Voglio sapere a riguardo di…

jbell on DSKJLSW7X2PROD with PROPOSALS

Federal Register / Vol. 86, No. 123 / Wednesday, June 30, 2021 / Proposed Rules teachers,26 particularly for students from low-income backgrounds, students of color, and children or students with disabilities.
As such, it is essential to attract, support, and retain a diverse, wellqualified, experienced, and effective pool of educators and the first step in that effort is to ensure that candidates have access to high-quality comprehensive preparation programs that have high standards and provide necessary supports for successful completion. It is equally important to support and retain qualified and effective educators through practices such as mentoring early career teachers;
improving working conditions; creating or enhancing opportunities for professional growth, including through leadership opportunities; providing competitive compensation and opportunities for educators to take on leadership roles; and creating conditions for successful teaching and learning.
This proposed priority focuses on strengthening teacher recruitment, selection, preparation, support, development, effectiveness, recognition, and retention in ways that are consistent with the Departments policy goals of supporting teachers as the professionals they are and improving outcomes for all students by ensuring that students from low-income backgrounds, students of color, students with disabilities, English learners, and other underserved students have equal access to wellqualified, experienced, diverse, and effective educators.
Proposed Priority:
Projects that are designed to increase the proportion of well-prepared, diverse, and effective educators serving students, with a focus on underserved students, through one or more of the following priority areas:
a Increasing the number of diverse educator candidates who have access to an evidence-based comprehensive educator preparation program.
b Increasing the number of teachers with certification in an educator shortage area, or advanced certifications from nationally recognized professional organizations.
c Promoting knowledge of universal design for learning in educator preparation.
d Integrating universal design for learning principles in pedagogical 26 Isenberg,
Eric, Jeffrey Max, Philip Gleason, Matthew Johnson, Jonah Deutsch, and Michael Hansen 2016. Do Low-Income Students Have Equal Access to Effective Teachers? Evidence from 26 Districts NCEE 20174007. Washington, DC:
National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

VerDate Sep<11>2014

16:55 Jun 29, 2021

Jkt 253001

practices and classroom features, such as instructional techniques, classroom materials and resources, and classroom seating.
e Implementing loan forgiveness or service-scholarship programs for educators based on completing service obligation requirements.
f Building or expanding highpoverty school districts as may be defined in the program statute or regulations capacity to hire, support, and retain an effective and diverse educator workforce, through one or more of the following:
1 Providing beginning educators with evidence-based mentoring or induction programs.
2 Adopting or expanding comprehensive, strategic career and compensation systems that provide competitive compensation and include opportunities for educators to serve as mentors and instructional coaches, or to take on additional leadership roles and responsibilities for which educators are compensated.
3 Developing data systems, timelines, and action plans for promoting inclusive and bias-free human resources practices that promote and support development of educator and school leader diversity.
g Supporting effective instruction and building educator capacity through one or more of the following:
1 Providing high-quality jobembedded professional development opportunities focused on one or more of the following:
i Designing and delivering instruction in ways that are engaging, effectively integrate technology, and provide students with opportunities to think critically and solve complex problems, apply their learning in authentic and real-world settings, communicate and collaborate effectively, and develop academic mindsets, including through projectbased, work-based, or other experiential learning opportunities.
ii Supporting students and their families at key transitional stages in their education as they enter into one or more of the following:
A Elementary school.
B Middle school.
C High school.
D Postsecondary education.
E Work.
iii Meeting the needs of English learners.
iv Meeting the needs of children or students with disabilities, including children or students with the most significant disabilities.
v Addressing inequities and bias and developing racially, ethnically,
PO 00000

Frm 00033

Fmt 4702

Sfmt 4702

34669

culturally, and linguistically inclusive pedagogy.
vi Building meaningful and trusting relationships with students families to support in-home, community-based, and in-school learning.
vii For school leaders, improving mastery of essential instructional and organizational leadership skills designed to improve teacher and student learning.
viii Supporting teachers in creating safe, healthy, inclusive, and productive classroom environments.
2 Developing and implementing high-quality assessments as defined in this notice of and for student learning including curriculum-aligned and performance-based tools aligned with State grade-level content standards or, for career and technical education, relevant industry standards and strategies that allow educators to use the data from assessments to inform instructional design and classroom practices that meet the needs of all students, with a focus on underserved students, and providing high-quality professional development to support educators in implementing these strategies.
h Increasing educator capacity to collaborate with diverse stakeholders to carry-out rapid, iterative cycles of evaluation, such as design-based research, improvement science, or other rapid cycle techniques, to design, develop, or improve promising innovations that are designed to benefit underserved students.
Proposed Priority 4 Meeting Student Social, Emotional, and Academic Needs.
Background: The ongoing effects of the dual crises of COVID19 and systemic racism have affected communities across this country.
Countless students have been exposed to trauma and disruptions in learning and have experienced disengagement from school and peers, negatively impacting their mental health and wellbeing. While all students overall levels of wellness have been affected, students of color and other underserved students have experienced a disproportionate burden of the pandemic.27 Targeted supports, including those that leverage technology, are needed for students who have been disproportionately affected 27 Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. 2020. Projecting the potential impact of COVID19 school closures on academic achievement. Educational Researcher, 498, 549565. See also Weissman, S. April 29, 2021. Steep Enrollment Declines this Spring. Inside Higher ED. https www.insidehighered.com/news/
2021/04/29/spring-brings-even-steeper-enrollmentdeclines.

E:FRFM30JNP1.SGM

30JNP1