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Innovation in Action: ALL Learners in a Digital World



by TTAC W&M Assistive Technology Team 
Podcast Host: Cami Williams, M.Ed., TTAC W&M

Last school year, William & Mary TTAC hosted an assistive technology (AT) series that allowed educators to explore, create, and implement AT tools in the classroom. One of the most popular sessions featured technology experts from the Virginia Department of Education’s (VDOE) Office of Innovation. Keisha Tennessee, K-12 Computer Science Coordinator, and Morrie Pace, Digital Learning Coordinator, presented on practical strategies for integrating Artificial Intelligence (AI) and digital learning into educational settings.

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This podcast provides an overview of the VDOE Office of Innovation, tips for distinguishing the difference between AI and AT, and ways Computer Science can help all students grow as communicators, collaborators, and critical thinkers.

Podcast Guests:

Morri Pace - Digital Learning Coordinator, Office of Innovation, Virginia Department of Education

Keisha Tennessee - Coordinator of Computer Science, Virginia Department of Education

Resources

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AI Considerations Packet

This packet was a collaboration between William & Mary TTAC and participants in an AI series during the 2025-2026 school year. It highlights ways AI can support planning and student learning and provides guidance on current best practices to ensure AI is used in the most ethical, unbiased, and safe way possible. 

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Profile of a Virginia Graduate

The VDOE developed the Profile of a Virginia Graduate as a framework for use across the Commonwealth in preparing students for life after high school. It provides a comprehensive vision of the skills and knowledge students should acquire to support life readiness in the areas of critical and creative thinking, collaboration, communication, and citizenship.

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Office of Innovation (Educational Technology and Classroom Innovation)

Virginia is committed to using technology to expand student opportunities. To maximize the effective use of technology and student learning, this office supports: Computer Science, Digital Learning Integration, Instructional Technology Resource Teachers, Internet Safety, School Libraries, and Virtual Learning.

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Assistive Technology Network (ATN) 

The ATN addresses VDOE priorities through coordination, implementation, and dissemination of information about the laws that define AT devices and services, AT consideration by IEP Teams, AT assessment, Augmentative and Alternative Communication (AAC), and AT resources.

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GoOpenVa

Virginia’s open educational resources platform provides free access to quality instructional materials and fosters collaboration among educators statewide. Teachers can share and adapt materials that align with state standards.

Leadership for Inclusive Educational Practices: Coaching for Confidence

by Cathy Buyrn, M.Ed.

Teacher shortages are well documented across the country and special education teacher shortages top the list in 45 states (Learning Policy Institute, 2025). School leaders are challenged to fill positions and retain teachers every year. The most effective way to retain teachers is to make sure that they receive timely support based on their individual needs (Boesch et al., 2026). It isn’t enough to provide stand-alone training throughout the school year. Teachers should receive ongoing practice and coaching focused on helping them transfer new knowledge and skills to their daily practice (Joyce & Showers, 2002). Teacher confidence improves tremendously when they participate in practice and feedback cycles “in their natural settings” with opportunities “to adjust practices to suit their classroom needs” (Boesch et al., 2026, p. 12). Coaching cycles that include relevant practice and feedback are significantly different from the study of theory and demonstration (Joyce & Showers, 2002) that might be provided at one-time professional development sessions or conferences. School leaders interested in making the case for prioritizing teacher coaching can access an overview of evidence in the Teacher Capacity Policy Brief: Creating Productive Learning Conditions for Education’s First Responders.

School leaders charged with improving outcomes for students with disabilities need to address teachers’ varying needs. All teachers need coaching and support that includes effective inclusive practices for students in the general education curriculum. That coaching might look different for general education teachers and special education teachers. General education teachers might need help understanding and operationalizing their responsibilities related to students’ Individualized Education Program (IEP) goals and accommodations. Special education teachers might need help understanding how they can use the general education curriculum as a vehicle for achieving IEP goals and implementing evidence-based practices designed to improve outcomes for students with disabilities (Boesch et al., 2026). It is important to address both individual and shared teacher needs to build confidence and effectiveness.

General and special education teachers may need coaching focused on effective collaboration with other professionals and families to facilitate student progress (Aceves & Kennedy, 2024). Starting the school year with conversations about effective collaboration can set teachers and students up for a positive experience that builds skills and confidence over time. While these conversations will improve all levels of collaboration, they are especially critical for effective co-teaching. When professionals are in sync with one another, families and students are clear about expectations and responsibilities. High-Leverage Practice Leadership Guides for collaboration can help school leaders determine whether conditions exist to support effective collaboration.

Coaching general and special education teachers effectively may require establishing routines and structures for addressing problems before they interfere with relationships and effectiveness. Delayed resolution of conflicts can result in stalled progress and impact long-term outcomes for professionals, students, and families. Problem-solving protocols can provide a framework for positively and proactively managing challenges. Stetson and Associates, Inc. offers a number of tools to help teachers navigate the collaborative relationship. The National Center on Intensive Intervention (NCII) offers a variety of resources and protocols for using coaching to improve outcomes for students with disabilities. School leaders in Virginia can also access the Training and Technical Assistance Centers (TTACs) for guidance in coaching educators in inclusive educational practices.

Teachers who are confident in their ability to collaborate with others to support students with disabilities are far more likely to enjoy a higher level of job satisfaction. That teacher certainty translates to improved student outcomes and lower rates of teacher turnover (Li & Yao, 2022). School leaders who invest in systems of coaching to support this process will have the time and resources to move inclusive educational practices forward and positively impact the experiences of teachers, students, and families.

References

Aceves, T. C. and Kennedy, M. J. (Eds.) (2024, February). High-leverage practices for students with disabilities. 2nd edition. Arlington, VA: Council for Exceptional Children and CEEDAR Center.

Boesch, M. C., Da Fonte, M. A., Shiheiber, H. S., Deneny, K. E., Shaw, K. R., & Davis, M. F. (2026). Coaching as an instructional strategy for special education teachers: Evaluating the rigour and quality of the literature. Journal of Research in Special Educational Needs, 26(2), 1–13. https://doi.org/10.1111/1471-3802.70072

Joyce, B. R., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Association for Supervision & Curriculum Development.

Learning Policy Institute. (2025, July 15). Teacher shortages by subjects across states [Fact sheet]. https://learningpolicyinstitute.org/product/teacher-shortages-subjects-across-states-factsheet

Li, R., & Yao, M. (2022). What promotes teachers’ turnover intention? Evidence from a meta-analysis. Educational Research Review, 37, Article 100477. https://doi.org/10.1016/j.edurev.2022.100477

by Jason Betzner, M.Ed.

Artificial Intelligence (AI) is now everywhere. The next generation of Virginia graduates will undoubtedly be using AI in their personal lives and their careers. Employers are increasingly expecting new hires to have some level of AI literacy and experience, and Virginia’s portrait of a graduate seeks to ensure critical and creative thinking. How do we make sure that all students, including students with disabilities, are prepared to interact with AI while still ensuring the human skills of critical thinking and creative thinking are nurtured? 

School leaders and classroom teachers need to consider policy, access, and use. Policy sets the scene by providing guidance for how AI is utilized by students and staff and determines level of use. Policy also guides access by determining what tools are available, for whom they are available, and when they are available and allowable. 

To help guide policy, the International Society for Transforming Education-Association for Supervision and Curriculum Development (ISTE-ASCD) has created technology standards for students. In addition, the Virginia Standards of Learning for Computer Science can be useful in understanding what students need to learn and be able to do while providing guidance on the ethical use of AI. Several school divisions have generative AI guidebooks and policy pages which may be of some use, however, you should consult your school division as to what their current policies and practices are. Williamsburg-James City County Public Schools has a Generative AI Guidebook and Newport News Public Schools has generative AI guidance on their technology page.

Only July 1, 2026, SB 394 and HB 1186 directed the Virginia Department of Education (VDOE) to study current use of AI in public schools and direct local education agencies to establish and implement AI policies based on VDOE’s new guidance. The Artificial Intelligence; Use of Systems for Student Instruction Act (2026, § 22.1-20.2:1) report:

Requires the Department of Education, in consultation with school divisions and other relevant stakeholders, to compile information on current uses of artificial intelligence systems (AIS) for student instruction in public schools in the Commonwealth and to establish and post in a publicly accessible location on its website guidance for the safe, ethical, and equitable use of AIS in instructional settings in public elementary and secondary schools. The bill requires each school board to establish, implement, and enforce policies consistent with the guidance developed by the Department in accordance with the provisions of the bill. The bill also directs the Department to establish and oversee the AIS Innovation in Education Pilot Program for the purpose of funding, evaluating, and scaling innovative uses of AIS in public elementary and secondary schools by providing support to school divisions in piloting AIS applications for instruction, tutoring, student engagement, operational efficiency, and teacher support and to submit an annual report to the Chairs of the House Committee on Education and the Senate Committee on Education and Health by December 1. The Pilot Program has an expiration date of July 1, 2030. (para. 1)

Guidance from VDOE and new AI policies from school divisions are essential to making sure all students and staff are using AI ethically and responsibly as well as ensuring access for all.  

Resources:

ISTE-ASCE Technology Standards for Students

Virginia Computer Science Standards of Learning

WJCC Schools Generative AI Guidebook

Newport News Public Schools Generative AI Guidance

Artificial Intelligence; Use of Systems for Student Instruction Act (2026, § 22.1-20.2:1)