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.