committee the district is moving into the third year of grant work. "Playful learning promotes natural prosocial learning and allows student-led choices and exploration through play that promotes and supports really high engagement," Montevecchi said.

Montevecchi said the course was designed to broaden participation beyond pilot classrooms and to be open to K-5 teachers and some middle-school staff. The course used Fitchburg State's tools and rubrics, included three summer sessions and is followed by September and October sessions for classroom implementation and reflection. She said the focus areas are empowering learners, building collaborative classroom culture, encouraging experimentation and imaginative thinking.

Two Hannah Elementary teachers who joined the meeting described classroom applications. Cassie Clancy, a first-grade teacher, said studios and storytelling had "opened the doors for student voice and choice" and increased students' confidence. "Providing kids with playful learning opportunities has opened the doors for student voice and choice," Clancy said. Brianna Sucharowicz, a second-grade teacher, told the committee playful learning made implementation feel manageable: "Playful learning allows all students to show their learning in a way that feels good to them and lets them dive deeper into topics in a way that is both meaningful and fun."

Committee members asked about middle-school uptake and how the district will evaluate classroom use. Montevecchi said the spring and fall sessions include planning, classroom implementation and peer feedback to refine practice.

Ending: Committee members praised the district's professional learning investments and asked staff to return later in the year with classroom examples and early outcome indicators as teachers scale the practices.