Carmen Coleman, Center for Innovation in Education, UKY
Jean Garrity, Institute for Personalized Learning,WI
Adriana Martinez, Council of Chief State School Officers, DC
Rebecca E. Wolfe, Jobs for the Future, MA
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Participants will be able to:
 Articulate what’s different about personalized,
student-centered learning environments.
 Understand the unique knowledge, skills, and
mindsets required of teachers that teach in
personalized, student-centered environments.
 Identify ways system leaders and educators can–
and are – taking action to better develop with these
competencies in their classrooms and schools
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Define
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Design
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Enact
Succeed!
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CCSSO Innovation
Lab Network Focus
Group (12 states)
2015 State Teachers of
the Year
Open Public
Comment Period
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• Not standards, but a grain size finer.
• Not all-encompassing, but emphasize the knowledge
and skills that are uniquely required in
personalized settings.
• Best achieved by teacher teams and when
embedded within a system that supports
personalized learning.
• Make explicit commitment to equity and college,
career, and civic success for all learners.
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Intrapersonal Domain
Interpersonal Domain
 Convey a dedication to all





learners.
Demonstrate a
commitment to a
personalized, learnercentered vision for
teaching and learning.
Create and maintain a
learner-centered culture.
Engage in deliberate
practices of adapting and
modeling persistence and
a growth mindset.
Demonstrate commitment
to lifelong professional
learning.
Analyze evidence to
improve personal
practices.
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 Create positive learning
environments that support
individual and collaborative
learning.
 Build strong relationships
that contribute to individual
and collective success.
 Contribute to college and
career access and success
for all learners.
 Seek appropriate
individual or shared
leadership roles to
continue professional
growth.
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What are your thoughts or personal
stories related to the Intrapersonal
and Interpersonal competencies?
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Cognitive Domain
 Use knowledge of
content and learning
progressions to guide
students toward mastery.
 Apply knowledge of
effective communication
sub-skills to develop
learners into effective
communicators.
 Employ techniques of
developing students’ skills
of metacognition, selfregulation, and
perseverance.
Instructional Domain
 Use a mastery approach to
learning.
 Use assessment and data as tools
for learning.
 Customize the learning
experience.
 Promote student agency and
ownership of learning.
 Provide opportunities for
anytime/anywhere and realworld learning tied to learning
objectives.
 Facilitate project-based learning.
 Use collaborative group work.
 Use technology in service of
learning.
 What are the implications for local or
state systems that prepare educators
to make these kinds of shifts?
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 WI Leadership Cohorts
 UK Principal Academy
 http://sites.education.uky.edu/nxgla/
 https://education.uky.edu/edl/principal-preparation-program/
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Submit your ideas
for videos,
curriculum,
artifacts, etc.
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 CCSSO is national non-partisan
membership organization for state
education agency leaders (“chiefs).
 CCSSO’s Innovation Lab Network is a
network of states taking action to
identify, test, and implement studentcentered approaches to learning that
result in college and career readiness
for all students.
 ILN states work with leading districts
to scale locally-led innovation to drive
system transformation.
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Jean Garrity
Associate Director, Institute for Personalized Learning
[email protected]
Rebecca E. Wolfe
Senior Director, Students at the Center, Jobs for the Future
[email protected]
Carmen Coleman
Teacher/Leader Outreach, Center for Innovation in Education;
Next Generation Leadership, University of Kentucky
[email protected]
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