·
Establish Technical
Assistance Centers to help school districts to assess,
design and implement online learning systems in their
school buildings. Online learning would help
districts to create new opportunities for credit
acquisition, address course make-up needs, and allow for
greater access to programs such as Advanced Placement
courses.
·
Develop professional
development content to leverage online learning
technologies.
·
Develop and produce
online training courses, observation protocols and
training materials to be used to train evaluation
coaches.
·
Fund up to 10 new
"full service" Community Schools, a public school that
combines the best educational practices with a wide
range of vital in-house health and social services to
ensure that children are physically, emotionally and
socially prepared to learn. NYSED seeks to award up to
$500,000 to each of 10 schools over three
years.
·
Create an External
Technical Assistance Center for Innovation and
Turnaround (ETACIT) to garner national expertise and
build school district capacity to turn around their
persistently lowest-achieving
schools.
·
Build statewide
curriculum models and related professional development
content in English Language Art and math, aligned with
the Common Core standards.
·
Collect
performance-based formative assessment tasks aligned to
the Common Core that have been developed by New York
educators and conduct a peer review
process.
·
Develop item banks of
performance-based formative assessment and interim
assessments aligned to the Common Core standards and
emerging statewide curriculum
models.
·
Develop formative,
interim, and summative tests for K-2 in the arts,
economics, and multimedia and computer technology; and
for grades 3-8 in blended sciences and social
studies.
·
Develop
clinically-rich teacher preparation programs to include
intensive residency components grounded in the
newly-developed teaching standards, and centered on
practicing real-world skills that make a difference in
the classroom. This program will prepare teachers to be
effective in high-need schools with a focus on students
in the performance gap: ELLs, students with
disabilities, and Black and Hispanic
males.
·
Prepare principals for
service in high-need schools via programs that will
partner leadership preparation providers with schools
serving high-need students through a research-based
program.
·
Create induction
programs to assist more than 4,000 new teachers to
become teacher leaders skilled at school improvement
(2,000 of these teachers will be from high-need
schools).
·
Use formative
assessments to provide effective support to help new
teachers progress along the teaching skills continuum,
provide differentiated professional development support,
and link professional development to teacher
effectiveness early in their
careers.
·
Widen the scope of the
Career and Technical Education (CTE) Resource
Center.
- Evaluations of key programs and
initiatives.
