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Digital Teaching and Learning
Update
PTEC Curriculum Leaders Meeting
March 10, 2015
Verna Lalbeharie, Director
Highlights
• Digital Teaching & Learning: Evolving Role
– Home Base Support
• Digital Learning Landscape
– Digital Learning Plan
– Digital Learning Competencies
• Spring 2015 Focus
Digital Teaching and Learning: Our
Evolving Role
• Emphasis on Support and Service:
• Design and deliver professional development in support of digital teaching
and learning.
• Provide support to LEA and Charter leadership teams in planning the
transition to digital teaching and learning.
• Internal and External:
• Support key agency initiatives such as Home Base, NC Digital Learning
Competencies for Educators, the Governor’s Teacher Network, and the
NC Digital Learning Plan.
• Agency capacity building to support digital teaching and learning in the
field
• Advocacy and Leadership:
• Innovative practices in library media and digital teaching and learning
programs.
Digital Teaching and Learning:
Home Base Support
• The DTL Division is reorganizing to include Home Base
• Facilitating comprehensive management and leadership of
Instructional Improvement System, Student Information System,
and Educator Effectiveness System
• Transitioning agency staff to roles within DTL: Home Base
Manager; SIS, IIS and EE BTA Analysts, Home Base Trainers
• Facilitate cross-agency connections
NC Digital Learning Landscape
Digital
Learning Plan
Transition to
Digital
Materials
(HB 44)
Digital
Learning
Competencies
(HB 23)
Session Law 2013-12
An act stating the intent of the general
assembly to transition from funding textbooks to
funding digital learning in the public schools, as
recommended by the legislative research
commission study committee on digital learning
environments in public schools.
House Bill 44
Session Law 2013-11
An act directing the State Board of Education to
develop and implement digital teaching and
learning standards for teachers and school
administrators
House Bill 23
Digital Learning Competencies:
HB 23
• Significant critical step in formalizing digital learning
as part of the core competencies and necessary
preparation for all teachers
• Thoughtful development: final competencies need to
be real, actionable and provide meaningful measures
for educators
• Competencies need to be fully integrated into all
parts of teacher training and future professional
development.
DRAFT: Digital Learning Competencies
North Carolina educators:
I. Model the use of digital tools and resources.
II. Create environments that support effective digital teaching and
learning.
III/IV. Facilitate learning by utilizing content-appropriate digital
tools and resources.
V. Engage in reflective practice and professional growth activities
to enhance their digital teaching and learning.
North Carolina administrators:
• Create conditions in their schools and advocate in their districts
and beyond to support effective digital teaching and learning.
Standard I: Teachers Demonstrate
Leadership
• Teachers lead in their classrooms
• Teachers demonstrate leadership in the
school.
• Teachers lead the teaching profession
• Teachers advocate for schools and students.
• Teachers demonstrate high ethical standards.
• Teachers model using digital tools and
resources
Standard II: Teachers Establish a
Respectful Environment for a Diverse
Population of Students
• Teachers provide an environment in which each child has a
positive, nurturing relationship with caring adults.
• Teachers embrace diversity in the school community and in the
world.
• Teachers treat students as individuals.
• Teachers adapt their teaching for the benefit of students with
special needs.
• Teachers work collaboratively with the families and significant
adults in the lives of their students.
• Teachers create environments that support and promote
effective digital teaching and learning.
Standard III: Teachers Know the
Content They Teach
• Teachers align their instruction with the North
Carolina Standard Course of Study.
• Teachers know the content appropriate to their
teaching specialty
• Teachers recognize the interconnectedness of
content areas/disciplines.
• Teachers make instruction relevant to students
• Teachers facilitate learning by utilizing content-
appropriate digital tools and resources.
Standard IV: Teachers Facilitate
Learning for Their Students
• Teachers know the ways in which learning takes place, and they know
the appropriate levels of intellectual, physical, social, and emotional
development of their students.
• Teachers know the ways in which learning takes place, and they know
the appropriate levels of intellectual, physical, social, and emotional
development of their students.
• Teachers use a variety of instructional methods.
• Teachers integrate and utilize technology in their instruction
• Teachers help students develop critical thinking and problem-solving
skills
• Teachers help students work in teams and develop leadership qualities
• Teachers communicate effectively
• Teachers use a variety of methods to assess what each student has
learned.
Standard V: Teachers Reflect on
Their Practice
• Teachers analyze student learning
• Teachers link professional growth to their
professional goals
• Teachers function effectively in a complex,
dynamic environment.
• Teachers engage in reflective practice and
professional growth activities to enhance
their digital teaching and learning
Standard VI: Teachers Contribute to
the Academic Success of Students
• The work of the teacher results in
acceptable, measurable progress for
students
Timeline
Draft
Competencies
2013-
14
Feedback and
Revision
2014-
15
Training and
Pilot
2016-
17
Apply to all
educators 2017-18
2015-16
Spring 2015 DTL Focus
• Digital Learning Competencies
– Feedback focus groups and refinement of Competencies
– Deeper exploration of Micro-credentials/Badging
• RESA Sessions III
– Sustaining Teaching and Learning in a Digital Environment
• Region 1: March 11
• Region 2: March 10
• Region 3: April 22
• Region 4: April 23
• Region 5: TBD
• Region 6: April 8
• Region 7: April 22
• Region 8: April14
• Digital Learning Progress Rubric
– In partnership with the Friday Institute, provide support and guidance to
LEAs in completing the DL Progress Rubric
Closing Thoughts
• We’re in this together …
– Committed to a smooth planning & rollout of the
Digital Learning Competencies
• Call to Action:
– Your input and feedback is critical
– TODAY: Feedback Form
(http://tinyurl.com/PTECC-I)
• Strategic Outreach/Focus Groups over the next
few months
Open Q&A
CONTACT INFO
Verna L. Lalbeharie
Director, Digital Teaching & Learning
NC Department of Public Instruction
6364 Mail Service Center
Raleigh, NC 27699-6364
Verna.Lalbeharie@dpi.nc.gov
(P) 919.807.3270
(F) 919.807.3290
@vlalbeharie

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Dtl update ptec031015v2

  • 1. Digital Teaching and Learning Update PTEC Curriculum Leaders Meeting March 10, 2015 Verna Lalbeharie, Director
  • 2. Highlights • Digital Teaching & Learning: Evolving Role – Home Base Support • Digital Learning Landscape – Digital Learning Plan – Digital Learning Competencies • Spring 2015 Focus
  • 3. Digital Teaching and Learning: Our Evolving Role • Emphasis on Support and Service: • Design and deliver professional development in support of digital teaching and learning. • Provide support to LEA and Charter leadership teams in planning the transition to digital teaching and learning. • Internal and External: • Support key agency initiatives such as Home Base, NC Digital Learning Competencies for Educators, the Governor’s Teacher Network, and the NC Digital Learning Plan. • Agency capacity building to support digital teaching and learning in the field • Advocacy and Leadership: • Innovative practices in library media and digital teaching and learning programs.
  • 4. Digital Teaching and Learning: Home Base Support • The DTL Division is reorganizing to include Home Base • Facilitating comprehensive management and leadership of Instructional Improvement System, Student Information System, and Educator Effectiveness System • Transitioning agency staff to roles within DTL: Home Base Manager; SIS, IIS and EE BTA Analysts, Home Base Trainers • Facilitate cross-agency connections
  • 5. NC Digital Learning Landscape Digital Learning Plan Transition to Digital Materials (HB 44) Digital Learning Competencies (HB 23)
  • 6. Session Law 2013-12 An act stating the intent of the general assembly to transition from funding textbooks to funding digital learning in the public schools, as recommended by the legislative research commission study committee on digital learning environments in public schools. House Bill 44
  • 7. Session Law 2013-11 An act directing the State Board of Education to develop and implement digital teaching and learning standards for teachers and school administrators House Bill 23
  • 8. Digital Learning Competencies: HB 23 • Significant critical step in formalizing digital learning as part of the core competencies and necessary preparation for all teachers • Thoughtful development: final competencies need to be real, actionable and provide meaningful measures for educators • Competencies need to be fully integrated into all parts of teacher training and future professional development.
  • 9. DRAFT: Digital Learning Competencies North Carolina educators: I. Model the use of digital tools and resources. II. Create environments that support effective digital teaching and learning. III/IV. Facilitate learning by utilizing content-appropriate digital tools and resources. V. Engage in reflective practice and professional growth activities to enhance their digital teaching and learning. North Carolina administrators: • Create conditions in their schools and advocate in their districts and beyond to support effective digital teaching and learning.
  • 10. Standard I: Teachers Demonstrate Leadership • Teachers lead in their classrooms • Teachers demonstrate leadership in the school. • Teachers lead the teaching profession • Teachers advocate for schools and students. • Teachers demonstrate high ethical standards. • Teachers model using digital tools and resources
  • 11. Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students • Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. • Teachers embrace diversity in the school community and in the world. • Teachers treat students as individuals. • Teachers adapt their teaching for the benefit of students with special needs. • Teachers work collaboratively with the families and significant adults in the lives of their students. • Teachers create environments that support and promote effective digital teaching and learning.
  • 12. Standard III: Teachers Know the Content They Teach • Teachers align their instruction with the North Carolina Standard Course of Study. • Teachers know the content appropriate to their teaching specialty • Teachers recognize the interconnectedness of content areas/disciplines. • Teachers make instruction relevant to students • Teachers facilitate learning by utilizing content- appropriate digital tools and resources.
  • 13. Standard IV: Teachers Facilitate Learning for Their Students • Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. • Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. • Teachers use a variety of instructional methods. • Teachers integrate and utilize technology in their instruction • Teachers help students develop critical thinking and problem-solving skills • Teachers help students work in teams and develop leadership qualities • Teachers communicate effectively • Teachers use a variety of methods to assess what each student has learned.
  • 14. Standard V: Teachers Reflect on Their Practice • Teachers analyze student learning • Teachers link professional growth to their professional goals • Teachers function effectively in a complex, dynamic environment. • Teachers engage in reflective practice and professional growth activities to enhance their digital teaching and learning
  • 15. Standard VI: Teachers Contribute to the Academic Success of Students • The work of the teacher results in acceptable, measurable progress for students
  • 17. Spring 2015 DTL Focus • Digital Learning Competencies – Feedback focus groups and refinement of Competencies – Deeper exploration of Micro-credentials/Badging • RESA Sessions III – Sustaining Teaching and Learning in a Digital Environment • Region 1: March 11 • Region 2: March 10 • Region 3: April 22 • Region 4: April 23 • Region 5: TBD • Region 6: April 8 • Region 7: April 22 • Region 8: April14 • Digital Learning Progress Rubric – In partnership with the Friday Institute, provide support and guidance to LEAs in completing the DL Progress Rubric
  • 18. Closing Thoughts • We’re in this together … – Committed to a smooth planning & rollout of the Digital Learning Competencies • Call to Action: – Your input and feedback is critical – TODAY: Feedback Form (http://tinyurl.com/PTECC-I) • Strategic Outreach/Focus Groups over the next few months
  • 20. CONTACT INFO Verna L. Lalbeharie Director, Digital Teaching & Learning NC Department of Public Instruction 6364 Mail Service Center Raleigh, NC 27699-6364 Verna.Lalbeharie@dpi.nc.gov (P) 919.807.3270 (F) 919.807.3290 @vlalbeharie

Editor's Notes

  1. NC is poised to be a leader in the nation in digital learning - - the combination of these efforts are all moving things in the right direction. Ongoing process… Mastery of Content & Competency based Learning, Anywhere, Anytime Learning, Personalized Learning, Student Centered Instruction, Robust Digital Content, Integrated Assessments, Project-Based Learning, Parent Engagement/Portal
  2. This Bill directs the State Board of Education to develop and implement digital competency standards as part of teacher preparation and licensure by the 2017-2018 school year. This bill recognizes that digital learning is an integral part of all 21st Century teaching and works to integrate it into mainstream teacher preparation.  
  3. Definitely a draft - -we are exploring ways to be more creative and innovative in addressing and rolling out the competencies and NEED YOUR INPUT!