Personalized learning: As defined by Virginia Beach City Public Schools, personalized learning is an approach to instructional design guided by a learner’s personal goals, strengths, interests and needs that is informed by ongoing assessment and self-reflection. See the VBCPS infographic for more details. (https://www.vbcps.com/depts/CI/Framework/Documents/PL%20Definition%20Revised%20with%20Components%20Final.pdf)

PLC (Professional Learning Community): As defined by Rick DuFour, a Professional Learning Community is an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. (http://www.allthingsplc.info/about)

Learning target: A specific statement of what we want students to learn/know, understand and be able to do.

Student-centered: Teaching and learning that focuses on the needs, interests and/or preferences of the student.

Student agency: the capacity of the student to make choices and take purposeful action

Formative assessment: Assessment FOR learning; Formative assessment: 1). identifies students’ understanding of learning objectives and guides instruction on an ongoing basis; 2). provides specific, timely feedback to improve student learning; 3). assists in planning for differentiation.

Flexible grouping: The grouping of students for a temporary period of time in ways that are reflective of individual student needs, interest, or preference (i.e. whole group, small group, individual).

Inquiry-based learning: Student-driven learning that begins with a question and utilizes numeracy and literacy skills to seek a solution. In an inquiry-based model, students develop questions, research the topic, present what they learned and reflect on the process. Inquiry-based learning models may include project and problem-based learning, scientific investigation, research, etc.

Reciprocal partnership: Mutually beneficial, on-going partnerships with businesses, military, faith-based, civic and city agencies to provide students with opportunities for increased career awareness, exploration and experience, as well as helping to make connections between what students are learning in school and its application beyond the classroom. (Compass to 2020, Goal 4)

Gradual release: As described by Dr. Douglas Fisher, gradual release is shifting responsibility from the teacher to the student through the use of four interrelated components: Focus Lessons, Guided Instruction, Collaborative Learning and Independent Work. (https://www.vbcps.com/depts/CI/Framework/Documents/Overview%20of%20Gradual%20Release%20Model%20by%20Doug%20Fisher.pdf)

Differentiation: As adapted by Virginia Beach City Public Schools from Carol Ann Tomlinson’s definition, differentiation is a teacher’s response to a learner’s needs guided by general principles, such as respectful tasks, flexible grouping and ongoing assessment. With high quality curriculum for all learners as the foundation, teachers can differentiate content, process, product and/or learning environment according to the student’s readiness, interests and learning profile. See Differentiation of Instruction Graphic Representation on the Department of Teaching and Learning homepage for more information.