Professional Learning

Goal 3: Provide high quality professional development to both teachers and students centered on diversity, equity, accessibility, and inclusion and position the learning community to become experts in and advocates for digital equity.

Objectives and learning targets for goal 3 are aligned with the ISTE Standards for Educators. Dr. Sharroky Hollie and the Center for Culturally Responsive Teaching and Learning will provide teachers and students with professional learning opportunities that support both the Culturally Responsive and Sustaining Framework and the Computer Science and Digital Fluency standards. Teacher leaders, coaches, and mentors will provide “just in time” support to teachers focused on the intersection of digital equity and social justice.

Objective 3.1 Provide culturally affirming and responsive professional learning opportunities in conjunction with The Center for Culturally Responsive Teaching and Learning.

Objective 3.2 Provide opportunities for teachers to serve as peer instructional technology/instructional equity coaches that provide 1:1 support and district wide professional learning opportunities focused on digital equity and social justice.

Learning Targets Objective 3.1

• Teachers and students will customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.

• Teachers will address the diverse needs of all learners by using learner-centered strategies that offer equitable access to appropriate digital tools and resources.

• Teachers will develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

• Teachers will collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.

Learning Targets Objective 3.2

• Teachers will model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

• Teachers and students will exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.

• Teachers and students will model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

• Teachers will evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.

Measuring Success:

Quantitative:

The district will collect data surrounding participation in professional learning activities provided by both Dr. Hollie and our in-house coaches and mentors. Data will be collected for both teacher and student participants. Professional learning activities will be connected to the district's culturally affirming and responsive teaching standards, and data will be maintained in our district professional learning system (Frontline).

Qualitative:

Teachers and students will complete baseline surveys before we begin our work with Dr. Hollie. The baseline survey will be developed in conjunction with The Center for Culturally Responsive Teaching and Learning and focus on equity, bias, prejudice, validation, affirmation, cultural behaviors and situational appropriateness. Surveys will be administered throughout the sessions and as a culmination of the work.