Uxbridge Public Schools developed this worksheet to help them determine the extent to which their district was teaching Massachusetts Digital Learning and Computer Science (DLCS) Standards in grade 3-5 classrooms.
Uxbridge Public Schools developed this worksheet to help them determine the extent to which their district was teaching Massachusetts Digital Learning and Computer Science (DLCS) Standards in K-2 classrooms.
A set of six edtech tools endorsed by Natick Public Schools that are widely usable and meet a series of key criteria were identified as part of the 2023-24 EdTech Peer Learning Cohort, facilitated by The Learning Accelerator (TLA) in partnership with the Massachusetts Department of Elementary and Secondary Education’s Office of Educational Technology.
Leominster Public Schools created this public-facing website to house edtech support resources as part of the 2023-24 EdTech Peer Learning Cohort.
Leominster Public Schools created this public-facing support resource for the Google Chrome extension Read Aloud to support their work as part of the 2023-24 EdTech Peer Learning Cohort, in an effort to enhance accessible learning for students.
Fully virtual and hybrid learning contexts present an incredible opportunity to rethink educator compensation as a tool for recruiting and retaining effective, high-quality teachers and responding to a call for greater professionalization in the field. This policy brief from The Learning Accelerator (TLA) explores three key components – salary and benefits, professional opportunities and growth, and working conditions – and how they factor into compensation that responds to the needs and expertise of educators.
Despite calls to modernize education preparation, the way we train, support, and grow educators has remained largely unchanged for decades. But some educator training and professional development organizations are taking a different approach by offering educators flexible and job-embedded learning opportunities that recognize and validate learning through demonstrations of competence.
Educators earn “micro-credentials” in the form of digital badges, which capture both the skill the educator demonstrated and the evidence they used to prove their mastery of that skill.
This case study offers a look at one micro-credential program, developed by UCLA’s ExcEL Leadership Academy that has been approved for ESOL teacher certification in Rhode Island. The program offers a progression of 12 micro-credentials focused on the skills and competencies educators need to serve multilingual learners (MLLs) effectively. Additionally, the case study offers recommendations for other states that hope to offer their educators high-quality competency-based pathways to certification and/or professional growth.
Here is the book you’ve been waiting for – “Agency by Design: An Educator’s Playbook!”
This book is a call to action, providing the tools, strategies and user friendly rubrics to guide you as you unlock the potential of your students, as they embrace their personal ownership of learning. This resource is a mix of the theoretical with the practical steps taken from lived experiences from educators, who, like you, desire more for their students in their learning experience.
Essential components found within the Playbook are explicitly defined support-systems in terms of the rationale (the why), a deeper look at what agentic behavior looks like when the teacher creates the conditions for agentic behaviors and the characteristics seen in students when they become more agentic in their behaviors. Importantly, opportunities are included for you to reflect on the text and access rubrics for benchmarking and planning.
As an added benefit, you can download each of the 14 chapters listed below separately by clicking on the linked headings!
Conditions Created by Teachers:
Characteristics Observed in Students
Planning is a critical cornerstone of educators’ work. To increase effectiveness in lesson planning, this worksheet helps educators apply steps from strong instructional design to improve backward planning and increase opportunities for student application, practice, and feedback.
Based on the Universal Design for Learning (UDL) framework, the UDL Guidelines serve as a tool to help educators and other members of the education sector implement best practices when designing teaching and learning experiences, with the goal of providing multiple means of engagement, representation, action, and expression to develop learners.
