The Spartan Professional Learning Framework defines the direction of professional learning in ELANCO and acts as a guide to support educators in developing customized, learner-centered environments, innovative instructional practices, and continual professional learning opportunities to advance the District’s mission and vision.
Each aspect of the Spartan Professional Framework has been divided into several indicators (ex. A1, A2, & A3.). All of the indicators have been matched to corresponding domains from the Danielson Framework for Teaching. For more information on each of the indicators and to view facilitator examples, click on the link below each section. For a printable version, click here.
Educators continually improve their practice by learning from and with others and exploring proven and promising practices to improve learning. Educators embrace and anticipate constant change and evolution of practices.
A1. Set professional learning goals to explore and apply pedagogical approaches, enhanced by technology if applicable, and reflect on their effectiveness. (Danielson 1a,4e)
A2. Pursue professional interests by creating and actively participating in local and global learning networks. (Danielson 4d, 4e)
A3. Stay current with research that supports improved learner outcomes and engaging learning environments, including findings from the learning sciences. Embrace and anticipate change and evolving practices. (Richardson and Dixon, 2019) (Danielson 1a, 1e, 4e)
Educators seek out opportunities for leadership to advance the District mission and vision of empowering learners, support customized learning environments, and to improve teaching and learning.
B1. Shape, advance, communicate, and accelerate a shared District mission and vision for empowering learners and designing customized learning environments by engaging and collaborating with education stakeholders using technology when appropriate. (Danielson 4c, 4d)
B2. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all learners. (Danielson 4c, 4f)
B3. Model for colleagues the identification, exploration,evaluation, curation and adoption of new digital and non-digital resources and tools for learning. (Danielson 4d)
C. Citizen & Community Builder
Educators inspire learners to positively contribute to and responsibly participate in the physical and digital world. Educators communicate stories of learning, teaching, and modern contexts of schooling and encourage community-wide participation in education of children.
C1. Create and co-create with learners experiences to make positive, socially responsible contributions and exhibit empathetic behavior that build relationships and community. (Danielson 2a)
C2. Establish a learning culture that promotes curiosity and critical examination of online/print resources and fosters digital literacy and media fluency. (Danielson 2b)
C3. Mentor learners in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property. (Danielson 2a, 3a)
C4. Model and promote management of personal data and digital identity and protect learner data privacy. (Danielson 2c, 2d)
C5. Communicate to stakeholders stories of learning and teaching in a modern context of school. (Richardson and Dixon, 2019) (Danielson 3a, 4c)
Educators dedicate time to collaborate with both colleagues and learners to improve practice, discover and share resources and ideas, and solve problems.
D1. Dedicate time to collaborate with colleagues (locally and globally) and learners to create authentic learning experiences. (Danielson 1c, 1d, 4a, 4d)
D2. Collaborate and co-learn with learners to discover and use new digital resources and diagnose and troubleshoot technology issues. (Danielson 1b, 1d, 2b, 4a)
D3. Use collaborative tools to expand learners’ authentic, real-world learning experiences by engaging virtually with experts, teams, and learners, locally and globally. (Danielson 1d, 3c)
D4. Demonstrate cultural competency when communicating with learners, parents and colleagues and interact with them as co-collaborators in the learning process. (Danielson 1b, 3a,4c)
Educators design authentic, learner-driven instructional experiences and environments that recognize and accommodate learner variability, voice, and choice. Educators see learner outcomes as co-constructed to meet the needs of and interests of child.
E1. Create an environment of customized learning experiences and structures that empowers learners and fosters independent/collaborative learning, inquiry, entrepreneurial thinking, and accommodates for learner differences, choice, and voice. (Danielson 1e, 3e)
E2. Design relevant, authentic, problem-based experiences that align with learning progressions, relate to careers, and use digital tools and resources to maximize active, deep learning. (Danielson 1a, 1e)
E3. Explore and apply instructional design principles to co-create with learners innovative learning environments that empower, engage and support learning. (Danielson 2e, 3c)
Educators facilitate learning to support achievement of learning goals and development of learner agency.
F1. Foster a growth mindset culture where learners take ownership of their learning goals and outcomes in both independent and group settings. (Danielson 2b, 3d)
F2. Facilitates learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. (Danielson 2c, 2e)
F3. Create and co-create learning opportunities that challenge learners to use a design process and/or computational thinking to innovate and solve problems. (Danielson 3b)
F4. Model and nurture curiosity, creativity, and creative expression to communicate ideas, knowledge or connections. (Danielson 2b, 3b, 3d)
Educators understand and use data and anecdotal observations to support learners in achieving their learning goals. Educators allow for a variety of ways for learners to demonstrate achievement of goals. Educators embrace and emphasize real-world application and presentation to real audiences as evidence of learning.
G1. Provide a variety of ways for learners to demonstrate proficiency and progress toward learning goals, reflect on their learning, and gather feedback from a world audience. (Danielson 1f, 3d, 3e, 4b)
G2. Design and implement varied evidences of learning that accommodate learner needs, provide timely feedback to learners and inform instruction. Embrace and emphasize real world application and presentation to real audiences. (Danielson 1f, 3d, 4a, 4b)
G3. Use varied evidences of learning to guide learners through progressions and communicate progress with learners, parents and education stakeholders to build learner self-direction. (Danielson 3a, 3d, 4c)
Developed in March 2019
Adapted from and inspired by the following sources:
- Danielsongroup.org. (2019). [online] Available at: https://www.danielsongroup.org/framework/ [Accessed 23 Feb. 2019].
- ISTE Standards for Educators. (n.d.). Retrieved January/February, 2019, from https://www.iste.org/standards/for-educators
- Poon, J. (2018, September 14). Part 1: What Do You Mean When You Say “Student Agency”? Retrieved February 26, 2019, from https://education-reimagined.org/what-do-you-mean-when-you-say-student-agency/
- Richardson, W. and Dixon, B. (2019). 10 Principles for Schools of Modern Learning. [online] S3-us-west-2.amazonaws.com. Available at: https://s3-us-west-2.amazonaws.com/modernlearners/Modern+Learners+10+Principles+for+Schools+of+Modern+Learning+whitepaper.pdf [Accessed 23 Feb. 2019].
- Standards. (n.d.). Retrieved January/February, 2019, from https://learningforward.org/standards
- VISIBLE LEARNING. (2019). Visible Learning. [online] Available at: https://visible-learning.org/ [Accessed 23 Feb. 2019].