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.
Student Success 2025 is a student-centered, 10-year plan produced by the Vision Coalition and developed from the input of 4,000 Delawareans, including 1,300 Delaware students and recent graduates. The plan contains multiple recommendations including those that revolve around Personalized Learning, a core area of the plan.
Developed by The Friday Institute, the goal of the Digital Learning Plan is to build upon the existing foundation to develop a coherent long-term strategy that sets directions and priorities, supports innovation, and provides resources to enable the State’s educators and students to benefit fully from digital-age teaching and learning.
Rhode Island, a state committed to implementing blended and personalized learning, developed and implemented a design-based, community-based, crowd-sourced strategic plan for public education.
Rhode Island developed and implemented a design-based, community-based, crowd-sourced strategic plan for public education. Here they share the narrative, process, and key materials used in the four phase process.
This report, produced by TLA in collaboration with the Clayton Christensen Institute and the Ohio Blended Learning Network, outlines implementation and challenges and makes recommendations for advancing the quality of blended learning in Ohio. The report includes a survey that states can use to collect their own data.
Produced by Innovation Partners America in partnership with The Learning Accelerator, State Profiles in Innovation: How Four States Are Advancing Blended and Personalized Learning Statewide, features profiles of state actors who are on the leading edge of cultivating blended and personalized learning.
