iNACOL Blended Learning Teacher Competency Framework

This report includes the key competencies and effective practices of teachers in successful blended learning environments? This research identifies 12 key competencies, organized into 4 larger domains: mindsets, qualities, adaptive skills, and technical skills. This tool is helpful for educators to understand their evolving role in blended learning environments, and it offers insights into the knowledge, skills […]

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RETHINK: Planning and Designing for K-12 Next Generation Learning

This toolkit from Next Generation Learning Challenges (NGLC) and the International Association for K-12 Online Learning (iNACOL) is for K-12 district, charter, and school leaders to use in the very early stages of conceptualizing and designing a next generation learning program, initiative, or whole school. Rather than offering a prescriptive model to follow, the toolkit […]

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Lessons Learned from Blended Programs: Experiences and Recommendations from the Field

This book serves to provide in-depth case studies of blended learning programs from the perspective of experts and pioneering leaders in the field today. The chapters have been collected to share lessons and stories from the experiences of those leading the development of new learning models using blended learning across the nation. From the start, […]

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Laying the Foundation for Competency Education: A Policy Guide for the Next Generation Educator Workforce

This report provides an overview of how competency-based learning can provide the skills and training necessary to develop a next generation workforce. The paper discusses the new skills that educators will need, policy shifts that will need to occur, pre-service and credentialing, professional development, and evaluation. They provide case studies, including Western Governors University Teachers […]

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Access and Equity for All Learners in Blended and Online Education

Equity in education has been a basic tenet of public education in the United States, made explicit by civil rights legislation throughout the years. Unfortunately, legislation alone does not guarantee that all students will be provided with the access and equity necessary to take full advantage of the educational opportunities all students are entitled to. […]

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