Future Ready Report - June 2015

8/21/2019 Future Ready Report - June 2015

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1. Curriculum, Instruction, and Assessment2. Use of Time3. Technology, Networks, and Hardware4. Data and Privacy5. Community Partnerships6. Professional Learning7. Budget and Resources

Technology now enables personalized digital learning for every student in the nation. The Future Ready District Pledge,according to the U.S. Department of Education, is designed to set out a roadmap to achieve that success and to commitdistricts to move as quickly as possible towards a shared vision of preparing students for success in college, careers andcitizenship. This roadmap can only be accomplished through a systemic approach to change, as outlined in the graphic below.

DIGITAL LEARNING

READINESS REPOR

Digital Learning Readiness Score:

6/2/15 Date of Report:

This confidential report indicates your district’s readiness to implement digital learning. The chart below provides asnapshot of your district’s progress to date across the seven gears in the Future Ready framework.

9

8.63

Salisbury Township School District's Readiness to Implement Digital Readiness

OVERALL READINESS

Curriculum, Instruction, and Assessment

Use of Time

Technology, Networks, and Hardware

Data and Privacy

Community Partnerships

Professional Learning

Budget and Resources

Leadership

(of 10)

The outside rings in the figure emphasize the importance of empowered leadership and the cycle of transformation wheredistricts vision, plan, implement and assess continually. Oncea district is strategically staged in each gear, district leaders

can be confident that they are ready for a highly successfulimplementation phase that leads to innovation through digitallearning.

With student learning at the center, a district must align each of the seven (7) key categories, or gears, in order to advancetoward successful digital learning.

Salisbury Township School District

1System developed by the Alliance for Excellent Education and the Metiri Group


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District Vision Vision for Students

Yes No

• Personalization of learning √

• Student-centered learning √

• 21st Century skills/deeper learning

√

• College and career readiness √

• Digital citizenship √

• Technology skills √

• Anywhere, anytime learning √

Digital learning is defined as the strengthening, broadening, and/or deepening of students’ learning through theeffective use of technology. It individualizes and personalizes learning to ensure all students reach their full potentialto succeed in college and a career.

Digital learning can be enabled through a range of instructionalpractices. Much more than "online learning," digital learning

encompasses a wide spectrum of tools and practices. It emphasizeshigh-quality instruction and provides access to challenging content,feedback through formative assessment, and opportunities for learninganytime and anywhere.

Staging your district to implement digital learning successfully is a complex progress. It will include: 1) investigatingand researching new designs for learning, 2) envisioning a range of possibilities and formally adopting a new vision,3) collaboratively developing plans to enable that vision, and 4) staging the implementation for success by enactingpolicies and capacity building measures. The following provides important information about the foundation your district is establishing in support of digital learning.

Your District's Vision for Digital Learning

Your District’s Current Uses of Technology

This table reports the status of your district’s uses of educationaltechnology: Available in

Your District

In Your District’s

PlansNot Yet aPriority

• Online coursework √

• Blended learning √

• Digital tools for problem solving (i.e., visualization, simulation,modeling, charting, etc.) √

• eCommunication for student discussions √

• eCommunication for teacher discussions √

• Real-world connections for student products √

• Tools for students to develop products that demonstrate their learning √

• Digital student portfolios √

• Online research √

• Intelligent adaptive learning √

• Digital content in a variety of formats and modes (i.e., visual,auditory, text)

√

• Assessment data (formative and summative) √

• Social Media √

Digital Learning

Digital learning is the strengthening,

broadening, and/or deepening of students’ learning through the effective

use of technology.

Included in Your District'sVision:

Goals for TL2020.org-Transformed teaching and learning, guided bythe SAMR framework as measured byclassroom walkthroughs, observations,surveys,etc.-Increased occurrences of higher level thinking,guided by Webb’s Depths of Knowledge (DOK)-Increased opportunities for all students tobenefit from online and blended learningopportunities in all content areas-Increase opportunities for all students todevelop and practice literacies that providereadiness for college and career



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The purpose of this assessment is to provide your distict’s “readiness to implement” scores in the context of the sevengears in the Future Ready framework, as well as provide your district with a “way forward” in closing gaps. To do so, the Alliance for Excellent Education, in partnership with the Metiri Group, is providing rubrics for each element of the gears.To find your district’s way forward, simply note your district’s stage of readiness as reported on the following pages, and

map that back to the associated rubric. Target next steps by looking at the table cell that represents the next level to theright. A score at the “staging” level indicates that your district is ready for implementation.

Your District’s Digital Learning Environment

The following table presents the status of various elements of your district’s digital learning environment:

Elements in a Digital Learning Environment

Available inYour District

In Your District’s

PlansNot Yet aPriority

• Presentation tools √

• Productivity tools √

• Document management √

• Learning management system √

• eCommunication tools (Asynchronous) √

• eCommunication tools (Synchronous) √

• Library of curated digital content √

• Collaborative workspaces √

• Visualization tools√

• Multimedia production tools √

• Social Media √

Please keep the district's vision, uses of technology, and digital learning environment in mind when considering thereports on the following pages. Each of these is a prerequisite to your district's readiness across the seven gears andthe leadership component.

The rubrics have been developed based on the following levels of readiness:

Investigating Envisioning Planning Staging

District leaders arebecoming more deeplyinformed about emergingresearch, trends, bestpractices, and added valuerelated to digital learning.They are supported in their investigation through

conference attendance,webinars, and in-depthdiscussions at districtleadership meetings toensure deep understatingthat informs their vision of digital learning.

District leaders haveidentified viable newdirections for the schooldistrict. They havereviewed thepossibilities, builtscenarios for how thosepossibilities would look

in their district, andworking in tandem withkey stakeholders,established a commonvision of the future.

District leaders haveestablished indicators of success based on thevision, set a baseline, andconducted a gap analysis.They have forged a planfor closing the gaps andidentified key strategies for

making progress towardthose targets. They haveprojected benchmarks andmilestones and createdtimelines, associated workplans, management plansand budgets.

District leaders haveenacted policies,established newstructures, identifiedbudgets and assignedroles and responsibilitiesthat collectively stage thedistrict well for achieving

the outcomes describedin the vision. Whereappropriate, they haveundertaken pilots todocument the efficacy of the elements of the plan.Once the district reachesthe staging level, it isready to begin fullimplementation.

Strategic Use of This Report

Once your district’s readiness scores are mapped to the rubrics and targets are set for improvements, take advantageof the many U.S. Department of Education and the Alliance for Excellent Education events, activities, and resources

The schedules include events and resources based on each gear, as well as the courses offered through the FridayInstitute, an Alliance partner.

(see tech.ed.gov, dashboard.futurereadyschools.org/app/framework, mooc-ed.org )



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GEAR 1: Curriculum, Instruction, and

Assessment

In a Future Ready district, curriculum, instruction, and assessment are tightly aligned, redesigned to engage students in 21stCentury, personalized, technology-enabled, deeper learning. Curricula and instruction are standards-aligned, research-based,and enriched through authentic, real-world problem solving. Students and teachers have robust and adaptive tools to customizethe learning, teaching, and assessment, ensuring that it is student-centered and emphasizing deep understanding of complexissues. Assessments are shifting to be online, embedded, and performance-based. Data and associated analyses serve asbuilding blocks for learning that is personalized, individualized, and differentiated to ensure all learners succeed. A foundationfor each of these elements is the increased use of digital content, providing learners a range of high quality media, accessible24 hours-a-day, 7-days-a-week. This provides all students many more opportunities to personalize learning, reflect on their ownwork, think critically, and engage frequently in deeper understanding of complex topics. This necessitates equitable access todevices and high-speed networks and broadband both at school and beyond, into the community and homes. The essential

elements that comprise this gear are listed below.

Your district provided the following vision for Curriculum, Instruction, and Assessment:

21st Century Skills/Deeper Learning

Personalized Learning

Collaborative, Relevant, and Applied Learning

Leveraging Technology

Harnessing the power of digital technologies (limitless access to knowledge/connections), curriculum, instruction andassessment will reflect deep, rich and authentic learning experiences.

CURRICULUM, INSTRUCTION, AND ASSESSMENT

Your District’s Stage of Readiness for Curriculum, Instruction, and Assessment

CURRICULUM, INSTRUCTION, AND ASSESSMENT:

• 21st Century Skills/Deeper Learning• Personalized Learning• Collaborative, Relevant, and Applied Learning• Leveraging Technology• Assessment—Analytics to Inform Instruction

10

Assessment—Analytics to Inform Instruction

System developed by the Alliance for Excellent Education and the Metiri Group4


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21st Century Skills/Deeper Learning: Readiness Score of 10

Rubrics for Curriculum, Instruction, and Assessment (Gear 1)

Curriculum, instruction, and assessment are based on clear expectations that all students will leave the education systemwell staged for college acceptance or for alternative paths to workplace readiness. These expectations mandate solidgrounding in standards-based content; elements of deeper learning, such as critical thinking, creativity and innovation, andself-direction; and opportunities for authentic learning in the context of today’s digital society.

10

21st Century

Skills/Deeper

Learning

District leaders familiarizethemselves and staff withnew state learningstandards and withresearch-based principles

and strategies for 21stCentury skills/deeper learning. Attention is givento the assessment of theseskills as well.

21st Century skills/deeper learningoutcomes are explicitlyreferenced and defined inthe district's vision of the

college and career readystudent. Guidancedocuments and templatesfor curricula based onthese standards aredeveloped.

Instructional leadersformally integrate 21stCentury skills/deeper learning into all curriculumdocuments. District

leaders develop explicitplans for building thecapacity of the system todevelop 21st Centuryskills/deeper learning skillsin students. In addition,they develop plans for assessing these skills/outcomes on an equalfooting with content skills.

District leaderscommunicate newexpectations for collegeand career readiness thatincorporate 21st Century

skills/deeper learning.They begin awarenesstrainings to orienteducators to newcurricular scope andsequences, guides to 21stCentury skills/deeper learning, and upcomingseries of associatedprofessional development.They pilot programs thatincorporate the new visionfor learning.

Displayed below are the elements for this gear, your district’s progress toward them, and associated rubrics. To use this datastrategically, begin by locating your district’s readiness level on the rubric based on your district’s reported scores. A look tothe immediate right will be your district’s potential targets. If at the “staging” level, your district is ready for implementation.

Strategic Interpretation of Your District’s Data

Confidence of Your Leadership Team in Discussing TopicsRelated to Curriculum, Instruction, and Assessment for DigitalLearning

Not YetPrepared to

Discuss

Could Discuss After Additional

Research

Could Discusswith

ConfidenceNow

Creating strategies for building college and career readiness throughdigital learning. √

Leveraging diverse resources accessible through technology topersonalize learning for all students. √

Providing students with the opportunity and specific skills to collaboratewithin and outside of the school, in the context of rich, authenticlearning.

√

Instituting research-based practice for the use of technology in supportof learning. √

Transitioning to a system of digital and online assessment (diagnostic,formative, adaptive, and summative) to support continuous feedbackloops improvement informed by data.

√

Depth of Your District’s Knowledge Base: Curriculum, Instruction, and Assessment

Investigating, researching, and professional discussions are critical at all levels. The chart below reports the depth of your district’s leadership team’s knowledge base for Curriculum, Instruction, and Assessment:



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Collaborative,

Relevant, and

Applied

Learning

District leaders review theresearch related to rich,authentic learning,including variants, such asproject- and problem-

based learning. Teamshave also gatheredresearch and bestpractices on promotingand leveragingcollaboration.

The concept of studentwork as collaborative andauthentic is noted ascentral to the district’svision. District leaders

gather examples of teaching and learning,meeting these criteriathrough research andpiloting. A framework for collaborative, relevantand applied learning iscreated andcommunicated to allstakeholders.

Instructional leaders reviewall curricula for opportunities for rich,authentic, and collaborativelearning and document

these opportunities. Initialplans for the adoption andimplementation of thesecurricula are made thatinclude necessary staff training and support.

Instructional leadersfinalize a plan and assignresponsibilities for implementing rich,collaborative authentic

work that includes unitdesigns and templates,professional development,and support for teachersas they scale up newinstructional practices.

10

In digital learning environments, students do work similar to that of professionals in the larger society. They collaborate witheducators, fellow students, and others outside of the school environment on projects that often (1) involve the creation of knowledge products, (2) foster deep learning, and (3) have value beyond the classroom walls.

Collaborative, Relevant, and Applied Learning: Readiness Score of 10

Personalized

Learning

District leaders researchpersonalized learning anddocument thecharacteristics of personalized learningenvironments and therequirements for buildingthese characteristics.

A common vision for personalized learning iswritten andcommunicated, andincludes rich scenarios of practice in multiple gradelevels and content areas.

District leaders developplans for promoting and/or expanding opportunities for personalized learning.Policies and access totechnology are supportiveof these plans.

District leaders prepare aplan for implementingpersonalized learning atall levels. This planincludes organizationaltools, professionaldevelopment, andexamples of practiceaimed at multiple levelsand content areas.

10

Educators leverage technology and diverse learning resources to personalize the learning experience for each student.Personalization involves tailoring content, pacing, and feedback to the needs of each student and empowering students toregulate and take ownership of some aspects of their learning.

Personalized Learning: Readiness Score of 10

Leveraging Technology: Readiness Score of 10

Educators in digital learning environments integrate technology seamlessly into the teaching and learning process. Theseeducators have the skills to adopt and adapt to new technologies and filters, which assure that the use of technology adds

value to the learning process.

10

Leveraging

Technology

District technology andcurriculum staff memberscollaborate with other keystakeholders in aninvestigation of the latestresearch and bestpractices related totechnology-enabledlearning.

District leaders and keystakeholders establish acommon vision for building and sustaining adigital learningenvironment that clearlydefines the roletechnology plays insupporting these newlearning environments.

Instructional leaders reviewall curricula for opportunitiesto apply current technologiesto improve teaching andlearning in ways that alignwith research and bestpractices. They then alignand integrate thesetechnologies into allcurriculum documents.

Instructional leadersprepare a plan for proactively integratingtechnology into teachingand learning practicesthroughout the district.This includes professionallearning plans andcommunities of practice.They pilot robust and

effective integration of learning technologieswithin the curriculum.



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Resources related to Curriculum, Instruction, and Assessment can be accessed at the Future Ready dashboard:

Finally, information on how to participate in a free courses visit:

The rubrics in this section should give your district strong guidance in determining its next targets for closing gaps in Gear 1. Your district is encouraged to follow Future Ready events and activities at the U.S. Department of Education at:

Summary

Assessment—

Analytics to

Inform

Instruction

District leaders arebecoming more deeplyinformed about the type of assessments they will needto evaluate studentprogress in content andprocess standards as wellas 21st Centurycompetencies. Theycontinue to investigate andconfirm findings.

District leaders haveidentified the type of assessments that will berequired to trackprogress over time, buthave yet to establish acommon vision aroundspecific indicators,metrics, or instruments.

District leaders haveestablished an initial planusing data to guide choicesrelated to curriculum,content, and instructionalstrategies. They haveidentified indicators, metrics,and/or instruments for use indetermining studentprogress over time. Theyhave identified diagnosticassessments, formative, andsummative assessments.

Policies, budgets, andaccess to necessarytechnologies necessary tosupport these assessmentshave been identified.

With policies, budgets, andaccess to necessarytechnologies necessary tosupport theseassessments in placedistrict leaders haveestablished a series of diagnostic, formative, andsummative assessments.They have establishedanalytics and mappedreports to expectedlearning outcomes.

Education professionalsare prepared to use thedata generated by theseassessments to trackstudent progress over time, identify gaps, andmake changes to improveresults.

10

The district and its schools use technology as vehicles for diagnostic, formative, and summative assessment. The schoolsystem has mechanisms (i.e., processes and digital environments) for using data to improve, enrich, and guide thelearning process. Educators actively use data to guide choices related to curriculum, content, and instructional strategies.

Assessment—Analytics to Inform Instruction: Readiness Score of 10

tech.ed.gov

dashboard.futurereadyschools.org/app/framework

fi.ncsu.edu/selected-resources/


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GEAR 2: Use of Time

Student-centric learning requires changes in the way instructional time is used. Many schools are shifting away from Carnegieunits to competency-based learning. This type of system adapts learning to meet the needs, pace, interests, and preferencesof the learner. This transition is made possible through innovative uses of technology for diagnostic, formative and summativeassessments, for managing learning, for engaging students in learning, and for providing anywhere, anytime learning. Suchtransitions required districts to rethink and more effectively leverage the use of instructional time. The essential elements for this gear are listed below.

Your District provided the following Use of Time vision:

5

USE OF TIME

Flexible Learning; Anytime, Anywhere

New Pedagogy, Schedules, and LearningEnvironment for Personalized Learning

Competency-Based Learning

Strategies Providing Extended Time for Projects and Collaboration

Our vision on time is for instruction to become more personalized, focused on individual student interests and paths tolearning with backward mapping to standards. Once students achieve standards in their own unique way, theyprogress to further curriculum topics of interest.

Your District’s Stage of Readiness for Use of Time

• Flexible Learning; Anytime, Anywhere• New Pedagogy, Schedules, and Learning Environment for Personalized Learning• Competency-Based Learning• Strategies for Providing Extended Time for Projects and Collaboration

USE OF TIME



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Rubrics for Use of Time (Gear 2)

Learning is Flexible; Anytime, Anywhere: Readiness Score of 5

By leveraging technology and media resources, online learning options are available for students at any time of day, fromhome, at school, and in the community.



Confidence of Your Leadership Team in Discussing TopicsRelated to Use of Time for Digital Learning

Not YetPrepared to

Discuss

Could Discuss After Some Additional

Research

Could Discusswith

Confidence

NowIdentifying options for providing students with online and digital learningoptions for anywhere, anytime learning. √

Rethinking the use of instructional time and school schedules toprovide students with extended time for projects and collaboration, andto provide the flexibility required for personalized, student-centriclearning.

√

Identifying merits of allowing students flexibility in the time it takes themto complete a course or attain a standard (competency-basedlearning).

√

Investigating, researching, and professional discussions are critical at all levels. The chart below reports the depth of your district’s leadership team’s knowledge base for Use of Time:

Depth of Your District’s Knowledge Base: Use of Time

5

Flexible

Learning;

Anytime,

Anywhere

District leaders utilizeexisting research andtrends to inform their thinking about flexible,anytime, anywherelearning. They do so byattending conferences,visiting other districts toobserve models, leveraginginternal and externalexpertise, and discussingoptions with colleagues,families, and other stakeholders. Districtleaders have sought out

different perspectives andassembled concrete ideasfor providing access tomodels of online andblended learning, whileattending to the questionsof equity around 24/7access to device and high-speed Internet. They haveinvestigated accessibilitypolicies, includingacceptable and responsibleuse.

District leaders useresearch, and existingpractice to build outscenarios for supportingand accessing flexible,anytime, anywherelearning in their schools.They have exploredvarious strategies for access, including one-to-one and bring your owndevice (BYOD) programs,community-wide Internetaccess, limitations andopportunities from various

licensing agreements,and partnerships withcommunity stakeholders.They have established acommon vision thatleverages technology toempower anytime,anywhere learningthrough 24/7 access todevice, high-speedInternet access, anddigital learning content.

District leaders havecollaboratively developeda plan for flexible, anytime,anywhere learning in their district. That planleverages technology andis attentive to issuesrelated to 24/7 access of device, high-speedInternet, and digitalcontent. They haveidentified key strategies,policies, timelines,necessary budgets,licensing agreements, and

community engagementduring staging andimplementation. Districtleaders have alsoidentified gaps in teacher and student readiness for anytime, anywherelearning and created initialplans for integratingmodels of online andblended learning into their school day, and possiblybeyond.

District leaders havepolicies and budgets inplace to enact their plan for anytime, anywhere learning.They have identified plansfor addressing issues of access for device, high-speed Internet, and digitalcontent for every student.District leaders have stageda digital learning or contentmanagement environmentthat allows classroomteachers to begin to worktowards models or online

and blended learning, andhave continual reviewprocesses in place for licensing agreements. Theyhave measures in place toevaluate their plans, and acontinual feedback systemto monitor roll out of anydevices, access issues, or blended learningopportunities. They arestaged to provideprofessional development toteachers, and additionaltraining to students that will

enable flexible, anytime,anywhere learning.



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New

pedagogy,

schedules,

and learning

environment

for

personalized

learning

District leaders investigatenew designs for personalized learningwherein time is bothadaptable and flexible. Thedistrict is identifying bothsynchronous andasynchronous learningopportunities by accessingexisting research andreaching out to other districts that are using timedifferently to promotepersonalization. The districtdeepens their understanding of theinfrastructure necessary toencourage personalizedlearning through newpedagogies, schedules,and learning environments.

District leaders havecollaboratively developeda vision for personalizedlearning that leveragesnew pedagogies,schedules, and learningenvironments. They useboth research andexisting practice to reviewnew possibilities for their district and have identifiedwhich of those would worklocally.

A plan for utilizing newpedagogies, schedules,and learning environmentsto promote access andparticipation withpersonalized learningopportunities is constructed.This plan leveragesresources that can be madeavailable to students bothsynchronously andasynchronously, andaccounts for policies,necessary budgets, andlicensing agreements thatwill empower educationprofessionals and studentsto use time differently toengage students.Necessary training for teachers is identified andany gaps that exist instudent readiness areaddressed. Those gapsinclude issues related toequitable access for allstudents.

District leaders havestaged educationprofessionals andstudents for personalized learningopportunities through theuse of new pedagogies,schedules, and learningenvironments. Policies,funding, and metrics tomeasure effectivenessare in place, and theinfrastructure is ready toprovide synchronousand asynchronouslearning opportunities toall students.

7

To facilitate more personalized learning, educators work together to identify and validate new designs for personalizedlearning wherein the use of time is adaptable and flexible. Associated resources are made available to students bothsynchronously and asynchronously to promote flexibility.

New Pedagogy, Schedules, & Learning Environment for Personalized Learning: Readiness Score of 7

Competency-Based Learning: Readiness Score of 3 Along with flexible schedules, and as one facet of personalized learning, the pace of learning is flexible based on theneeds of individual students and the challenges of complex, project-based work. Students move on to a new standard or course upon mastery.

3

Competency-

Based

Learning

District leaders areaccessing currentresearch, investigatingcurrent trends, andidentifying best practiceswith competency-basedlearning. They are utilizing

extant resources todevelop a deepunderstanding of competency-basedlearning as it relates todigital learning.

District leaders have avision for competency-based learning that isgrounded in research andbest practice. That visionleverages technology,and supports the districts

vision for personalizedlearning. With a commonvision in place, keystakeholders have beenable to assist the districtin building out scenariosthat create the bestopportunities for thedistrict.

District leaders havedeveloped a plan totransition to competency-based learning. This planincludes provisions for providing the district withnecessary data to train

teachers, informstakeholders, redesigncurriculum, and envisionnew ways of facilitatinginstruction and assessment. A gap or needs analysishas identified theinfrastructure that will benecessary to supportcompetency-basedlearning. As a part of theoverall plan they haveidentified policies, budgets,and issues of equity inaccessibility of devices and

high-speed Internet to allowfor the full opportunities of this transition to be realized.

District leaders haveenacted their plan, withnew policies that establishcompetency-basedlearning in place. With thenecessary infrastructure,policies, and budgets in

place issues related toequity and access havebeen addressed. Teachersand students are preparedfor the transition tocompetency-basedlearning, and the district isstaged with redesignedcurriculum, instruction andassessment practices.



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Summary

Strategies for

Providing

Extended

Time for

Projects and

Collaboration

District leaders utilizeexisting research andtrends to inform their thinking about extendingstudent use of time. Byattending conferences andvisiting other districts,district leaders haveidentified successfulmodels at each level(elementary, middle, andhigh). They haveinvestigated long-standingpractices to identify

schedule changes that mayprovide students withextended time for projectsand collaboration.

District leaders useresearch, and existingpractice to build outscenarios that wouldallow students extendedtime for complexprojects. They haveexplored variousstrategies for utilizingtime differently duringand beyond the schoolday, and identifiedexamples of howauthentic learning

opportunities could beenhanced by newlearning structures andschedules. They haveestablished a commonvision with the input of education professionalsand other stakeholders.Included in this vision isattention to thenecessary infrastructure(including equitableaccess to devices, high-speed Internet, andlearning materials

outside of school) tomake full use of extended time.

District leaders havecollaboratively developed aplan that integratesstrategies for extendedstudent work time. Theyhave identified gaps inteacher and studentreadiness and createdinitial plans for integratingdifferent schedulingmodels during and beyondthe school day at all levels.The plan is attentive totransition needs and

timelines (includingpolicies and budgets), toensure that curriculumprovides enhancedopportunities for studentsto engage in authenticwork. District leaders havebeen attentive to issuesrelated to access of devices, high-speedInternet, and learningmaterials throughout theplan.

District leaders have thecurriculum, policies, andbudgets in place to enacttheir plans for extendingtime during and beyond theschool day. Teachers andstudents are prepared for this transition and arestaged to leverage newauthentic learningopportunities thatnecessitate more time for collaboration and projects.Education professionals

and other stakeholders(including families)understand the schedulingchanges that are occurringand the ways that thosechanges will becontinuously evaluated.District leaders haveidentified plans for addressing issues of access for devices, high-speed Internet, andlearning materials for everystudent.

5

Rather than rigid schedules and short class periods, time allocations are flexible, allowing for extended work time for complex projects. Digital learning enables students to productively use time during and beyond the school day, oftenrepurposing what was previously homework time.

Strategies for Providing Extended Time for Projects and Collaboration: Readiness Score of 5


Resources related to Use of Time can be accessed at the Future Ready dashboard: dashboard.futurereadyschools.org/app/framework

Finally, information on how to participate in a free courses visit: fi.ncsu.edu/selected-resources/

tech.ed.gov


http://localhost/var/www/apps/conversion/tmp/scratch_8/dashboard.futurereadyschools.org/app/frameworkhttp://localhost/var/www/apps/conversion/tmp/scratch_8/fi.ncsu.edu/selected-resources/http://localhost/var/www/apps/conversion/tmp/scratch_8/tech.ed.govhttp://localhost/var/www/apps/conversion/tmp/scratch_8/tech.ed.govhttp://localhost/var/www/apps/conversion/tmp/scratch_8/fi.ncsu.edu/selected-resources/http://localhost/var/www/apps/conversion/tmp/scratch_8/dashboard.futurereadyschools.org/app/framework


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GEAR 3: Technology, Networks, and

Hardware

When employed as part of a comprehensive educational strategy, the effective use of technology provides tools, resources,data, and supportive systems that increase teaching opportunities and promote efficiency. Such environments enableanytime, anywhere learning based on competency and mastery with empowered caring adults who are guiding the way for each student to succeed. High quality, high speed technology and infrastructure systems within a school district are essentialto the advancing of digital learning. The essential elements that comprise this gear are listed below.

Your district provided the following Technology, Networks, and Hardware vision:

10

Our vision is to maintain our current 1:1 level of access and technology support for all students and staff. We willcontinue to provide and refresh resources that enhance the learning process for all students and staff.

TECHNOLOGY, NETWORKS, AND HARDWARE

Robust Network Infrastructure

Adequacy of Devices; Quality and Availability

Adequate and Responsive Support

Formal Cycle for Review and Replacement

Your District’s Stage of Readiness for Technology, Networks, and Hardware

TECHNOLOGY, NETWORKS, AND HARDWARE

• Adequacy of Devices; Quality and Availability• Robust Network Infrastructure

• Adequate and Responsive Support• Formal Cycle for Review and Replacement



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Rubrics for Technology, Networks, and Hardware (Gear 3)

Robust Network Infrastructure: Readiness Score of 10

Adequate bandwidth and a supportive infrastructure are in place to ensure ready and consistent access to online resources

for teaching and learning. Teams monitor usage and identify possible bottlenecks prior to them affecting teaching andlearning. The school community collaboratively designs responsible use policies, and confirm that the network design issupportive of these policies.

10

Robust

Network

Infrastructure

Technology leaders assesscurrent network capabilitiesand future network needs,both at school and in thecommunities that theyserve. They collaboratewith parents, students, andstaff members to research

elements of a responsibleuse policy.

Technology leadersensure their visionincludes an element of robust and equitablenetwork access at schooland in the home. Theyintegrate a plan for responsible use into that

vision.

Technology leaders developplans for a networkinfrastructure that is robustand extensible. Plansinclude district facilities anda comprehensive set of options for home access aswell. The entire school

community collaborativelydevelops a formalresponsible use policy.

Technology leaders arestaged to roll out arobust networkinfrastructure thatanticipates learningneeds and facilitatesaccess anytime,anywhere. A responsible

use policy is completedand accepted by theentire school community.



Confidence of Leadership Team in Discussing Topics Related toTechnology, Networks, and Hardware for Digital Learning

Not YetPrepared to

Discuss

Could Discuss After Additional

Research

Could Discusswith

ConfidenceNow

Identifying options available to districts to ensure that appropriateinternet-ready technology devices are available to support teaching andlearning.

√

Identifying elements and implementation of a robust, responsive, andsafe network infrastructure. √

Identifying elements of a positive, effective, service-oriented technologysupport system. √

Creating a comprehensive, environmentally sound cycle for review andreplacement of technology software, hardware, and infrastructure. √

Depth of Your District’s Knowledge Base on Technology, Networks, and Hardware

Investigating, researching, and professional discussions are critical at all levels. The chart below reports the depth of your district’s leadership team’s knowledge base for technology, networks, and hardware:

Adequacy of Devices; Quality and Availability: Readiness Score of 10

The school has considered diverse and creative options to ensure that appropriate internet-ready technology devices areavailable to students to support learning at any time.

10

Adequacy of

Devices;

Quality and

Availability

District leaders conduct aneeds assessment for learning technologies.They investigate multiplestrategies for providingtechnology devices tomeet identified needs or improve efficiency.

District leaders develop avision that clearly definesa role for technology inservice of learning.

District leaders develop aplan for procuring andplacing devices to provideequitable access in supportof learning.

The district is wellstaged to deployidentified technologies,including plans for budgeting andpurchasing, placement/distribution, and trainingand support.



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Resources related to Technology, Networks, and Hardware can be accessed at the Future Ready dashboard:

Adequate and Responsive Support: Readiness Score of 10

Sufficient support, characterized by a positive service orientation, is available in every school. This support is proactive,providing resources, coaching, and just-in-time instruction to prepare teachers and students to use new technologies,thereby reducing the need for interventions during the learning process.

10

Adequate and

Responsive

Support

District leaders examinedesirable levels andmethods for providingtechnology support,including needsassessment activities.

District leaders establisha vision and criteria for comprehensive, service-oriented support servicesthat prioritize support for research-based teachingand learning practices.

District leaders develop acomprehensive plan for support that is driven by theteaching and learning goalsof the district.

District leaders arestaged for a program of comprehensive,learning-centered, andproactive support.

Formal Cycle for Review and Replacement: Readiness Score of 10

Teams continuously monitor technologies—software, hardware, and infrastructure—to ensure upgrades, additions, and,

when called for, sunsetting/eliminations in a timely and proactive fashion.

10

Formal Cycle

for Review and

Replacement

Technology leadersinvestigate model reviewand replacement policies.They conduct acomprehensive internalinventory and reviewdisposal policies.

Technology leaderscommit to a review andreplacement policy that isboth economicallyefficient andenvironmentallyresponsible. This policy isformally documented andintegrated with districtteaching and learning

priorities.

Technology leaders build aplan for reviewing andreplacing all technologydevices and infrastructure.They build this into annualmaintenance and operationsbudgets.

Technology leadersprepare acomprehensive plan thatdocuments and updatespolicies, currentinventories; definesupgrade andreplacement schedules;identifies annualbudgets; and outlines an

environmentallyresponsible disposalpolicy.

Summary




tech.ed.gov


http://localhost/var/www/apps/conversion/tmp/scratch_8/fi.ncsu.edu/selected-resources/http://localhost/var/www/apps/conversion/tmp/scratch_8/dashboard.futurereadyschools.org/app/frameworkhttp://localhost/var/www/apps/conversion/tmp/scratch_8/tech.ed.govhttp://localhost/var/www/apps/conversion/tmp/scratch_8/tech.ed.govhttp://localhost/var/www/apps/conversion/tmp/scratch_8/dashboard.futurereadyschools.org/app/frameworkhttp://localhost/var/www/apps/conversion/tmp/scratch_8/fi.ncsu.edu/selected-resources/


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GEAR 4: Data and Privacy

Data privacy and security are foundational elements of digital learning. The district ensures that sound data governancepolicies are enacted and enforced to ensure the privacy, safety, and security of confidential data sets. Such policies andprocedures ensure that access to authorized persons is secure. Education professionals have a range of resources,trainings, and services available to build their awareness and capacity to implement such policies and procedures withprecision. A personalized, learner-centered environment uses technology to collect, analyze, and organize data to providecontinuous cycles of feedback to students, teachers and other education professionals, with the intent of increasing thedepth, breadth, complexity, and efficiency of learning. The essential elements that comprise this gear are listed below.

Your district provided the following Data and Privacy vision:

8.25

DATA AND PRIVACY

Data and Data Systems

Data Policies, Procedures, and Practices

Data-Informed Decision Making

Data Literate Education Professionals

Our vision is to become better aware of security and privacy policies for online applications used by staff and studentsin line with requirements of CIPA and FERPA.

Your District’s Stage of Readiness for Data and Privacy

• Data and Data Systems• Data Policies, Procedures, and Practices• Data-Informed Decision Making• Data Literate Education Professionals

DATA AND PRIVACY

System developed by the Alliance for Excellent Education and the Metiri Group 15


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Rubrics for Data and Privacy (Gear 4)

Data and Data Systems: Readiness Score of 10

To facilitate data-driven decision making, appropriate data (i.e., data dashboards and data analytics) are readilyavailable, easily comprehensible, and useful for supporting the decision making processes. These data are available atany time, on any desktop, and from any location. The data are made available through real-time access to datadashboards, data analytics, and data warehouses.

10

Data and Data

Systems

District leaders investigatenew models for storing andaccessing data, includingsystems for learning

management, onlineassessment, studentinformation, andlongitudinal data.

District leaders envisionhow online assessmentsand data systems willoperate in the context of

other district reforms.They are working on howto ensure data are readilyavailable, secure, easilycomprehensible, anduseful for supporting thedecision making process.

District leaders writetechnical specifications for the data systems requiredto attain the vision for

learning, teaching, andmanagement (e.g.,infrastructure, datasystems, studentinformation systems,longitudinal data systems,learning managementsystems, support, etc.).They develop a plan for acquiring, deploying,operating, securing,maintaining, supporting,and upgrading the systemover time.

District leaders establishdata systems and onlineassessments (e.g.,release of RFP, hiring of

contractors, etc.). Theyhire and/or train theinformation technologystaff members requiredto deploy and maintainsuch a system. Thesystem includes real-time access to datadashboards, dataanalytics, and datawarehouses for authorized users.

Displayed below are the elements for this gear, your district’s progress toward them, and associated rubrics. To use thisdata strategically, begin by locating your district’s readiness level on the rubric based on your district’s reported scores. A look to the immediate right will be your district’s potential targets. If at the “staging” level, your district is ready for implementation.


Confidence of Leadership Team in Discussing Topics Related to

Data and Privacy for Digital Learning

Not Yet

Prepared toDiscuss

Could Discuss

After AdditionalResearch

Could Discuss

withConfidence

Now

Discuss data governance policies and procedures that ensure privacy,safety, and security in data collection, analysis, storage, retrieval,exchanges, and archiving, to meet standards legal requirements (i.e.,FERPA and CIPA).

√

Discuss the data systems, security procedures, and support systemsrequired to ensure that a range of accurate, reliable data sets andassociated reports are available, on demand, to authorized users.

√

Identify the challenges and opportunities in transitioning to a system of online assessment (formative and summative). √

Investigating, researching, and professional discussions are critical at all levels. The chart below reports the depth of your district’s leadership team’s knowledge base for Data and Privacy:

Depth of Your District’s Knowledge Base on Data and Privacy



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Data-Informed Decision Making: Readiness Score of 10

The use of formative and summative assessment data is part of the school culture, with administrators, teachers, and,perhaps most importantly, students actively using this data to improve learning. Assessment is not viewed as punitive,but rather as part of the teaching and learning process. There is an expectation in the district that data will inform allteaching and learning practices and decisions. This is modeled at all levels of the school system, from administration tothe students themselves.

10

Data-Informed

Decision

Making

District leadersinvestigate what it meansfor decisionmaking to bedata-informed. In doingso, they documentvarious models of evidence-basedreasoning and data-driven decision making aswell as learningmanagement systems.District leaders listen toother district leaders

report on their work inbuilding and transitioningto data cultures. Theyalso identify modelswhere students areengaged in a culture of evidence-basedreasoning.

District leaders conductvisioning sessions withstakeholders that elicittheir perspectives on howthe district will look as astrong data culture.Scenarios incorporate allaspects of the process,including typical days inthe lives of students, staff members, and parentsoperating in such aculture.

District leaders embark ona community-basedplanning process that totransition the district into aculture of evidence-basedreasoning and data-informed decision making.The plan includes atimeline, budget, and glidepath toward the vision.

District leaders set formalexpectations for data-driven decision makingand evidence-basedreasoning at the districtand school levels. Theyintegrate these conceptsinto school improvementplans, staff developmentofferings, decision makingprocesses, andinvestment set-asides. Atthe student level,

curricular materials arepurchased; teachingtraining sessions areoffered, and evidence-based reasoning isintegrated into studentlearning standards.

Data Policies,

Procedures,

and Practices

District leaders investigatefederal, state, and locallaws on privacy andsecurity of data ineducation systems. Theyalso review policies andprocedures on safety,security, and privacy inother districts.

District leaders conductin-district discussions withpolicymakers related tothe legal, ethical, andsafety issues related toprivacy and security of data in schools. Theysecure commonunderstanding amongdistrict leaders on thetopic.

District leaders draft datagovernance policies andprocedures related to datausage, privacy, andsecurity for review andcommentary.

District leaders adoptformal governancestructures (policies andprocedures) related todata usage, privacy, andsecurity. They thendevelop acommunication,implementation,oversight, and evaluationplan to ensurecomprehensiveapplication.

3

Using the Family Educational Rights and Privacy Act (FERPA) as the basis, the district has up-to-date policies,procedures, and practices that address legal, ethical, and safety issues related to the privacy and security of data, andthe usage of data, technology, and the Internet. Such policies, procedures and practices address the collection, storage,analysis, reporting, transmission, and archiving of data, as well as the usage of data, the Internet, and technology bystudents and education professionals in the course of teaching, learning, communications, and the management of

school services.

Data Policies, Procedures, and Practices: Readiness Score of 3



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Data Literate

Education

Professionals

District leadersinvestigate evidence-based reasoning anddata-driven decisionmaking, including thetypes of training andprofessionaldevelopment staff members will need touse such systems

effectively.

District leaders create data-driven decision makingscenarios that includeinformed, well-trained,knowledgeable staff members and students.

District leaders’ strategicplanning includes explicitdetails to provide ongoingprofessional developmentand training support to staff members and students.Included in those plans areleadership decisions thatestablish data-informeddecision making and

evidence-based reasoningas goals.

District leaders set clear expectations for the useof evidence-basedreasoning and data-informed decisionmaking in learning,teaching, andadministration by atargeted date. Theyprovide training and

professionaldevelopment courses/in-services, including acourse on evidence-based reasoning andself-assessment bystudents.

0

Educators in the system are data-literate. They are aware of the legal and ethical responsibility to ensure security,accuracy, and privacy in the collection, analysis, exchange of, and reporting of data. They understand the potential usesand misuses of data in the teaching and learning process and act accordingly. All education professionals in the districtuse data to inform instructional and administrative decisionmaking.

Data Literate Education Professionals: Readiness Score of 10

Summary

The rubrics in this section should give your district strong guidance in determining its next targets for closing gaps inGear 4. Your district is encouraged to follow Future Ready events and activities at the U.S. Department of Education at:

Resources related to Data and Privacy can be accessed at the Future Ready dashboard:



tech.ed.gov


http://localhost/var/www/apps/conversion/tmp/scratch_8/fi.ncsu.edu/selected-resources/http://localhost/var/www/apps/conversion/tmp/scratch_8/dashboard.futurereadyschools.org/app/frameworkhttp://localhost/var/www/apps/conversion/tmp/scratch_8/tech.ed.govhttp://localhost/var/www/apps/conversion/tmp/scratch_8/tech.ed.govhttp://localhost/var/www/apps/conversion/tmp/scratch_8/dashboard.futurereadyschools.org/app/frameworkhttp://localhost/var/www/apps/conversion/tmp/scratch_8/fi.ncsu.edu/selected-resources/


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GEAR 5: Community Partnerships

Community partnerships include the formal and informal local and global community connections, collaborative projects, andrelationships that advance the school’s learning goals. Community partnerships include the formal and informal local and globalcommunity connections, collaborative projects, and relationships that advance the school’s learning goals. Digital communications,online communities, social media, and digital learning environments often serve as connectors for these partnerships. Theessential elements that comprise this gear are listed below.

Your district provided the following vision for Community Partnerships:

5.8

COMMUNITY PARTNERSHIPS

Local Community Engagement and Outreach

Global and Cultural Awarness

Digital Learning Environment as Connectors

Parental Communication and Engagement

District Brand

Our vision is to make learning transparent though providing opportunities for students and staff to share work andmake connections with other learners and experts (students, staff and community). We will use a variety of means tomake these connections.

Your District’s Stage of Readiness for Community Partnerships

COMMUNITY PARTNERSHIPS

• Local Community Engagement and Outreach• Global and Cultural Awareness• Digital Learning Environments as Connectors to Local/Global Communities

• Parental Communication and Engagement• District Brand



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Rubrics for Community Partnerships (Gear 5)

Local Community Engagement and Outreach: Readiness Score of 3

The school serves as a hub of the community. As such, it actively involves the community in achieving its learning goals,reaching out to the community to (1) extend learning into community centers, libraries, museums, and other public spaces;

(2) bring relevance to curricula through partnerships that take the shape of apprenticeships, community service, and theuse of community-based experts and resources; (3) implement community-based exhibitions, reviews, critiques, andcelebrations of student work; and (4) coordinate afterschool programs, including collaboration with the school and students’teachers. Community Engagement and Outreach.

3

Local

Community

Engagement

and Outreach

District leaders annuallysurvey the community for opportunities for partnerships andcooperative relationships.Their communication

outreach and publicforums providecommunity members avoice in school decisionsand activities.

District leaders arecontinuously seekingcommunity partnerships(e.g., extending learninginto community centers,libraries, museums,

community-basedexhibitions, coordinatedafterschool programs).

District leaders establish aformal plan or plans toengage the community inviable partnerships andcoordinated activities (e.g.,extending learning into

community centers,libraries, museums,community-basedexhibitions, coordinatedafter school programs).

District leaders establishschool-communitypartnerships as a strategicgoal, with clear parametersfor such partnerships,including processes for

considering, vetting, andengaging in suchpartnerships. Partnershipsinclude: 1) the extension of learning into thecommunity, connectionsrelated to exhibitions andreviews of student work,and 2) coordination of after school programs.



Confidence of Leadership Team in Discussing Topics Related toCommunity Partnerships.

Not YetPrepared to

Discuss

Could Discuss After

AdditionalResearch

Could Discusswith

ConfidenceNow

Teaching and learning enriched through local community partnerships(i.e., increased access, relevance, opportunities for public exhibitionsof student work, etc.).

√

Community partnerships that build global and cultural awareness instudents. √

Strategies for ensuring that digital/online learning environments serveas vehicles to enable local and global community partnerships. √

Home-school communication that are enhanced and enriched throughtechnology.

√

District creation of a “brand,” that positions the district as a positive,

21st Century force in the lives of students and the community.√

Investigating, researching, and professional discussions are critical at all levels. The chart below reports the depth of your district’s leadership team’s knowledge base for Community Partnerships:

Depth of Your Team’s District’s Knowledge Base on Community Partnerships



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Digital

Learning

Environments

as

Connectors to

Local and

Global

Communities

District leaders reviewinformation on the criticalelements of an onlinelearning environment(e.g., access,eCommunication,resource libraries, fileexchanges, and Webtools) that facilitateinteractions among peersand between teachers,parents, and students inschool and beyond.

District leaders map theelements of a digitallearning environment to itsvision of personalizationof learning, student-centered learning, deeper learning, and global andcultural awareness. Indoing so, they envisionstudent work, interactions,exchanges, andcontributions at all levels,within the school andbeyond, with local and

global communities. Pilotsof various aspects of theenvironment have beenauthorized and areunderway.

With stakeholder input andcollaboration, districtleaders build a plan thatoutlines the steps andmilestones to establishing adigital learningenvironment, with outreachinto local and globalcommunities. They alignthe elements of thatenvironment to its vision.The school reviews theresults from variousauthorized pilots that test

the elements of theenvironment to inform finaldecisions.

District leaders finalizethe technicalspecifications for a digitallearning environmentwith outreach into localand global communities.They build and deploythe environment or authorize and fund agroup to do so. Theyoffer training andprofessionaldevelopment to ensureeffective use. Support

structures are in place.

Digital Learning Environments as Connectors to Local/Global Communities: Readiness Score of 3

3

The school district has established a digital learning environment that offers access, eCommunication, resource libraries,file exchanges, and Web 2.0 tools that facilitate interactions among peers and between teachers, parents, and students inschool and beyond. District leaders build digital citizenship in students and structure online communities that to ensureonline safety and security.

Expectations

for Learner-

Centered

Environments

District leaders conduct areview of effectivemodels of school-community partnershipsthat build global andcultural awareness.Representatives attendconference sessions, talkwith district leaders whoare implementing suchprograms, and identifykey characteristics of

effective learner-centeredpractices.

District leaders conductpublic and internalsessions on school-community partnershipslocally and globally.Educators across thedistrict envision suchenvironments at all levels.District leaders includeglobal and culturalawareness in their districtand school visions.

District leaders establish aformal planning process todevelop an implementationplan that supports/establishes local and globalcommunity partnerships atall levels. That planincludes a glide path,budget, and pathway for schools to make thistransition.

District leaders establishand communicate clear expectations that schools/classrooms will includeopportunities for local andglobal communitypartnerships. All capacity-building elements are inplace or carefully readiedfor implementation (e.g.,associated series of professional development

and training, models,curricular materials, andinstructional coaches).

The community partnerships extend and deepen students’ knowledge, understanding, and appreciation of cultures andcommunities other than their own. Digital networks enable students and education professionals to connect, interact, andcollaborate with other students, experts, and organizations from remote sites. The school builds the capacity of studentsto recognize and value diversity, enabling them to participate successfully in community partnerships online and face-to-face.

Global and Cultural Awareness: Readiness Score of 3



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Summary

District Brand: Readiness Score of 10

Branding is defined as the marketing practice of creating a name, symbol, or design that identifies and differentiates aproduct from other products. It’s critical that our schools develop a brand as well and that the brand is transparent to allmembers within the organization—they must all be telling the same story, one that they believe in and stand behind.

10

District Brand District leaders researchmodels for establishing abrand. They survey thecommunity to gather information on currentperceptions of the district.

District leaders conductfocus groups andinterviews related to thestory that variousconstituents want thebrand to convey.

District leaders develop acomprehensive plan todefine the brand and usethe Internet and interactivemultimedia to develop thebrand.

District leaders developthe web structure for thebranding and the initialcontent for the brand.Their model includesopportunities to refreshcontinuously the storiesthat represent the brand.

Parental

Communication

and

Engagement

District leaders researchoptions for parentalcommunications andengagement. They surveyconnectivity needs amongparents before designingcommunication systems.

District leaders includespecific language andrequirements for parentalcommunications andengagement in all districtplans, instructional andtechnological. Theyenvision acommunication systemdesigned for parents thatis flexible and adaptableto meet the families’needs.

District leaders develop acomprehensive plan for parental communicationand engagement thatincludes both connectedand traditionalcommunications media.

District leaders design,produce, and deploy arobust communicationsystem that isresponsive to the needsof individual families.The system is flexibleand adaptable at theschool level. It includesspecific strategies for drawing parents intofrequent dialogue withstaff members regardingthe needs and

accomplishments of their children.

10

School leaders engage parents and students in home-to-school communications through a variety of venues. While thismay include internet-based solutions, it also includes options that do not depend on connectivity in the home.

Parental Communication and Engagement: Readiness Score of 10


Resources related to Community Partnerships can be accessed at the Future Ready dashboard:


tech.ed.gov



http://localhost/var/www/apps/conversion/tmp/scratch_8/fi.ncsu.edu/selected-resources/http://localhost/var/www/apps/conversion/tmp/scratch_8/tech.ed.govhttp://localhost/var/www/apps/conversion/tmp/scratch_8/dashboard.futurereadyschools.org/app/frameworkhttp://localhost/var/www/apps/conversion/tmp/scratch_8/dashboard.futurereadyschools.org/app/frameworkhttp://localhost/var/www/apps/conversion/tmp/scratch_8/tech.ed.govhttp://localhost/var/www/apps/conversion/tmp/scratch_8/fi.ncsu.edu/selected-resources/


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GEAR 6: Professional Learning

In Future Ready Schools, technology and digital learning expand access to high-quality, ongoing, job-embeddedopportunities for professional learning for teachers, administrators, and other education professionals. Such opportunitiesultimately lead to improvements in student success and create broader understanding of the skills that comprise success ina digital age. Digital Professional learning communities, peer-to-peer lesson sharing, and better use of data and formativeassessment, 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 tocollaborate, learn, share, and produce best practices with colleagues in school buildings across the country. Digital leadersestablish this type of collaborative culture. They model and are transparent with their own learning. In addition, educatorsmust be engaged in more collaborative, goal-oriented approaches to the evaluation of their own teaching to serve as apersonal model for the experiences that they might bring to students. The essential elements that comprise this gear arelisted below.

Your district provided the following Professional Learning vision:

10

PROFESSIONAL LEARNING

Shared Ownership and Responsibility

21st Century Skill Set

Diverse Opportunities for ProfessionalLearning Through Technology

Broad-Based, Participative Evaluation

Our vision for professional learning is based on anytime, anywhere learning. We seek to allocate human and financialresources to support teachers in differentiated professional learning based on choice, interest, and need.

Your District’s Stage of Readiness for Professional Learning

• Shared Ownership and Responsibility for Professional Growth• 21st Century Skill Set• Diverse Opportunities for Professional Learning Through Technology• Broad-Based, Participative Evaluation

PROFESSIONAL LEARNING



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Rubrics for Professional Learning (Gear 6)

Shared Ownership and Responsibility for Professional Growth: Readiness Score of 10

Teachers, administrators, and other education professionals actively support their own professional practices by usingtechnology to optimize teaching and learning. They are actively taking responsibility for their own professional growththrough professional learning networks and online communities of practice. Educators have access to collaborative toolsand environments that break down classroom, school, and district walls. Professional development encourages,

facilitates, and often requires creating and maintaining professional networks both within and outside of the district,frequently leveraging the latest in social media. In addition, the district has established policies that honor and encouragepersonalization of professional learning for teachers, administrators and other education professionals.

10

Shared

Ownership

and

Responsibility

for

Professional

Growth

District leaders investigatethe use of technology, theInternet and social media inself-directed professionallearning of teachers,administrators, and other education professionals.They review the research

on adult learning related topersonalized, self-directedlearning, and to outside of education to identifymodels in other sectors.

District leaders build onkey research studies andthe opportunities thatdigital and social mediapresent to today’seducation professionalsas they conceptualizeshared ownership and

responsibility for professional learning.They build scenarios for apreferred future,identifying the policy,practice, and culturalshifts their district willneed to implementpersonalized learningsuccessfully for alleducation professionals.

District leaders formulatea plan for sharedownership andresponsibility of professional growth basedon their investigations,research, and their preferred future scenarios.

They pilot the newapproach within a limitednumber of currentprograms, evaluate, andadjust the plan throughlessons learned.

District leaders model theinnovative use of technology, eLearning,and social media in theprofessional learningoffered through thedistrict. They do the sameas they take ownership of

their own professionalgrowth, in part byengaging in self-directedprofessional learningnetworks on a daily basis.They formally adoptpolicies and proceduresand set expectations for shared ownership andresponsibility of professional learningamong all educationprofessionals in the districtand build the capacity of all leaders in the district to

implement the plan usingestablished policies andprocedures.

Displayed below are the elements for this gear, your district’s progress toward them, and associated rubrics. To use thisdata strategically, begin by locating your district’s readiness level on the rubric based on your district’s reported scores. A look to the immediate right will be your district’s potential targets. If at the “staging” level, your district is ready for implementation.

Strategic Interpretation of Your District's Data

Confidence of Your Leadership Team in Discussing Topics

Related to Professional Learning for Digital Learning

Not Yet

Prepared toDiscuss

Could Discuss

After AdditionalResearch

Could Discuss

withConfidenceNow

Models of shared ownership of professional development, wheredistrict policy encourages and supports teachers and administrators inself-directed uses of online, social media for professional growth.

√

The pedagogical shifts required for 21st Century digital learning, whichwill need to be addressed in teachers’ and administrators’ professionaldevelopment.

√

The models and merits of staff evaluation models that are goal-oriented, participatory, and focused on metrics directly related to 21stCentury digital learning.

√

Investigating, researching, and professional discussions are critical at all levels. The chart below reports the depth of your district’s leadership team’s knowledge base for Professional Learning:

Depth of Your District’s Knowledge Base on Professional Learning



25/37

Diverse

Opportunities

for

Professional

Development

Through

Technology

District leaders collectresearch on theeffectiveness of a broadspectrum of professionallearning options andrecent cognitive scienceresearch on theimportance of choice andparticipant engagementin adult learning.

District leaders consider their research findings asthey strategize on thebenefits and pitfalls tonew, alternative forms of professional learning nowpossible throughtechnology and socialmedia. They have madeefforts to understandcurrent professional

learning practices (bothformal and informal) of education professionals,and have started toexpand their own use of technology mediatedprofessional learning.

District leaders havecollected data on currentpractice, skills, andavailable technologies.They have used that datato develop a plan for professional learning thatincludes a broad spectrumof opportunities from face-to-face, through newtechnology-mediated

options. The planaddresses elementsessential to the success of these new optionsincluding the assurancethat educationprofessionals haverequired technologies andassociated skills, and thatpolicies related toprofessional learningsupport such options.

District leaders haveshared their plan for professional learning,being transparent aboutthe link between theprofessional learning inthe district and recentresearch. Theyencourage, model, andprovide opportunities for abroad spectrum of

professional learning. Thatspectrum ranges fromseries of face-to-faceprofessional learning, toprofessional learningthrough social media.There is access torequired technologies, andopportunities to developthe skills that enable theuse of those technologies.Education professionalsare expected to chooseoptions that meet their needs and to participate

fully in the professionallearning District policiesare revised to ensurecoherence.

10

Digital leaders model new types of professional learning and ensure that educators have access to (and the technologysavvy necessary to leverage) professional development opportunities that are diverse, customizable and often supportedby the latest technologies. Professional learning is available anytime in a variety of modes. Alternative models aresupported through coherent policies and practices in the district.

Diverse Opportunities for Professional Learning Through Technology: Readiness Score of 10

21st Century

Skill Set

The investigative focusis on the learningsciences researchrelated to 21st Centurylearning andtechnology-enabledlearning.

District leaders build onkey research studies andassociated effectivepractices related to 21stCentury skills to informscenario building andvisioning. They envisionstudent learningenvironments and their individual and teamprofessional practices,which incorporate 21stCentury skills, technology/media-enabled learning,and technical skilldevelopment.

District leaders develop aprofessional learning planthat addresses 21stCentury skills. It includesstaying current withresearch and trends on21st Century skills, pluspolicies and funding for professional learning that,when implemented willresult in increasedcapacity by teachers,administrators, and other education professionals tointegrate proven 21stCentury skill sets intoclassroom practices andprofessional learning.

District leaders assign rolesand responsibilities for theimplementation of the plan.They formally adoptexpectations for educationprofessionals to acquire suchcompetencies within aspecified timeframe, offeringdiverse pathways for staff toacquire such competencies.They establish sets of metricsto gauge progress. Plansinclude competency-based skillassessment for 21st Centurylearning and technology-enabled learning inprofessional learning that aredesigned to lead to integrationin classroom practices andprofessional practices.

10

Educators expand their skill sets to move beyond content knowledge. Professional learning includes immersion intocognitive and learning sciences, providing support both for new instructional practices and for purposefully promotingdeeper learning in all students. Educators master a variety of new, research-based instructional strategies to better engage students and prepare them for college and beyond.

21st Century Skill Set: Readiness Score of 10



26/37

The rubrics in this section should give your district strong guidance in determining its next targets for closing gaps inGear 6. Your district is encouraged to follow Future Ready events and activities at the U.S. Department of Education at:

Summary

Broad-Based,

Participative

Evaluation

District leaders exploreand document newmodels for participativeevaluation, but they donot yet define specificnew directions. Allstakeholders haverepresentation in thisexploration andcommunication of progress and findings are

provided to all.

District leaders describeand select new research-based models of evaluation that aresupportive of digitallearning goals. In thesemodels, teachers playmore active roles in theevaluative process anddata sources enableteachers to establish

goals and independentlytrack their progresstoward goals. Districtleaders use data sourcesbeyond standardizedassessments.

District and school leadersplan the transition to asystem where evaluation isa collaborative process.Multiple data sources areidentified that will alloweducators to discover areas of need andcollaboratively plan tomeet those needs. Digitaltools are identified that

allow educators to accessdata, communicate, andcollaborate in the serviceof professionaldevelopment for digitallearning.

District and school leadersmake initial changes thatwill lead to a morecollaborative evaluationprocess. Multiple anddiverse sources of datarelated to student learningand twenty-first-centuryskill development aremade priorities in plansand budgets.

10

In order to promote goal-oriented, self-regulated professional behaviors, evaluation is participative (i.e., the educator whois the subject of evaluation is actively involved in goal-setting, collecting indicators of progress, and self-evaluativebehaviors). Professional evaluation uses a broad set of indicators that includes student achievement, evidence of improved instructional practice, student engagement, and 21st century skill attainment.

Broad-Based, Participative Evaluation: Readiness Score of 10

tech.ed.gov

Resources related to Professional Learning can be accessed at the Future Ready dashboard:




http://localhost/var/www/apps/conversion/tmp/scratch_8/tech.ed.govhttp://localhost/var/www/apps/conversion/tmp/scratch_8/fi.ncsu.edu/selected-resources/http://localhost/var/www/apps/conversion/tmp/scratch_8/dashboard.futurereadyschools.org/app/frameworkhttp://localhost/var/www/apps/conversion/tmp/scratch_8/dashboard.futurereadyschools.org/app/frameworkhttp://localhost/var/www/apps/conversion/tmp/scratch_8/fi.ncsu.edu/selected-resources/http://localhost/var/www/apps/conversion/tmp/scratch_8/tech.ed.gov


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GEAR 7: Budget and Resources

The transition to digital learning will require strategic short-term and long-term budgeting and leveraging of resources. Allbudgets at the district and the school should be aligned to the new vision, with consistent funding streams for both recurringand non-recurring costs to ensure sustainability. During the transition, district leaders should strive for cost-savings andefficiencies through effective uses of technology. The financial model should include the metrics and processes to ensure notonly sustainability, but also accountability for learning returns on investments. The essential elements that comprise this gear are listed below.

Your district provided the following Budget and Resources vision:

0

BUDGET AND RESOURCES

Efficiency and Cost Savings

Consistent Funding Streams

Learning Return on Investment

Alignment to District and School

Our vision for budget and resources is to provide sustainable annual funding to support our vision for teaching andlearning. We are committed to using free resources such as Google Apps, MOOCs and other web 2.0 tools toaugment paid (Adobe software, Discovery Education, STARR, Study Island) resources to best meet our goals.

Your District’s Stage of Readiness for Budget and Resources

• Efficiency and Cost Savings• Alignment to District and School Plans

• Consistent Funding Streams• Learning Return on Investment

BUDGET & RESOURCES



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Rubrics for Budget and Resources (Gear 7)

Efficiency and Cost Savings: Readiness Score of 10

Funding for digital learning leverages technologies that increase efficiency and cost savings. District leaders havestrategies for calculating the total cost of ownership (TCO) for all technology resources.

10

Efficiency and

Cost Savings

A cross-functional Districtleadership and budgetdevelopment team does ahigh-level review of currentDistrict, State, and Federalfinancial processes. Theyidentify current barriers tobudgeting for digitallearning and collectstrategies and best practiceexamples of innovativefunding structures andscenarios that effectivelydetermine Total Cost of Ownership (TCO). Theteam identifies innovativesolutions to funding thetransition to digital learning.

Innovative, proven practiceexamples, fundingstructures and budgetscenarios inform Districtleadership and budgetdevelopment efforts. TheDistrict’s creates a visionfor transformational andsustainable funding for ahigh performing andeffective digital learningenvironment.

District leaders and budgetdevelopment teams definetheir strategies, processesand metrics for determining Total Cost of Ownership (TCO). Thedistrict develops soundpolicies and proceduresfor the ongoing review andanalysis of cost variablesfor equitable funding of digital learning. TheDistrict designs acommunication plan thatillustrates cost/benefitopportunities associatedwith digital learning.

District leaders andbudget developmentteams conduct timelyreviews of the analysis of efficiencies,effectiveness, and costsof implementing andsustaining a digitallearning environmentThe cross-functionalDistrict leadership teamdevelops implement

Future Ready Report - June 2015

Documents