2) Teaching

2) Teaching. An approach to teaching that empowers educators to improve instruction and increase effectiveness at supporting student progress toward meeting college- and career-ready graduation requirements (as defined in this document) by enabling the full implementation of personalized teaching and learning for all students.

  1. All participating educators participate in professional teams or communities and training that support their individual and collective capacity to:

    1. Support effective implementation of personalized learning plans (as defined in this document) that are aligned with the goal of college- and career- ready graduation and enable the adaptation of instruction based on individual student academic needs, preferences, and interests;
    2. Adapt instruction in response to academic needs, optimal learning approaches (e.g., discussion, project-based learning, videos, audio, manipulative), and interests of students;
    3. Frequently measure student progress toward meeting college- and career-ready graduation requirements (as defined in this document);
    4. Capture resulting student performance data in a way that informs both the acceleration of student progress and the improvement of the individual and collective practice of educators;
    5. Use data and tools for personalized learning to develop plans for each student and to manage how groups of students accelerate their progress toward meeting college- and career-ready graduation requirements (as defined in this document); and
    6. Improve educators' practice by using feedback provided by the LEA's teacher and principal evaluation systems (as defined in this document), including frequent feedback on their individual and collective effectiveness (as defined in this document), as well as recommendations for how to improve.

  2. All participating educators have access to and know how to use tools, data, and resources to accelerate student progress toward meeting college- and career-ready graduation requirements (as defined in this document). Those resources must include:

    1. Actionable information that helps educators identify and respond to individual student academic needs, optimal learning approaches, and interests;
    2. High-quality learning resources (e.g., instructional content and assessments), including digital resources, as appropriate, that are aligned with college- and career-ready standards (as defined in this document), and the tools to create and share new resources; and
    3. Processes and tools to match student needs (2.b.i) with specific resources and approaches (2.b.ii) and to provide continuously improving feedback about the effectiveness of the resources.

  3. All participating school leaders and school leadership teams (as defined in this document) have policies, tools, data, and resources to structure schools as effective learning environments that meet individual student academic needs and accelerate student progress toward meeting college- and career-ready graduation requirements (as defined in this document), including:

    1. Sufficient flexibility and autonomy over such factors as school schedules and calendars, school staffing models, roles and responsibilities for educators and non-educators, and school-level budgets;
    2. Actionable information, from such sources as the district's teacher evaluation system, that helps them identify and take steps to increase individual and collective educator effectiveness, as well as school culture and climate, for the purpose of continuous school improvement; and
    3. Expectations, systems, and practices to continuously improve school progress toward identified goals of increased student performance and the closure of achievement gaps (as defined in this document).

Comments

The National Center for Learning Disabilities requests the Department to ADD language in quotes:
All participating educators participate in professional teams or communities and training that support their individual and collective capacity to:
i. Support effective implementation of personalized learning plans (as defined in this document) that are aligned with the goal of college- and career- ready graduation and enable the adaptation of instruction based on individual student academic needs, preferences, and interests;
ii. Adapt instruction in response to academic needs, optimal learning approaches (e.g., discussion, project-based learning, videos, audio, manipulative), and interests of students, "such as response to intervention (or Multi-Tier System of Supports");