In their Cohort 4 project, the VBCPS team developed vertical articulation of developmentally appropriate skills aligned to the VBCPS Graduate Profile to engage in authentic learning experiences designed to promote student agency and higher-order thinking skills while simultaneously ensuring growth and depth from Kindergarten to graduation.
Stafford Schools collaborated with stakeholders to develop a capstone project for cybersecurity students to serve as a model for other capstone experiences linked to our (still draft version) of its Profile of a Graduate. This document outlines the grade level course progression as well as the capstone project outline.
Stafford’s Cohort 4 team collaborated with stakeholders to develop a capstone project for cybersecurity students to serve as a model for other capstone experiences linked to our (still draft version) of its Profile of a Graduate. Along the way, the team realized the need for additional infrastructural documents to ground division-level instructional initiatives, and developed this draft for a Profile of a Stafford Graduate.
Stafford’s Cohort 4 team collaborated with stakeholders to develop a capstone project for cybersecurity students to serve as a model for other capstone experiences linked to our (still draft version) of its Profile of a Graduate. Along the way, the team realized the need for additional infrastructural documents to ground division-level instructional initiatives, and developed this Framework for Student Learning.
Southampton County Schools collaborated with local and regional partners such as Jobs For Virginia, to develop and implement programs that target SCPS Profile of a Graduate. In addition, each program implemented was intentional about creating a space for all families to feel welcomed and that their voices were being heard by division leaders.
Salem City has made progress on teachers administering performance tasks but sought to scale it up division-wide. To address this challenge, their team led review of existing tasks, revision of any that needed adjustment, engagement in a gap analysis to identify areas where tasks were missing, and development of a K-12 map identifying tasks and a curriculum map that shows growth in the 5Cs across K-12. The link above shares a video of students piloting a new performance task in 5th grade.
Administration and teacher leaders worked collaboratively to develop a PLC model building from the work done in LETRS Bridge to Practice collaborative learning sessions. Implementation of a PLC model takes time, and this work at the school level will continue to evolve as the division develops shared norms and goals for PLCs across its schools.
This video provides an overview of the Roanoke County Leadership Academy that was designed and held during the 2022-23 school year. In the video, participants shared about their experience as members of the Academy.
Robin Best represented Richmond City Public Schools in VaLIN for the 2022-2023 school year, inviting the Henry L. Marsh III Elementary School Exceptional Education Department to join her on the journey to build staff capacity around equitable learning outcomes. While her project finished in its infancy due to disruptive staff changes, her efforts laid a strong foundation on which to build.
The Powhatan County team’s goal was to revisit, refine, and re-engage with division instructional structures. Their project is creating and implementing an instructional playbook with direct input and feedback from all teachers in the county to provide structures for instructional best practices in PCPS.
The original goal of this project was to develop a family literacy program with a non-profit organization based in an elementary school in Portsmouth Public Schools so as to provide workforce training and digital literacy to parents in the division. Through this experience, the focus pivoted to developing a Profile of an Adult Learner as a Virginia Graduate.
With coaching and support from the VaLIN 4.0 Network, a diverse group of 4th grade teachers and paraprofessionals received in-house training on how to deliver multisensory literacy instruction in the areas of phonological awareness, phonemic awareness. and phonics.
Orange County Principal Nick Sodano outlines his four-domain plan for increasing family engagement with Gordon-Barbour Elementary School.
Norfolk City Principal Michael Lazarus focused his efforts on Community Schooling, bridging the gap between home, school, and the community in partnership with William & Mary and following the Project Empower model to provide mentorship to students to facilitate wrap-around services so that educators can provide services to the total student.
In response to the growing number of staff vacancies, the NNPS VALIN 4.0 team created a task force consisting of principals, assistant principals, teachers, and central office support staff to design instructional models that could help schools address staff shortages in creative ways. This “Instructional Design Model” document will be a resource for school admins when making instructional decisions that meet their unique staffing needs. The team’s journey is documented in this slide presentation.
Over their time in VaLIN 4.0, Nelson County’s team worked to develop a localized Portrait of a Graduate for their school division based on community input. They gathered feedback through their initial survey and made strides in developing localized competencies for each of the 5C’s.
Building on the work of the MPCS VaLIN 3.0 team and its creation of an Individual Excellence Framework, the 4.0 team used this document as a springboard towards creating supporting documents for educators in meeting the requirements of the new teacher performance Standard 6: Culturally Responsive Teaching and Equitable Practices.
This artifact outlines Louisa County’s journey to develop a high impact professional learning day (teacher voice, teacher choice, led by teachers) to enhance the 5C’s in classroom activities and lessons.
Loudoun County adopted a new strategic plan, One LCPS: Strategic Plan for Excellence in June 2022. During Cohort 4.0, the team focused on bringing the strategic plan to life and implementing it with fidelity.
Seeing is Believing! Team Henrico planned and implemented a division-wide student exhibition of learning called Henrico 21: LifeReady Learning Exhibition. This powerful event served as a one-of-a-kind opportunity to demonstrate the power of Presentations of Learning (PoL) to the entire Henrico County Public Schools learning community.
VaLIN 4.0 cohort member Yardley Farquharson developed and began to implement this professional learning system to support teachers in providing evidence-based and research-based instruction in Greensville County. This system ensures monitoring and oversight for the implementation of professional learning and development opportunities attended.
This presentation outlines the efforts of VaLIN 4.0 cohort member Yardley Farquharson in the development of the division's professional learning system to support teachers in providing evidence-based and research-based instruction.
The focus of this project was student engagement and how it can impact student learning. Principal Jodie Simpson outlines her approach to creating the conditions that lead to student learning at Gloucester High School.
In this team presentation, the Fredericksburg City Innovation Team describes their path to improving EL student graduation rates and increasing parental engagement with EL families.
Franklin County’s Cohort 4.0 team united leaders at Franklin Middle School around a mission of building a community of invested agents of learning who are empowered to create learner-centered environments.
Partnering in the VaLIN cohort 4.0 provided the Fairfax team with an opportunity to think strategically and learn from other school districts’ experiences and challenges in scaling Portrait of a Graduate Presentations of Learning (PoG PoL).
Partnering in the VaLIN cohort 4.0 provided the Fairfax team with an opportunity to think strategically and learn from other school districts’ experiences and challenges in scaling Portrait of a Graduate Presentations of Learning (PoG PoL).
The Danville team’s journey in Cohort 4.0 focused around implementation of Professional Learning Communities (PLCs) in all schools. In this presentation, they outline their initial steps in this endeavor as well as long term implications for growth.
The Cumberland team’s goal was to grow and develop more leaders at all levels through meaningful coaching. The division planned to build capacity by developing leaders at all levels to assist students to be equipped to thrive in life.
Chesterfield’s local innovation was to better understand what school leaders need to support stronger implementation of PLCs in their schools as well as the intentional action steps the division can take to support that effort.
Campbell’s local innovation was to develop a professional learning toolkit with a purpose of providing ready-to-use professional resources for administrators, teachers, and coaches. Additionally, the toolkit provides transparency and clarity on our best professional and instructional practices.
This presentation outlines the process of creating and using a professional learning toolkit designed with a purpose of providing ready-to-use professional resources for administrators, teachers, and coaches.
CodeRVA’s design builds on next-generation high school models across the nation that rethink the use of time and space, leverage technology to personalize and accelerate learning, and redesign curriculum to align with competency-based progressions. CodeRVA’s team identified the need to create a formal Ninth Grade Academy (9GA) to facilitate the transition not only to high school, but to CodeRVA’s unique learning environment.
How has Fairfax County Public Schools attempted to adapt instructional practices to shift with changing times? Experience the journey of trailblazing schools that are shifting instruction to provide experiences where students learn, develop, and showcase their growth in “Portrait of a Graduate” skills through student-led Presentations of Learning. See the journey from initial concept, planning, teacher shifts, roadblocks, and adjustments that will allow these practices and assessment strategies to be the norm for all students, and how partnership with a state cohort will help propel the initiative.
The Nottoway team's Innovation Focus is best summed up as E3 -- Expose, Explore, Experience. Their goal is to expose, reveal, and introduce careers and opportunities to elementary students as they develop curiosity and interests. As students progress through middle school, they explore career pathways, begin to make choices and identify job preferences. E3, at the high school level, involves an active living model where students investigate and become immersed in career and real-life learning experiences.
The Nottoway team's Innovation Focus is best summed up as E3 -- Expose, Explore, Experience. Their goal is to expose, reveal, and introduce careers and opportunities to elementary students as they develop curiosity and interests. As students progress through middle school, they explore career pathways, begin to make choices and identify job preferences. E3, at the high school level, involves an active living model where students investigate and become immersed in career and real-life learning experiences.
Bristol City collaborated with the local Chamber to establish a program that prepares and recognizes high school students who demonstrate career and workforce readiness skills. Students are mentored, participate in an advisory period where they create and maintain a digital portfolio, and gain access to work-based learning opportunities and a spring Job Fair. Successful students receive the Chamber’s Seal of Excellence on their diploma.
Bristol City collaborated with the local Chamber to establish a program that prepares and recognizes high school students who demonstrate career and workforce readiness skills. Students are mentored, participate in an advisory period where they create and maintain a digital portfolio, and gain access to work-based learning opportunities and a spring Job Fair. Successful students receive the Chamber’s Seal of Excellence on their diploma.
The Waynesboro City team focused its efforts on a pair of initiatives (Waynesboro High School's Students Solving Community Challenges program and Kate Collins Middle School's Waynesboro Educational Farm) that both incorporated opportunities for real world learning and community engagement within the context of the student experience.
The Shenandoah VaLIN team worked this year to continue to bring SCALE (Shenandoah County Advanced Learning Environments) to life. The initiative's goal is to support expansion of career and work-based experiences through continued collaboration with local community agencies, business partners, and higher education institutions.
Greensville County is a Year 1 Innovation Team from Cohort II, with an initial innovation goal to increase project-based tasks and student-centered learning in the classroom. They present a story of excitement in the beginning, how they experienced both hardships and successes, and how they changed their innovation to work for their school district during the pandemic.
Greensville County is a Year 1 Innovation Team from Cohort II, with an initial innovation goal to increase project-based tasks and student-centered learning in the classroom. They present a story of excitement in the beginning, how they experienced both hardships and successes, and how they changed their innovation to work for their school district during the pandemic.
The MCPS Tech Internship program offers students a real-world learning experience that prepares them for future endeavors in the field of cyber security. The team is leveraging the Profile of a VA Classroom to map out connections between cybersecurity students and content experts, identify what personalized learning looks like in these classrooms, and develop assessments that connect students to the real world while focusing on equity for non-traditional cybersecurity students.
The driving question of Radford City's Innovation Team: Can we create a schedule that allows teachers to collaborate, plan, and prepare for the integration of problem/project based learning? Review the slide deck that chronicles the team's journey in order to understand their path as well as to access resources associated with their implementation.
Henrico’s story centers on how the pandemic supercharged their advance towards a deeper learning focused Teaching and Learning Framework through rapid prototyping, testing, failure, and survival. The key innovation is the Practitioner's Guide for Design and Delivery that was designed to support teachers in either virtual or in-person environments. Essentially, this resource is the guide to HCPS best practices expectations for Life Ready instruction.
Continuous learning is an embedded process in any innovation. Staunton City Schools developed and upscaled SCS University, a collaborative peer-to-peer training that allows for personalized learning around an identified focus and need. This same concept could be applied across divisions and across innovative practices.
Norfolk Public Schools, like so many, shifted their innovation during the year to meet both present and future learning. The innovation is focused on the return to school that provides an optimal experience for all learners whether in person and virtual but also is shaping instruction to be more aligned to best practice around engagement and empowerment of students.
The Nelson team worked collaboratively to reimagine approaches to professional learning via empowering our educators in Lead Innovation Teams. The initiative included a rebranding of their division-wide focus within pathways of learning, ensuring relevant learning experiences that will engage students and help them develop a passion for learning. The goal of these Lead Innovation Teams is to transform student learning from the abstract to the meaningful.
Continuous learning is an embedded process in any innovation. Staunton City Schools developed and upscaled SCS University, a collaborative peer-to-peer training that allows for personalized learning around an identified focus and need. This same concept could be applied across divisions and across innovative practices.
During a review of their efforts from the 2020-21 school year, Chesapeake City's innovation team brought to light a theme of empowering educators to provide a greater level of real-life application to student learning experiences. In this Voices of VaLIN podcast episode, Dr. Sheli Porter discusses some of the realizations gleaned from their leadership efforts.
New Kent County leveraged a 5Es approach to build commitment as they reinvent the summer learning experience to reactivate the joy for learning. The Summer of MORE (Meaningful Opportunities for Real World Engagement) is a multifaceted experience for both learners and teachers, with thematic units that activate the 5Cs and PLC structures that foster risk-taking and leadership opportunities.
In the Voices of VALIN podcast episode, Amherst County Superintendent Dr. Rob Arnold shares the story from moments of a year of innovation. In the summer of 2020, their partnership with WSET enabled student production teams to develop and manage a televised series of engaging lessons aligned to universal themes. Later in the year, a focus on PBL led to development of a website that showcases selected student artifacts from each of the division's schools for public viewing.
Amherst County shares the journey from moments of a year of innovation. In the summer of 2020, their partnership with WSET enabled student production teams to develop and manage a televised series of engaging lessons aligned to universal themes. Later in the year, a focus on PBL led to development of a website that showcases selected student artifacts from each of the division's schools for public viewing.
RPS’s innovation journey began with their efforts to create STEM Academies within two of their middle schools. It quickly became apparent to them that this work was having an impact on their learners and RPS needed a way to replicate it within existing bandwidth. Leveraging the VALIN Innovation Framework as a model, RPS designed their own DREAMS Innovation Process, which is now being leveraged to scale innovation across the division.
Despite the changes students were to experience in the fall of 2020, the Hanover team was able to fold the thinking of multiple elective choices within a new middle school schedule. The team created a new component in the schedule called Academic Curriculum Enrichment Block (ACE). Eventually, ACE attempted to realize what the team had initially set out to do in March 2020: to give students a chance to explore multiple elective choices.
Continuous learning is an embedded process in any innovation. Staunton City Schools developed and upscaled SCS University, a collaborative peer-to-peer training that allows for personalized learning around an identified focus and need. This same concept could be applied across divisions and across innovative practices.
RPS’s innovation journey began with their efforts to create STEM Academies within two of their middle schools. It quickly became apparent to them that this work was having an impact on their learners and RPS needed a way to replicate it within existing bandwidth. Leveraging the VALIN Innovation Framework as a model, RPS designed their own DREAMS Innovation Process, which is now being leveraged to scale innovation across the division.
As part of their innovation journey, Chesterfield identified the need to set the stage for innovation to take place. In their strategic plan, Chesterfield promises to “ignite passion through authentic and captivating experiences.” The way to advance this ignition is through their Infinite Learner 6 Cs. This podcast interview offers reflections from the Chesterfield County Public Schools team on their innovation journey.
As part of their innovation journey, Chesterfield identified the need to set the stage for innovation to take place. In their strategic plan, Chesterfield promises to “ignite passion through authentic and captivating experiences.” The way to advance this ignition is through their Infinite Learner 6 Cs. By focusing their innovation on revamping their School Improvement and Innovation Process, they are creating the conditions for innovation to take root and thrive.
Over the course of participation in VaLIN 2.0, the Stafford team focused on beginning to outline what the SCPS-specific profile of a graduate / learner / educator would look like. The following illustrates those skills and qualities that teachers and leaders will both model and teach to students so that each of these personal statements will be true by the time a student graduates. They incorporate the 5Cs of the Portrait of a Graduate as well as those adopted by Stafford in its original adoption of the C5W continuum.
The goal of this multi-district team's efforts: to guide division-level and school-level leaders to unpack and operationalize the 5 C’s. As a result, leaders can better support classroom teachers in navigating and implementing authentic, deeper learning opportunities at all levels in their work to support students as they grow in their acquisition of life-ready skills.
Use this spreadsheet to stay apprised of when Cohort 5.0 meets during the 2023-24 session! Location, lodging and parking details are included in this resource.
As a means of advancing outcomes associated with Chesapeake Compassionate and Responsive Educational Supports (CARES), the Chesapeake City Cohort 3.0 team helped to shepherd and support the launch of Empower ColLabs. Within these communities of practice, division educators collaboratively engage in professional learning, address problems of practice, and share innovative strategies and resources to empower student-centered learning at scale.
As a member of this year’s cohort, the MPCS team elected to review the common language innovation framework from Cohort 1.0, centering on how this year’s team could revise the initial Inclusive Excellence to reflect Individual Excellence. It is from this that Cohort 3.0 created the Individual Excellence Framework, offering a continuum that focuses on self-reflection and high expectations for all.
The Isle of Wight Cohort 3.0 team’s goal was to explore the relationship needs of students and staff and to develop and pilot strategies that build relationships for students and staff, simultaneously.
To ensure Virginia Beach students are future-ready as outlined in the division’s Graduate Profile, this VALIN team identified a core focus: balanced assessment. To address this focus area, the team captured and communicated a brief history of balanced assessment in VBCPS, designed a curriculum audit tool to review performance assessment opportunities, developed consistent framework and expectations for VBCPS-curated works of substance, and captured artifacts from exemplary implementation to inform broader adoption.
Salem City has made progress on teachers administering performance tasks but sought to scale it up division-wide. To address this challenge, their team led a review of existing tasks, revision of any that needed adjustment, engagement in a gap analysis to identify areas where tasks were missing, and development of a K-12 map identifying tasks and a curriculum map that shows growth in the 5Cs across K-12. The link above shares a video of students piloting a new performance task in 5th grade.
The Roanoke County team continued advancement of the division’s C-Change Initiative by engaging in a process of developing and piloting the implementation of student-led conferences and portfolios that relate to the Roanoke County Profile of a Graduate.
Orange County Public Schools focused on Performance-Based Assessments as a VaLIN Cohort 3.0 Team. In particular, the team addressed Performance Assessment design, score calibration, and communication. On their website, they share artifacts including a presentation, podcast, and a few of the resources used in the project.
Greene County Public Schools continued their efforts to support Innovation Teams within the division toward the development and implementation of performance assessments. Their multi-phase process included defining a shared approach to balanced assessment, creating and implementing this approach in select grade levels, and engaging in grade level / department scoring events.
Fairfax County Public Schools has focused on assessment innovation through exploring how performance assessment and presentations of learning centered on growth within the competencies of our graduate profile -- termed POG POL -- can support a more balanced assessment approach for the division.
Building on the efforts that Amherst’s VaLIN 2.0 team advanced within instructional models that support deeper learning, this year’s efforts provided an opportunity to focus on infusing performance task administration as a means of balancing their assessment approach.
Participation in VaLIN’s Cohort 3 has fostered the need for Surry County Public Schools (SCPS) to explore multiple long-range advantages of employing innovative strategic plans that employ Big Hairy Audacious Goals (BHAGs). The method includes examining multiple organizational theories that originated in the business community and subsequently adapting these theories to educational settings. Acknowledging the need to address historical inequities can serve as a driving force for change as it is imperative that school districts, like SCPS, begin to plan or lay out long term strategies to propel them to a higher level of success and status.
Social Studies teachers in Rockingham County Public Schools spent the last year working with Dr. Kathy Swan of the University of Kentucky and Dr. Emma Thacker of James Madison University in order to develop inquiry-based curricula based upon the principles and structure of the Inquiry Design Model (IDM). This directly correlated with our work in VaLIN 3.0 in working with our coach, Dr. Madeline Black. The video linked here features a special inquiry in 4th grade Virginia Studies where students wrote to Virginia civil rights pioneers.
The Suffolk team strove to promote coherence within their instructional initiatives, defining a systems approach rooted in continuous improvement models in order to close achievement gaps, build and sustain capacity, and meet the needs of all students. Their team was able to pilot this systematic approach with a multi-stakeholder focus on Tier 1 instruction and looks forward to using the process to address newly emerging needs in the years to come.
Over the course of participation in VaLIN 2.0, the Stafford team focused on beginning to outline what the SCPS-specific profile of a graduate / learner / educator would look like. Their efforts as members of Cohort 3.0 centered around creating an engagement strategy to bring all stakeholders to a shared understanding of the Stafford CSW Profile of a Graduate.
Powhatan’s DL421 initiative has driven division efforts toward deeper learning for the past several years. To advance this initiative’s efforts, the Cohort 3.0 team infused the division’s vision and values with more depth, identifying gaps in the implementation and addressing needs by creating the Integrity Matrix by grade level.
The HCPS team focused on mobilizing their community “from the inside out,” leveraging available accelerators to advance efforts with instructional leaders, school leaders and staff, and the broader community in aligning curriculum, refining implementation of the division instructional model, and increasing the depth and scope of alternative assessment models.
Cumberland County has been working on developing and aligning the 5C's rubrics PK-12. As the team continued on their journey, they defined division core competencies for each C and worked on how to support teaching to incorporate them in learning experiences. The team’s long-term goal is to provide feedback to students at all levels on the 5C's that foster growth as individuals and prepare them for their future.