The mission of the Virginia Department of Education is to lead and facilitate the development and implementation of a quality birth to Grade 12 public education system that meets the needs of students and assists them in becoming educated, productive, responsible, and self-reliant citizens.

The vision of the Virginia Department of Education, in collaboration with the Governor, the Secretary of Education, the General Assembly, the Virginia Board of Education, local school boards, and education stakeholders and parents, is to create a word class system of public education that prepares every Virginia student for success and ready for post secondary life goals. 

As employees of the Virginia Department of Education we will:

1. Place the focus of the agency on student success and opportunity to reach their post-secondary life goals. 


2. Strive for professional excellence of the highest caliber by enhancing professional knowledge, skills, and abilities for ourselves and our colleagues.


3. Dedicate our efforts toward excellence in public education through continuous improvement.


4. Earn the respect, trust, and confidence of elected and appointed officials, those with whom we work, and the public in every day interactions by being a positive role model and treating all persons in an professional and courteous manner.


5. Commit to the highest ideals of honesty, integrity, and the stewardship of public resources by protecting the department’s assets and ensuring their proper and efficient use.


6. Comply with all applicable laws, regulations, and policies.


7. Promote policies and programs in accordance with the Department’s Statement of Non-Discrimination and the Commonwealth’s EEO policy, supporting the rights and recognizing the needs of all citizens regardless of race, sex, age, religion, creed, country of origin, or disability.


8. Maintain the confidentiality of information entrusted to us by preventing unauthorized disclosure.


9. Expose through appropriate means and channels any discovered evidence of corruption, misconduct, or neglect of duty. 


10. Adhere to the principle that the public’s business should be conducted in the public view by observing and following both the letter and the spirit of the Virginia Freedom of Information Act.


11. Abide by Department of Education policies, Virginia's Standards of Conduct for Employees, and related regulations.


12. Avoid the appearance of conflict of interest by not engaging in activities that may be inconsistent with the State and Local Government Conflict of Interest Act or the Public Procurement Act.


13. Uphold these principles in adhering to this Code of Ethics.

The Virginia Department of Education (VDOE) is the administrative agency for the Commonwealth's public K-12 schools. It also serves as lead agency for many early childhood care and education programs, including child care licensing, health and safety, and quality/regulatory oversight. VDOE provides the staff and other resources to implement the constitutional and statutory requirements placed on the Board of Education. The Board of Education and Superintendent of Public Instruction, in cooperation with their partners, develop policies and provide leadership that improve student achievement and prepare students to succeed in postsecondary education, the workplace, and in the military.

In addition to the day-to-day services provided by the Department of Education, the agency provides for implementation of many of the Governor's and General Assembly's priorities related to Early Childhood and K-12 education. 

The Department also assists the Board of Education in addressing its goals as articulated in the Board's Comprehensive Plan.

A significant function of the Virginia Department of Education includes the collection, analysis, and communication of information about Virginia's public schools, students, and educators. As a result, the agency has a strong information management process that allows for the efficient transfer and analysis of data, while maintaining the highest level of quality and data security possible.

The Office of Data Services is responsible for collecting valid, reliable student data necessary for calculating and reporting state and federal accountability results and other educational statistics as required by state code, federal law or regulation. Data Services also provides support to school divisions for the collection, storage, and use of local education data.

The Office of Technology develops and maintains software solutions that enable all other offices within the agency to perform regulatory duties effectively and efficiently. Additionally, the group provides the tools and interface with local school divisions to meet Federal, State, and Board of Education reporting requirements and measurements.

The Office of Information Security implements and provides oversight of agencywide processes, practices, and internal controls to comply with Commonwealth and agency information security standards.

The Office of Data Standards and Governance is responsible for the implementation and operational oversight of an agency wide data governance process while also ensuring accurate and timely responses to FOIA and other external, non-school division facing requests for data.

With increasing expectations due to federal and state mandates and initiatives, the agency is stretched to capacity. As a strategy to manage the additional workload, the Department of Education’s Risk Management and Internal Controls Program stresses that managers cross-train for critical business functions by developing up-to-date written documentation to support critical functions and to adequately train backup personnel. In some situations, it is difficult to schedule time for training backup personnel because staff time is spent on keeping workload current.

The Department of Education leases several floors of office, utility, and storage/warehouse space in the James Monroe Building from the Department of General Services housing most agency staff. Over 75% of employee office, storage, and utility spaces are smaller than those of other state agencies. As most of the office cubicles and furnishings on the floors housing the agency were approaching 40 years old, the agency undertook a replacement project during 2021-2023 to improve the overall physical office environment using one-time state and federal funds.  The agency awaits final decisions that will required the agency to relocate from the Monroe Building as it has been determined to be at the end of its useful life and will not be modernized by the state.

Both the previous and current Administrations have recognized the ongoing and worsening issues with the James Monroe Building.  The building has a long and documented history of issues with elevators malfunctioning, and the building has seen several electrical issues arise in the past two years. As the building is the tallest in Richmond at 25 floors, with VDOE occupying the upper levels of the building, elevator issues, as well as electrical issues affecting the elevators, force all staff to have leave the building on foot and via the stairwells, creating physical challenges for some VDOE staff.

Additionally, because of the elevator failures and staff having been trapped inside the unlit and malfunctioning elevators for extended periods of time, VDOE staff in the James Monroe Building have serious reservations about continuing to work in the building.  Virginia Board of Education meetings have been relocated from their space on the 22nd floor of the James Monroe Building because of the uncertainty and concerns about the elevators and electrical systems creating unsafe and unsuitable situations for the general public while in attendance of the meetings.

Agency Child Care staff that work in the field are housed in regional offices when not working at child care sites or teleworking. However, this legacy physical office space is being mostly eliminated over time as the regional Child Care staff transition to full telework using secure digitized records that do not require physical storage. These staff will deploy directly to child care sites from their homes most days of the work week saving time by not reporting to a physical office location first. The agency will realize significant cost savings from the elimination of office leases.

The department is aware of the following risk factors and has plans to address those within the agency's control during the next biennial strategic plan.

Over the past 16 months, the Virginia Board of Education has worked to ensure high expectations in the standards of accreditation and standards of learning. The board has adopted and the department has supported the implementation of  rigorous standards in History Social Science, Math, English Langague Arts, and Computer Science. In addition, the department must support the acceleration of the implementation of the Virginia Literacy Act. The department must continue to prioritize evidence-based supports for educators, and in particular, support specially designed instructional resources for students with disabilities, gifted students and English Learners. As part of this increased rigor, the Virginia Board of Education has also adopted a new accountability system, the School Performance and Support Framework. This framework provides transparency and clarity in how schools are preparing students for middle school, high school, and to be ready for life. This focus on readiness will need support at school levels to ensure this continues to be an area of emphasis in their academic programming as well as the diversified focus at the middle and high school level. The department will continue to support high schools redesign to ensure  every student is receiving maximum post secondary opportunities while still in high school to ensure readiness for post-graduation experiences. 

In addition, the Office of School Quality has shifted its focus to an evidence-based framework that ensures all support is grounded in evidence-base and intensifies their support structures as schools show increased need is in alignment with the new School Performance and Support Framework. 

Students in Grades 3-8 are beginning to show improvement in math and reading but continue to demonstrate academic challenges. That’s why ALL In VA programs and supports over the next two years remain critical. These resources include high-intensity tutoring, strong teacher supports, and statewide supplemental and intervention resources to allow students more time to recover from pandemic learning losses. It is critical that school divisions use high-intensity tutoring and supplemental interventions in accordance with state guidance, and the state will continue to work with school divisions to ensure evidence based programs and strategies are being used.

Additional barriers to academic success including increased chronic absenteeism, screen time and opiod additions, as well as increased mental health needs will have to be an increased focus of the department. The Governor's statewide Chronic Absenteeism Task Force has been a crucial lever in elevating strategies and solutions. The department will continue to provide technical assistance and resources to help school divisions customize these strategies to support student engagement and reduce chronic absenteeism. The department has partnered closely with DBHDS and VDH to develop and expand mental health resources. The school nurses association has focused on building out training and resources for mental health and DBHDS mental health grants have been crucial for school divisions. The Governor's Cell Phone-Free focus will also require additonal focus for the agency. 

The reduction of federal recovery funds also impacted the early childhood funds. The Governor and General Assembly worked to stabilize the loss of federal funding investments in child care subsidy funds by providing a $1.2 billion investment over the biennium. This significant state investment will have to prioritize infrastructure to better enable business, family and community members to contribute and use the nationally-recognized public and private choice early childhood options.  

 As the teacher pipeline continues to stabilize using programs such as alternative licensure pathways, licensing flexibilities, and teacher apprenticeship models, the department will need to continue to provide technical assistance to those school divisions with localized staffing needs. 

The agency's classified, wage and contracted staff has increased significantly as a result of the influx of short-term pandemic funds and must be reduced as a result of these funds. The agency will have to continue to restructure ensure positions are priotized to critical areas.

Lastly, the ongoing operational issues with the James Monroe Building create substantial risk for ongoing agency operations.  The consistent elevator and electrical issues create great concern for employees, as well as the ongoing potential for failure and the inability to access the building or the resources and records within.  While the department has engaged in a program of consolidating and electronically storing documents and records deemed important for operations, the bulk of the agency’s workforce is located in the James Monroe Building.  The inability to access the building for an extended period would be incredibly disruptive to agency operations, as well as slowdown or cease a number of agency functions. 

The total appropriation for the FY 2025 DOE Central Office budget is $290 million, comprised of 68% non-general funds and 32% general funds. The largest funding source for appropriations are the various federal grants administered by DOE. Most DOE staff are funded from federal grants sources. Other non-general fund sources are special funds such as licensure fees to support the the teacher licensure function, DMV funds supporting staff administering the driver's education function, trust and agency funds for dedicated purposes such as local tuition collections supporting the Virtual Virginia distance learning program. General funds support the general administrative functions of the agency, school quality activities, Virtual Virginia, the state testing program and other areas.

The Department of Education’s revenues consist primarily of federal grants and special fund revenue collections.  Significant sources of federal grant funds include Title I, Individuals with Disabilities Education Act (Special Education), Perkins Act (Career and Technical Education), Adult Education grant, state assessment grant, and school and community nutrition programs. Federal grant revenue helps provide the resources necessary for the Department of Education to operate various federal programs and administer the Standards of Learning testing program. Special fund revenues collected by the Department of Education primarily assists in operating the Department of Teacher Education and Licensure, various summer Governor’s Schools programs, and the Virtual Virginia online learning program.

Child Care Subsidy Program funding under the federal Child Care and Development Block Grant and new state general fund support for this program was re-organized in the 2024-2026 budget, moved from the DOE Central Office budget to a newly created Early Childhood Care and Education budgetary program (Program 17600) in the state appropriation act effective with FY 2025.

The following statistics provide a comprehensive snapshot of the magnitude and range of the Department of Education's services. 

While the Department of Education serves a number of customers on a daily basis, the main customers are the 131 local school divisions in the Commonwealth, the families of students in K-12 public schools in Virginia, as well as statewide child care providers. There are no major anticipated changes to the Department’s customers. 

The staff of the Department of Education focus efforts on ensuring every child had the supports, opportunities, and learning experiences to be successful in every band of learning: early childhood, elementary, middle and high school. The Department staff supports the comprehensive school system including superintendents, central office staff, school leaders, teachers, counselors, nurses, school nutrition staff, administrative staff, and pupil transportation staff. The Department also provides resources and services that directly impact children and their schools, including: 

• Licensing, health and safety, quality, and regulatory/policy oversight of child care; Head Start collaboration efforts; administration of state-funded early childhood programs; and Lead Agency implementation for the federal Child Care and Development Fund; public and private child care options; and Child Care and Development Block Grant. 


• Assisting school divisions in the design and implementation of academic standards, instructional programs, and intervention programs including ALL In VA high-intensity tutoring. 


• Managing assessment development, administration, scoring, and reporting of results for the various statewide assessment programs, including enhancements to the state assessment program and improving options for competency-based assessment. 


• Design, implementation, and data calculations supports of the School Performance and Support Framework and Accreditation System as well as the transparent and user-friendly family and community reporting. 


• Tiered supports that are progressively more targeted based on need using the four areas of the Virginia Support Framework: Academics, Staffing, Organizational Learning, and School Climate through the Office of School Quality. 


• Comprehensive and ongoing technical assistance and professional development to division-level staff responsible for Every Student Succeeds Act (ESSA) program implementation, monitoring, and support. Monitoring division-level program implementation and providing support as needed. 


• Expertise and leadership regarding special education in professional development, parental involvement, and the interpretation of federal and state initiatives, policies, regulations and guidelines. 


• Post-secondary models and supports to ensure students have K-12 readiness experiences that helps them explore, make choices and prepare them for enlistment, employment, and enrollment.


• Technical supports and compliance oversight of college partnership lab school applicants and Board-approved models.  


• Technical support for public charter school applicants prior to review by the Virginia Board of Education. 


• Guidance for division and school leaders on models and networks to accelerate flexibility time learning models fostering personalized student learning. 


• Tiered models, resources and tools focused on improving attendance that are grounded in data and evidence and facilitate Virginia's Chronic Absenteeism Task Force.  Publish toolkits, resources, and tiered models on improving student attendance.  


• Guidance, models and best practices to implement "bell to bell" Cell Phone-Free Education schools as well as ongoing networking and sharing spaces for school divisions to continue to build strong Cell Phone-Free practices.  


• Tiered mental health supports following the best practices of the Righ Help, Right Now model.  


• Opioid abatement models and technical assistance for division and school leaders to decrease drug usage, bring awareness to students and families of the harmful effects of drugs, and support students recovering from addiction. 


• Provide state-wide programs to build a larger pool of qualified applicants for future teaching positions through grow your own and alternative licensure pathways.  Effectively communicate with local school divisions about policy changes such as Universal Teacher Licensure. 


• Efficient and effective licensure processing requests for licensure from Virginia residents and individuals from other states who are seeking initial licensure in Virginia.  The agency also processes the renewal of licenses for current license holders.  Through an automated system, the agency has been able to significantly reduce the processing time of applications, improving customer service to stakeholders. 


• Develop alternative and efficient pathways for effective licensure attainment protocols including licensure flexibility, apprenticeships and alternative certification models.  


• Collaborate with local school divisions to engage in opportunities for training, professional development, and technical assistance related to school finance, school facilities, pupil transportation, school nutrition, instruction, assessment, school health, and career and technical education. 


• Support practitioners and families in local school divisions with technical assistance and resources to educators, families and students to enhance the safe and ethical use of educational technologies. 


• Distribute funds and assist school divisions with best practices in accounting, budget, pupil transportation, school nutrition programs, school facilities, energy management, and procurement. 


• Assistance to the State Board of Education, the Governor, and the General Assembly in the development of legislation, regulations, and policies that promote student achievement. 


• Complete all required data submissions and reporting to state and federal officials. 


• Ensure the timely and accurate distribution and report of information about Virginia’s public education system to the executive branch, legislative branch, and general public. 

 (As of August 2024) 

1.  For the 2023-24 school year, student SOL performance included a 71% pass rate in Grades 3-8 Reading and 66.4% pass rate in Grades 3-8 Math.  


2. 70% of school divisions showed student improvement in Reading SOL scores (93 school divisions) from 2022-2023.  


3. 75% of school divisions showed student improvement in Math SOL scores (99 school divisions) from 2022-2023.  


4. In math, high school students raised their SOL results to 84% in 2023-2024 from 81% in 2022-2023, seeing increased pass rates on all 3 high school math end-of-course exams.  


5. In reading, high school students showed a slight decrease in SOL results with 84% of students passing in 2023-2024 versus 85% passing in 2022-2023 on the reading exam.  


6. In science, high school students showed slight improvement in their SOL results rising to 71% in 2023-2024 from 70% in 2022-2023, seeing increased pass rates on all 3 high school science end-of-course exams.  


7. VDOE offered free statewide supplemental programs to support tutoring. Within these programs, students using the highest level of reading intervention (Ignite) pass rate improved by 13 percentage points. Students using the math intervention, Zearn Learning, provided to schools through ALL In VA growth rate in math was 20% higher than the state average growth in math.  


8. Virginia’s K-12 schools saw a 16% reduction in students who were chronically absent last year. The rate of chronic absenteeism fell to 16.1% in 2023-2024 from 19.3% in 2022-2023.  


9. All K-12 students had 1,276,522 fewer absent days, which resulted in an increase of 8,935,654 hours of instruction.


10. Successfully supported the approval of 15 Board- approved college partnership lab schools across the Commonwealth with program focuses ranging from career training to teacher apprenticeships, to space schools, to health and medical sciences, and maritime engineering. In addition, the full $75M college lab school monies have been obligated. 


11. Launched 28 Grow Your Own Teacher Apprenticeship Grants partnering school divisions to education preparation providers to support localized vacancy challenges.


12. Created a principal mentorship for 24 early career principals (12 elementary principals and 12 secondary principals) in a new school leadership development program. 


13. 100% of school divisions have submitted K-3 Division Literacy Plans to VDOE aligned to VLA, 7,822 teachers, reading specialists, and educators have been trained in the evidence-based literary instruction. 1,731 principals and assistant principals attended training on implementing VLA this summer. Teachers, reading specialists, and educators have already dedicated 142,205 hours to learning effective instruction strategies grounded in science-based reading research.


14. The Early Childhood Division completed 30,000 classroom observations for the 2023-2024 school year and provided professional development feedback re-designed the federal CCDF system and the sunsetting of funds into a fully sustainable Building Blocks private-public partnership approach to early childhood care launching on July 1, 2024. In the Fall 2024, VQB5 State Quality System was implemented, including a new online parent navigator portal set to launch in Fall 2024. 


15. The department allocated $69.8 million in Learning Acceleration Grants for family microgrants with 21,974 totaling $30M for $1,500 recipients and 12,577 totaling $39.8M were $3,000 high-socio-economic needs recipients. 


16. The Virginia Board of Education awarded $365 million in construction projects to high-need building projects awarded in May 2023 and another round of awards totaling $153 million in school construction loans were awarded November 2023. Finally, $85 million in school construction grants were awarded on April 25, 2024, for projects at 20 different schools. 


17.  The following rigorous academic standards have been reviewed and approved: 2023 History Social Science Standards of Learning in April 2024; 2023 Math Standards of Learning in August 2023; 2024 English Standards of Learning in March 2024; and 2024 Computer Science Standards of Learning in June 2024. 


18.  Reconstituted Charter School Standing Committee and overhauled public charter school application, evaluation metrics and processes. 


19.  Re-designed accountability system to a new School Performance and Support Framework that clearly shows how schools are meeting learning expectations, growing every student towards or beyond these goals and ensuring that all students are ready for their post-secondary aspirations. 


20. The Bridging the Gap initiative served as a catalyst to personalized learning models and instruction for elementary schools across the Commonwealth. Additional work is now needed for school-wide redesign as well as teacher and staff development on successful competency-based models and practices.


21. Established an Office of Parent Engagement and Office of Behavioral Health and Wellness to empower parents with knowledge and meet this significant youth mental health crisis as well as an office to focus and address barriers to learning. 

Parents are children’s first and most important educators, so we prioritize parent choice and opportunity to choose childcare for their children. Parents can choose from home-based providers, child care businesses, Head Start, public, private and parochial schools and community partnerships. Families are not one size and a one size fits all approach to child care will not work as a result. That is why the department's early childhood empowering parents with quality early education and child care choices from which to choose what works best for their child. Two-thirds of Virginia families are now choosing public-private early learning options through the Child Care Subsidy Program or Mixed Delivery. To build on this foundation, VDOE will continue to partner with the Commission on Early Childhood Care and Education and Virginia Early Childhood Foundation to develop a plan for sustaining these efforts with engagement from all stakeholders – businesses, philanthropy, communities, families, and the government. Investing in this plan will ensure that Virginia can preserve and expand parent-choice driven early learning.

The department partners with the University of Virginia to administer the Virginia Kindergarten Readiness Program (VKRP) which gives schools, teachers and families a more complete picture of school readiness in 4 key areas: Literacy, Mathematics, Self-Regulation, and Social Skills. A critical area of early childhood experiences will be to increase readiness of students entering K-12 schooling.

• Focused and targeted access to high quality early childhood care for families considered low income and as a result an improvement in Kindergarten Readiness for children in low income households up to 60% in Fall 2025 Ready up from 49% in Fall 2023 (as measured by VKRP).

• 100% of EECE teachers receive CLASS observations feedback and support through VQB5 (Unified Virginia Quality Birth to Five System).

• 85% of child care and family child care classroom will report using quality curriculum.

• Focused professional development supports for early childhood teachers using CLASS observation and feedback to ensure improvement for students with disabilities up to 50% Ready up from 38% Ready (as measured by VKRP).

• Ensure that every Virginia family with children under age 5 will be able to access a digital wallet so that employers, charities, local governments, community members, and families will all be able to easily add funds to accounts, making it easier for all stakeholders to contribute and support the success of Virginia’s early learners. Families can direct their funds to approved early learning and child care service providers of their choosing through their digital wallet.

Virginia’s public schools have been long regarded as among the best in the nation; however, past state leaders lowered expectations for students that lowered the definition of success for both students and schools. This goal ensures an increase in performance for reading and mathematics and tracks implementation of multiple factors to ensure increased success. In addition, the department will be implementing the redesigned accountability system, School Performance and Support Framework, that clearly states how a school is performing and allows parents, families, and educators to have a better understanding of the successes and challenges present in their children’s schools and clearly see who is growing towards mastery, who is meeting and exceeding grade level targets, and which schools are preparing students to be ready for their next phase of life. Moreover the framework provides critical performance information by school, grade level, and federally identified student groups such as English Learners, Black Students, and students with disabilities and identifies the supports necessary to ensure that schools can improve their student performance.

Over the next two years, the department will focus on the implementation of the Virginia Literacy Act. Beginning in the 2024-2025 school year. This act ensures that every student in kindergarten to grade five will receive core literacy instruction based in scientifically based reading research and evidence-based literacy instruction, receives evidence-based supplemental instruction and intervention, as outlined in an individualized student reading plan, if they do not meet literacy benchmarks. Every teacher will use evidence-based literacy curriculum, assess student learning using approved literacy screeners, use student-level data to inform instruction and intervention, and participate in pre-service preparation or training on evidence-based literacy instruction. Every reading specialist, in consultation with classroom teachers, will coordinate and oversee intervention for students not meeting literacy benchmarks, and will develop and monitor student progress on student reading plans, working closely with families and teachers.
Every division will develop a literacy plan, ensure the use of evidence-based literacy curriculum, staff enough reading specialists to support intervention needs, and provide professional development to support teachers, reading specialists, and principals.

• 85% of K-3 students will be at or above benchmark in the 2025 EOY literacy screener through the implementation and support of the core components outlined in the Virginia Literacy Act.

• 100% of K-5 classrooms will have implemented approved instructional materials in ELA through the regional coordinated support provided by the department of education and the UVA regional specialists

• 100% K-5 teachers are supported and trained in science of reading through online course modules, approved localized training, and ongoing school-based professional learning.

• Every student identified as high risk (BOY literacy screener) will receive during the day and/or summer programming support through Early Intervention Reading Initiative (EIRI) programming.

Virginia's performance in fourth- and eighth-grade math on the NAEP used to be higher than the national rate. But in recent years, Virginia's performance has been slipping while the rest of the nation has been trending upward. SOL performance also shows the same decline. In 2023, Grades 3-8 SOL results demonstrated that math pass rates had increased just 4 points from the prior year, which is not on track to regain the learning loss from the pandemic, and deeper analysis of the data actually revealed that nearly two thirds of all 3rd through 8th graders were at risk or failed the Math SOL.

In 2024, students showed some marginal gains in Grade 3-8 math as high proficient/advanced scores increased 1.0 percentage point (or 2.9%) and failing scores decreased by1.6 percentage point (or 4.5%). 

There is still significant work today to ensure students recover from the learning loss caused by pandemic school closures. In addition, schools must ensure that students who are exceeding have accelerated pathways for mathematics.

• 100% K-8 teachers will be trained in new math standards as well as use evidenced-based instructional materials in their daily instruction.

• All 6th and 7th grades students will be at proficiency or receive at least one hour a week high-quality tutoring through during school and before/after school. This opportunity is supported by the state's ALL In VA programming.

• The number of middle school students taking advanced course work will increase by 7% statewide in the Fall of 2026.

• All students who earn a proficient score on their 6th grade math SOL will have the opportunity to enroll in advanced math courses no later than the Fall of 2026.

With four performance categories- Distinguished, On Track, Off Track, Needs Intensive Support- the new Framework clearly states how a school is performing and allows parents, families, and educators to have a better understanding of the successes and challenges present in their children’s schools and clearly see who is growing towards mastery, who is meeting and exceeding grade level targets, and which schools are preparing students to be ready for their next phase of life. All schools in "Off Track" and "Needs Significant Improvement" will increase their overall performance index score by 10 points by June 2026. Schools in the "On Track" category will increase by at least 3 points by June 2026. All schools in the "Distinguished" category will maintain their status.

• Schools in MOU divisions increase their overall performance index score by 15 points by June 2026 by using a redesigned memorandum of understanding that clearly defines supports and shared accountability for student outcomes.

• The number of schools identified for TSI support and/or identified as Off Track for the 2026-2027 school year decreases by 10% through the use of a streamlined tiered support framework that prioritizes targeted supports.


• The number of schools identified for needs intensive support for the 2026-2027 school year decreases by 10% by using streamlined tiered support framework that prioritizes intensive supports.

Every Virginia student must graduate high school having earned industry recognized credentials for employment, transferable post-secondary credits for enrollment, and/or high rigor military preparation for enlistment. The department's 3E Readiness Framework outlines the expectations for schools to provide these opportunities so that every Virginia student will experience viable pathways to sustainable employment in high-wage, high demand careers.

In order for students to graduate enrolled, enlisted, or employed, all Virginia students K-12 must understand, access, and demonstrate successful outcomes prior to high school graduation related to viable career pathways. In order to realize enrollment, employment, and enlistment prior to graduation for all students, Virginia must provide consistent and current advising to all students with actionable steps and continuous student support to earn transferable credits leading to postsecondary enrollment or industry credentials, barrier-free access to early post-secondary opportunities regardless of geography, and clear articulation of all opportunities among K12 state and division systems, postsecondary systems, all branches of the armed forces, and the workforce. The 3E Readiness Framework sets the expectations for student experiences.

• All high school students will have access to experiences that prepare them for their post secondary goals including, employment, enrollment, and/or enlistment as well as the life skills necessary to access those opportunities. (The department will work to ensure that school divisions have access to resources for all components of the 3E Readiness Framework).

• All middle school counselors will ensure students and families understand possibilities of career attainment and service through enlistment framework as well as provide opportunities for proficient students to take advanced course work.

• All high school counselors will use 3E Readiness Framework guidance toolkit to ensure students and families understand and have access to all components of the 3E Readiness Framework that defines postsecondary opportunities.

• In partnership with VCCS, the Department will ensure every student has access to the high demand, high wage pathway of their choice.

The Office of Innovation will partner with schools, school divisions, postsecondary institutions and other stakeholders to design and
implement innovative school models. As a cross-functioning team the agency will use data-driven student-centered approaches and best practices to enhance and scale innovation throughout the Commonwealth.

All schools will have the opportunity to provide personalized learning experiences, advanced coursework and seat time flexibility for K-12 students based on their needs and interests. In addition, innovation in schools and in new school models will be supported through the department's Office of Innovation.

• Lab Schools: 15 lab schools will commence operations by September 1, 2026, and the department will provide programming, operational and technical assistance as well as compliance monitoring.

• Public Charter Schools: The department will provide technical assistance and subject matter expert support to interested public charter school applicants prior to Board of Education review.

• Academic Governor's Schools: The Department will continue to support Governor Schools in providing opportunities for students to participate in advanced-themed learning in each region.


• Seat Time Flex and Competency Learning: Flex Learning Guide, learning networks, and toolkits will be provided for seat time flex and personalized learning models for all schools and school divisions interested in opportunities.

The department will partner with school leaders, school division superintendents, partners, and families to remove barriers that allow students to provide daily focus on learning.

Research and experience shows that students must be in school, ready to learn and focused on instruction to be successful. Teachers, principals and school divisions continue to work diligently to provide exceptional learning experiences every day, and the department will continue to provide guidance, strategies, networks, and technical assistance to ensure schools take evidence-based approaches to remove learning barriers. The following strategies outline the focal barriers that evidence shows prohibit effective learning experiences.

• The K-12 attendance gap between students who are experiencing homeless and their peers (as measured by the state's chronic absenteeism rate) will be reduced by 25% to ensure our students experiencing the highest rate of homeless have strong re-engagement strategies and a focused effort to support their re-entry to daily school attendance.

• 75% of division-level and school-level school level health professionals will receive toolkits and supports on implementing the state’s Behavioral Health Comprehensive Framework and access to telehealth opportunities for students.

• Every child will have a "Cell Phone Free" learning environment that occurs "bell to bell" and that reduces screen time distractions and emphasizes engaging learning.

• School leaders will be provided with a suite of attendance resources and supports focused on how mental health, transportation, and school level leadership teams can improve attendance.

The department has actively engaged in streamlining licensure processes so those aspiring educators ready to be licensed experience efficient and effective service. In addition, the department has expanded alternative licensure options and will need to continue to support the use and efficiencies of alternative licensure In addition, the department has expanded apprenticeship offerings. Teacher apprentice programs allow divisions to hire classroom aides, paraprofessionals, substitute teachers, and other unlicensed school employees as teacher apprentices. These programs provide a mentored pathway for apprentices to complete both the coursework and the on-the-job training required to become fully licensed teachers. Finally the department is working in partnership with school divisions to increase principal quality and retention.

95% of the school divisions who have a teacher vacancy rate of 5% or more of their teaching workforce will participate in an approved Grow Your Own or other alternative licensure program for three consecutive years after the vacancy rate exceeds 5%.

100% of school divisions who have a teacher vacancy rate of 5% or more of their teaching workforce will utilize local licenses or available universal licensing options for three consecutive years after the vacancy rate exceeds 5%.

• The number of available teacher candidates available for full time teaching positions, as measured by licensed candidates, will increase by 10% by July 1, 2026.

• The departments new principal mentor program will graduate 100% of the 24 principal mentees by June 30, 2025. The number of principals completing this program will increase by 25% by June 30, 2026.

• Twenty principals will earn recognition as a principal of distinction by June 30, 2026.

• The average processing time from receipt to approval for teacher licenses will be 21 days or less by June 30, 2025.

• The VDOE will collaborate with public and private partners to increase the availability of school counselor candidates by 10% by June 30, 2026.

• The department will continue to provide technical assistance to school divisions seeking alternative pathways to licensure.

The Board of Education and the Department of Education will provide leadership to create safe and secure school environments.To create safe and secure school environments, the Board of Education, in conjunction with the Department of Education, will: conduct periodic review and revision of Board of Education regulations that have not undergone such review in significant years; review and revise guideline documents to update as necessary to comport with state or federal legislative changes; and continue collaborations for prevention programs in schools

State- and local-level policies and resources prioritize school divisions implement training and procedures on an on-going basis to ensure safe learning environments in schools.

• All school divisions complete yearly Civilian Response and Casualty Care (CRCC) training hosted by the Department of Criminal Justice Services.

• Ensure students schools have to update their emergency/crisis plan annually and notify families as well as establish clear emergency and non emergency communication protocols for families and students.

Provide training to teachers and school leaders on teaching subjects and facilitating difficult conversations that support zero-tolerance for discrimination.The department will continue to support Governor Youngkin's EO on anti-semitism with resources and technical assistance for high schools continuing to grapple with antisemitism.

• Provide new and expanded instructional resources and strategies at the state-level that support zero-tolerance for discrimination in schools.

• Provide resources and technical assistance to school divisions in supporting Governor Youngkin's EO on antisemitism.

The Office of Behavioral Health and Wellness provides on-going technical assistance, support, and professional development to school divisions, students, and families in areas related to the mental health, physical health, social, emotional, and physical development of students across the Commonwealth.
 

• Provides school nursing support to local school divisions in the form of the establishment of a comprehensive school health program, Medicaid in Schools, and telehealh.

• Supports specialized instructional support personnel and Commonwealth's efforts to prevent chronic absenteeisum, suicide, and bullying through a variety of behavioral and mental health supports.

• Designs and provides technical assistant around wrap around supports for students and families are provided for military-connected students and families, homeless youth, children in foster care, and in regional alternative education programs.


• Partners with the Department of Behavioral Health and Developmental Services to provide grants, guidance, and technical assistance for mental health, opioid overdose prevention, and Virginia Department of Health to support school nursing services.

The Public Education Instructional Services service area assists local school divisions in the design and implementation of instructional programs with emphasis on the implementation of high academic standards designed to increase student achievement. The division provides technical expertise and leadership in the areas of professional development, parental involvement, positive educational environments and the interpretation of federal and state initiatives, policies, regulations and guidelines. The division provides workshops and other training opportunities for educators and works collaboratively with public and private agencies, associations, foundations and consortia to address educational needs and concerns. 

Instruction in Virginia's public schools is guided by the Standards of Learning. The standards describe the commonwealth's expectations for student learning and achievement in grades K-12 in English, mathematics, science, history and social science, technology, computer technology, computer science, the fine arts, world language, health and physical education and driver education. Another major component of instructional programs is Career and Technical Education (CTE) which is driven by technology, changes in the workforce, and workforce and labor market needs. It is delivered through comprehensive programs of study based on the nationally-recognized career cluster framework. CTE is results-driven with emphasis on the application of academic, technical, and employability skills for program completers that lead to industry-valued credentials. The CTE curricula is designed in collaboration with business and industry to provide high-quality, dynamic, relevant programs that prepare students to succeed in further education and careers. 

This service area directly aligns with the Department’s mission of leading and facilitating the development of a high-quality public education system that meets the needs of students and assists them in becoming educated, productive, and responsible citizens. The key elements of standards, assessments, resources, training, technical assistance, and student programs are the core of this high-quality system.?This service area provides the leadership for rigorous and relevant programs designed to reflect the workplace in a global economy and prepare students to succeed in postsecondary education and careers. 

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  Provides technical assistance in setting and reviewing academic learning standards and career and technical education competencies; 

  
  

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  Provides technical assistance in the development and review of the state assessment program; 

  
  

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  Provides assistance for schools and divisions failing to meet targeted levels of student achievement; 

  
  

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  Provides instructional resources and training to school division personnel to assist them in delivering high-quality educational programs in an effective manner; 

  
  

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  Develops programs and materials and serves as a clearinghouse of information to promote best practices and professional development;?and 

  
  

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  Provides a limited number of programs and opportunities at the student level. 

  
  

Instructional services products can be found at several locations on the Department of Education Web page. These include academic standards and career and technical education competencies, numerous curriculum support documents, websites, and other materials useful for providing high quality instruction. Many K-12 general education resources include the following key documents and resources: Virginia Standards of Learning (SOL) for all subjects and grade levels; Standards of Learning Instructional Guides for English and Science. English, Science, Mathematics, History and Social Science provide SOL Instructional and Training Materials.?Also included are links to instructional Web-based resource pages to assist teachers and students. 

CTE Planning, Administration, and Workforce Development Unit: Provides vision, leadership, and management of and oversight for implementation of the following: 

• State and Federal Regulations pertaining to CTE 

• Secondary workforce development and related initiatives, including but not limited to work-based learning 

• State Plan for Secondary CTE Programs (grades 5-12) 

• Local CTE Plans and Budget 

• Perkins V Grant Award for Postsecondary (Virginia Community College System), Correctional Education (Department of Corrections), and Juvenile Justice (Department of Criminal Justice Services) CTE Programs 

• Budget and Grants Management of Perkins V Grant Awards and State Entitlements 

• CTE Data collection and reporting 

• Implementation of Perkins V Core Standards and Performance Measures 

• CTE Federal Program Monitoring 

• CTE Civil Rights Review? 

• State-approved CTE program equipment list 

• CTE Student Completer Follow-up Survey 

• Virginia’s Pathway to Industry Credentials Initiative 

• Industry Credentials for teachers seeking an initial Virginia license with endorsement(s) in an area of CTE? 

• STEM-H teacher professional development and student credentials 

• Comprehensive Local Needs Assessment 

• Special Projects/Initiatives such as Governor’s STEM and Health Sciences Academies 

CTE Curriculum, Instruction, and Innovation Unit: Provides vision, leadership, and management of and oversight for implementation of the following: 

• Framework for state-approved CTE curricula based on the nationally recognized 17 Career Clusters and 84 Career Pathways 

• Curriculum development/revisions of CTE curricula by teacher and business and industry committees 

• Military Science – Junior Reserve Officers’ Training Corps (JROTC) 

• Economics and Personal Finance Standards of Learning 

• Academic and Career Plans/Programs of Study 

• Virginia Education Wizard 

• CTE Work-Based Learning Guide (HB2018 and SB1434) 

• The 17th Energy Career Cluster (HB2008 and SB1348) 

• Dual Enrollment, Advanced Placement, International Baccalaureate, and College Level Examination Program (CLEP) for students enrolled in CTE Programs 

• Special Projects/Initiatives such as Microsoft IT Academy for all public high schools and CTE centers 

Both Units provide leadership, management, and oversight for the following: 

• CTE Resource Center 

• Career and Technical Student Organizations (8) 

• Workforce labor market data and research (University of Virginia, Weldon Cooper Center for Public Service, Center for Economic and Policy Studies) 

• Professional development and training for CTE administrators and teachers 

• Technical assistance to school divisions, VDOE staff, and general public 

• Virginia CTE Advisory Committee 

• Virginia Association of Career and Technical Education (Virginia ACTE) 

• Virginia Association of Career and Technical Education Administrators (VACTEA) 

• Professional organizations for the (7) CTE Program Areas Additional Career and Technical Education information is located on the VDOE website. CTE course competencies and resources are located on the CTE Resource Center website. 

The Program Administration and Assistance for Instructional Services service area is responsible for interpreting and administering federal and state grants and policies related to general K-12 instruction, child care, and other early childhood education and care programs, and providing technical assistance in the implementation of these grants and policies to all school divisions and early childhood providers in the Commonwealth. .

Through administering federal and state grants, interpreting policies and regulations, and providing technical assistance for all school divisions and early childhood providers in the Commonwealth, this service area meets the agency mission of the development and delivery of a quality public education system and early childhood education and care?system that meets the needs of young children and K-12 students and assists them in becoming educated, productive, and responsible citizens. 

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  Grant planning, budgeting, spending, and compliance technical assistance 

  
  


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  Grant applications and guidance documents 

  
  


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  Policy Documents 

  
  


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  Grant Awards 

  
  


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  Contracts 

  
  


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  Financial Reports 

  
  


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  Data systems and tools 

  
  


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  Technical Assistance for grant and contract management 

  
  


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  Oversight for child care in Virginia and Lead Agency for CCDF/CCDBG, Head Start collaboration, and leadership and administration for other early childhood education programs in Virginia 

  
  

The Adult Education and Literacy service area supports workforce development by implementing educational programs that improve adult literacy levels and increase basic education attainment in the adult population (ages 18 and older). This service area oversees educational programs for adults without a secondary education; youth, ages 16-18, who require an alternative educational program to maintain their participation in secondary education; and non-native adults for whom English is a second language. 

Adult Education and Literacy, Title II of the Workforce Innovation and Opportunity Act (WIOA), leads and facilitates the development,?implementation, and evaluation?of quality adult and alternative education programs that assist adults and youth in receiving a secondary education becoming literate in the English language,?or earning an industry-recognized credential to help them become productive and responsible citizens. This program is aligned with other state agencies and programs funded through WIOA. 

Product: Policy documents, such as adult assessment policies 

Product: College and Career Readiness Standards for Adult Education 

Product: Requests for proposals 

Product: Grant application packets? 

Product: Grant awards 

Product: Contracts 

Product: Superintendent’s Memos 

Service: Technical assistance to local programs, such as visits to help programs develop improvement plans, workshops on regulations, or phone responses to questions 

Service: Staff development, such as training in using data for decision making 

Service: Testing Eligibility and ?Administration of HSE Tests 

Product: Curriculum guides?for integrated education and training ? 

Service: Professional development, such as training in grant writing 

Service: Management of the statewide data system 

Service: Policy interpretation 

Service: Solicitation of private funding to support initiatives 

 

Service: Collaboration with state partners for required services and new initiatives 

Service: Financial management, grant management, and reimbursement of funds 

Service: Support to legislative committees and commissions 

Service: Guidance provided to HSE test takers 

Product: Policy documents, such as adult assessment policies 

Product: College and Career Readiness Standards for Adult Education 

Product: Requests for proposals 

Product: Grant application packets? 

Product: Grant awards 

Product: Contracts 

Product: Superintendent’s Memos 

Service: Technical assistance to local programs, such as visits to help programs develop improvement plans, workshops on regulations, or phone responses to questions 

Service: Staff development, such as training in using data for decision making 

Service: Testing Eligibility and ?Administration of HSE Tests 

Product: Curriculum guides?for integrated education and training ? 

Service: Professional development, such as training in grant writing 

Service: Management of the statewide data system 

Service: Policy interpretation 

Service: Solicitation of private funding to support initiatives 

Service: Collaboration with state partners for required services and new initiatives 

Service: Financial management, grant management, and reimbursement of funds 

Service: Support to legislative committees and commissions 

Service: Guidance provided ?to HSE test takers 

Product: Data systems and tools, such as the Web-based adult education data system 

Product: HSE certificates and transcripts produced by credentialing service 

Product: Reports - Informational, data, financial, legislative, evaluation, monitoring 

Product: Combined State Plan for Workforce Innovation and Opportunity Act adult education components 

Product: Title II Adult education components of the Commonwealth of Virginia Workforce Innovation and Opportunity Act Combined State Plan 

Product: Alternative educational program for youth (16-18) 

Product: Guidance on using the data system 

The special education instructional services area plans and implements technical assistance and professional development for the provision of special education and related services to students with disabilities age 2 through 21. ? 

This service area aligns directly with the Virginia Department of Education (VDOE) mission to lead and facilitate the development and implementation of a quality public education system that meets the needs of students and assists them in becoming educated, productive, and responsible citizens. Specifically, this service area seeks to ensure that these outcomes are realized by students with disabilities. 

From 2016 Virginia General Assembly session, House Bill 842:?Dyslexia Legislation in the VA Code. 

Relevant Excerpts: 

22.1-298.1.D.8. Every person seeking initial licensure or renewal of a license shall complete awareness training, provided by the Department of Education, on the indicators of dyslexia, as that term is defined by the Board pursuant to regulations, and the evidence-based interventions and accommodations for dyslexia 

22.1-298.4. Teacher preparation programs; learning disabilities. 

The Department of Education shall collaborate with the State Council of Higher Education for Virginia to ensure that all teacher preparation programs offered at public institutions of higher education in the Commonwealth or otherwise available convey information on the identification of students at risk for learning disabilities, including dyslexia, other language-based learning disabilities, and attention deficit disorder. That the provisions of this act shall become effective on July 1, 2017. 

This service area provides the following products – technical assistance documents, training modules/curricula/online professional development/websites, and other teacher resources. The following services are provided – long term on the job embedded technical assistance in select school division, training events, online data reporting systems, review/approval of local applications and plans, information dissemination, broker/link to resources, consulting, and grants/contract management.? Because there is a heavy focus on instruction and supporting the outcomes of students with disabilities, the Office of Instruction provides instructional resources and professional learning to teachers and leaders of special education. This includes standards of learning and the Virginia Literacy Act planning and implementation. 

The Special Education Administration and Assistance Services service area implements the federal and state data collection/reporting requirements and the requirements for management and disbursement of federal and state dollars for special education programs. 

This service area directly aligns with the Virginia Department of Education’s (VDOE) mission to lead and facilitate the development and implementation of a quality public education system that meets the needs of students and assists them in becoming educated, productive, and responsible citizens by ensuring data reporting and disbursement of funds are accurate and timely. 

The Uniform Guidance (2 CFR § 200) streamlines and consolidates government requirements for receiving and using federal awards so as to reduce administrative burden and improve outcomes. It was published in the Federal Register (79 Fed. Reg. 75871) on December 19, 2014, and became effective for new and continuation awards issued on or after December 26, 2014. Please note the new regulations do not affect grant funds awarded prior to December 26, 2014, unless funds made available under those grants are carried forward into a new Federal fiscal year or a continuation grant. 

Finance?and Budget Services review and approve applications for special education subgrants (federally funded). Technical assistance to?local education agencies (LEAs)?in developing and managing federal special education funding. Administer program of state assistance to LEAs providing services to children with disabilities in approved regional programs. Manage internal budget for Office of Special Education and Student Services. Provide required state and federal financial reports pertinent to special education funding. Responsible for sub-recipient monitoring, including onsite and desk reviews, and review and follow-up of local audits of special education funding accounts. Review and approval of all claims for reimbursement under special education subgrant assistance programs. The Unit is also responsible for receiving IDEA fiscal data in the areas of maintenance of financial support, LEA maintenance of effort, excess cost calculations and proportionate set aside calculations.

The Special Education Compliance and Monitoring Services service area monitors the implementation of the Individuals with Disabilities Education Act and the Regulations Governing Special Education Programs for Children with Disabilities in Virginia. 

This service area aligns with Virginia Department of Education's mission by providing monitoring systems, complaint investigations, due process, and mediation to ensure that all eligible children with disabilities are provided a free appropriate public education, including children with disabilities who have been suspended or expelled from school.

Individuals with Disabilities Education Act (IDEA) and its implementing regulations, Code of Virginia, and the Regulations Governing Special Education Programs for Children with Disabilities in Virginia.

Development of special education regulations

Development of guidance documents to implement special education regulations



Special education guidance and technical assistance documents for parents, school personnel, hearing officers, mediators, and other customers



Professional development, training, and technical assistance



Listing of free and low cost legal and advocacy resources



Special education self-assessment instruments



State Plan for implementing Section 504 of the Rehabilitation Act of 1973



Complaints resolution

Procedures and mechanisms such as dispute resolution, due process hearings, and mediation to resolve disagreements between a parent and a local educational agency;



Monitoring systems to ensure compliance with the federal and state requirements in school divisions, state-operated programs and private schools for children with disabilities.

The Office of Behavioral Health and Wellness ?provides information, training, and technical assistance that promotes?student academic success, healthy physical, social, and emotional development and positive behaviors as well as physical and mental health intervention services and?the removal of barriers to learning for all students. Barriers to learning can include ineffective instruction and discipline practices, unsafe or unhealthy school environments, risky behaviors, truancy, inappropriate or unlawful student behavior at school, physical and mental health problems, and learning difficulties related to social environments. 

This service area directly aligns with the Virginia Department of Education’s (VDOE) mission to lead and facilitate the development and implementation of a quality public education system that meets the needs of students and assists them in becoming educated, productive, and responsible citizens by addressing barriers to learning and academic success, by promoting responsible student behavior, and by providing support to parents. 

The Department of Education provides the following products to all 132 school divisions: informational materials, including manuals, handbooks, guidelines, videos; and resources for parents, teachers, and school mental health specialists . 

 

The Department provides the following services to all 132 school divisions: consultation, technical support, training and institutes, information dissemination, grants/contract management, collection of required data from school divisions and state operated programs, reporting required data to U.S. Department of Education; and providing information to school divisions and to the public. 

The Test Development and Administration service area coordinates the development, administration, and reporting of the tests that comprise the Virginia Assessment Program and that are administered to public school students across the Commonwealth.

The mission of the test development and administration service area is directly related to the mission of the Department of Education to lead and facilitate the development and implementation of a quality public education system that meets the needs of students and assists them in becoming educated, productive, and responsible citizens.

Authority: § 22.1-253.13:3. Standard 3. Accreditation, other standards, assessments, and releases from state regulations.

C. With such funds as are available for this purpose, the Board of Education shall prescribe assessment methods to determine the level of achievement of the Standards of Learning objectives by all students. Such assessments shall evaluate knowledge, application of knowledge, critical thinking, and skills related to the Standards of Learning being assessed.

Assessments in reading/language arts, mathematics, and science are also required under the Elementary and Secondary Education Act of 1965.

This service area oversees the development and administration of the Standards of Learning tests in both web-based and paper/pencil formats, the alternate assessments for students with disabilities, the English language proficiency assessment use to measure the progress of Limited English Proficient students in learning English, and the Virginiua Growth Assessment. In this capacity, this service area oversees the development of tests delivered to public school students in the Commonwealth, the administrative manuals used by school division staff in administering Virginia's tests, practice test items, and training materials. In addition, this service area supports school division personnel in administering the tests that comprise the Virginia Assessment Program, developing user-friendly reports for divisions to disseminate, and responds to inquiries regarding test development and administration from policy makers and the general public.

The School Improvement service area provides support at both the division and school level for those institutions that fail to meet either state accreditation standards as established in?the Regulations Establishing Standards for Accrediting Public Schools in Virginia or the federal accountability requirements of the?Every Student Succeeds Act (ESSA).? The new School Performance and Support Framework identifies schools who are off track and needs significant improvement as those schools need the most support for school improvement. Support is then provided through a school and division needs assessment, a school and division support plan, the selection of evidence-based interventions and technical assistance designed to assist school divisions in implementing effective strategies to improve student outcomes.?Differentiated assistance and interventions are provided based on the needs of the school division and the department’s tiered support framework.  

The service delivery area is provided to schools that are identified for support and improvement through the School Performance and Support Framework (SPSF) and federal accountability requirements. Through this identified, system the school improvement office is able to focus support to those schools that need technical assistance. The evidence-based supports are then provided using the office’s the evidence-based support framework to develop and implement improved quality learning experiences for all students.  

The needs assessment provides an analysis of schools that are identified for support and improvement and of divisions that either have schools that are federally identified for support and improvement or other criteria for a division level review.? Extensive differentiated technical assistance is provided to schools and school divisions based on identified needs. ? 

The revised Regulations Establishing Standards for Accrediting Public Schools will create a new school performance and support framework that is aligned to federal requirements and create one coherent system of support. The first results of the school performance and support framework will be released in Fall 2025 and will shift the focus of this service from both state and federally identified schools to focus on those schools that are federally identified. Accreditation will now be a separate system focused on compliance under the revised regulations.  

The Virginia Department of Education has established the Virginia Support Framework and Support Tiers to guide the support provided to divisions, aligned to the work to develop a new school performance and support framework. The Virginia Support Framework is research-based and focused on four areas: Academic Supports; Staffing Supports; Organizational Learning Supports; and School Climate Supports. Under the Support Tiers, divisions and/or schools will have access to an increased level of support based on need. Under Tier One all division will have the opportunity to access supports in the four areas, such as special education symposiums and chronic absenteeism action kits. Under Tier Two divisions with schools that are “Off Track” or in need of local support for student groups (Targeted Support and Intervention federal identification) based on the school performance and support framework will have prioritized access to supports such as the Extended School Year Grants and Absenteeism Middle School Pilot. Then, under Tier Three, divisions with schools identified for federal support as Comprehensive or Additional Targeted Support will receive an additional level of support from the Office of School Quality as well as access to networks like the English Learners Support Network or the Principal Mentorship Initiative. 

The School Nutrition service area provides oversight and technical assistance to public school divisions, private schools,?and public residential child care institutions (RCCI) by administering the regulatory requirements of the Richard B. Russell National School Lunch Act (as amended), the Child Nutrition Act of 1966 and Board of Education regulations intended to establish and maintain high quality, nutritious, accessible, cost effective school and child nutrition programs. Child nutrition programs administered by the VDOE Office of School and Community Nutrition Programs include the Summer Food Service program (SFSP) and the At Risk Afterschool Meal component of the Child and Adult Care Food Program (CACFP) to public school divisions, private schools, and public residential child care institutions (RCCI) and eligible non-school sponsors. The service area conducts?federally mandated administrative reviews and procurement reviews?to ensure compliance with federal and state regulations; develops and implements professional development initiatives for school nutrition professionals, school nutrition directors, division staff, and eligible non-school sponsors of child nutrition programs ?to support the nutritional and educational goals of the Child and School Nutrition Programs; provides technical assistance to schools and RCCIs in the implementation of the school nutrition programs; and, administers an electronic system to collect operational and financial data, provide data reports for program analysis, and facilitate payment of federal and state reimbursement to school divisions and RCCIs, and non-school sponsors of child nutrition programs. Required data is collected related to student eligibility for free and reduced meals and for the Community Eligibility Provision (CEP) program. ?Approximately 5 percent of the funding for this service area is derived from state funds while the remaining 95 percent is from federal sources. A minimum State Match funding requirement is mandated by federal regulation for participating states. 

This service area aligns with the Department of Education mission to facilitate a quality public education system that meets the needs of students by providing leadership in the implementation of federal and state laws and regulations; by implementing on-going professional development and technical assistance; and, by ensuring program accountability so that local program personnel may deliver high quality school nutrition programs that contribute to the nutritional well-being and academic achievement of their students, with particular emphasis on the implementation of the strengthened federal nutrition standards. 

The School Nutrition service area annually conducts regulatory compliance reviews for all programs ?and procurement reviews of 33 percent of the total number of school divisions, private schools,?and RCCIs (known collectively as school food authorities or SFAs) that participate in the USDA school nutrition programs, as well as non-school sponsors of the CACFP and SFSP. Regulatory compliance reviews for 100 percent of participating SFAs are completed on a three-year cycle as required by federal regulation. ?An annual report of the compliance reviews conducted, and the results of the reviews is produced and reported to USDA and posted on the VDOE website per the federal transparency requirement. Quarterly reports of the number of meals claimed by SFAs for reimbursement and the amount of reimbursement paid by meal program and eligibility category are produced and reported to USDA.?An annual report of the number of students eligible for free and reduced price meals is compiled and posted to the?Virginia Department of Education?website for use by local, state, and federal agencies to determine the number and percentage of economically disadvantaged students by school and school division. The data are used to determine funding levels and to determine eligibility for federal, state, and local initiatives.  RequiredR equired data is also collected and reported annually for the Community Eligibility Provision (CEP) program and significant technical assistance and resources are provided to school divisions to facilitate their participation in the CEP program in which students eat at no cost. Required reviews are provided of school and community nutrition program sponsors’ procurement of and contracts with Food Service Management Companies to ensure federal and state requirements are met. 

The service area provides technical assistance to 100 percent of the participating SFAs by conducting on-site needs assessments, analyzing data reported through the School Nutrition Program Web system, and developing and distributing technical assistance resources. Nine?regional school nutrition program specialists and four regional child nutrition program specialists conduct semi-annual regional workshops for division level school nutrition program coordinators to provide regulatory information and to facilitate regional cooperation among school divisions to enhance the operational effectiveness of the programs. The service area provides professional development opportunities in nutrition, food service operations, procurement, food safety and sanitation, farm-to-school implementation,?and other topics to school nutrition managers, school nutrition division level coordinators, and other division staff through annual summer workshops and, as requested, to individual school divisions during the school year. Significant resources are being dedicated to procurement training and local wellness policy implementation.?? The Virginia Food for Virginia Kids (VFVK) initiative builds the capacity and commitment of Virginia school divisions to increase scratch cooking and serve more fresh, local, and student inspired meals, and includes a school nutrition workforce development component in collaboration with multiple state and local partners. ? 

The budget is comprised of state general funds supporting the required annual State Match and federal funds for state administration, with uses of these funds aligned to the annual budget for state administration approved by USDA. Meal reimbursements paid by VDOE to SFAs are paid from the Direct Aid to Public Education budget.

The pupil transportation service area is responsible for developing and implementing services to school divisions that support and promote safe and efficient pupil transportation: interpretation and application of state and federal laws and regulations relative to pupil transportation; approved standards and practices for transporting students; a well-trained cadre of school bus drivers, local trainers, and division pupil transportation directors; and high quality school bus maintenance procedures. These services are designed with the purpose of promoting high quality, safe, flexible, and cost-effective transportation of public-school students to and from school and school-related activities. These goals are met through certification, training, technical assistance, local fleet and operational assessments, and development of regulations and bus specifications. 

This service area aligns with and supports the Board of Education's and the Superintendent of Public Instruction’s mission to increase student learning and academic achievement by administering federal and state pupil transportation program requirements designed to ensure that students arrive safely at school and school-related activities each day. 

Pupil Transportation: 

Code of Virginia Title 22.1, Chapter 12, and Title 46.2; 

Code of Virginia Administrative Code 8 VAC 20-70; 

Federal Code P. L. 103-272 and P.L. 109-20. 

The pupil transportation service area provides support and assistance to local school divisions to promote the safe and cost-effective transportation of public school students to and from school and school-related activities. These goals are met primarily through certification, training, and technical assistance. They are also accomplished through setting equipment specifications for school buses, assisting the Board of Education in the development of regulations governing pupil transportation operations, and implementing effective school bus maintenance procedures. VDOE pupil transportation staff routinely meet with division pupil transportation directors on a regional basis to share information and updates and receive feedback. Staff provide interpretation of state and federal laws and regulations relating to pupil transportation. 

Training is provided for both required programs and topical programs to assist school divisions and to increase their knowledge of routine and emerging transportation issues. The pupil transportation service area provides all school divisions with access to training that meets the regulatory requirements for having certified school bus driver trainers. In-service training for school division staff is offered throughout the year; much of this training is now provided virtually as a more efficient means of delivery. Curriculum guides and materials are developed, and classes are held each year. Information is also distributed through workshops, symposiums, and conference activities. The pupil transportation service area researches the availability of new training materials and classes that can be offered including those conducted by department staff and by other agencies such as the Departments of State Police and Motor Vehicles. This information is regularly shared with local school divisions. 

Beyond training, the pupil transportation service area also provides technical assistance to school divisions related to the operation and management of their school bus and vehicle fleets, including for alternative fuel vehicles. The staff periodically conducts on-site school bus fleet and transportation program assessments and evaluations. The pupil transportation service area works with school division staff and school bus manufacturers to identify unique and persistent school bus technical problems or component failures so that they may be analyzed and corrected. Each year, a school bus specifications list is produced to ensure that the school bus manufacturers and school divisions are aware of the equipment that is required on school buses in Virginia based on the latest School Bus Specifications document adopted by the Board of Education. A standing Specifications Committee comprised of various transportation professionals advises VDOE on changes to the bus specifications. 

Other activities of the pupil transportation service area include providing a safe driver awards program to recognize drivers who have not had any accidents during the school year. The pupil transportation service area also collects important data on the operation of local pupil transportation systems, including the number of students transported, miles covered, cost of operation, and collisions from crashes and incidents, and conducts transportation efficiency studies to assist school divisions. The cost and miles portion of this data is used in the Standards of Quality funding formula for pupil transportation. Data on school bus accidents is analyzed for local use. Specifications for school buses are reviewed each year and updates are recommended to the Board to reflect new technology and equipment. 

The Instructional Technology service area functions within the Education Technology and Innovation in the Division of Instruction.?It provides leadership, consultation, and technical assistance to K-12 schools to improve teaching, learning, and school management through the appropriate and effective use of technology. In this capacity, this service coordinates the development and implementation of the state educational technology plan and facilitates development of local school division plans; coordinates the review and revision of the Computer Technology, Digital Literacy, and Computer Science Standards of Learning and assists school divisions in implementing these standards; plans, implements, and evaluates state educational technology initiatives and programs; manages reimbursements requested through the proceeds of the Virginia Public School Authority (VPSA) Educational Technology Grants; and disseminates information about new and emerging educational technologies and research-based technology integration and training best practices to school division personnel, including implementation and best practices of virtual learning approaches and use of digital learning resources.  One of the most significant functions of this office is to ensure school divisions are implementing the new Computer Science Standards that include the use of AI.  The VDOE is also providing support to all school divisions to develop an AI framework, that includes their vision and implementation of AI polices, as well as how teachers and students will effectively use AI to prepare students for this fast, emerging technology. 

The mission of Virginia's public education system is to educate students in the fundamental knowledge and academic subjects that they need to become capable, responsible, and self-reliant citizens. The Instructional Technology service area supports this mission by assisting schools in effectively using technology to improve teaching, learning, and school management. Technology proficiency is fundamental to academic and career success in a knowledge economy. 

Technology Planning: The Educational Technology Plan for Virginia 20187-20232 presents a vision for the use of technology in schools and classrooms, and it serves as a blueprint for school divisions by identifying the necessary components of an effective?instructional technology program. The office provides technical assistance?to local school divisions on local technology plans. 

Standards: The service coordinates the review and revision of the Computer Technology, Digital Learning, and Computer Science Standards of Learning.?Resources are developed to assist schools in implementing the standards. 

Technical Assistance and Professional Learning: Resources to assist schools in effectively using teaching and learning technologies?to improve teaching, learning, and school management are developed and disseminated in a variety of media and formats including recorded webinars, information briefs, online courses, guidance documents, reports, rubrics, and other print and digital products and services. 

Distance Learning and Electronic Classroom service area manages the Department of Education's virtual initiative and Web-based courses and digital resources. The initiative includes Virtual Virginia, the Commonwealth’s online learning program. 

It also includes: 1) Web-based multimedia digital content and resources including eMediaVA and GoOpenVA; 2) technical assistance and professional development to agency personnel and school divisions; and 3) the process for application, approval, and monitoring of multidivision online providers that may provide approved online courses to schools in Virginia. 

Distance learning through both Virtual Virginia and approved multidivision online providers offers access to Advanced Placement, world language, and core courses to schools where there are too few students to justify hiring a full-time teacher, a qualified teacher is unavailable, or student schedule conflicts require additional course sections. 

These options enable schools the opportunity to increase the number and variety of course offerings. In addition, Virtual Virginia develops and offers courses to address specific statewide needs. The Economics and Personal Finance course provides school divisions in the Commonwealth with the resources necessary to enable students to meet the graduation requirement of one standard unit credit in Economics and Personal Finance. The Distance Learning and Electronic Classroom Service Area also develops and delivers Web-based multimedia content and resources aligned to the Standards of Learning to provide rich, appropriate content and experiences for students and teachers that would otherwise be unavailable.  

The Code of Virginia provides the requirements of the Virtual Virginia (§ 22.1-212.2) and Multidivision Online Providers (§ 22.1-212.23) programs and the products and services of this service area. 

The Virtual Virginia Program: This program will offer?courses and blended learning resources during the school year. Courses are provided with three basic options: 1) a school-based allotment of courses that enhance local school divisions course offerings with courses not offered locally, 2) full-time course enrollments that enable students to earn all high school course credits required for graduation, and 3) expanded course enrollments for schools requiring course enrollments beyond the school-based allotment of courses. The program also provides online and/or blended learning resources for use by students and teachers. Professional learning in the use of online resources in an online and/or blended instructional approach is also provided. 

Digital Content: Since 2012, the General Assembly has appropriated funds for the development of statewide digital content, online learning, and related support services through contracts with the Department of Education. The Office of Educational Technology and Classroom Innovation will oversee the procurement, development, and dissemination of the resulting products and services.??Currently, contracts support eMediaVA, a digital content distribution platform with learning objects to provide teachers and students with an online authoring platform to create, share, and customize interactive timelines and sequences, interactive graphs, and interactive images. A contract also supports GoOpenVA, an open education resource platform that provides educators, administrators, educational organizations, and other education stakeholders with opportunities to create, share, recreate, and distribute digital content for use by students, educators, and administrators. In collaboration with agency offices,?information is disseminated to school divisions in a variety of media and formats including recorded and live webinars, online courses, information briefs, guidance documents, reports, rubrics, and other print and digital products and services that improve teaching, learning, and school management. 

Multidivision Online Learning Reporting: Board of Education Annual Report - Includes information regarding multidivision online learning during the previous school year. The information shall include but not be limited to student demographics, course enrollment data, parental satisfaction, aggregated student course completion and passing rates, and activities and outcomes of course and provider approval reviews. 

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The Administrative and Support Services?program area is intended to provide the management and services necessary for the Superintendent of Public Instruction, the Board of Education, and the Department of Education to carry out constitutional, statutory, and regulatory responsibilities. The Administrative and Support Services provided by the agency consist of four service areas: General Management and Direction; Accounting and Budgeting Services; Policy, Planning, and Evaluation Services; and Information Technology Services. Within the Department of Education, the following administrative divisions and units are included in the Administration and Support Services area: 

Agency Head: Superintendent of Public Instruction 

Chief Information Security Officer/Office of Cybersecurity and Risk Management 

Chief of Staff 

Office of Human Resources 

Department of Policy and Government Relations - Offices of Board Relations and Policy 

Department of Strategic Communication - Offices of Communications and Constituent Services, Educator Engagement, and Parental Engagement 

Office of Business and Risk Management

Division of  Operations (in part) – Department of Budget and Finance, Offices of Budget, Finance,  and Federal Pandemic Relief Programs, Office of Procurement, and Office of Support Services (in part: Facilities and Internal Support Services) 

Chief Information Officer/Deputy Superintendent 

Chief Technology Officer/Assistant Superintendent 

Department of Data, Research, and Technology?– Offices of Strategic Analysis and Research, Data Services,  and Technology and Systems Development 

Office of Data Standards and Governance 

This service area aligns to the Department of Education’s mission by establishing the overall administrative direction and support services necessary to provide excellent customer service when delivering or completing statutory and regulatory requirements or discharging supervisory and business responsibilities. The agency provides the staff and logistical support services necessary to implement the policies and regulations of the Board of Education, to keep the Board informed of its constitutional and statutory obligations, and to assist the Board in meeting those obligations. The services are viewed as an important component for the organization’s performance management that results in (1) delivery of ever-improving value to internal and external customers, ultimately contributing to improved education quality and student learning; and (2) improvement of overall organizational effectiveness, public information, efficiency, and capabilities. 

Authority:? Article VIII, Sections 4, 5, 6, 8, Constitution of Virginia; Sections 22.1-8 through 20.4, 22.1-21 through 24 and 22.1-360 through 361, Code of Virginia; P.L. 114-62, Federal Code. 

Superintendent of Public Instruction and Chief of Staff: Overall agency management and supervision; advise Board of Education and implement relevant policies and regulations; serve as primary agency contact for key external stakeholders. 

Office of Business and Risk Management: ARMICS internal controls program, Fraud Waste and Abuse Hotline staffing, and subrecipient monitoring. 

Chief Information Security Officer/Office of Cybersecurity and Risk Management: develop, implement, promote, manage, and maintain agency information security program in accordance with state information security standards. 

Office of Strategic Analysis and Research: conduct high-quality, evidence-based actionable research in support of agency strategic goals and objectives. 

Office of Finance:?accounts payable and receivable,?general ledger operations, payroll certification, travel reimbursement,?fixed assets administration, state and federal payment processing, grants reporting and compliance, OMEGA and Oracle systems administration, and financial analysis and reporting. 

 

Office of Budget:?support development of the biennial budget; distribution of state funds appropriated for public schools; development and calculation of public education funding formula;?calculation of payments and entitlements; enrollment and target population projections; execution of central office and direct aid budgets; fiscal impact analysis; required local effort analysis; ; financial data collections and reporting, including the Annual School Report; Literary Fund and Virginia Public School Authority grant programs; support to the General Assembly; technical assistance to school divisions. 

 

Office of Support Services (in part):?Literary Fund school project  review; guidelines for school buildings; school construction cost, conditions, and age data collection and reporting; local school facilities assessments and efficiency reviews; administer school security equipment grants.Internal Support Services:? manage internal office space; mail/copying; shipping/receiving; vehicle fleet; emergency management; telephones; office supplies inventory. 

Office of Procurement:? Administration of education tax credit programs; contracting for purchase of goods/services;?contract administration and manage agency use of eVA online procurement platform; small purchase charge card program administration; technical assistance on Virginia Public Procurement Act. 

Office of Federal Pandemic Relief Programs: Manages the various federal pandemic relief grant programs awarded to Virginia for PreK-12 education, including calculating local subgrant allocations, approving subgrant reimbursements, conducting subrecipient monitoring and technical assistance, managing data collections and completing required state and federal reporting, and updating internal financial systems and public facing data resources. 

Offices of  Data Services, , Technology and Systems Development, and Data Standards and Governance:  web-based data collection systems and databases; web-based reporting; response to ad-hoc data requests; required state and federal reporting;? Virginia Longitudinal Data System; AITR (VITA); SSWS portal for agency business applications; systems development and database management; identification and implementation of administrative technology innovations that support key state-level initiatives. 

Office of Human Resources: recruitment and selection; employee orientation and off-boarding; Equal Employment Opportunity services; training and development services; performance management services; compensation planning and employee benefits services; reporting; diversity, opportunity and inclusion pathways. 

Office of Policy:  General Assembly liaison; state and federal legislation monitoring and tracking; legislative proposal support; support Board of Education regulatory policy development and dissemination. 

Office of Board Relations: Board of Education meeting agendas and logistics, background materials, and minutes of meetings; Board of Education regulations and official papers, including correspondence; on-going staff support to Board. 

 Office of Communications and Constituent Services: News releases and?media relations;?agency website development and maintenance; agencywide branding and communications strategies;?community outreach and engagement among various stakeholders in support of public education and state-level initiatives;?publications and graphic design;?social media utilization and management; promotion of key reforms of the agency. 

Offices of Educator Engagement and Parental Engagement: Provide on-going outreach and information sharing with school-level educators and Virginia parents on key issues impacting public education and serve as agency liaisons for these key stakeholders; develop informational and recognition programs serving these stakeholders. 

The Virginia Department of Education provides technical support and assistance to local school divisions to further the initiatives related to public education in the Commonwealth. General oversight of 131 school divisions and over 1.3 million children birth-through Grade 12 is provided by over 500 part time and full-time agency employees.  The agency is organized through a personnel structure with cabinet members who supervise the day-to-day functions of various agency offices and departments.  As an Executive Branch agency, the VDOE ensure compliance with state, federal, and all Executive Branch Orders in furtherance of a strong public education system in the Commonwealth. 

VDOE is an agency within the Executive Branch of the Commonwealth of Virginia.  An agency head, who serves as the Superintendent of Public Instruction, is appointed by the Governor to fulfill the administration’s initiatives related to public instruction in the Commonwealth.  The Superintendent of Public Instruction works closely with the State Board of Education.  The agency works in coordination with the State Board work closely to meet all statutory obligations and regulations in fulfillment of their constituted duties.  In addition to the collaboration with the Governor and State Board of Education, the Superintendent works closely with the Secretary of Education and other Governor’s office staff.

?Products 

• Weekly Virginia Education Update published and available to the public 


• Superintendent’s memos 


• Superintendent’s emails 


• Content for social media 


• Guidance documents 


• Regulations 


• Technical assistance guides 

Services 

• Technical assistance to local school divisions 


• Parent engagement and support 


• Compliance with state and federal reporting and other relevant requirements 


• Collaboration with education associations  


• Professional development 


• Leadership on relevant topics impacting education in the Commonwealth 

The Teacher Licensure and Certification service area is responsible for the process of licensing school personnel required by state statute and the Board of Education. The process is intended to establish and maintain a properly licensed and endorsed?workforce for the public schools in Virginia through both traditional and alternate routes to licensure. The service area issues licenses for instructional personnel on behalf of the Virginia Board of Education; provides technical and analytical services?to teachers, administrators, and others in accordance with the?Code of Virginia,?Virginia’s Licensure Regulations for School Personnel?and Department of Education policies; provides accurate advice to local school divisions of prospective employee’s eligibility for licensure, communicates strategies to personnel in local school divisions to assist them in building their capacity to provide consistent and accurate licensure information to their employees; and implements assessment requirements for licensure. This service areas also works to provide alternative routes to licensure for educators. These alternative routes include options such as iTeach, Grow Your Own programs, and career switchers, as well as the alternative licensure flexibility such as the local one-year flexibility and universal licensure reciprocity. Other areas of focus for this service area includes: serves as staff to the Advisory Board on Teacher Education and Licensure; administers the National Board Certification incentive program; assists with coordinating the collection of instructional personnel information for state and federal reporting; coordinates the ?Science, Technology, Engineering, and Mathematics (STEM) grant; and processes the mentor teacher career switchers funds.?Teacher Licensure also provides technical assistance for the?Uniform Performance Standards and Evaluation Criteria for Teachers, Principals, and Superintendents.?Licensure fees are used to support personnel and operations in the unit. The state has a high level of control over this service area and its outcomes because of its regulatory authority over the teacher licensure process. 

The mission of the Department of Education is to lead and facilitate the development and implementation of a quality public education system that meets the needs of students and assists them in becoming educated, productive, and responsible citizens. The purpose of the service area is to establish and maintain a high-quality workforce in public schools. The licensure process maintains professional competence by ensuring that teachers and other school personnel meet requirements stipulated by the Board of Education to prepare them for their respective educator positions. 

?Authority:?Code of Virginia?and Licensure Regulations for School Personnel 

Products: Licenses for instructional personnel;?continued development of an automated statewide licensure system;?Instructional Personnel and Licensure (IPAL) collection of licensed instructional personnel employed in school divisions on Oct 1; a licensure Website containing resources for licensure (i.e. applications, assessments for Virginia licensure, guidelines, regulations, etc.); the?Licensure Regulations for School Personnel, the?Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Principals, and Superintendents; a document on the licensure Website with the assessment requirements for licensure; certification of Career Switchers Program Providers; grants for selected individuals who teach science, technology, engineering, or mathematics (STEM) subjects; funds for mentor teachers for career switchers; and incentives for National Board Certification. 

Services:  Administration, review, and approval of Grow Your Own programs; review and approval of division iTeach programs; technical assistance for alternative licensure certifications, such as local one year flexibility license, and universal licensure reciprocity; Implementation and issuance of licenses for instructional personnel and provides evaluations to school divisions for individuals seeking additional endorsements or initial licensure through continued development of a fully automated licensure system which leads to efficient licensure processing and renewal practices; reviews and approves career switcher programs; processes the funds for mentor teachers for career switchers; administers the STEM retention and recruitment grant; issues grants to teachers who possess an active initial National Board Certificate or a renewed National Board Certificate; provides leadership for the Board of Education’s?Guidelines for Uniform Performance Standards and Evaluation Criteria; maintains the on-line educator query for the general public and the on-line query for school divisions (password protected system); issues on-line renewal licenses for school divisions personnel; provides technical assistance to school divisions, institutions of higher education and the general public regarding licensure matters. Serves as staff liaison to the Advisory Board on Teacher Education and Licensure (ABTEL) committee, which advises the Board of Education and submits recommendations on policies applicable to licensing instructional personnel and approving teacher education programs and recommends assessment requirements for licensure. 

The Teacher Education and Assistance service area has oversight responsibility for preparation programs for school personnel, as well as coordinating federal reporting requirements for the programs. The service area works with the 36 colleges and universities in Virginia and other entities with education programs approved by the Board of Education to prepare school personnel in teaching and leadership areas approved for licensure by the Board. This responsibility includes?offering technical assistance to the 36 institutions with teacher preparation programs, implementing initiatives to attract and retain high quality educational personnel?and coordinating the national and Board of Education accreditation procedures.? 

 

Additionally, the office administers the Virginia Teaching Scholarship Loan Program (VTSLP), the Clinical Faculty Program, and the Mentor Teacher Program for beginning teachers, as well as serves as a staff liaison to the Advisory Board on Teacher Education and Licensure. The service area provides leadership in the area of special education personnel development through the coordination and administration of federal and state funds available to address critical shortages in special education by providing technical assistance to approved special education preparation programs.  

This program and service area also collaborates with the Office of Teacher Education and Licensure to support Grow Your Own initiatives in local school divisions by partnering with future educators to identify low cost or no cost options for earning their teaching credential.  Through collaborations with local, state, and national partners, future educators are provided options and alternatives to reduce the amount of time needed to enter the teaching profession. 

The mission of the Department of Education is to lead and facilitate the development and implementation of a quality public education system that meets the needs of students and assists them in becoming educated, productive, and responsible citizens. The purpose of the Teacher Education division is to ensure that the Virginia professional education programs develop, maintain, and continuously evaluate high quality education endorsement programs that are collaboratively designed and based on identified needs of the preK-12 community, now and in the future. Candidates in education endorsement programs shall demonstrate competence in the areas in which they plan to practice and complete professional studies requirements and applicable assessments, in addition to meeting requirements for various licenses, pursuant to the?Licensure Regulations for School Personnel. Working collaboratively with the 36 colleges and universities, local partners, and national leaders, and other entities with defined education programs approved by the Board of Education to offer preparation and training programs, the service area provides leadership for a high quality, licensed public-school workforce. 

Products:?Regulations Governing the Review and Approval of Education Programs in Virginia; Guidelines for Mentor Teacher Programs for Beginning and Experienced Teachers; Title II Report of Higher Education; a list of Critical Shortage Teaching Areas in Virginia, recognitions for teachers, and grants to support preparation of teachers. 

Services: Coordinates the approval and accreditation processes for approved preparation programs for instructional personnel; administers the Virginia Teaching Scholarship Loan Program (VTSLP) and the Mentor Teacher Program; coordinates special education grants; collects and reports data regarding preparation of instructional personnel, designates critical shortage teaching areas; coordinates the Teach Virginia Educator Career Center, and provides technical assistance to college and university officials, instructional personnel, and the general public.  Collaborate to support the agency’s strategic goals related to growing and building a future workforce of educators through now cost and low cost options.