14 Del. Admin. Code § 288-5.0
Current through Reigster Vol. 28, No. 6, December 1, 2024
5.1 The standards in subsections 5.1.1 through 5.1.3 are core constructs that outline the professional learning objective educators are required to attain within the rigorous content for each learner frame.5.1.1 Equity practices. Educators understand students' historical, cultural, and societal contexts, embrace student assets through instruction, and foster relationships with students, families, and communities.5.1.2 Curriculum, assessment, and instruction. Educators prioritize high-quality curriculum and instructional materials for students, assess student learning, and understand and implement curriculum through instruction. Curriculum includes the core instructional or curriculum materials, aligned assessments, scope and sequence frameworks to pace learning, lesson plans, and supplemental student materials to achieve learning goals.5.1.3 Professional expertise. Educators apply standards and research to their work, develop the expertise to their roles, and prioritize coherence and alignment in their learning.5.2 The standards in subsections 5.2.1 through 5.2.4 are core constructs that outline the professional learning objective educators are required to attain within the transformational processes frame.5.2.1 Equity drivers. Educators prioritize equity in professional learning practices, identify and address their own biases and beliefs, and collaborate with diverse colleagues.5.2.2 Evidence. Educators create expectations and build capacity for use of evidence, leverage evidence, data, and research from multiple sources to place educator learning and measure and report the impact of professional learning.5.2.3 Learning designs. Educators set relevant and contextualized learning goals, ground their work in research and theories about learning, and implement evidence-based learning designs.5.2.4 Implementation. Educators understand and apply research on change management, engage in feedback processes, and implement and sustain professional learning.5.3 The standards in subsections 5.3.1 through 5.3.4 are core constructs that outline the professional learning objective educators are required to attain within the conditions for success frame.5.3.1 Equity foundation. Educators establish expectations for equity, create structures to ensure equitable access to learning, and sustain a culture of support for all staff.5.3.2 Culture of collaborative inquiry. Educators engage in continuous improvement, build collaboration skills and capacity, and share responsibility for improving learning for all students.5.3.3 Leadership. Educators establish a compelling and inclusive vision for professional learning, sustain coherent support to build educator capacity, and advocate for professional learning by sharing the importance and evidence of impact of professional learning.5.3.4 Resources. Educators allocate resources for professional learning, prioritize equity in their resource decisions, and monitor the use and impact of resource investments.14 Del. Admin. Code § 288-5.0
28 DE Reg. 288 (10/1/2024) (Final)