Goal Two - Teaching: Educators will be supported in understanding the skills necessary for students to become global citizens successful in the workplace and society; and in using instructional technology as an accelerator for student learning.

If schools want to create learning environments where students excel in developing skills necessary to be productive members of a global society, their teachers must be key players in leading the transformation. Teachers must be equipped to serve as role models of learning, calculated risk taking, and commitment to growth. Investing in teacher professional learning, therefore, is critical to the success of MI Roadmap. Helping teachers effectively use tools and devices to support learning is only part of the picture. Unfolding a vision where students and teachers work collaboratively to create learning paths that build competencies and prepare students for success requires new methods of instructional design, curriculum development, and assessment. The goals articulated in this plan frame such a vision and outline the supports necessary to move the vision to reality.

Strategy 1: Increase teacher competencies in designing curriculum, instruction, and assessment that integrates technology to engage students, develops student competencies, and builds a productive learning culture.

a)Provide teachers access to research-supported practices for transforming learning.

a.Develop a database of research and resources about learning that prepares students for success in a digital age.

b.Curate examples of schools that are effectively integrating technology to provide multiple means of engagement, access, and expression of learning.

c.Curate resources for supporting connections with experts, classrooms around the world, virtual field trips, and other local and global experiences.

d.Organize or create training on how to achieve differentiation through use of technology.

b)Provide high-quality face-to-face, online, blended learning, and instructional coaching models that support teachers in transforming instruction with technology.

a.Curate existing professional learning resources that support digital transformation.

b.Partner with ISDs, professional organizations, and others to integrate digital competencies for teachers into professional development design and content.

c.Create a digital badging system that provides teachers documentation of competencies earned.

d.Collaborate with GELN and REMC Association to enhance a statewide database of ISD regional instructional technology coaches.

e.Conduct bi-annual survey of educators to gauge comfort level with technology use (Project Tomorrow survey, MTRAx Digital Learning).

Strategy 2: Design personalized learning opportunities for teachers that lead to effective use of digital tools and resources, and inspire teachers to become lifelong learners and leaders in their schools and professional communities.

a)Identify, expand, and promote professional learning opportunities targeted to educators’ personalized learning needs.

a.Create coherent, state-and-district-provided professional learning by expanding educator access to Michigan-developed content created by EduPaths, Michigan Virtual University, REMC Association, and other partners.

b.Promote organic professional learning by encouraging educators to create content for forums such as EduPaths, Edcamps, and educator-led webinars.

c.Create a resource of current social media communities for educators, including Twitter Chats, Voxer Groups, Google Plus, etc.

d.Promote use of social media platforms by classroom and pre-service educators to increase collaboration and dissemination of best practices.

Strategy 3: Develop a system that supports educators in personalizing instruction through technology-enabled use of student data.


a)Ensure that all P-12 educators are able to access and utilize information supports and technologies to personalize student learning.

a.Create awareness of MiSchool Data and other state and local data tools that support personalized learning.

b.Support schools in providing professional learning for teachers in how to effectively use data to personalize learning.

c.Organize or create training on how to use student data to determine student needs in order to target areas for improvement.