Professional Development Services

2026-11-03

Supports needed include the following : Research - based practices for literacy and in - depth experience supporting disadvantaged students , English learners , students with characteristics of dyslexia , and students with disabilities . Knowledge of Research and Effective Practices ● Disadvantaged Students : Research highlights the need for systematic access to grade - level text , vocabulary instruction , and explicit scaffolding to counter gaps in background knowledge and opportunity specifically using complex texts with appropriate scaffolds , ensuring that students receive rich literacy experiences rather than watered - down substitutes . ● English Learners ( ELs ): Effective practice includes integrating language development with literacy instruction , leveraging strategies such as sentence frames , structured discussion , and explicit vocabulary support within HQIM . Embedded support into lesson planning and delivery so ELs can engage meaningfully with grade - level content . ● Students with Characteristics of Dyslexia : Evidence emphasizes the importance of explicit , systematic instruction in phonics , fluency , and decoding , even for older students . ● Support teachers in identifying gaps using assessment data and embedding structured literacy practices into content - area instruction . ● Students with Disabilities : Research supports the integration of Universal Design for Learning ( UDL ) principles , strategic scaffolding , and the use of multiple representations of text and tasks . ● Provides professional learning on designing lessons that allow students with disabilities to access and demonstrate mastery of grade - level standards . ● Ensuring equitable access in instruction for all sub - groups and will include a deep dive into adopted HQIM accommodations and remediation guides for Disadvantaged Students , English Learners , Students with Characteristics of Dyslexia and Students with Disabilities provided by the adopted materials , as well as the use of items available to all teachers at Best For All Central ( BFAC ). ● Services will support utilizing the following tools : TNFSCS Assessment and Remediation Guide will be used to help teachers identify the levels of instructional need for every student , including sub - groups . TDOE manuals / documents , such as the Dyslexia Resource Guide , ESL Manual , EL Framework , Special Education Framework , Teaching Literacy in Tennessee , Teaching Literacy in Tennessee English Language Learner Guide , will be leveraged to review and / or inform all partners of state expectations and resources . Resources within adopted HQIM and provided by TDOE , focused on scaffolds and support for students with learning differences ● Support the implementation of Cluster to provide needs - driven professional learning ● Utilize the 5 Steps of Effective Learning in Cluster and Instructional Leadership Teams

Tennessee

2026-05-15