Craft Category: Artifacts

Equitable EdTech Systems – Online Survey Template for Stakeholders

This survey template adapts the EdTech Systems Guide: Equity-Driven Selection, Implementation, and Evaluation and can be built using users’ preferred survey software to collect stakeholder input. This will inform your understanding of your school/systems edtech processes. The information collected using this survey will help leaders complete the EdTech Systems Guide-aligned self-assessment to identify potential areas to target for systems-level process improvements.

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June 14, 2024

Self-Assessment: Equitable EdTech Systems

This self-assessment mirrors the structure of the EdTech Systems Guide: Equity-Driven Selection, Implementation, and Evaluation, distilling foundational concepts into a series of statements about users’ edtech practices. Using a modified version of the Stoplight Protocol from DataWise, users indicate how often they engage in each practice – consistently, in pockets, or not at all. Additionally, it provides space for users to add evidence to support their ratings and observations or to capture reflections. The information collected in this worksheet will help leaders identify potential areas to target for systems-level process improvements.

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June 14, 2024

Online Learning Readiness Assessment

This readiness matrix from Montana Digital Academy (MTDA) is used by site facilitators, counselors, and administrators to evaluate and discuss how prepared a potential online student is to participate in virtual learning, and the supports the student might need to succeed.

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May 31, 2024

Rethinking Compensation in Innovative Learning Models

Fully virtual and hybrid learning contexts present an incredible opportunity to rethink educator compensation as a tool for recruiting and retaining effective, high-quality teachers and responding to a call for greater professionalization in the field. This policy brief from The Learning Accelerator (TLA) explores three key components – salary and benefits, professional opportunities and growth, and working conditions – and how they factor into compensation that responds to the needs and expertise of educators.

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May 7, 2024

Aurora Institute’s 2024 State Policy Priorities

The Aurora Institute has released state policy recommendations to enable our education system to transition from an industrial age “one-size-fits-all” model, to a future-focused model that supports education innovation, student agency, builds knowledge, and prioritizes mastery of skills and knowledge over seat time.

The six identified policy shifts must occur to transform education for all learners–especially those who have been underserved by the current system. The priorities include:

  • Establish a vision by developing a Profile of a Graduate
  • Create the conditions for equitable learner-centered, competency-based education systems
  • Transform systems of assessments
  • Align accountability and data systems
  • Support educators to thrive in a competency-based system
  • Redesign learning experiences

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April 25, 2024

Child Nutrition Landscape Analysis

The Learning Accelerator (TLA) conducted a national landscape scan, reviewing resources regarding child nutrition that could be used in both traditional and online learning settings. The landscape analysis resulted in a comprehensive overview of available child nutrition funding sources, services, and community organizations that also service the Commonwealth of Massachusetts.

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April 10, 2024

Child Nutrition Policy Review

The Learning Accelerator (TLA) reviewed federal, Massachusetts Commonwealth, and district ESSER and ARP guidelines to examine the availability of funding for child nutrition programs for the 2023-24 school year. This policy review highlights the source, synopsis, and final determination as it relates to addressing the TEC Connection Academy (TECCA)’s need to provide nutritional services to students engaging in virtual and/or hybrid learning.

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April 10, 2024

ExcEL Leadership Academy Micro-credential Pathway Adoption in Rhode Island

Despite calls to modernize education preparation, the way we train, support, and grow educators has remained largely unchanged for decades. But some educator training and professional development organizations are taking a different approach by offering educators flexible and job-embedded learning opportunities that recognize and validate learning through demonstrations of competence.

Educators earn “micro-credentials” in the form of digital badges, which capture both the skill the educator demonstrated and the evidence they used to prove their mastery of that skill.

This case study offers a look at one micro-credential program, developed by UCLA’s ExcEL Leadership Academy that has been approved for ESOL teacher certification in Rhode Island. The program offers a progression of 12 micro-credentials focused on the skills and competencies educators need to serve multilingual learners (MLLs) effectively. Additionally, the case study offers recommendations for other states that hope to offer their educators high-quality competency-based pathways to certification and/or professional growth.

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March 1, 2024
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