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How can school and district leaders build the prerequisite conditions for AI to be used powerfully, equitably, and responsibly?
This problem of practice provides three approaches school and district leaders can take to build the prerequisite conditions for AI to be used powerfully, equitably, and responsibly.
Laying the Foundation for Effective AI Integration Through Culture, Data, and Continuous Improvement
This strategy highlights how schools can lay the groundwork for effective, equity-driven AI integration by building on existing strengths in professional learning, data use, and continuous improvement. By rooting AI in instructional culture and...
Using Surveys to Understand Staff AI Use
This strategy highlights how United Charter High School Humanities II developed and implemented a staff survey to understand how educators were currently using AI and what support they needed. The approach was later scaled across the seven-school...
How can teachers begin to effectively and responsibly enhance teaching and learning through implementing generative AI tools?
This problem of practice offers three approaches that teachers can effectively and responsibly use to enhance teaching and learning by implementing generative AI tools.
Report: Generative Practice- Practical Insights for Unlocking the Instructional Potential of AI from the School Teams AI Collaborative
This report complies learnings from the School Teams AI Collaborative, which was a partnership between FullScale and Leading Educators that brought together ~80 educators from 19 schools who were on the leading edge of implementing AI in schools....
A Summary of Research on the Effectiveness of K-12 Online Learning
This memo examines the outcomes of existing studies on K-12 learning effectiveness, and it provides a literature review of these studies. A number of rigorous studies have asked the question, “Is online learning effective?” However, there is not a...
Mastery-Based Learning Collaborative Evaluation Report – Cohort 2, Year 2
The Mastery-Based Learning Collaborative (MBLC) evaluation report offers insights and strategies for anyone working to shift K-12 schools, districts, and states toward more student-centered, equitable, and culturally responsive approaches. The MBLC...
Mastery-Based Learning Collaborative Evaluation Report – Cohort 1, Year 4
The Mastery-Based Learning Collaborative (MBLC) evaluation report offers insights and strategies for anyone working to shift K-12 schools, districts, and states toward more student-centered, equitable, and culturally responsive approaches. The MBLC...
Understanding the Implications of Online Learning for Educational Productivity
The purpose of this report is to support administrators and policymakers in becoming informed consumers of information about online learning and its potential impact on productivity. It provides foundational knowledge and a conceptual framework,...
State Strategies to Develop Teacher Capacity for Personalized, Competency-Based Learning
This issue brief shares state policy recommendations and action steps for policymakers who are supporting the redesign of educator workforce systems to enable educators to build the skills, competencies and knowledge needed to thrive in modern,...
Promising State Policies to Advance Personalized Learning
iNACOL published the report Promising State Policies for Personalized Learning to highlight specific state examples of promising policies to support and scale personalized, competency-based learning to close equity and achievement gaps. This...