Search Results
Artifacts
District Leadership Gets Feedback Directly from School-Based Practitioners
Dr. Jeanette Westfall, Assistant Superintendent- Instructional Design, Liberty Public Schools, explains how she established a two-way channel between herself at the district leadership level and with coaches and teachers at the school level so that...
Spotlights & Case Studies
Measurement in Action: Using existing data and staff to measure personalized learning
We engaged in two researcher-practitioner partnerships (RPPs) with Distinctive Schools, and Leadership Public Schools over one school year to help them determine how best to scale their personalized learning initiatives. Here are the lessons we...
Strategies
Letting Schools Define Their Own Pathways in Blended Learning
How to support school autonomy in a structured way.
Spotlights & Case Studies
Virtual Comparison Groups: Understanding What Worked, How, and Why
This Insight investigates the use of NWEA report data alongside a virtual comparison group to produce actionable insights when implementing blended learning.
Strategies
Clearly Defining Definitions of “Tight” and “Loose”
Leaders in Henry County, GA, formally laid out different responsibilities for schools and for the district.
Strategies
Building a Direct Channel Between Teachers, Coaches, and Academic Leadership
Liberty Public Schools district leadership established communication channels with school-based practitioners. This allowed teachers and instructional coaches to share insights into day-to-day challenges with district leadership. This also provided...
Artifacts
Milford High School Return to School Plan
School leadership built in time for staff members to give feedback on and poke holes in the return to school plan in order to strengthen the plan and to invest staff members who were apprehensive about returning to the school building in the plan.
Strategies
Cross-housing BL/PL under Teaching and Learning and Technology
How to signal at the system level that shifting to a more personalized learning environment is central to instruction, not peripheral to it.
Strategies
Building Blended Learning Leaders' Capacity
How to engage teachers and develop a community of blended learning leaders
Strategies
Centralizing Design Capabilities to Drive Decentralized School Strategies
How to support school autonomy in a structured way
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