The district team will leverage human capacity, identify actionable strategies and next steps, and develop a data-driven plan that would use personalized professional learning to support personalized learning in schools.
The Future Ready Schools: Planning with Purpose in Personalized Professional Learning micro-credential is part of the Planning with Purpose stack of the Future Ready Schools micro-credentials. It is designed to support school district teams as they build data-driven plans to lead change in their districts using the Future Ready Framework.
The Personalized Professional Learning gear highlights the use of technology and digital learning to increase professional learning opportunities by expanding access to high-quality, ongoing, job-embedded opportunities for professional growth for teachers, administrators, and other education professionals. Tools like digital professional pearning communities, peer-to-peer lesson sharing, and better use of data and formative assessment, combined with less emphasis on “sit and get” professional development sessions, eliminate the confines of geography and time. These ever-increasing resources offer teachers and administrators vast new opportunities to collaborate, learn, share, and produce best practices with colleagues in school buildings across the country. Technology and digital learning present opportunities that ultimately lead to improvements in student success and create broader understanding of the skills that comprise success in a digital age.
The items in this following section detail what must be submitted for evaluation. An educator will need to receive a “yes” evaluation for Parts 1, 2, and 3 to earn the micro-credential.
Please submit the following artifacts:
Describe how the data informed your district’s approach to becoming a Future Ready School in Personalized Professional Learning. How will you build internal capacity to implement the plan for the Personalized Professional Learning gear moving forward?
The Future Ready Schools micro-credentials were developed with support from the Friday Institute for Educational Innovation at North Carolina State University.
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