STAGES: TEACHING & PROFESSIONAL LEARNING

USING THE ROADMAP
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PLANNING
BUILDING
TRANSFORMING

Teaching

Description

Teachers at this stage may be early adopters, new to the profession, content, grade level or school.

Teachers at this stage are implementing some digital learning opportunities; however, digital learning is not seamlessly incorporated into the curriculum.

Teachers at this stage typically are able to lead others, provide professional development and are risk takers who can measure results.

Content

The teacher understands most of the content and may include some technology tools as part of independent enrichment activities.

The teacher has mastered the content and includes the use of technology tools in direct instruction and encourages independent use of technology tools regularly.

The teacher has mastered the content and seamlessly integrates digital tools into the curriculum as aligned to the standards.

Pedagogy

The teacher focuses on the required curriculum and does not adapt the curriculum for individual students.

The teacher applies teaching and learning practices that include a variety of teaching models to accommodate most students.

The teacher applies a deep understanding of effective teaching and learning practices and consistently modifies instruction to meet the needs of individual learners.

Learning Environment

The learning environment is designed for direct instruction and individual work during the school day. Some digital learning tools are selectively incorporated. Traditional homework models are included for outside of school reinforcement.

The learning environment is primarily direct instruction with some group and independent activities, and includes a variety of technology tools. The teacher encourages learning in and outside of school with specific assignments.

The educator cultivates a positive learning environment in which the teacher is a facilitator and students are able to take risks, learn at their own pace and participate in feedback loops. Technology is seamlessly embedded throughout the learning experience. Learning is encouraged both inside and outside of school.

Professional Learning

Content

The educator is focused on obtaining new strategies and applying them in the classroom. He/she understands the need to plan based on data and outcomes and is learning to apply new teaching strategies to best meet the needs of students.

The educator is developing the skills to create links between student and educator learning. He/she participates in a collaborative culture that plans, implements, and provides ongoing support and structures for high quality professional learning.

The educator can articulate the link between student and educator learning and applies strategies in the classroom as appropriate. He/she facilitates and promotes a results-based, collaborative culture in which he/she plans, implements, and provides ongoing support and structures for high quality professional learning.

Pedagogy

The educator participates in professional learning opportunities. He/she supports processes to evaluate organizational and individual professional learning needs that are informed by (formative and summative) assessment data. The goals are monitored and adjusted over time.

The educator participates in, and at times supports others in both ongoing formal and informal professional learning opportunities, including a personalized learning network that results in educator and student success.

The educator participates in, facilitates and supports others in both ongoing formal and informal professional learning opportunities, including a personalized learning network that results in educator and student success. He/she supports processes to evaluate organizational and individual professional learning needs that are informed by (formative and summative) assessment data. The goals are monitored and adjusted over time.

Conditions

The educator participates in professional learning opportunities as assigned.

The educator strives to leverage all professional learning opportunities to best meet the needs of his/her students.

The educator is committed to continuous improvement and shares collective responsibility for all students. He/she contributes to and promotes a results-based, collaborative culture to support high quality professional learning for themselves and fellow educators.

Teaching

Description

PLANNING

Teachers at this stage may be early adopters, new to the profession, content, grade level or school.

BUILDING

Teachers at this stage are implementing some digital learning opportunities; however, digital learning is not seamlessly incorporated into the curriculum.

TRANSFORMING

Teachers at this stage typically are able to lead others, provide professional development and are risk takers who can measure results.

Content

PLANNING

The teacher understands most of the content and may include some technology tools as part of independent enrichment activities.

BUILDING

The teacher has mastered the content and includes the use of technology tools in direct instruction and encourages independent use of technology tools regularly.

TRANSFORMING

The teacher has mastered the content and seamlessly integrates digital tools into the curriculum as aligned to the standards.

Pedagogy

PLANNING

The teacher focuses on the required curriculum and does not adapt the curriculum for individual students.

BUILDING

The teacher applies teaching and learning practices that include a variety of teaching models to accommodate most students.

TRANSFORMING

The teacher applies a deep understanding of effective teaching and learning practices and consistently modifies instruction to meet the needs of individual learners.

Learning Environment

PLANNING

The learning environment is designed for direct instruction and individual work during the school day. Some digital learning tools are selectively incorporated. Traditional homework models are included for outside of school reinforcement.

BUILDING

The learning environment is primarily direct instruction with some group and independent activities, and includes a variety of technology tools. The teacher encourages learning in and outside of school with specific assignments.

TRANSFORMING

The educator cultivates a positive learning environment in which the teacher is a facilitator and students are able to take risks, learn at their own pace and participate in feedback loops. Technology is seamlessly embedded throughout the learning experience. Learning is encouraged both inside and outside of school.

Professional Learning

Content

PLANNING

The educator is focused on obtaining new strategies and applying them in the classroom. He/she understands the need to plan based on data and outcomes and is learning to apply new teaching strategies to best meet the needs of students.

BUILDING

The educator is developing the skills to create links between student and educator learning. He/she participates in a collaborative culture that plans, implements, and provides ongoing support and structures for high quality professional learning.

TRANSFORMING

The educator can articulate the link between student and educator learning and applies strategies in the classroom as appropriate. He/she facilitates and promotes a results-based, collaborative culture in which he/she plans, implements, and provides ongoing support and structures for high quality professional learning.

Pedagogy

PLANNING

The educator participates in professional learning opportunities. He/she supports processes to evaluate organizational and individual professional learning needs that are informed by (formative and summative) assessment data. The goals are monitored and adjusted over time.

BUILDING

The educator participates in, and at times supports others in both ongoing formal and informal professional learning opportunities, including a personalized learning network that results in educator and student success.

TRANSFORMING

The educator participates in, facilitates and supports others in both ongoing formal and informal professional learning opportunities, including a personalized learning network that results in educator and student success. He/she supports processes to evaluate organizational and individual professional learning needs that are informed by (formative and summative) assessment data. The goals are monitored and adjusted over time.

Conditions

PLANNING

The educator participates in professional learning opportunities as assigned.

BUILDING

The educator strives to leverage all professional learning opportunities to best meet the needs of his/her students.

TRANSFORMING

The educator is committed to continuous improvement and shares collective responsibility for all students. He/she contributes to and promotes a results-based, collaborative culture to support high quality professional learning for themselves and fellow educators.