DoDEA Professional Learning Guidance

D O DEA’ S P ROFESSIONAL L EARNING G UIDANCE Page 5 The expectations are: Expectation Description Alignment 1. Planning for Professional Learning DoDEA’s professional learning incorporates a systematic process for planning that includes analysis, design, development, implementation and evaluation. This planning process addresses DoDEA’s priorities, is developed at every level of the organization, aligned to districts’ and schools’ continuous improvement plans and program needs and specifies changes in educational practice and student growth. Standard V 2. Alignment to Goals and Priorities DoDEA’s professional learning is aligned to school, district, and/or DoDEA goals and priorities for student achievement (content, pedagogy, pedagogical content knowledge and student programs). Standard VII 3. Clear Goals and Learning Outcomes DoDEA’s professional learning consists of clear goals and learning outcomes relevant to educator competencies and desired student outcomes for all learners. Standard VII 4. Design based on Student Data DoDEA’s professional learning is designed using multiple types and sources of student and professional learning data and explains how the data analysis determines student learning needs and professional learning outcomes. Standard IV 5. Models Adult Learning Practices DoDEA’s professional learning models good pedagogical practice and applies knowledge of adult learning theory to engage educators. Standard V 6. Professional Learning Communities DoDEA’s professional learning stimulates a culture of collaboration and partnerships among educators within and across school, district, regional and Headquarters communities. These communities are united in their commitment to improvement of student performance, continuous growth of professional practice and the achievement of district and school improvement goals. Standard I 7. Regular Opportunities Led by Well-prepared Facilitators DoDEA’s professional learning occurs regularly as job-embedded, virtual, or face-to-face learning and is facilitated by well-prepared educators. Standard II 8. Supports Integration of Content Areas DoDEA’s professional learning supports integration across content areas and other strategies across curriculum standards and assessment. Standard V 9. Supports the Needs of All Learners DoDEA’s professional learning supports the needs of all learners through differentiation of instruction. Standard V 10. Resources Aligned to Professional Learning Needs DoDEA’s professional learning makes use of relevant resources and routinely safeguards the alignment of resources of time, talent (internal and external to DoDEA) and funding to ensure that the identified goals and outcomes are met. Standard III 11. Advances Application of Learning to Job DoDEA’s professional learning advances educators’ ability to apply acquired knowledge, skills, and strategies to their particular content and/or context. Standard VI 12. Research-based Approaches DoDEA’s professional learning uses current research and evidence to select or create professional learning structures and implementation support appropriate for the learning outcomes. Standard VI 13. Goal-oriented and Ongoing Evaluation DoDEA’s professional learning is evaluated based on the Kirkpatrick Model (described on page 8), and all professional learning shall have Levels 1 and 2 evaluations and include Levels 3 and 4 evaluations whenever relevant to school, district or system learning goals. All levels of evaluation of professional learning shall be transparent, shared with participants, and utilized for ongoing program improvement. Standard IV