T&L Framework
Teaching & Learning Framework
2024 Teaching and Learning Framework (English)
2024 Teaching and Learning Framework (Spanish)
Introduction to the 2024 Teaching & Learning Framework
The 2024 D51 Teaching and Learning Framework is an instructional framework that elevates competency and evidence-based instructional practices aligned to four core beliefs. The beliefs and practices are, in turn, organized against four dimensions conceived in the 2017 D51 Teaching and Learning Framework: learner centered environment, design for learning, monitoring learning, and professional engagement.
While all four core beliefs are a feature of each dimension, each of the four beliefs has particular resonance with one dimension:
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All learners can and will learn when they feel included, respected, and valued by their learning community. This belief forms the foundation of a learner-centered environment where engaging learning experiences, differentiated instruction, and a sense of belonging empower students to succeed.
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Through rigorous academic learning opportunities, all learners must be challenged, believed in, and supported to reach common, high expectations. This belief emphasizes how designs for learning align to standards and foster students’ skills, as with critical thinking, communication, and problem-solving.
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Learning is enhanced by continuous cycles of practice, feedback, assessment, and reflection. This belief, focused on monitoring learning, encourages educators to implement formative assessment strategies, utilize data for decision-making, and provide timely feedback to support student growth and achievement.
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Educators must take collective responsibility for all students’ learning. This core belief underscores the importance of professional engagement, collaboration, and shared accountability among educators at all levels and in any role for the benefit of all students.
The Teaching and Learning Framework (TLF) is intended for a wide range of audiences:
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Classroom Teachers: The framework names specific practices for classroom teachers to self-assess and grow against in order for all D51 students to have access to a high quality educational experience.
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Instructional Leadership Teams (ILTs): The framework supports ILTs in developing and refining common instructional strategies and aligning school-wide policies.
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Educators Across Levels/Roles: The framework is relevant for educators at all levels and across all roles, building coherence around how best to support other educators and student learning.
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Students: The framework encourages learners to be active participants in the learning process, promoting ownership and engagement.
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Parents/Caregivers and Families: The framework emphasizes parental involvement, communication, and collaboration in supporting student learning.
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The Community: The framework positions local stakeholders, policymakers, and organizations to partner with D51 for positive educational outcomes in Mesa County Public Schools.
When used as a driver for continuous improvement, the Teaching and Learning Framework moves D51 graduates toward mastery of the competencies outlined in the D51 Graduate Profile, a profile equally relevant to the continuous growth of D51 educators. When used as a driver for continuous improvement, the Teaching and Learning Framework also leads D51 educators to the realization of D51 Strategic Plan goals, namely those under Prepared and Supported Students and Prepared and Supported Staff.