eMBEDDED LEARNING™ System

Shared vision and values

Yes

The early literacy series incorporates the guiding principles and core beliefs found in good teaching such as:

• All children can learn to read.
• Expectations for all children's learning should be challenging and fair.
• Instruction should be based on scientific research.
• The teacher is responsible for making learning a positive experience for all children.

Content-focused study groups with smaller cohorts being optimal

Yes

Study groups range from 5 to 10 members taking the course and practicing and reflecting on the activities together.

Collective learning and application of learning into daily practice that is:

• purposeful
• structured
• facilitated
• accountable

Yes

Because the study groups are within a course structure, the learning is focused, purposeful, facilitated by a subject matter expert, and participants are accountable through the collection of classroom student assessment data throughout the instruction and learning.

Inquiry/action research-based approach with a commitment to continuous improvement based on student assessment data

Yes

Mini-studies contained within the courses are where teachers participate in action research working with different levels of learners, student assessment data, and instructional designs.

Regular and substantial time to conduct professional discourse focused around content-based, instructionally focused discourse such as enacting and sharing research-based strategies

Yes

Learners participate in online discussion groups where they discuss the course content, research-based strategies and modeling, their own practice and beliefs, and share the results of their classroom applications of the content. Online discussions are facilitated by a subject matter expert and the discourse is evaluated for depth, rigor and self-reflection.

Self-Reflection and metacognition occur in the facilitation

Yes

Learners are confronted with questions that require critical self-analysis and reflection of their professional practice, how they have instructed, and what changes need to take place. The responses are evaluated by the facilitator using provided rubrics to ensure that appropriate seriousness and depth are exhibited in the answers.

Aligns with a career ladder encouraging professional growth, builds local capacity and provides supports

Yes

Courses are designed to be lifelong learning in a continuum of professional development leading through the early literacy series, teacher leadership, and teacher coaching. The courses can also be taken for non-credit or for graduate credit.

Checkpoints to ensure all members of the community are participating in professional discourse and reflective dialog

Yes

Learners are required to participate in a minimum number of postings in the online discussions, and everyone is required to participate by the software before progressing to the next part of the course.

Documentation of evidence of improved practice including an understanding of how practice and instruction is differentiated based on student needs, what disaggregated data reveals about performance for different student groups, and how multiple measures can be used to assess student learning

Yes

During the mini-studies, learners document evidence of improved practice and share this evidence with their colleagues for feedback.  The mini-studies require learners to apply the attributes of effective teaching in their classrooms, including differentiating instruction based on the assessed needs of students, analyzing data, using multiple assessments, and reflecting on practice.