Powerful Learning Propelled by Technology

Learning Design: The ability to design long- and short-term instructional plans that activate the principles of Powerful Learning propelled by technology.

1. Designs learning experiences that leverage technologies to increase personalization, address learner variability, and accessibility to the range of learners in the classroom.
2. Designs learning experiences that are authentic in their reflection of real world tasks and capable of challenging students to grow within their zones of development.
3. Leverages technologies to ensure learning experiences prompt collaboration within and outside of the classroom.
4. Designs, implements, and supports colleagues with lesson and unit plans that leverage inquiry-based, project-based, and challenge-based instructional design; the student activities are often only possible because of the use of technology.
5. Designs learning experiences that build students’ skills as digital co-creators, innovators, and computational thinkers.
6. Co-plans and models for colleagues plans for innovative and emerging technology solutions, to ensure all students have equitable access and opportunities for learning.

Intentional and Flexible: The ability to select and use technologies that align instruction to learning outcomes, while enabling students to learn and demonstrate their understanding both inside and outside the classroom walls.

1. Uses technology to support instructional delivery with blended learning models and flexible groups inside and outside of the classroom.
2. Uses technologies to provide flexibility for students by supporting choices and exploration.
3. Explicitly scaffolds and teaches skills of self-directed learning.
4. Implements instructional strategies that intentionally and flexibly use technology to provide students with multiple means of engagement, representation, action, and expression.
5. Ensures that technology choices are consistently aligned with intended digital equity goals, adapting as needed to be responsive to learner variability.

Learning Facilitation: The ability to leverage technology as a tool for facilitating responsive and rigorous learner-centered experiences.

1. Utilizes common technology tools for instructional delivery, and directs students to use tech tools for procedural purposes.
2. Facilitates learning experiences that incorporate technology, have multiple pathways to success and encourages student exploration with some level of choice.
3. Facilitates learner-led and self-directed learning experiences that prioritize digital equity through technology, providing the learning context, and actively engaging all students with agency, regardless of their access levels.
4. Encourages innovative uses of technology tools and resources to create responsive, rigorous, and learner-centered experiences that meet the diverse needs of students, ensuring equitable participation.

Learning Design Leader: The ability to collaborate with teachers in designing technology-enhanced learning experiences that activate the principles of Powerful Learning Propelled by Technology

1. Provides examples of unit plans and lesson plans, and helps to modify existing plans to increase alignment to Powerful Learning framework (personal and accessible, authentic and challenging, collaborative and connected, inquisitive and reflective).
2. Researches and recommends emerging technology during coaching conversations or professional development for deep student engagement and content mastery.
3. Attends to learner variability when providing feedback on integrating technology.
4. Co-plans, co-observes, and co-teaches the aligning of technology, including emerging technology solutions, to enhance specific instructional methods or grouping strategies.
5. Develops larger-scale frameworks for supporting technology-enhanced learning experiences.

Intentional and Flexible: The ability to model and support teachers in effectively integrating technology to differentiate instruction and meet diverse learners’ needs across content area disciplines.

1. Provides feedback on using technology to differentiate instruction and/or student grouping, including how students learn inside and outside of the classroom.
2. Attends to learner variability in the structure of coaching for teachers and in supporting teachers in creating learning experiences and assessments.
3. Models flexible uses of technology that reflect principles of Universal Design for Learning.
4. Partners with teachers to evaluate and select technology for specific student needs and/or instructional strategies (e.g., inquiry-based learning).
5. Recognizes learner technology aptitude variability in teachers and plans supports accordingly (e.g., PD choice boards, analyzing technology diagnostic assessments for teachers).

Adaptive Professional Learning Facilitation: The ability to leverage technology while recognizing and managing emotions related to technology use when facilitating responsive and rigorous learner-centered experiences for teachers.

1. Provides basic professional development on using existing technology to support responsive teaching and grouping.
2. Recognizes and manages emotions related to technology use and adaptation.
3. Attends to learner variability when curating and/or co-creating professional development targeted at using technology for meeting the needs of diverse learners that may challenge assumptions and prompt reflection.
4. Demonstrates emotional intelligence by empathizing with educators who have different attitudes and levels of technology aptitude.

Instructional Culture Setting: The ability to inspire and nurture a culture of innovation that embraces digital technologies while ensuring inclusive participation and continuous improvement.

1. Leads, co-leads, or collaborates on efforts to transform school and/or district culture into one that fully embraces digital technologies to support inclusion and continuous improvement.
2. Champions innovation and encourages curiosity and experimentation in technology integration.
3. Regularly assesses and collaboratively adjusts school and/or district culture to ensure it supports digital equity and innovation based on strategic goals.

Capacity Building: The ability to oversee professional development that equips educators with the knowledge and skills to integrate technology effectively and equitably into their teaching.

1. Develops and oversees professional development programs that enhance educators’ ability to integrate technology across all aspects of the learning environment.
2. Cultivates a professional learning community that focuses on continuous improvement in technology use.
3. Advocates for and facilitates opportunities for personalized professional learning pathways for educators and staff.