To ensure fidelity of UDL implementation, professional learning aligns with school-wide and practitioner UDL goals that are developed in response to ongoing school-wide and classroom data. Professional learning goals should directly address identified learning gaps.
Professional learning is goal-driven and is:
designed by or facilitated by professionals knowledgeable about UDL;
based on school-wide, data-driven UDL implementation goals;
used to address professional goals to improve UDL practices; and
dynamic and improved in response to evolving UDL implementation and student outcome data.
To ensure continuous improvement in professional learning practices, the UDL leadership team designs professional learning opportunities to meet the needs of school-wide and individual staff goals by providing flexible pathways to support variability in the staff.
Professional learning is designed to:
meet the needs of school-wide and individual staff professional learning goals;
reduce barriers to learning in anticipation of staff variability;
provide flexible pathways, including options and choices, toward meeting professional learning goals.
Professional learning experiences are designed to help educators become expert learners themselves--that is, purposeful, motivated, resourceful, knowledgeable, strategic, and goal-directed.
is designed to cultivate the qualities of expert learning;
includes strategies and practices educators can use to support/develop expert learners in the classroom; and
includes strategies and practices that promote expert educators
Professional learning is designed to ensure that educators are provided with the best opportunities to successfully transfer new skills into practices that meet the needs of all learners. Professional learning models are supported, collaborative, and based on authentic problems of practice. They engage educators and help make explicit the connection between professional learning and its application to daily practice.
Professional learning is job-embedded and uses:
a systematic model for job-embedded continuous improvement. This may include, but is not limited to, various instructional coaching models, peer-mentoring, instructional rounds, instructional cycles, lesson study, and professional learning communities.
personnel who have the requisite UDL knowledge and skills;
data to inform continuous support plans; and
authentic problems of practice.
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