Craft Category: Strategies

Educators and teams can use this rubric to assess, and then discuss, general readiness against all areas of the Blended Learning Educator Competency Framework.

Thrive Public Schools defined blended learning and designed a rubric to guide educators on not only what blended learning looks like in practice but also how to assess their mastery of key components needed for successful implementation.

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.

Here are four different approaches to competencies/frameworks when approaching blended/personalized learning from iNACOL, Jobs for the Future (JFF), Chief State School Officers, Matchbook Learning, and Education Elements. Each example gives insight into various competencies needed to ensure successful implementation on the teacher, school, and/or district level.

Three states share their approach to developing a statewide vision for innovation in education.

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. Discover the narrative, process, and key materials they used.

Review 2015 survey results on the state of blended learning in Ohio along with key observations and recommendations for future paths.

See profiles of GA, TN,TX, and RI and learn why they are on the leading edge of cultivating blended and personalized learning.

The TLA framework outlines seven change levers (all potential entry points) that are essential to statewide blended learning. The framework helps state actors at many levels begin to better understand the role they can play in a transition to blended learning, with the goal of achieving improved student outcomes within an innovative culture.

The Center on Reinventing Public Education investigated policies that “get in the way” of principal actions to pursue personalized learning. In it, the authors find that many barriers are imaginary- leaders can find workarounds to drive change.