Selecting and purchasing education technology (ed tech) products that are accessible to students with disabilities requires engaging a variety of stakeholders throughout the five-phase process described in our original guidance on procurement (June 2019).
During the rapid transition to distance learning in response to COVID-19, decisions were made quickly to keep staff and students safe and healthy, educate students remotely, and finish the school year amid the crisis. As planning for the next school year begins, leaders and educators can use this opportunity to make more strategic decisions about ed tech that are inclusive and designed to benefit all learners, including those with disabilities.
Essential Elements for eLearning is a free professional learning community that provides policy makers, school administrators and educator leaders a better understanding of policies and practices related to online learning, digital content, and eLearning days.
Just launched! – SETDA’s Coalition for eLearning, with support and resources for states and districts ramping up for virtual learning opportunities. Visit http://coalitions.setda.org/elearning
The power of SETDA is in collective action. SETDA represents the collective capacity and resources of digital learning leaders from all U.S. states and territories, as well as affiliate members and private sector partners. SETDA Coalitions are examples of how leaders can focus a powerful network of policy makers, influencers, and thought leaders to produce solutions on a national scale.
Resources for school districts include:
Rationale and research on why limiting disruption to learning opportunities is critical
Communication tools for state, district and school stakeholders
Access to partner solutions: an aggregation of free or reduced-price solutions including content, online tools, broadband/device access and webinar tools
Examples of state and district policies for eLearning days
District pilot examples from at least three states
The Professional Learning Practices Dashboard includes examples of professional learning to support digital learning, personalized learning, quality materials and leadership. The professional learning resources can be sorted by state, goal, delivery method and/or funding source.
By Patricia A. Snyder, PhD, Mary Louise Hemmeter, PhD, and Lise Fox, PhD
Abstract
In active implementation science frameworks, coaching has been described as an important competency “driver” to ensure evidence-based practices are implemented as intended. Empirical evidence also has identified coaching as a promising job- embedded professional development strategy to support implementation of quality teaching practices. The purpose of the present article is to describe a coaching framework designed to support early childhood teachers to implement evidence- based teaching practices with fidelity. We explicate the key components of the coaching framework, provide theoretical and empirical rationales for each component, and describe how it was operationalized for use as a coaching protocol in several studies. The studies focused on supporting preschool teachers of young children with or at risk for disabilities to implement social-emotional, behavioral, and instructional teaching practices with fidelity. For this special issue, we offer recommendations for future research and considerations for wider scale application and situate each article in the context of coaching and the coaching framework described in this article.
Keywords
intervention, strategies, personnel, professional development, coaching, intervention practices
The K12 Instructional Materials Dashboard is an online database that includes state reviewed, full course, instructional materials for English/Language Arts and math at the secondary level. Resources can be sorted by state, content area, subject area, grade level, format, publisher and copyright date. Educators and publishers can discover reviewed, core instructional materials from a variety of states and identify trends in instructional materials across multiple states.
SETDA expands upon the recent State K12 Instructional Materials Leadership Trends Snapshot and the 2018 Navigating the Digital Shift report with a focus on the opportunity digital instructional materials provide to support personalized learning opportunities for all learners and considerations related to the essential conditions and professional learning opportunities to support digital learning. Stakeholders will learn about state level leadership
