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.
Leaders of virtual and hybrid programs can use this checklist to audit their program’s edtech stacks. This tool is designed to produce actionable insights about where edtech products support overall virtual and hybrid program quality. Additional information about the drivers of virtual and hybrid program quality can be accessed in The Learning Accelerator (TLA)’s report, Driving Quality in Virtual & Remote Learning.
Before designing a measurement plan, first think about what improvement might look like. This activity prompts you to consider what has changed, what has been improved, and how you would know.
In this episode of TLA’s “Beyond Brick and Mortar” podcast series, which features leaders of established virtual and hybrid learning programs from across the U.S. as they discuss what makes their programs a success – and what they had to learn along the way, we chat with Maxwell Smith, Head of The Forest School Online. Learn about their flexible, student-centered approach to online learning. Employing targeted and relevant curricula, a focus on real-world learning, and a deliberate culture of feedback and stakeholder engagement, The Forest School Online works to provide a holistic learning experience for students across the globe.
This protocol can be used to inform the design of a solution to help improve virtual and hybrid learning, as well as help users understand progress along the key elements of three distinct Pillars: Foundation for Equitable, Engaging, and Effective Virtual/Hybrid Learning; Pedagogy and Practices; and Relationships: Building Conditions and Connections to Personalize Learning and Increase Equity.
As part of their pilot of grade interviews with students, Austin ISD teachers utilized a centralized notetaking space to support their collaboration on the pilot. Their team followed the Real-Time Redesign process as part of TLA’s Strategy Lab.
Teams can use this activity to story-tell and reflect on a change management and/or innovation initiative. Teams are asked to use a “mad lib” style template to share the driving problem or challenge they were trying address, the solution they piloted to test it, key learnings, and the plan forward.
The template slides include a sample prompt, an editable activity template, and an example from a district team.
These discussion questions accompany the Activity: Reflect on the Pilot strategy card.
