PDE's Theory of Action for Implementation

Consistent with PDE's theory of action for supporting and monitoring school improvement efforts, PDE, LEAs, schools, and communities will work together to create:

• LEAs that are accountable and empowered to serve schools.
• Schools and communities that are accountable and empowered to provide safe, in-person schooling and meet the social, emotional, mental health, and academic needs of students.
• Students who are engaged, healthy, safe, and prepared for college, career, and citizenship.

If the Pennsylvania Department of Education:

• Sets priorities for public education;
• Provides guidance to LEAs;
• Deploys regional systems of differentiated resources and technical supports responsive to LEAs' and schools' highest priority needs;
• Fosters a culture of evidence-based policies and practices; and
• Provides ongoing oversight; 

And each LEA:

• Strategically plans to meet both short- and long-term needs, allocating resources based on the needs of individual schools and their communities;
• Engages stakeholders meaningfully in the design of the LEA Health & Safety Plan and the LEA Plan for the Use of ARP ESSER Funds;
• Considers the research and evidence base in the selection of activities and interventions;
• Acts to advance equity, supporting schools and their communities in removing barriers and increasing opportunities to learn;
• Communicates with transparency; and
• Evaluates progress for continuous improvement; 

Then schools and their communities can:

• Support effective instruction and opportunities to learn for all students;
• Foster collective responsibility for the academic, social, emotional, and mental health outcomes of all students;
• Cultivate a safe, positive, and supportive climate that is conducive to learning; and
• Provide high-quality professional learning opportunities for all administrators, teachers, and support staff.