This activity is based on The Learning Accelerator (TLA)’s Driving EdTech Systems: Engage Stakeholders work and supports school- and system-level edtech leaders in reflecting on and improving their stakeholder engagement practices to translate the EdTech Systems Guide: Equity-Driven Selection, Implementation, and Evaluation into action.
This workbook supports school- and system-level edtech leaders in designing and implementing systems improvement efforts that translate the EdTech Systems Guide: Equity-Driven Selection, Implementation, and Evaluation into action.
This Google Forms-based survey adapts the EdTech Systems Guide: Equity-Driven Selection, Implementation, and Evaluation and can be used to collect stakeholder input to inform your understanding of your school/systems edtech processes. The information collected using this survey will help leaders complete the aligned self-assessment to identify potential areas to target for systems-level process improvements.
This worksheet adapts the EdTech Systems Guide: Equity-Driven Selection, Implementation, and Evaluation to collect stakeholder input to inform your understanding of your school/systems edtech processes. The information collected using this survey will help leaders complete the aligned self-assessment to identify potential areas to target for systems-level process improvements.
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.
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.
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.
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.
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:
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.
