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Professional Learning

Blended Learning Teacher Competency Framework

This report includes the key competencies and effective practices of teachers in successful blended learning environments. Twelve key competencies are organized into four domains: mindsets, qualities, adaptive skills, and technical skills. This tool offers insights into the knowledge, skills, and dispositions needed to make make new instructional methods successful. Emphasis is placed on the mindsets, qualities, and skills that support practitioners’ creative and continuous improvement as well as ability to thrive amidst change. NGLC contributed to the national committee's work.

iNACOL and The Learning Accelerator
Professional Learning

Teacher Onboarding: A Problem of Practice Series

This collection examines teacher onboarding for next gen, blended learning, why it is important and what the research says. It offers actionable solutions, resources, and real-world examples of how others have succeeded. Specific topics include communicating the purpose and vision of the innovative model, preparing teachers to be successful in the innovative model, and ensuring teachers understand and engage with the communities they serve.

The Learning Accelerator
Enabling Change

Look Both Ways

A framework to help education leaders navigate through competing approaches to system-wide change. The framework highlights seven common decision-making challenges and presents real-world examples that show how other leaders managed these tensions.

The Learning Accelerator
Building Community

Learning Commons

Connecting & Accelerating Educator Learning: The Learning Commons is a free and open site that offers professional learning resources from content providers, educational research institutions, professional development organizations, and school districts to help implement innovative approaches to teaching, including blended and personalized learning. Discover community-vetted resources and curated content playlists, or create your own! NGLC contributes to the Learning Commons.

The Learning Accelerator and Yet Analytics, supported by partnerships with a growing list of innovative education organizations
Enabling Change

Deeper Learning Networks: Taking Student-Centered Learning and Equity to Scale

In examining how three networks (Big Picture Learning, Internationals Network for Public Schools, and New Tech Network) have re-created and sustained deeper learning models in dozens and sometimes hundreds of schools, this study found that they have done so by attending to multiple dimensions of change, ranging from structures to redesign schools and sustain deeper learning environments to partnerships with local stakeholders, robust systems of professional development, and systems for continuous improvement. The processes and systems have coalesced to support the sustainability and growth of these deeper learning models over time, helping to push against the obstacles that have often impeded fundamental change.

Laura E. Hernández, Linda Darling-Hammond, Julie Adams, and Kathryn Bradley, with DeAnna Duncan Grand, Martens Roc, and Peter Ross, Learning Policy Institute
Why Schools Need to Change

How Learning Happens

This video series explores how educators can guide all students, regardless of their developmental starting points, to become productive and engaged learners. Featuring Linda Darling-Hammond, president and CEO of Learning Policy Institute, and Pamela Cantor, MD, founder and senior science advisor of Turnaround for Children, the videos pair research insights with a variety of illustrative strategies from schools, all grounded in the science of human learning and development.

Edutopia
Enabling Change

District Conditions for Scale: A Practical Guide to Scaling Personalized Learning

K-12 school districts should cultivate and align 10 conditions to support the scaling of personalized learning district-wide. The guide also includes three cross-cutting themes that serve as the connective tissue of the conditions: vision, culture, and transparency.

KnowledgeWorks
Professional Learning

Educator PD Should Rock

This guide offers a framework for reimagining professional learning for educators ("because it's high time PD doesn't stink") and includes recommendation for making the shift from current teacher professional development practices to PD that is educator-driven, highly personalized, learn-by-doing, cohesive extended learning, job-embedded, highly collaborative, and emphasis on process, mindsets, and content.

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2Revolutions
Enabling Change

Voices from the Field Podcast featuring Andy Calkins

In this incredibly poignant Voices in the Field Podcast, Andy Calkins, director of Next Generation Learning Challenges, joins host Jonathan Vander Els of the New Hampshire Learning Initiative. Andy thoughtfully explores how we can be most human at this very difficult time, and how next gen educators are thinking beyond the walls of what has been the norm, given the equity and access challenges many teachers, students, and families in this network, and across the nation, are experiencing.

Motivis Learning | New Hampshire Learning Initiative, April 16, 2020
Reimagining Assessment

Co-Design as a Lever for Increasing Student Agency: Assessment for Learning in New Hampshire

This memo highlights the work of the New Hampshire Learning Initiative (NHLI), a member of the Assessment for Learning Project (ALP) network. The memo describes their efforts to support educators across the state to actively engage students as partners in co-designing learning goals and assessment strategies, showcasing how these efforts have enriched the experiences of teachers and students in two districts.

Stanford Center for Opportunity Policy in Education (SCOPE), November 2018