Goals and Objectives

Goals

By the end of this professional learning module, the educator should be able to understand the research-based best practices and strategies for improving student empowerment.

By the end of the professional learning module, the educator will lay a positive foundation that builds students' interest by utilizing researched-based practices and strategies to spark student's interest.

Objectives

Participants will understand the differences between student engagement and student empowerment.

Participants will understand and utilize research-based strategies to improve student empowerment.

Participants will understand and utilize research-based strategies to build a capacity to improve teacher-student relationships.

To view the conceptual framework used to create this module, please click the button to the right:

Conceptual Framework

National Standards

I CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC)

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences (1A) (CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC), 2013).

International Society for Technology in Education (ISTE)

Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning (2a) (ISTE, 2020).

National Board for Professional Teaching Standards (NBPTS)

Proposition 1

Teachers are committed to students and their learning.

Proposition 3

Teachers are responsible for managing and monitoring student learning (NBPTS, 2020).

Teacher Leader Model Standards (TLMS)

Domain I

Fostering a Collaborative Culture to Support Educator Development and Student Learning

Strives to create an inclusive culture where diverse perspectives are welcome in addressing challenges (1d).

Domain II

Assessing and Using Research to Improve Practice and Student Learning

Assists colleague in accessing and using research in order to select appropriate strategies to improve student learning (2a).

Domain III

Promoting Professional Learning for Continuous Improvement

Uses information about emerging education, economic, and social trends in planning and facilitating

professional learning (3H).

Domain IV

Facilitating Improvements in Instruction and Student Learning

Facilitates the collection, analysis, and use of classroom-and school-based data to identify opportunities to improve curriculum,

instruction, assessment, school organization, and school culture (4a).

Promotes instructional strategies that address issues of diversity and equipment in the classroom and ensures that individual

student learning needs remain the central focus of instruction (4f).

(Teacher Leader Exploratory Consortium, n. d.).

*For additional information about the national standards click the title of the standard.

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Challenge

Virtual Professional Learning Module

Goals and Objectives

Goals

​

By the end of this professional learning module, the educator should be able to understand the research-based best practices and strategies for improving student empowerment.

​

By the end of the professional learning module, the educator will lay a positive foundation that builds students' interest by utilizing researched-based practices and strategies to spark student's interest.

Objectives

Participants will understand the differences between student engagement and student empowerment.

​

Participants will understand and utilize research-based strategies to improve student empowerment.

​

Participants will understand and utilize research-based strategies to build a capacity to improve teacher-student relationships.

National Standards

ICCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC)

Standard #1: Learner Development

International Society for Technology in Education (ISTE)

Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning (2a) (ISTE, 2020).

​

Teachers are committed to students and their learning.

​

Proposition 3

Teachers are responsible for managing and monitoring student learning (NBPTS, 2020).

Teacher Leader Model Standards (TLMS)

​

Domain I

Fostering a Collaborative Culture to Support Educator Development and Student Learning

Strives to create an inclusive culture where diverse perspectives are welcome in addressing challenges (1d).

​

Domain II

Assessing and Using Research to Improve Practice and Student Learning

Assists colleague in accessing and using research in order to select appropriate strategies to improve student learning (2a).

​

Domain III

Promoting Professional Learning for Continuous Improvement

​

Uses information about emerging education, economic, and social trends in planning and facilitating

professional learning (3H).

Domain IV

Facilitating Improvements in Instruction and Student Learning

Facilitates the collection, analysis, and use of classroom-and school-based data to identify opportunities to improve curriculum,

instruction, assessment, school organization, and school culture (4a).

Promotes instructional strategies that address issues of diversity and equipment in the classroom and ensures that individual

student learning needs remain the central focus of instruction (4f).

(Teacher Leader Exploratory Consortium, n. d.).

​

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*For additional information about the national standards click the title of the standard.

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I CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC)