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 GUIDING PRINCIPLES » Human capital is fundamental to transforming our educational system. » Improving human capital requires substantial changes to teacher and school and district leader recruitment and preparation, hiring and assignment, retention and development, compensation, evaluation, and tenure. » A systemic approach to building human capital that addresses all of the above functions will result in enhanced learning and increased achievement for students. Key Issue 1 The Connecticut education system needs to recruit teachers and leaders to teaching, school leadership and district leadership positions who have the knowledge, skills and dispositions to transform the education system. All Connecticut educators must commit to leadership for learning, be dedicated to continuous improvement of their skills and knowledge and possess the disposition to transform educational systems. The Connecticut education system must create and sustain the conditions that transform education. relative to course and district standards. School administrators, teachers, students and parents should have secure access to this information. » Technology is playing an increasing role in the methods of communication in our society. Educators and students should have access to various communication platforms in order to be able to collaborate to increase learning. » Instructional programs using a technology platform provide adaptive environments for educators and students to progress individually on mastery of standards. Technology is one of several options available to educators to support progress based on mastery of standards. » Technology platforms can provide a vehicle for assessment when content and skills are mastered. In addition, such platforms can have the ability to report results in a timely manner so that assessment results can be used for learning. Key Issue 1 Common standards make teaching simpler. District-wide adoption of common standards will support future technological innovations that aid teachers. From a technical perspective, standards facilitate the development of new technologies. Innovators can focus on developing tools that better serve students rather than solving technical challenges of interoperability created by multiple sets of standards. 59 Technological infrastructures in schools and communities should support“anytime, anywhere”learning as well as being able to manage diversity of platforms and operating systems. This will allow students to use their own devices in school. 60 Ensure that children and educators have broadband access to the Internet and adequate wireless connectivity both in and out of schools. In addition, all networks should allow students to use the range of devices on the network in order to provide the broadest access to students. 61 The state should build state and district capacity (knowledge and resources) for evolving an infrastructure for learning. Capacity should be based on continually updated standards for an infrastructure that will support robust learning. 62 The state and local school districts should eliminate barriers in the education system that inhibit leveraging technology to improve learning, starting with our current practice of organizing child and educator learning around seat time instead of the demonstration of competencies. 63 Districts should provide on-demand access to learning experiences, resources, information and services 24/7. This should include linkages to other community systems. 64 Districts must leverage online environments that offer multiple opportunities for two-way communication, feedback, and collaboration with family members and community. 65 Integrate technology into district leadership, management and operations that will empower people to do their jobs more efficiently and effectively. 66 Districts must design and implement infrastructure upgrade plans in order to have the structure to support technology-facilitated learning. 67 Districts should use technology to keep their facilities safe and manage energy utilization. Key Issue 2 Portfolios allow students to express creativity for difficult to assess subjects. Teachers can choose from a variety of online portfolio providers tailored to the needs of their classroom. They also serve as a platform for students to demonstrate growth. Online portfolios have many advantages over paper-based options because they cost less and allow for more robust outreach. Online portfolios are also amenable to a wider variety of formats including video, music or other interactive features. 68 Technology should be available to schools that can help learning beyond the classroom and take advantage of the opportunities available in museums, libraries and other out of school settings around the world. 69 Technology should be used to enable more engaging and relevant learning experience; organize learning around real world challenges and project-based learning using a wide variety of digital learning devices and resources to show competency with complex concepts and content; and help learners to pursue passions and personal interests. APPENDIX: RECOMMENDATIONS 45 | WWW.CAPSS.ORG