Carmen Coleman, Center for Innovation in Education, UKY Jean Garrity, Institute for Personalized Learning, WI Adriana Martinez, Council of Chief State School Officers, DC Rebecca E. Wolfe, Jobs for the Future,

Participants will be able to:  Articulate what’s different about personalized, student-centered learning environments.  Understand the unique knowledge, skills, and mindsets required of teachers that teach in personalized, student-centered environments.  Identify ways system leaders and educators can– and are – taking action to better develop with these competencies in their classrooms and

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CCSSO Innovation Lab Network Focus Group (12 states) 2015 State Teachers of the Year Open Public Comment Period #ccssoILN

Not standards, but a grain size finer. Not all-encompassing, but emphasize the knowledge and skills that are uniquely required in personalized settings. Best achieved by teacher teams and when embedded within a system that supports personalized learning. Make explicit commitment to equity and college, career, and civic success for all learners.

Interpersonal DomainIntrapersonal Domain  Convey a dedication to all learners.  Demonstrate a commitment to a personalized, learner- centered vision for teaching and learning.  Create and maintain a learner-centered culture.  Engage in deliberate practices of adapting and modeling persistence and a growth mindset.  Demonstrate commitment to lifelong professional learning.  Analyze evidence to improve personal practices.  Create positive learning environments that support individual and collaborative learning.  Build strong relationships that contribute to individual and collective success.  Contribute to college and career access and success for all learners.  Seek appropriate individual or shared leadership roles to continue professional

 What are your thoughts or personal stories related to the Intrapersonal and Interpersonal

Instructional DomainCognitive Domain  Use knowledge of content and learning progressions to guide students toward mastery.  Apply knowledge of effective communication sub-skills to develop learners into effective communicators.  Employ techniques of developing students’ skills of metacognition, self- regulation, and perseverance.  Use a mastery approach to learning.  Use assessment and data as tools for learning.  Customize the learning experience.  Promote student agency and ownership of learning.  Provide opportunities for anytime/anywhere and real- world learning tied to learning objectives.  Facilitate project-based learning.  Use collaborative group work.  Use technology in service of learning.

 What are the implications for local or state systems that prepare educators to make these kinds of

 WI Leadership Cohorts  UK Principal Academy  

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 CCSSO is national non-partisan membership organization for state education agency leaders (“chiefs).  CCSSO’s Innovation Lab Network is a network of states taking action to identify, test, and implement student- centered approaches to learning that result in college and career readiness for all students.  ILN states work with leading districts to scale locally-led innovation to drive system transformation.  CCSSO is national non-partisan membership organization for state education agency leaders (“chiefs).  CCSSO’s Innovation Lab Network is a network of states taking action to identify, test, and implement student- centered approaches to learning that result in college and career readiness for all students.  ILN states work with leading districts to scale locally-led innovation to drive system transformation.

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Jean Garrity Associate Director, Institute for Personalized Learning Rebecca E. Wolfe Senior Director, Students at the Center, Jobs for the Future Carmen Coleman Teacher/Leader Outreach, Center for Innovation in Education; Next Generation Leadership, University of Kentucky #ccssoILN