Commitment 1: Learning and Achievement for All

To deliver on our commitment to learning and achievement for all, PWCS’ strategic efforts will ensure all students have access to a challenging, high-quality curriculum—one that ignites curiosity through research, inquiry, and experimental learning. We pair this with clear pathways for advancement in both academics and career. This will empower students to personalize their learning path to align with their individual interests, aptitudes, and pursuits. With expanded opportunities for credentialing and extracurricular activities, students will be able to develop and demonstrate proficiency in high-demand areas such as science, technology, engineering, and math (STEM), robotics, and world languages. Our curriculum will additionally teach students high-order thinking and success skills like problem-solving, critical thinking, and social-emotional learning (SEL). Alongside these efforts, PWCS will build our educators’ collective efficacy with diversified options for professional learning. At full effect, these enrichments promise to take our students—and our division—to the next level of growth.

Values Spotlight

• Equity
• Inclusivity
• Innovation

Theory of Action

If schools challenge all students with supportive, high-quality instructional experiences that foster curiosity and engagement, then students will develop skills and mindsets that lead to high levels of academic achievement.

Overall Impact Goals

• 100% of schools will obtain a score of 80 points or more on Virginia’s School Performance and Support Framework.
• 100% of schools will be accredited.
• 60% of graduating students will meet college readiness benchmarks on both the SAT Math and Evidence-Based Reading and Writing tests.
• 85% of students will pass the reading Standards of Learning (SOL) tests.
• 85% of students will pass the math SOL tests.
• All student groups will increase pass/advanced rates on reading SOL tests by 10 percentage points.
• All student groups will increase pass/advanced rates on math SOL tests by 10 percentage points.
• All student groups will increase pass/advanced rates on science SOL tests by 10 percentage points.
• 80% of students will be reading on grade level by the end of grade two.

Literacy and Numeracy

By elevating numeracy and literacy through evidence-based instruction, PWCS will strengthen students’ foundational skills and empower them to become competent critical thinkers and problem-solvers in all content areas. This will position PWCS students for higher academic achievement, help them become more confident and engaged learners, and equip them for long-term success in college, career, and life.

Early Literacy

PWCS commits to developing stronger readers and critical thinkers starting from an early age. In the coming years, we will collaborate with community partners and agencies serving children from birth to age 5 in efforts to promote early literacy in our communities.

PWCS will engage with aspiring PWCS families to promote awareness and provide access points for literacy and preschool programming. Partnerships with community agencies and local libraries will provide resources to build parent and student knowledge. We will maintain instructional excellence by ensuring all schools select, implement, and evaluate all evidence-based strategies with fidelity. Having a clearly defined vertical progression from pre-K through kindergarten will provide students with a strong foundation in early numeracy and conceptual understanding. All literacy instruction will align with the Science of Reading, ensuring students master both word recognition and language comprehension.

Universal Preschool

By 2030, PWCS will provide access to a universal preschool program. The program will build on the current model of pre-K offerings to connect families with early learning experiences that are inclusive, innovative, easy to navigate, and support our commitment to providing high-quality instruction for all learners. Georgetown University published its groundbreaking, 20-year study concluding that students who attend pre-K are less likely to fail courses or be chronically absent in K–12, and are more likely to enroll in Advanced Placement (AP) or International Baccalaureate (IB) courses in high school and graduate on time. This study is part of a wealth of research that points to stronger life outcomes for students who participate in preschool opportunities.

Supports for Diverse Learners

To further support inclusive and equitable learning experiences, PWCS will integrate support structures into the curriculum to help diverse students understand and master literacy and numeracy concepts. We will embed clearly identified scaffolds for English learners and students with disabilities into unit guides and curriculum materials, and we will identify specific strategies for co-teachers and assistants. Key English language arts and math standards will be integrated into relevant content in social studies, science, and other areas. The PWCS curriculum will include explicit, systematic, multi-sensory instruction to help students build numeracy skills and understand math concepts. In addition to supporting dyscalculia, these strategies have proven to be effective for students with characteristics of ADHD and dyslexia.

PWCS will increase awareness, visibility, and support for the diverse challenges students face in developing strong literacy and numeracy skills by engaging families and community partners to promote understanding of the characteristics associated with dyslexia, dyscalculia, and dysgraphia. By 2028, PWCS will create micro-credential learning modules on dyslexia and dyscalculia. These modules will be designed for all teachers, instructional coaches, and specialists in reading and math. Additionally, PWCS will identify partnerships to specifically support dyscalculia.

Research consistently shows that students who receive early support for learning challenges are more likely to have positive academic outcomes. PWCS will identify specialized needs early and establish timely interventions by leveraging universal screening tools, flexible scheduling, and a robust Multi-Tiered System of Supports. By 2027, we will implement a universal numeracy screener to assess early numeracy skills and identify specific areas for support. By 2028, we will create and implement divisionwide expectations for Tier 3 services.

Additionally, PWCS will modernize assistive and universal technologies to better support students with disabilities, English learners, and others with unique learning needs. We will launch a modern assistive technology and accessibility toolkit and related instructional staff training to ensure equitable access for all students and support personalized learning experiences.

Writing Instruction

Over the next four years, PWCS will embed evidence-based tools and practices into writing instruction to help students elevate their writing skills. We will increase opportunities for students to write by embedding structured writing routines and tasks within curriculum areas, including activities that require students to write to learn, write to engage, and write within the discipline. By 2029, students will use emerging and generative technologies that support the writing process.

Mathematical Fluency and Computational Thinking

PWCS will balance a strong emphasis on writing competency with a strategic focus on mathematical fluency. All students will be able to solve problems accurately, efficiently, and flexibly, and engage in rich mathematical discourse in every classroom. Students will have access to high-quality, evidence-based math resources that support diverse learning needs. PWCS will promote success in math at every grade level, which will build confidence, reasoning skills, procedural fluency, and deep conceptual understanding. As a result, 100% of students will demonstrate foundational number-sense proficiency by the end of third grade.

Reading and math specialists will provide all teachers with sustained, high-quality, job-embedded professional development opportunities. This training will equip educators with evidence-based strategies in both numeracy and literacy (including writing). PWCS will also reinforce these skills by advancing the use of computational thinking (CT) to enhance logic and problem-solving, and by 2030, we will integrate CT into the K–12 curriculum.

Micro-credentialing provides focused, skill-based virtual learning that results in a digital badge or certificate. It offers a flexible, self-paced option for learners to develop and demonstrate competency in a targeted skill area outside of a traditional degree program. For students, micro-credentialing can be an accessible tool for advancing their academic or career goals. Staff will have the opportunity to earn a CT micro-credential through personalized learning modules. By 2030, 200 teacher credentials will be awarded and at least 100 students will earn a CT micro-credential through personalized learning modules.

Social Studies and Science

By inspiring curiosity through research and inquiry in science and social studies, PWCS can better engage students in deeper learning, critical thinking, and real-world problem-solving. This will help our students become analytical, informed, and empowered citizens who are prepared to contribute to their communities and navigate a changing world.

Inquiry-Based Learning

By 2030, PWCS will align all courses in social studies with the Inquiry Design Model (IDM). This instructional method helps students develop deep content knowledge by teaching them to ask compelling questions, evaluate evidence, synthesize information, form cogent conclusions, and successfully defend their ideas. By provoking deeper questioning and analysis, IDM will lead students to think more deeply and critically and engage more fully with the subject matter.

Concurrently, PWCS will align all science courses with the 5E Instructional Model. This is an inquiry-based learning cycle that includes five stages: Engage, Explore, Explain, Elaborate, and Evaluate. 5E actively engages students in the learning process by prompting them to explore concepts through hands-on activities. Students will apply this framework to perform high-yield tasks that align to the content and cognitive demands of Virginia’s Science Standards of Learning. Additionally, by 2030, 50% of PWCS assessments will be inquiry based.

Project-Based Learning

By 2028, PWCS will incorporate project-based learning (PBL) into the curriculum for the fourth, seventh, and 10th grades. PBL is a dynamic classroom approach that challenges students to actively explore real-world problems. It allows students to gain a deeper and more practical understanding of course content while building valuable skills in collaboration, communication, and problem-solving. This will help students grow into creative, resilient, and critical thinkers, equipping them for success both inside and outside the classroom.

Extended Middle School Science

Enrolling in advanced classes during middle school can serve as a crucial stepping stone for college readiness. These courses introduce students to a more demanding curriculum and higher academic expectations to help them develop time management skills, study habits, and organizational skills that will prove invaluable in their future academic pursuits. PWCS offers extended courses beginning in grade six, and by 2027, PWCS will schedule extended science courses at every middle school to meet the needs of all students who require acceleration.

Experimental Science Courses

PWCS will develop a vertically aligned laboratory sequence to ensure all students experience high-quality experimental science activities in each science course. By 2027, PWCS will develop and offer an experimental science course and independent research course at every high school. The courses will focus on proposal writing, experimentation, ethics, data analytics, and presentation. Additionally, PWCS will team with university and agency partners who will serve as student and faculty mentors.

Acceleration Opportunities

More research supports academic acceleration than any other intervention for academically advanced students. Students engaged in acceleration opportunities demonstrate success, maintain their interest in that subject, and perform better academically than their peers. By 2027, PWCS will design an elementary school schedule that supports flexible grouping in math and science, enabling opportunities for enrichment and acceleration among students who demonstrate readiness. Additionally, by 2030, all middle schools will offer accelerated courses in math and science. As a result, PWCS will realize a 10% increase in the number of middle school students earning high school credit and graduates completing coursework beyond Algebra 2. Lastly, by 2030, every high school will offer a pathway in statistics and data analysis. All students will have the chance to engage in supplemental online courses and extracurricular activities/competitions related to science and math.

Increased Access and Enhanced Universal Programs

PWCS commits to supporting all students with universal access to modern, innovative, and inclusive experiential learning opportunities. These universal programs will engage learners with modern resources, rigorous and engaging content, and lessons in creative and critical thinking. By ensuring all students have equivalent opportunities for experiential learning, PWCS will empower more students to engage in authentic learning experiences and prepare them to graduate college and career ready.

Science, Technology, Engineering, and Math (STEM) Experiences

PWCS will embed hands-on STEM learning experiences into school curricula, and students will experience STEM-related activities at all grade levels by 2027.

Research indicates that early STEM learning activities can lead to positive academic and developmental outcomes for young children by building on how they learn about the world around them. With this understanding, PWCS will provide authentic, real-world learning experiences and early STEM exposure through integrated, inclusive preschool programming. In the next four years, PWCS will increase student engagement in STEM.

By 2028, PWCS will introduce mobile science labs to bring hands-on scientific experiences directly to K–12 students. These portable science stations will give students unique opportunities to immerse themselves in authentic, interactive learning with scientists and take part in content-related experimentation at their own schools.

At the high school level, PWCS will partner with Career and Technical Education (CTE), cocurricular, and extracurricular programs to increase the number of student projects in the Prince William-Manassas Regional Science and Engineering Fair, expanding opportunities and supports for students to participate in both regional and national math and science competitions. These efforts will increase participation in the regional science and engineering fairs in 100% of middle schools and the Virginia Junior Academy of Science Symposium for all middle and high schools.

PWCS’ STEM initiatives will incorporate a strong technology focus. Over the next four years, PWCS will equip all students to understand emerging technologies and expand experiential learning opportunities in information technology (IT). By 2027, PWCS will ensure students have a foundational understanding of emerging technologies—including AI—and their ethical use. We will help them apply this understanding to improve content knowledge, creative expression, critical thinking, and problem-solving skills. Alongside this effort, PWCS will integrate the Virginia Department of Education’s Computer Science Standards of Learning into K–12 unit guides, with the goal of empowering students to be both users and creators of computing technology. By 2028, we will create an IT pathway at every high school, allowing all students to choose courses in IT-related fields.

Enhanced Arts Engagement

There is extensive research linking arts education to positive academic and social outcomes. Theatre instruction has shown to improve academic performance, attendance, reading comprehension, and self-esteem. By 2030, PWCS will ensure all high schools have high-quality theatre programs with appropriate facilities, related resources, and theatre courses that include student performances. Additionally, we will create opportunities for students to combine their artistic passion with CTE competencies—for example, combining visual art with marketing or construction with technical theatre. PWCS will increase student participation in arts-related student showcases, competitions, and public performances by 3% annually over the next four years.

Multilingual Programs

PWCS envisions a future where every student is empowered with global competencies and multilingual skills that prepare them for success in an interconnected world. Overall, people who are multilingual tend to have stronger academic and workforce outcomes. Research shows that learning more than one language enhances a student’s cognitive reasoning abilities, early literacy, and greater overall academic achievement. There is also increasing demand in the globalized workforce for people who can communicate in more than one language, and research indicates that bilingual people are more likely to earn more in their careers, especially if they gain bilingual skills earlier in their education than later.

In the next four years, PWCS will increase opportunities for Dual Language Immersion (DLI) programs, which enable students to develop academic proficiency in English as well as a second language. By 2029, PWCS will develop a middle school pathway for current DLI students that will allow them to continue DLI throughout secondary school. To support educators, PWCS will create a professional learning pathway for teachers to gain required certification for dual language positions.

By 2030, PWCS will also increase the number of students earning the Seal of Biliteracy, with a 25% increase in seals earned by English learners and a 10% overall increase with the graduating class of 2030. This certification is an acknowledgment of a high school student’s academic proficiency in at least two languages. Research has found that students earning the Seal of Biliteracy are more likely than their peers to enroll in a four-year college after graduating high school. Additionally, the seal serves as a valuable workforce readiness tool by offering PWCS students a verifiable credential to certify their language competency to future employers. By 2027, PWCS will integrate language resources and Seal of Biliteracy information into onboarding at the Global Welcome Center to promote early awareness.

PWCS will increase opportunities for student participation in global programming and world languages by expanding to two additional school sites. By 2028, PWCS will develop and implement a high school course in translation and interpretation, which will prepare students to pass the local assessment and participate in related internships.

Career-Related Learning and Entrepreneurship

Evidence from teachers, researchers, and other education experts suggests that career-related learning benefits students in multiple ways. On a social-emotional level, it can broaden young people’s horizons and raise their aspirations, boost their enthusiasm for learning, and challenge gender and social stereotypes. From an achievement perspective, it can improve students’ academic attainment and ultimately increase their earning potential as adults. PWCS is committed to supporting this growth at all grade levels and schools across the division.

By 2030, all PWCS elementary schools will provide opportunities for students to engage in career awareness activities, including career days and interest inventories. All middle schools will provide opportunities for students to participate in career exploration activities, including panel discussions, job shadowing, special projects, and business and industry tours. Additionally, all high schools will provide opportunities for students to take part in career preparation activities or experiences, such as work-based learning and career-relevant courses. These opportunities will also include school-based enterprises, such as school stores or other student-run businesses that operate on campus.

To help students develop an enterprising mindset at an early age, PWCS will introduce a middle school course dedicated to research-driven entrepreneurship. Entrepreneurial experiences challenge students to shift their perspective from being consumers of content to being creators, leaders, problem-solvers, and innovators. By teaming with local businesses, PWCS will connect students to innovators in their community who have successfully launched their own ventures. From these engagements, students will learn concepts and techniques for planning an entrepreneurial venture, including the research skills required to develop a marketable product or service.

International Baccalaureate (IB) and Cambridge Programme Alignment

PWCS uniquely offers both IB and Cambridge diploma programmes. These two globally recognized educational frameworks provide strong pathways to higher education and merit-based scholarships. Both programs are equally rigorous and promote higher-order thinking, including creativity and problem-solving. Over the next four years, PWCS will ensure equitable access to global learning by strengthening and expanding IB and Cambridge programmes across a planned K–12 continuum. PWCS will increase fidelity in programming and expectations for all IB and Cambridge courses across all classrooms and ensure all programs align with international standards through professional learning. Additionally, PWCS will evaluate program locations and opportunities for K–12 engagement across the division, including assessing student participation at aligned K–12 programs/schools. This will allow us to enhance global education opportunities in both programs and increase the number of students completing an IB or Cambridge diploma by 20% within four years.

Success Skills

PWCS is committed to equipping our students with success and executive functioning skills, which will empower them to demonstrate more self-efficacy as learners. This will lead to higher rates of student achievement and increased participation in accelerated and advanced opportunities.

By 2027, we will achieve this by developing and implementing a divisionwide framework that explicitly teaches these essential skills in line with the self-management, self-awareness, and decision-making competencies of the Virginia Social-Emotional Learning Standards. We will embed these skills into curriculum materials to ensure equitable access for all students. The framework will include targeted instruction in self-advocacy for English learners and tailored supports to enhance engagement, communication, advocacy, and self-determination for students with disabilities. PWCS will empower students to take ownership of their learning and thrive in accelerated and advanced academic settings. PWCS will provide related professional learning opportunities for educators to build their capacity to teach these success strategies. We will monitor progress by tracking student participation in accelerated/advanced courses. PWCS will use the Gallup Student Poll (GSP) to gather student feedback and assess the impact of these efforts, aiming to achieve a 13% increase in the GSP’s measurement of Hope by 2030.

Personalized Learning Pathways

Personalized learning is an educational approach that tailors instruction to each student’s needs, skills, and interests to help them reach their full potential. There is consistent evidence that when implemented effectively, personalized learning leads to superior outcomes compared to standardized instruction. Driven by our commitment to student-centered learning, PWCS will develop personalized learning pathways that support individual student learning needs by 2030. We will expand pathways for earning credits and modernizing the role of assistive and emerging technologies. This will ensure all students have equitable access to personalized, high-quality learning experiences that meet their unique needs.

LEAP Learning Framework

The LEAP Learning Framework provides guidance for transforming classrooms through personalized learning. From providing flexible learning modalities to leveraging technology for real-time data insights, this framework is designed to support educators and divisions in achieving their personalized learning goals. By 2028, PWCS will develop a personalized learning framework that aligns to the four pillars of the LEAP Learning Framework. This framework will equip PWCS teachers with the latest research, concrete strategies, proven practices, and a flexible model for creating personalized learning experiences for students. By 2029, PWCS will implement specific actions aligned to LEAP learning principles at early adopter elementary, middle, and high schools for full implementation at all PWCS schools by 2030.

Twice Exceptional Supports

“Twice exceptional” (or “2E”) refers to students who are gifted and have been identified with one or more disabilities, such as dyslexia, ADHD, or autism. Students identified as twice exceptional think and process information differently, which often requires personalized instructional support to address both the student’s strengths and areas of challenge. By 2030, PWCS will develop personalized support systems using emerging technologies to tailor experiences to individual student needs—including intelligent tutoring systems that provide real-time, customized feedback and scaffolding. In addition to their effective feedback mechanisms, adaptive learning technologies like these have shown to be particularly beneficial in mastery-based learning.

PWCS will establish resources to offer specialized expertise, strategy consultation, and support to ensure students have appropriate access to both gifted education and special education supports. By 2028, PWCS will implement a strength-based enrichment pathway that offers electives (e.g., robotics, creative writing, coding, music composition) that allow 2E students to explore their talents while receiving supports as appropriate. By 2030, we will establish a virtual resource hub for 2E learners. This will include professional development, family support services, research, and innovation in 2E education.

Dual Enrollment Opportunities

Expanding dual enrollment options will enable more PWCS students to earn college credit through multiple pathways while in high school. PWCS will strengthen partnerships with higher education institutions to expand dual enrollment opportunities for our students. By 2027, all students will have an opportunity to complete the Uniform Certificate of General Studies (UCGS) or passport credits at no cost to them. By 2028, all students will have the opportunity to earn career studies certificates through dual enrollment. By 2030, 2% of graduates will have obtained an associate degree.

Enhanced Learning with Emerging Technologies

Augmented reality (AR) and virtual reality (VR) provide personalized and adaptive learning environments by layering digital content onto a user’s view of the real world and creating fully immersive computer-generated 3D environments. Over the next four years, PWCS will increase the number of students and staff using emerging technologies to provide equitable access to learning opportunities through integrating AR, VR, and related emerging technologies to deepen student engagement with global content. By 2030, every school will have access to AR/VR technologies. This includes the utilization of modern tools to support language translations for both English and non-English speakers and the incorporation of lessons that immerse students in global contexts using AR/VR technology. These tools will enhance personalized, equitable learning by creating interactive, multi-sensory experiences that cater to individual student needs and learning styles.

Values Spotlight

• Equity
• Inclusivity
• Innovation

Theory of Action

If we provide opportunities for advancement, career and technical education, specialty programs, and other personalized experiences, then students will be able to engage in learning that aligns to their own affinities, strengths, and aspirations. This will result in high levels of student motivation, academic achievement, and postsecondary readiness.

Overall Impact Goals

• 100% of high school students will participate in an approved work-based learning experience.
• 100% of high school students will be provided the opportunity to take the Armed Services Vocational Aptitude Battery (ASVAB) test.
• 95% of high school students will graduate on time within four years, as measured by the Federal Graduation Indicator (FGI).
• Completion of advanced (AP, IB, Cambridge) or dual enrollment courses by underrepresented student groups will increase by 10 percentage points.
• 2% of students will graduate with an associate degree.
• 10% of graduates will earn a Seal of Biliteracy.
• 50% of graduates will earn 3+ credit-bearing, college-ready scores on AP, IB, Cambridge A/AS, or CLEP exams, passing 3+ dual credit courses with a “B” grade, or earning an Early College Scholar certificate.
• 6% increase in two-year postsecondary first fall enrollment.*
• 6% increase in four-year postsecondary first fall enrollment.**
• At least 85% of postsecondary students will return to college for their second year.
• 100% of high schools will offer at least one career cluster in a high-wage, high-demand field.

*Number of students who enroll in a two-year college in the first fall after graduation.

**Number of students who enroll in a four-year college in the first fall after graduation.

Specialty and Advancement Programs

All PWCS students will have access to more diverse programs for academic, professional, and creative growth. Every student from kindergarten through 12th grade will pursue learning experiences that nurture their personal interests—from accelerated math and science courses to immersive arts programs to career-focused technical training. By providing more personalized and equitable experiences to all learners, PWCS will empower every student to thrive in a future that values innovation, diversity, and lifelong learning.

Evaluating and Enhancing Specialty Programs

PWCS is committed to offering and expanding high-quality specialty programs tailored to student talents and interests. By 2027, we will conduct a comprehensive audit of all specialty programs to ensure they are aligned, equitable, and accessible across the division. This includes incorporating new specialty programs based on high demand. PWCS will establish clear standards of excellence to govern each specialty program. By 2030, 100% of specialty programs will be aligned to high-quality program standards and workforce demands.

Increasing Career and Technical Education (CTE) Pathways

To ensure every student graduates future-ready, PWCS will expand access to rigorous and engaging CTE pathways that will integrate emerging technologies, industry credentials, and real-world experiences to prepare all learners for success in college, career, and life. By 2028, PWCS will offer expanded and more flexible opportunities for students to complete courses and earn credentials over the summer. We will add resources to identified CTE programs to equitably support students with disabilities, English learners, and students in nontraditional settings. PWCS will ensure that 100% of CTE courses align to industry credentials and that CTE programs reflect the latest industry data, allowing us to modernize our career cluster framework to align with high-wage, high-demand fields. This will ensure all students have access to at least one CTE pathway aligned with high-value careers by 2030. Students enrolled in CTE courses will have a pass rate of 75% and a participation rate of 90% by 2030.

Expanding Summer Arts Programs

Beyond academics, PWCS will cultivate the whole child with expanded options for vibrant summer arts programs and extracurricular opportunities. Over the next four years, PWCS will develop and implement immersive experiences in a variety of artistic endeavors. We will launch a summer musical theater program for middle and high school students by 2028. Additionally, PWCS will offer summer courses for credit in high-interest areas like ceramics, graphic design, and painting. These programs will not only enrich students’ lives but also support their academic achievement and social-emotional growth. Studies have found that participation in summer programs can positively impact student engagement, school-day attendance, and academic performance, while research links arts engagement to improved outcomes across disciplines.

Work-Based Learning (WBL) Experiences

Over the next four years, PWCS will offer more opportunities for authentic, on-the-job learning that equips students to succeed in high-demand career fields. These options will involve school-coordinated WBL and CTE high-quality work-based learning (HQWBL) experiences designed to prepare students for postsecondary outcomes that fit their aptitudes, interests, and needs. To drive student participation in HQWBL experiences, PWCS will develop additional school-based enterprises to support current career interests and industry demands. At all high schools, we will implement a systematic approach for connecting students with available work-based learning experiences, supervising work-based learning experiences, and networking students with mentors in education and industry. PWCS will also leverage partners in business, community, and postsecondary education to offer work-based learning experiences that align with current skill demands.

Division-Sponsored HQWBL Internships

By 2030, the division will develop opportunities within PWCS for CTE students to participate in paid and unpaid work experiences. We will also coordinate scheduling, logistics, supervision, and mentorship for students whose career interests align with PWCS-sponsored opportunities like school-based enterprises. This will drive annual participation in PWCS-sponsored WBL internships that promote PWCS as a local/regional employer of choice.

Support for Students with Disabilities

PWCS commits to increasing WBL experiences to support students with disabilities. Under this effort, we will create additional programs for students with disabilities, aged 18–22, whose postsecondary goals include both competitive and supported employment. PWCS will redesign the current Vocational Assessment Center to expand access and modernize career assessment and transition services. By 2030, PWCS will enhance middle school secondary and postsecondary transition programming to align with student needs and industry and career trends.

Career-Focused Academies

To support student career growth, PWCS will team with industry and postsecondary partners to create career-focused academy programs. We will develop and implement these using a cross-curricular cohort model at high schools.

Partnerships and Opportunities

PWCS will identify partners located near each high school who are interested in creating opportunities for postsecondary enrollment and/or employment after graduation. We will develop a structure for these partners to collaborate with PWCS curriculum and instruction teams, allowing them to co-design scalable PBL experiences. Additionally, we will work with our partners to align WBL and HQWBL with postsecondary credentials such as industry-recognized certifications, dual enrollment credits, and career studies certificates.

Career-Focused Programming

PWCS will leverage seat-time flexibility to develop robust and accelerated career-focused programming. We will achieve this using a cohort model to infuse employability, academic skills, and technical skills into all content areas. Examples include geometry in construction technology, job-specific math, or chemistry in food science and dietetics. To enhance program outcomes, we will offer stackable credentials in second-, third-, and fourth-year courses combined with progressive experiential learning, which will be designed to meet HQWBL criteria before graduation. In addition, PWCS will develop and implement summer bridge programming to enable a seamless transition from PWCS high school to postsecondary institutions and/or the workforce.

Professional Learning for Staff

To support these strategic efforts, PWCS will provide targeted professional learning for high school teachers and school-based WBL contacts and coordinators. This will help our division integrate Virginia’s 22 workplace readiness skills—also known as employability skills or soft skills—with essential success skills for employment readiness.

Robotics Programs

PWCS will create a guided global robotics program that connects students to robotics experiences across land, air, and sea platforms. We will also equip educators and external sponsors with the resources to facilitate these experiences.

By increasing our partnerships and participation in national STEM programs, PWCS will create a comprehensive robotics ecosystem that empowers students to explore and innovate in a variety of physical environments. Equitable access to these collaborative, hands-on challenges will help more students develop technical proficiency, creative problem-solving skills, and career readiness in STEM fields.

Under this strategic effort, PWCS will integrate robotics into K–12 curricula and extracurricular programs and align robotics pathways with CTE. We will promote participation by conducting targeted outreach to underrepresented groups, while leveraging competitions, mentorships, and real-world challenges to deepen engagement and showcase student innovation. This will include expanded opportunities for students to participate in drone competitions. Finally, PWCS will expand professional development for educators and external partners to support robotics instruction aligned with Virginia’s STEM standards.

By 2030, PWCS will have a site designated for competitions in land, air, and sea robotics and will appropriately resource schools with coaching and program support. Additionally, we will create a standard of excellence for equipment, power, and supply maintenance for robotics programs.

Values Spotlight

• Equity
• Inclusivity
• Innovation

Theory of Action

If we build educator capacity and efficacy through relevant, high-quality professional learning, then students will participate in high-quality experiences aligned to research and best practices, which will result in high levels of student engagement and achievement.

Overall Impact Goals

• PWCS will award 2,000 micro-credentials for educators completing professional learning pathways in emerging technologies, dyslexia, dyscalculia, computational thinking, and/or project-based learning.
• 100% of school-based instructional teacher leaders will participate in professional learning through virtual and in-person innovation zones.
• 100% of instructional coaches, instructional technology coaches, math coaches, and reading specialists will complete professional learning in technology-assisted coaching.

Professional Learning Framework

To support the ongoing development of our teachers, PWCS will establish a framework to guide the design and delivery of professional learning across the division. This evidence-based framework will inform all types of professional learning—including compliance training, content and instructional learning, and differentiated experiences. We will develop these offerings based on educator needs, division priorities, and national and state standards for professional learning. By 2030, PWCS will deliver a high-quality professional learning framework that will lead to increased educator collaboration, efficacy, and effectiveness.

Adjunct Teachers

By 2028, PWCS will develop an adjunct teacher corps made up of highly effective PWCS teaching staff who will deliver professional learning initiatives that align with the needs of PWCS educators and students. PWCS aims to have 50 teachers participating as professional learning adjunct staff by 2030.

Innovation Zones

There are effective examples of innovative and personalized learning experiences within PWCS. These include instructional and coaching labs, teacher-led rounds, self-recording and reflection, lesson study, and innovation zones that foster creativity and experimentation among educators.

Over the next four years, PWCS will expand this model by creating intentional physical and virtual spaces for educator collaboration and innovation. These innovation zones will give teachers a dedicated space to exchange ideas on instruction, programming, and to test new ideas. This effort will include 10 “classrooms of innovation” that will serve as spaces where teachers can explore personalized learning and other novel approaches. PWCS will offer small competitive grants for action research projects focused on innovative approaches to instruction and student engagement. A virtualspace will be created for teachers to share best practices and collaborate on opportunities for experimentation. In addition, PWCS will develop an annual virtual showcase to spotlight unique instructional approaches. By 2029, we will establish an innovative instructional lab using a teacher-led model to serve as an incubator for teacher-led experimentation.

Personalized Professional Learning

By 2030, PWCS will create personalized learning resources and opportunities for instructional staff to construct their own learning pathways.

Micro-Credentialing

By 2028, PWCS will develop a system for micro-credentialing and badging to allow staff to earn recognition for mastering skills through short-focused learning experiences.

Micro-credentialing typically involves a short series of skill-based virtual learning courses that culminate in a digital badge or certificate from an accredited institution. It offers a flexible, self-paced option for learners to develop and display competency in a targeted skill area outside a traditional degree program. For educators, it provides an affordable and convenient way to acquire specialized or in-demand skills and improve their teaching practice.

Micro-credentialing has shown to be highly effective in helping teachers sharpen their existing skills, build practical skills that they can immediately apply in the classroom, and advance to leadership roles. Micro-credentialing can also equip educators to solve real-world challenges in their schools and school systems.

Technology-Enhanced Coaching

Over the next four years, PWCS will offer professional learning opportunities that integrate AI-powered coaching and adaptive feedback. Adaptive AI feedback adjusts and provides personalized responses in real time based on user performance and interactions, providing teachers with flexible and targeted support. Additionally, by 2027, PWCS will develop personalized learning playlists and modular content. This will allow teachers the flexibility to explore a variety of topics and formats, and curate a playlist that addresses the scope of their learning needs.