SC Whitmore School official outlines personalized learning models in online education
Executive Director Kim Dunbar discusses how virtual high schools utilize flexible pacing and mastery-based instruction to support student achievement.
Kim Dunbar, executive director of the South Carolina-based SC Whitmore School, has outlined the operational framework for personalized learning within virtual high schools. In a feature for HelloNation, Dunbar explains how replacing fixed classroom schedules with flexible pacing allows students to progress based on individual mastery rather than chronological requirements.
The pedagogical approach prioritizes mastery-based learning, where students must demonstrate comprehension of core concepts before advancing to more complex material. This structure is designed to mitigate learning gaps by allowing struggling students additional time for review while permitting advanced students to bypass content they have already mastered.
Despite the shift toward student-led pacing, the model maintains high levels of teacher intervention. Instructors monitor digital assignments, provide targeted feedback, and address academic difficulties through regular communication. Students remain subject to graduation standards, attendance policies, and curriculum deadlines, ensuring that individual flexibility operates within established academic requirements.