Most students spend half or more of their in-school time engaged with digital learning, replacing a portion of excellent, in-person teachers’ whole-group and other instruction chosen by the teacher. Excellent teachers pull out students in frequently changing, flexible groupings for project-based learning, seminars, small-group instruction, and tutoring. The amount and type of face-to-face instruction varies by day and student. Teachers differentiate pull-out instruction based on individual student needs, which they assess through reviewing both student work and data generated from digital assessments. Teachers may be assisted by tutors and paraprofessional lab monitors. Teachers collaborate with other teachers, tutors, and paraprofessional teammates across classes, subjects, and grades. This model may be most useful at the secondary level, when more students are self-directed, and more screen time is developmentally appropriate. Reach Effect: approximately 50%–100% more students reached per excellent teacher; far more if combined with subject specialization at the elementary level. Models with lower reach effects may reserve extra planning time for teachers who increase their student loads.
See our case studies of this or similar models in action:
- Charlotte, N.C.’s Project L.I.F.T.: New Teaching Roles Create Culture of Excellence in High-Need Schools details the steps four schools took and the challenges they faced as they prepared to kick off their Opportunity Culture models at the beginning of the 2013–14 school year.
- Touchstone Education: New Charter With Experienced Leader Learns From Extending Teachers’ Reach looks at a small first-year school within a charter school organization that has big plans for growth, to see how it combined Multi-Classroom Leadership and a Time-Technology Swap for strong reading results.
- Rocketship Education: Pioneering Charter Network Innovates Again, Bringing Tech Closer to Teachers details how Rocketship, a pioneering, rapidly expanding charter school network, will refine its blended-learning model in the 2013–14 year, to give teachers more control over the students’ digital learning and further individualize the teaching.
More detail on this model:
Teacher and Staff Selection, Development, & Evaluation Toolkit: This toolkit includes job descriptions, competencies, and companion tools that may be used to select, evaluate, and develop teachers and staff. These materials are built for six of the more than 20 school models described here. The jobs included in the toolkit cover most of the other school models as well. Some schools may combine school models, and in turn will need to alter the job descriptions and other materials accordingly. Schools must adapt these materials to fit each school setting and to incorporate additional selection, evaluation, and development priorities.
Public Impact encourages the sharing and copying of these materials. Please include “©2012 Public Impact” and “OpportunityCulture.org” on all pages where material from these documents appears.
View table with links to all school models