Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56Strengthen the Profession [continued] Strategies to make the vision a reality ◆ Learner-centered professional learning To internalize concepts of student-centered learning, educator preparation and professional learning is learner-centered. Aspiring teachers and education leaders develop mastery of professional knowledge and skills through the kinds of learning activities they will implement in schools and classrooms: active learning, directed by the learner; learning experiences both in and outside of classrooms; and learning is gauged by a variety of assessments. Certification is mastery-based: educators complete their professional credentials when they demonstrate they have mastered the professional standards. ◆ Adoption of Educator Competencies for Personalized, Learner-Centered Teaching. The Educator Competencies for Personalized, Learner-Centered Teaching build on and push beyond the best existing teaching competencies and standards to capture what educators need in order to create and thrive in personalized, learner-centered systems. The competencies are organized into four domains. Cognitive Domain/ need to know: the academic content and knowledge of brain and human development that personalized, learner-centered educators need to know in order to foster students’ cognitive and metacognitive development; Interpersonal Domain/ need to process - the set of “internal” skills and habits of mind that personalized, learner-centered educators need to process, such as a growth mindset, high expectations for students, and inquiry- based approaches to the teaching profession; Interpersonal Domain/ need to relate –the social, personal, and leadership skills educators need to relate with students, colleagues, and the greater community, particularly in multicultural, inclusive, and linguistically diverse classrooms; Instructional Domain/ need to do –the pedagogical techniques that educators use-what they need to do in order to sustain a personalized, learner-centered environment for all students.23 ◆ Career-staged professional development Professional learning is targeted to educators based on their career needs and aspirations. For example: induction for novice teachers; leadership opportunities for experienced teachers; mentoring by more experienced educators; collaboration across schools and districts for teachers and principals; collaboration across districts for superintendents and district leaders. ◆ Professional learning groups Educators work with colleagues to reflect on their work and improve their professional practice. Learning groups within schools, across schools and districts, and beyond are formed to pursue action research and/or innovative teaching and learning. ◆ Create flexibility in certification Give districts the flexibility with certification to create new roles for teachers and administrators, such as positions to support the development of expertise within the job. ◆ Technology to enhance educator learning Technology is a powerful tool to organize information and foster communication. Online portfolios organize work products to document mastery of certification standards and completion of ongoing career goals linked to educator evaluations. Social networking technologies and platforms support professional learning groups across schools and districts. 25 | WWW.CAPSS.ORG