World's Best Workforce
The World’s Best Workforce bill, passed in 2013, strives to ensure every school district in the state is making strides to increase student performance.
World's Best Workforce Goals
The World’s Best Workforce legislation requires districts to set at least five goals, which for Rosemount-Apple Valley-Eagan are embedded in the District’s Q-Comp, Staff Development, Teacher Evaluation Growth Model, and Principal Evaluation plans. These five goals revolve around:
- All children are ready for school.
- All third-graders can read at grade level.
- All racial and economic achievement gaps between students are closed.
- All students are ready for career and college.
- All students graduate from high school.
World's Best Workforce Plan
Each district is required to create their own plan to align curriculum and instruction so that students are college and career ready – another strategic focus for Rosemount-Apple Valley-Eagan School District. The success of each plan will be measured by:
- Local assessment data
- Closing the gap by student group
- Early childhood assessment data
- MCA scores
- College entrance exams
World's Best Workforce Annual Meeting
Under Minnesota Statutes, Section 120B.11, school districts are required to hold an annual meeting regarding progress made toward World’s Best Workforce (WBWF) goals. During the Annual Meeting, the District presents the WBWF goals and results, along with strategies and initiatives that the District engaged in to meet the goals.
Combined World's Best Workforce (WBWF) Summary and Achievement and Integration (A&I) Progress Report
Staff Development Outcomes
Staff development activities must contribute toward continuous improvement in achieving the following goals:
- Improve student achievement of state and local education standards in all areas of the curriculum, including areas of regular academic and applied and experiential learning, by using research-based best practices methods
- Effectively meet the needs of a diverse student population, including at-risk children, children with disabilities, English learners, and gifted children, within the regular classroom, applied and experiential learning settings, and other settings
- Provide an inclusive curriculum for a racially, ethnically, linguistically, and culturally diverse student population that is consistent with the state education diversity rule and the district’s education diversity plan
- Improve staff collaboration and develop mentoring and peer coaching programs for teachers new to the school or district
- Effectively teach and model violence prevention policy and curriculum that address early intervention alternatives, issues of harassment, and teach nonviolent alternatives for conflict resolution
- Effectively deliver digital and blended learning and curriculum and engage students with technology
- Provide teachers and other members of site-based management teams with appropriate management and financial management skills