professional development and training partners. Our framework identifies ... Observable. âknow-howâ and basic mechan
The Learning Accelerator Blended Learning Educator Competencies As part of our work to support district implementation of blended learning programs, The Learning Accelerator (TLA) has developed a framework to help leaders and teachers better understand the competencies educators need to be e ective in blended teaching and learning environments. This “version 1.0” framework was created through reviewing and compiling research as well as talking with many existing and developing human capital partners across the ecosystem, including school districts, charter management organizations, foundations, and professional development and training partners. Our framework identifies four essential categories of educator competency: Mindset, Qualities, Adaptive Skills, and Technical Skills. Within each of these categories we found that the competencies essential to making blended learning work in schools very much overlap (~80-90%) with those that make educators successful in traditional environments (e.g. student management, data practice, content knowledge, etc.).
However, certain competencies take on more importance because they: •
Enable a transition to mastery-based progression, personalization, and e ective use of technology
•
Create and cultivate a culture of ongoing learning and innovation over time
TLA Blended Learning Educator Competency Framework
MINDSET LIT QUA IES SKILLS
ADAPTIVE TECHNICAL
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• Data Practices • Instructional Strategies • Tech Integration • Student Management • Tools
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Collaboration • Goal Setting • Problem Solving •
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What
MINDSET
Core values or beliefs that guide thinking, behaviors and actions that align with goals of educational change and mission
How
Similar regardless of system role (teacher, leader, non-instructional)
Understood, adopted and committed to
What
QUALITIES
Personal characteristics and patterns of behavior that help an educator make the transition to new ways of teaching and learning
How Coached, encouraged and reinforced
Mechanisms for building necessarily blended; some possible online components but also degree of ongoing, highertouch support and customization
What
ADAPTIVE SKILLS
Higher complexity that are generalized across domain/jobs. Help people tackle problems and tasks where the solution might be unknown or that require organizational learning and innovation
How Developed through modeling, coaching and reflective practice
What
TECHNICAL SKILLS
Skills that are known and specific to task and domain. Observable “know-how” and basic mechanics and expertise helpful for execution and implementation of day-to-day job (for teachers, instruction)
How Acquired and mastered through instfuction, training and practice
Role dependent, though some roles may share skillsets. Mechanisms likely more scalable, online and modular.
Additional findings about these blended learning competencies: 1. Mechanisms for developing capacity (i.e. training and PD) in each of the competency areas will differ. Some will require more hands-on coaching and support, while others, like building technical skill with specific technologies, can likely be tackled through more modular, scalable online solutions. 2. Competencies become less visible the more student-centric the blended learning approach gets: “off stage” competencies and related activities (modeling, behind-the-scenes planning and engagement) become as, if not more, important as “on-stage” ones (demonstrating, directing). This has real implications for the ways in which educator-effectiveness tools (for example, classroom observation frameworks) should be used and designed. 3. Competencies look different in action as schools shift from traditional to emerging and then more established and innovative blended approaches. For example, teacher collaboration, adaptive skill, takes on different forms in self-contained classroom rotation versus open environment flex models. Given this variance between models, we have articulated a developmental matrix that tries to capture the continuum of competencies, which is shown on the next page.
CONTINUUM OF COMPETENCY DEVELOPMENT DEPENDING ON MODEL, HELPFUL FOR MONITORING/ASSESSMENT OVER TIME Traditional School
Early-Stage, Emerging Blended Learning
Later-Stage, Developed Blended Learning
Baseline for change
"Hybrid"* learning models
Disruptive models
INCREASING PERSONALIZATION, MODEL INNOVATION
MINDSET
Vision for Equity
Inputs-oriented (equity = equal)
Inputs-oriented (equity ≠ equal)
Outcomes-oriented
GrowthOrientation
Performance mindset for self/students; seeks to demonstrate abilities, minimize failures
Growth mindset for self/students; Seeks to grow abilities, sees failure as opportunity to try again
Growth mindset for self/students; Seeks out opportunities to fail in order to learn
Urgency
Achieve classroom learning targets over set period; annual reflection/course correction
Achieve individual learning targets over set period; measures/reflects/plans often
Maximize individual growth as quickly as possible; seeks to rapidly iterate
Role Awareness
"Sage on Stage"; Instructing & directing as expert in content
"Saging and Guiding"; Guiding & directing as content and pedagogy expert
"Guide on Side"; Coaching and facilitating as expert in pedagogy and student learning
Grit
"Get-it-done" attitude, diligent
Perseverant, focus on continuous improvement
Forward failing, challenge-seeking
Flexibility
Adapts from plan, develops contingencies as needed
Rolls w/ punches, wears several hats
Constantly modifies/plays many roles to meet objectives
Transparency
Periodic data and practice sharing for planning purposes
Rigorous, open data sharing w/ staff/students; "open door" culture
Broad ownership of data (students, staff, parents); shared open practice
Collaboration
Minimal between staff, for planning
Moderate between staff, for planning/ complementary delivery
Teaming w/ others (staff, students) to plan & deliver flexibly
Goal Setting
Periodic, focus whole class
Frequent, focus on grouping & interventions
Continuous, focus on individual learning
Problem-Solving
Responsive, implementation-oriented
Frequent, continuous improvement-oriented
Proactive & continuous, design & testing
Data Practices
Periodic, small number inputs, focus on measuring what's learned
Frequent, small number inputs, focus on identifying gaps to differentiate or remediate
Frequent, mult. measures, focus on monitoring/ informing individual learning plan
Instructional Strategies
Whole group, direct w/ some differentiation
Small group, mainly direct w/ differentiation and remediation
Individualized, w/ some economization through small and large group activities
Management
Classroom, focused mainly on behavior & environment
Group, focused on behavior & work supervision
Student, focused on engagement & learning across multiple modalities/ environments
Instructional Tools
Utilizes central curriculum, some supplements
Uses multiple functionally targeted curricula and resources (core & intervention), online & offline
Curates portfolio of resources, experiences, & modalities, online & offline
Technology Integration
Peripheral tools used in isolation, generally administrative purpose
Supplemental tools used as add-ons, generally administrative & intervention
Dynamic use of integrated tools, across instruction and administration
QUALITIES
ADAPTIVE SKILLS
TECHNICAL SKILLS
*According to the Christensen Institute, hybrid learning refers to emergent blended models that combine newer technology innovations with more traditional classroom structures. These include station, lab and flipped classroom rotational models.
