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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.