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:
- Ashley Park PreK-8 Launches Multi-Classroom Leadership and Blended Learning addresses why Ashley Park chose to implement an Opportunity Culture using Multi-Classroom Leadership and blended learning through a Time-Technology Swap, and how the early days of implementation helped the school retain its best teachers.
- 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.
- Rocketship Education: Pioneering Charter Network Innovates Again, Bringing Tech Closer to Teachers details how Rocketship, a pioneering, rapidly expanding charter school network, planned to refine its blended-learning model in the 2013–14 year. It intended to give teachers more control over the students’ digital learning and hoped to further individualize the teaching. Rocketship began as a Rotation + Elementary Specialization model with an academic dean to oversee teachers’ instructional training and improvement. In its effort to refine the model, the network tried using a flex model in some schools and eliminating the dean position. Future changes are anticipated; watch for updates to see how these changes do and don’t achieve the network’s goals for student learning.
More detail on this model:
View table with links to all school models