This problem of practice offers school leaders three approaches to ensure each student has the ability to use digital tools effectively, safely, and responsibly with consistent access across both home and school settings.
By implementing a strategic and holistic approach to infrastructure, education leaders can begin to address and find solutions to many of the challenges within education. Using the example of student nutrition, the following steps offer guidance on ways to invest in educational infrastructure.
Community engagement is a critical component to solving problems at the local, state, and/or federal level. This resource helps leaders understand what steps to take to effectively engage and leverage their community connections and respond to real needs.
The Learning Accelerator (TLA) conducted a national landscape scan, reviewing resources regarding child nutrition that could be used in both traditional and online learning settings. The landscape analysis resulted in a comprehensive overview of available child nutrition funding sources, services, and community organizations that also service the Commonwealth of Massachusetts.
This resource for education leaders aims to provide step-by-step guidance toward addressing policy in order to establish sustainable K-12 programs and transformation.
The Learning Accelerator (TLA) reviewed federal, Massachusetts Commonwealth, and district ESSER and ARP guidelines to examine the availability of funding for child nutrition programs for the 2023-24 school year. This policy review highlights the source, synopsis, and final determination as it relates to addressing the TEC Connection Academy (TECCA)’s need to provide nutritional services to students engaging in virtual and/or hybrid learning.
In 2024, the National Telecommunications and Information Administration (NTIA) will announce new programs to help eligible entities such as schools and systems pursue activities to advance digital equity in their communities. Several organizations are collaborating to develop resources to help stakeholders in the K-12 sector prepare for these applications.
Organized by CCSSO, this webinar provided an overview of the upcoming Digital Equity Act grant programs and resources for potential applicants. Panelists shared their work to advance digital equity for students in their schools.
Organized by CCSSO, this webinar provided an overview of the upcoming Digital Equity Act grant programs and resources for potential applicants. Panelists shared their work to advance digital equity for students in their schools.
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.
