This program prepares principals to implement blended and digital learning through facilitator training, curriculum and materials for principals, access to an online platform, a national online community, and additional ongoing support.
As part of its statewide Fuse RI program, the Highlander Institute’s participating districts created sample communication tools for schools and district personnel to use to explain their vision for blended learning. Chariho District, along with many others, are included within this link and the “Highlander Other Lessons” section.
Educators and teams can use this rubric to assess, and then discuss, general readiness against all areas of the Blended Learning Educator Competency Framework.
This document maps out Thrive Public Schools’ approach to blended learning including their definition, the 10 ways blended learning happens at Thrive, and even additional resources to learn more.
Thrive Public Schools’ Blended Learning Rubric maps out not only their approach to blended learning but the key pieces needed to be successful within their blended model. It also allows an educator to map our their personal level of mastery and application by assessing themselves within each strand.
Summit Public Schools, a leading personalized learning school system, has created a unique educator learning platform called PLP Pro. On this site, you can access two frameworks for teacher learning, including essential Educator Skills and Habits of Success.
Education Elements, a blended and personalized learning education technology provider, offers another take on competencies. In this paper, the team outline their views on the pedagogical shifts, supports, and critical training alignments needed to help teachers be success in the classroom.
Matchbook Learning, a blended learning charter and school management organization, shares their vision for effective blended teaching– including vital behaviors, traits, and competencies– in this white paper on pages 6-12.
In 2015, the Council of Chief State School Officers (CCSSO) and the Students at the Center initiative at Jobs for the Future released the first-ever set of comprehensive competencies for teaching in personalized, learner-centered settings. The co-leaders were joined by a group of core partners, all focused on the future of education and ensuring access and success in educational achievement for every student: National Center for Innovation in Education at the University of Kentucky, Institute for Personalized Learning at CESA#1 in Wisconsin and the Nellie Mae Education Foundation.
Together, the partners scanned research on teaching and learning, cross-walked over a dozen teaching standards and professional development frameworks and vetted the text through numerous iterations with over 100 state, district, school and other education leaders. For the current revision, the Students at the Center team, now at KnowledgeWorks, and CCSSO ran new field scans and conducted focus groups and interviews, adding more than 60 new, diverse voices to the process. In addition, this “refresh” effort documented evidence of the Educator Competencies in use at state, district, network, and school levels.
TLA partnered with the Aurora Institute (formerly iNACOL) to work with experts and practitioners around the country to draft an initial set of teacher competency standards for blended learning classrooms. It’s our hope that this framework will help those new to blended learning understand the new philosophy in this shift in teaching and gain the skills necessary to support a personalized learning environment for each student.
