Time-Technology Swaps – Flex (In-Person Teacher)

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.

Examples of school networks extending excellent teachers’ reach using a flex model include Charlotte, N.C.’s Project L.I.F.T.Touchstone Education, and Rocketship Education.

See our case studies of this or similar models in action:

More detail on this model:

 In-Person Flex School Model

 Teacher and Staff Selection, Development, & Evaluation ToolkitThis 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.

 

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View table with links to all school models