Blended professional learning has been an emerging trend as education professionals seek to create new and more effective pathways to growth and investment in human capital. LDC’s approach to blended professional learning is centered on problems of practice such as teacher classroom practices, classroom formative assessment, or curricular rigor. These are addressed using a hybrid model of support including both in-person and online resources, through job-embedded work that generates data to track teacher skill development and bring immediate impact to classroom instruction. See how it all works together.
The recent election has ushered in a period of uncertainty and turbulence for all, regardless of whom we each voted for individually. Cries for recognition of voice abound from all sides of the political spectrum as people struggle to be heard and to have their experiences and circumstances taken seriously by their leaders and by their fellow citizens. Grave warnings aside, what is clear is that many Americans feel that the state of collective discourse is fragile at best and absent at worst.
Pennsylvania educators and instructional leaders gathered on October 31st, 2016 for a three day workshop hosted by the Lancaster-Lebanon Intermediate Unit 13. The goal was to further the objectives outlined in the Pennsylvania Keystones to Opportunity Grant by implementing a Literacy Design Collaborative (LDC) Coach Certification initiative. This kick-off gathering included coaches from various IUs across the state joined in their commitment to improve collaboration across their network infrastructure and focused on increasing the literacy expertise in the districts they support through a blended professional development model grounded in research and best practices.
Exciting news from the LDC Community! Ed Rife of GreenCastle-Antrim, PA, with assistance from his professional development partner Kelly Galbraith from IU13, was published in National Association of Secondary School Principals magazine this month.
i3 is off and running for the 2016-17 school year! August 22 and September 10, 2016, marked Launch Days for principals and teacher leaders participating in LDC's i3 grant-funded professional development project in New York, NY (NYCDOE), and Los Angeles, CA (LAUSD). In this blog LDC’s i3 Grant Project Directors for New York City and Los Angeles, Barbara Brown and Megan Jensen, detail their experience at the annual i3 Principal and Project Liaison Launches in each city.
Note: We are pleased to welcome guest blogger and 2016 LDC Lead & Learn Fellow Marium Rizvi from M.S. 354 The School of Integrated Learning in New York. In this article, one in a series of blogs by Lead & Learn Fellows, Marium details her journey implementing LDC in her social studies classroom and presenting at the SREB College-and Career-Readiness conference.
Note: We are pleased to welcome guest blogger and 2016 LDC Lead & Learn Fellow Elizabeth Kreckel from Wickersham Elementary in Pennsylvania. In this article, one in a series of blogs by Lead & Learn Fellows, Elizabeth describes her experience implementing LDC in her Kindergarten classroom.
Exciting News! The new LDC student work rubrics for 2016-17, created by the Stanford Center for Assessment, Learning, and Equity (SCALE), are now available for any Tasks teachers build in LDC CoreTools. These innovative rubrics have been field tested and studied for validity and reliability.
When we think of measuring student growth, many times thoughts immediately go to an easily gathered, computerized assessment score. It’s quick. It’s easy. It’s somewhat comparable. Teachers across the state of Kentucky wanted another option. They wanted a true measure of their students’ work and their students’ progress. They wanted to be able to monitor their students throughout the year, authentically measure students’ growth, and adjust instruction to meet student needs. They wanted to actually see through the lens of their students’ work—where their students excel and where they struggle. They wanted something more meaningful—something the computerized score did not provide.