This deck covers facets of recruitment, hiring, and onboarding in a remote learning environment, which can be applied to education leaders hiring teachers for virtual learning environments.
This paper, created in collaboration between the Digital Learning Collaborative and The Learning Accelerator (TLA), outlines how we can reimagine assessment to gain meaningful, actionable insights regardless of where, when, or how students learn. In addressing some urgent challenges – illustrated by virtual schools’ existing issues with state assessments – there is a unique opportunity to build systems that better serve students, schools, and states to ensure every learner has a personalized pathway to success.
An accessible, Google Docs version of this paper is also available for viewing.
Explore briefs designed specifically for school leaders and state leaders with tailored insights and recommendations:
This literature review, created originally by the Remote DEI Collective, explores the research behind white supremacy culture and the virtual workplace.
This resource, created by the Remote DEI Collective, explores the connections between white supremacy culture and remote culture.
This theory of change template is designed to be completed collaboratively, allowing for teams and partners to ground their understandings of how their strategies, applied within their context, cause observable or measurable outcomes. Theories of change can grow and iterate over time and serve as an important tool to support data collection and analysis.
East Boston High School employs the Understanding by Design (UbD) framework to create engaging and effective learning experiences. Teachers collaboratively develop units, focusing on clear learning outcomes and essential questions. By working backward from desired results, across three different stages of implementation, educators design instruction and assessments that align seamlessly. This resource shares the Stage 1 template; view Stage 1 and Stage 2 template.
East Boston High School employs the Understanding by Design (UbD) framework to create engaging and effective learning experiences. Teachers collaboratively develop units, focusing on clear learning outcomes and essential questions. By working backward from desired results, across three different stages of implementation, educators design instruction and assessments that align seamlessly. This resource shares the Stage 1 template; view Stage 1 and Stage 3 template.
This is the Executive summary for a report from The Learning Accelerator (TLA), “Where, Why, How: Deepening Analysis of the U.S. K-12 Virtual Learning Landscape,” which explores the current state of virtual and hybrid learning models across the United States and their viability as a tool to expand access to high-quality education for students across the country. Explore the full report.
This report from The Learning Accelerator (TLA), “Where, Why, How: Deepening Analysis of the U.S. K-12 Virtual Learning Landscape,” explores the current state of virtual and hybrid learning models across the United States and their viability as a tool to expand access to high-quality education for students across the country. Explore this report’s standalone executive summary.
The Aurora Institute has released federal policy recommendations aimed at reshaping our public education system to be more personalized, competency-based, and equitable. The report highlights strategic guidance and recommendations for federal policymakers looking to advance learner-centered education.
This document outlines four core policy areas to advance learner-centered education and transform public education systems:
