The Office of School Leadership has been asked to add an additional layer to its Transformational Leaders Academy to support school turnaround on a district level. This project seeks to partner with the Center on School Turnaround and the University of Virginia to work with identified districts in a capacity building framework.
The SECC staff will continue to support SCDE staff with implementing a state-wide system of support to provide effective and consistent methods for evaluating and supporting all educators and administrators across the state’s school districts. This project will develop a system to measure student growth and incorporate that measure into the current evaluation systems.
The SCDE has developed and continues to administer, maintain, and make ongoing refinements to the ADEPT and PADEPP systems. These evaluation and support systems provide effective and consistent methods for evaluating and supporting all educators across the state’s school districts. This project will develop a system to measure student growth and incorporate that measure into the current evaluation systems.
The SECC will work with SCDE early childhood staff to provide appropriate school readiness resources and services to early childhood stakeholders and program providers.
The SECC will partner with the Center on Innovations in Learning (CIL) to provide training, resources and TA on personalized learning. The goals of this project are to aid the SEA in supporting districts and schools in the areas of personalized learning, learning technologies, competency-based education, and personal competencies.
The SECC will provide opportunities, via collaboration with other content and regional comprehensive centers, for its state education agencies (SEAs) to participate in Talent for Turnaround (T4T) follow-up activities, including the Talent for Turnaround Leadership Academy (T4TLA). In Year 1, the T4TLA will engage SEA leadership in learning about and applying research and best practices in preparing, hiring, developing, and supporting educators in the work of school turnaround.
The SECC early childhood staff will continue to sustain its regional community of practice (CoP) that focuses on ensuring school readiness and the success of preschool-age children. The CoP will continue to provide an online site that serves as a virtual workspace for SEA representatives and stakeholders to interact and collaborate with national experts and staff from other SEAs as well as access to up-to-date research-based practices and emerging promising practices.
The SECC will work with state education agencies (SEAs) to strengthen their plans for implementing college- and career-ready standards (CCRS) and assessments by (a) identifying and providing high-quality resources that are supported by research-based and emerging promising practices; (b) collecting feedback from districts, schools, and teachers to determine the quality, usefulness, and relevance of the resources and supports they are providing; (c) adjusting and refining their implementation plans and resources to address identified needs or concerns; and (d) developing and implementing an