Intent: To ensure fidelity of UDL implementation, professional learning aligns with school-wide and practitioner UDL goals that are developed in response to ongoing school-wide and classroom data. Professional learning goals should directly address identified learning gaps.
Indicators:
Professional learning is goal-driven and is
designed by or facilitated by professionals knowledgeable about UDL;
based on school-wide, data-driven UDL implementation goals;
used to address professional goals to improve UDL practices; and
dynamic and improved in response to evolving UDL implementation and student outcome data.
Schools just beginning UDL implementation will:
gather baseline data reflecting school UDL Implementation goals as identified in the four school certification domains and individual faculty/staff professional learning goals.
analyze and articulate how current professional learning opportunities align to UDL implementation and staff professional learning goals.
set goals and develop a plan for facilitating professional learning opportunities designed by knowledgeable UDL educators, aligned to UDL implementation and staff professional learning goals.
Develop a process to monitor the ongoing effectiveness of the professional learning plan and identify emerging patterns in implementation and learning data to inform/design/select school wide professional learning goals.
Schools in the intermediate stages of UDL implementation will:
demonstrate how professional learning opportunities align with the UDL implementation and faculty/staff professional learning goals.
use data to monitor the effectiveness of professional learning opportunities and identify emerging patterns in implementation and learning data to inform/design/select school wide professional learning.
Iterate on UDL professional learning goals/plans.
Schools in the advanced stages of UDL implementation will:
use data to demonstrate the impact professional learning has on the UDL implementation and faculty/staff professional learning goals.
Iterate on professional learning goals/plans.
Schools in the highest stages of UDL implementation will:
serve as leaders to advance UDL professional learning planning.
mentor other schools or the UDL community at large.
share innovative design/redesign of professional learning plans aligned to the school certification domains.
Intent: To ensure continuous improvement in professional learning practices, the UDL leadership team designs professional learning opportunities to meet the needs of school-wide and individual staff goals by providing flexible pathways to support variability in the staff.
Indicators:
Professional learning is designed to:
meet the needs of school-wide and individual staff professional learning goals;
reduce barriers to learning in anticipation of staff variability;
provide flexible pathways, including options and choices, toward meeting professional learning goals.
Schools just beginning UDL implementation will:
gather baseline data reflecting anticipated staff variability and related to engagement, representation and action and expression.
analyze and articulate the anticipated barriers related to professional learning based on anticipated staff variability related to engagement, representation and action and expression.
set goals and develop a process for designing professional learning opportunities to address staff variability related to engagement, representation and action and expression..
Develop a process to monitor the ongoing effectiveness of the professional learning plans related to addressing staff variability related to engagement, representation and action and expression.
Schools in the intermediate stages of UDL implementation will:
demonstrate how professional learning opportunities address staff variability related to engagement, representation and action and expression.
use data to monitor the effectiveness of professional learning opportunities to meet staff variability related to engagement, representation and action and expression.
Iterate on the flexibility of UDL professional learning goals/plans.
Schools in the advanced stages of implementation will:
use data to demonstrate the impact that flexible professional learning opportunities have on the achievement of professional learning goals.
Iterate on professional learning goals/plans.
Schools in the highest stages of UDL implementation will:
serve as leaders to advance UDL professional learning planning
mentor other schools or the UDL community at large.
share innovative professional learning plans that address staff variability related to engagement, representation and action and expression.
Intent: Professional learning experiences are designed to help educators become expert learners themselves--that is, purposeful, motivated, resourceful, knowledgeable, strategic, and goal-directed.
Indicators:
Professional learning:
is designed to cultivate the qualities of expert learning;
includes strategies and practices educators can use to support/develop expert learners in the classroom; and
includes strategies and practices that promote expert educators.
Schools just beginning UDL implementation will:
gather baseline data reflecting the degree to which staff understand and use strategies that promote expert learning, both during professional learning experiences and in the classroom.
analyze and articulate the staff’s knowledge and skills related to integrating expert learning into both professional learning and classroom experiences.
set goals and develop a process for integrating expert learning information and skills into professional learning experiences.
Develop an ongoing process to monitor the effectiveness of integrating expert learning information and skills into professional learning experiences.
Schools in the intermediate stages of UDL implementation will:
demonstrate how professional learning opportunities address expert learning for staff and students.
use data to monitor the effectiveness of integrating expert learning knowledge and skills into professional learning experiences.
Iterate on the integration of expert learning knowledge and skills into professional learning goals/plans.
Schools in the advanced stages of UDL implementation will:
use data to demonstrate the impact that integration of expert learning knowledge and skills into professional learning experiences has on the development of expert learning skills for staff and students.
Iterate on the integration of expert learning knowledge and skills into professional learning goals/plans.
Schools in the highest stages of UDL implementation will:
serve as leaders to advance UDL professional learning planning
mentor other schools or the UDL community at large.
share innovative professional learning plans that integrate expert learning knowledge and skills.
Intent: Professional learning is designed to ensure that educators are provided with the best opportunities to successfully transfer new skills into practices that meet the needs of all learners. Professional learning models are supported, collaborative, and based on authentic problems of practice. They engage educators and help make explicit the connection between professional learning and its application to daily practice.
Indicators:
Professional learning is job-embedded and uses:
a systematic model for job-embedded continuous improvement. This may include, but is not limited to, various instructional coaching models, peer-mentoring, instructional rounds, instructional cycles, lesson study, and professional learning communities.
personnel who have the requisite UDL knowledge and skills;
data to inform continuous support plans; and
authentic problems of practice.
Schools just beginning UDL implementation must demonstrate:
gather baseline data reflecting the status of job-embedded support in the context of their learning environment, including barriers to implementation.
analyze and articulate the needs related to job-embedded support and identify/define the model of job-embedded support best suited for the school
set goals and develop a plan for providing job-embedded supports.
Develop an ongoing process to monitor the effectiveness of job embedded supports.
Schools in the intermediate and advanced stages of UDL implementation will:
demonstrate how job-embedded support is integrated into UDL professional learning.
use data to monitor the effectiveness of job embedded supports.
Iterate on the integration of job-embedded supports into UDL professional learning plans.
Schools in the advanced stages of UDL implementation:
use data to demonstrate the impact of job-embedded supports on the integration of UDL into instructional practices.
Iterate on the integration of job-embedded supports into UDL professional learning plans.
Schools in the highest stages of UDL implementation will:
serve as leaders to advance UDL professional learning planning
mentor other schools or the UDL community at large.
share innovative professional learning practices for integrating job-embedded support into UDL professional learning.