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UDL-CIC Domain Four: Professional Learning

In a higher education organization following the UDL-CIC, professional learning opportunities are personalized and embedded, and they promote ongoing professional growth. In UDL-CIC Domain Four, professional learning for faculty and staff is designed and facilitated to be flexible, data-driven, and goal-directed.

Element 1: UDL professional learning is goal driven.

Intent

To ensure fidelity of UDL implementation, professional learning aligns with campuswide and practitioner UDL goals that are developed in response to ongoing campuswide and course data. Professional learning goals should directly address identified learning gaps.

Indicators

Professional learning is goal-driven and is:

  • designed by or facilitated by professionals knowledgeable about UDL;
  • based on higher education organization-wide, data-driven UDL implementation goals;
  • used to address professional goals to improve UDL practices; and
  • dynamic and improved in response to evolving UDL implementation and learner outcome data.

Element 2: UDL professional learning is flexible in addressing staff variability.

Intent

To ensure continuous improvement in professional learning practices, the UDL leadership team designs professional learning opportunities to meet the needs of campuswide and individual faculty/staff goals by providing flexible pathways to support variability in the faculty and staff.

Indicators

Professional learning is designed to:

  • meet the needs of higher education organization-wide and individual faculty and staff’s professional learning goals;
  • reduce barriers to learning in anticipation of faculty and staff variability;
  • provide flexible pathways, including options and choices, toward meeting professional learning goals.

Element 3: UDL professional learning supports agentic learning.

Intent

Professional learning experiences are designed to help educators become agentic learners themselves–that is, purposeful and reflective, resourceful & authentic, and strategic & action-directed.

Indicators

Professional learning:

  • is designed to cultivate the qualities of agentic learning;
  • includes strategies and practices educators can use to support/develop agentic learners in the course; and
  • includes strategies and practices that promote agentic educators.

Element 4: UDL professional learning integrates work embedded support

Intent

Professional learning is designed to ensure that educators are provided with the best opportunities to successfully transfer new skills into practices that meet the needs of all learners. The professional learning models used are supported, collaborative, and based on authentic problems of practice. They engage educators and help make explicit the connection between professional learning and its application to daily practice.

Indicators

Professional learning is work-embedded and uses:

  • a systematic model for work-embedded continuous improvement. This may include, but is not limited to, various instructional models, peer-mentoring, instructional rounds, instructional cycles, lesson study, and professional learning communities.
  • personnel who have the requisite UDL knowledge and skills;
  • data to inform continuous support plans; and
  • authentic problems of practice.

UDL-CIC Levels: Continuum of Practice

Level 1: Explore

Key Characteristics: At the exploration level, the focus is on introducing UDL concepts and gathering baseline data to inform future planning. A variety of flexible learning opportunities are offered to cater to diverse learner needs.

Faculty and Staff Experiences:

  • Introductory workshops and webinars on UDL principles and practices.
  • Self-paced online modules and resources.
  • Opportunities to reflect on current practices and identify areas for improvement.

Actions:

  • Conduct needs assessments to identify knowledge and skill gaps.
  • Develop a long-term professional learning plan.
  • Create a supportive learning environment that fosters collaboration and inquiry.

Communication Practices:

  • Clear and concise communication of UDL concepts and principles.
  • Use of multiple communication channels (e.g., email, video, social media).
  • Active listening and feedback to address questions and concerns.
  • Creation of a supportive and inclusive learning environment.

Level 2: Implement

Key Characteristics: At the implementation level, the focus shifts to applying UDL to real-world teaching and learning situations. Data-driven decision-making and collaborative learning are central to this stage.

Faculty and Staff Experiences:

  • Peer observation and feedback sessions.
  • Co-planning and co-teaching opportunities.
  • Action research projects to investigate UDL implementation.

Actions:

  • Develop a system for collecting and analyzing data on UDL implementation.
  • Provide ongoing coaching and mentoring support.
  • Create opportunities for reflection and feedback on UDL practices.

Level 3: Scale-Up

Key Characteristics: At the scale-up level, the emphasis is on systemic change and leadership development to embed UDL across the institution. Data-driven improvement is used to refine and sustain UDL practices.

Faculty and Staff Experiences:

  • Leadership development programs for UDL champions.
  • Opportunities to present at conferences and share best practices.
  • Collaborative problem-solving and innovation projects.

Actions:

  • Develop a comprehensive UDL implementation plan.
  • Establish a UDL leadership team to oversee implementation.
  • Provide ongoing professional development for all faculty and staff.

Level 4: Systems and Cultural Change

Key Characteristics: At the highest level, the focus is on innovation, sustainability, and advocacy. UDL leaders experiment with new practices, build sustainable systems, and advocate for UDL on a broader scale.

Faculty and Staff Experiences:

  • Opportunities to participate in research projects and publish findings.
  • Leadership roles in professional organizations and committees.
  • Mentorship and coaching of other faculty and staff.

Actions:

  • Develop a culture of continuous improvement and innovation.
  • Build strong partnerships with other institutions and organizations.
  • Advocate for policies and practices that support leading UDL.
  • Dimensions of UDL Implementation
  • To assess progress within each level, consider the following dimensions:

Variability in Leadership Capacity:

  • Differences in prior knowledge and experience
  • Variations in technological proficiency
  • Diverse approaches to learning and preferences
  • Different levels of comfort with change and innovation

Variability in Learning Approaches:

  • Preferences for self-paced or instructor-led learning
  • Need for immediate feedback or longer-term reflection
  • Desire for practical applications or theoretical understanding
  • Different levels of motivation and engagement

Assessment and Evaluation

Alignment and Design: Ensure that professional learning goals are clearly aligned with institutional goals. Evaluate the variety and flexibility of learning formats and modalities, as well as the effectiveness of instructional strategies and activities. Assess the quality of facilitation and support provided.

Engagement and Participation: Monitor faculty and staff engagement in professional learning activities. Evaluate the opportunities for collaboration and peer learning and assess the effective use of technology to enhance learning experiences. Gauge participant satisfaction with the quality and relevance of professional learning opportunities.

Impact on Practice and Learner Outcomes: Assess changes in faculty and staff knowledge and skills related to UDL. Evaluate the integration of UDL principles and practices into teaching and learning. Measure the impact of UDL on learning outcomes and engagement. Assess the sustainability of UDL implementation over time.