Teachers, administrators and staff continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their effectiveness as professionals so that students benefit.

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• Teachers, administrators and staff
  continuously seek and share learning and then
  act on what they learn. The goal of their
  actions is to enhance their effectiveness as
  professionals so that students benefit.

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• A Learning Community is a community of
  learning professionals studying a carefully
  sequenced learning format designed to move
  teachers from content knowledge to daily
  practice over time.
• An e-Learning Community is a community of
  learning professionals using the Internet and
  face-to-face interactions to receive instruction
  and expert coaching over time.

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• Sustained for making lasting changes
• Convenient anytime/anywhere learning
• Practical teacher - centered content
• Accountable for teacher growth

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• Supports meeting Q-Comp goals
• .focused exclusively on teacher efficacy within
  the context of job-embedded professional
  development linked to student and teacher
  needs.

From MDE website
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• Supports meeting Q-Comp goals
• Planning and Preparation
• The Classroom Environment
• Instruction
• Professional Responsibilities
• Cultural Competence

From MDE website
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• Supports meeting Q-Comp goals
• Focus on Site Goals
• Reflection on Performance
• Creating differentiated lessons for improved
  student success

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• Practical classroom applications
• Strategies for working with a variety of learners
• A support network of colleagues
• The power of working towards the common goal
  of differentiation and impacting the success
  of a building
• Clear communication, classroom management,
  and assessment strategies

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• Our program now contains three 2 - credit courses
• DIAL eLearning Foundations Part I (Modules 1-8)
  Building common language and developing
  concepts
• DIAL eLearning Foundations Part II (Modules
  9-16) Developing differentiated lessons/units
• DIAL eLearning Advanced Topics (Modules 17-24)
  Restructuring units of study/courses
• Each course contains 8 online modules

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- Foundations Part I
Program Topics Modules 1 - 8

• Multiple intelligences theory and the
  foundations of differentiated instruction
• Analyzing student intelligences in a
  differentiated classroom
• Gender and inclusion in the differentiated
  classroom
• Differentiated strategies, flexible grouping,
  tiered assignments project menus and
  challenge centers
• Thinking skills and goal setting
• Collegial conversations
• Using student work as a diagnostic tool
• Professional reflection

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- Foundations Part II
Program Topics Modules 9 - 16

• Planning an extended implementation project
• Advanced differentiation strategies
• Differentiation examples and lesson design
• Designing effective communication with
  stakeholders
• Managing the differentiated classroom
• Assessment/Grading in the differentiated setting
• Student peer coaching strategies
• Communicating implementation results

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- Advanced Topics
Program Topics Modules 17 - 24

• Understanding by Design (UbD)
• Application of Understanding by Design
• Understanding Evidence of Learning
• Application of Evidence of Learning
• Understanding Difficulty and Complexity
• Application of Difficulty an Complexity
• Teaching for Understanding
• Application of Teaching for Understanding

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DIAL is owned by Intermediate Districts 287 and
916. Moodle is the delivery platform
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• Each module begins with
• a quote or a video to set the tone
• an In This Module section to clarify the
  module topic
• guiding questions to frame the learning

• Readings for each module
• cover essential learnings and are online
• No additional text is necessary
• Resources for each module link to websites for
  related information.

Most modules conclude with posting to the
discussion board or a blog asking teachers to
reflect on their learning.
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• Regular meetings of the face-to-face learning
  community are an integral part of this
  professional development format. The
  collegial discussions enhance the learning of
  the on-line modules.
• Classroom application of the differentiation
  strategies and professional reflection create an
  atmosphere that encourages and supports
  instructional growth.

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• Meets MN Board of Teaching Licensure
  requirements for differentiation
• 10 CEUs minimum (per 8 modules)
• 20 CEUs recommended (per 8 modules)
• College credit from Hamline (optional) Two
  credits graduate semester credits per 8
  modules _at_ 110 per credit

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Cost to the District

• Site License - 1500
• License is for one school year
• A community is 15 participants/license
• Each community of participants takes 1 set of 8
  modules
• Module sets should be matched to user knowledge
  level

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Cost to the District

• Site License - 2000
• License is for one school year
• A community is 15 participants/license
• Each community of participants may take up to 2
  sets of 8 modules
• Module sets should be matched to user knowledge
  level

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Cost to the District

• Site Facilitators
• A licensed learning communities can be divided
  into smaller communities for focused
  conversations
• Ideal size is 5 8
• Communities by site, i.e. middle school, high
  school, elementary school, have been successful
• Each learning community has a site facilitator
• It is suggested that a site facilitator be paid a
  stipend (districts have paid facilitators an
  average of 500/small group)

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• Site facilitators receive the following from
  Intermediate Districts 287 and 916
• Face-to-face facilitator training
• A training manual with suggestions for successful
  facilitation of each learning community
  meeting
• Ideas for preparing materials for each meeting
• Paper copies of all readings
• Appropriate support materials
• Additional resources and resource ideas
• Troubleshooting ideas for site leaders that
  might need/want a bit of extra help moving
  their community through the modules.

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Suggested Timeline

• Each set of 8 modules takes from 10 14 weeks
  to complete
• In order to complete two sets of 8 modules in
  one school year, it is suggested you
• Begin your first set of modules in late September
  (complete by the end of January)
• Begin your second set of modules in early
  February (complete by the end of May)

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