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Understanding the Blended Learning Teacher Competency Framework

In recent years there has been a dramatic rise in interest and early adoption of blended learning to improve the educational experiences of students. A great amount of work has been done to codify approaches, with tools and resources emphasizing the structural components of new models, such as the configuration of physical learning space, use of time, distribution of staff, and applications of technology. While there is widespread recognition that great inperson teaching remains essential within these structures, there has been less exploration of the human factors and effective practices that make them successful. Schools and districts are asking for more support for understanding teachers’ new roles and effectively supporting them in transitioning to new models of teaching and learning. To respond to this need, iNACOL and The Learning Accelerator (TLA), two organizations committed to helping educators succeed at adopting and implementing blended learning at scale, assembled a national committee of blended learning practitioners, thought-leaders, and experts to explore one critical question: What are the key characteristics of teachers in successful blended learning environments? (Powell, Rabbitt, Kennedy, 2014, p. 4)

Organization of the Framework

The Framework identifies 12 specific competencies, which are organized into 4 larger domains—mindsets, qualities, adaptive skills, and technical skills. These domains are distinguished not only in content (the type of competency and how is it expressed) but also in how they are developed in individuals. A brief description of each domain follows.

Mindsets: Mindset competencies include the core values or beliefs that guide an individual’s thinking, behaviors, and actions, and that align with goals of educational change and mission. In blended learning, practitioners need to understand, adopt, and commit to mindsets that help them shift towards new forms of teaching and learning.
Qualities: Quality competencies are those personal characteristics and patterns of behavior that help academic staff make the transition to new ways of teaching and learning. These qualities, like grit, flexibility, and transparency, need to be coached, reinforced, and developed over time.
Adaptive Skills: Adaptive skills are generalizable skills that apply across roles and subject areas. These skills—which include things like collaboration and problem-solving—are complex; they help practitioners tackle new tasks or develop solutions in situations that require organizational learning and innovation. They are mastered through modeling, coaching, and reflective practice.
Technical Skills: Technical skills are domain-specific “know-how” and expertise that educators used to execute against the known tasks in their jobs. They are acquired and mastered through instruction, training, and practice. (Powell, et. al., 2014, p. 7).

Framework for Blended Teaching Competencies

Sources

Powell, A., Rabbitt, B., Kennedy, K. iNACOL. (October 2014). iNACOL Blended Learning Teacher Competency Framework. iNACOL International Assocition for K-12 Online Learning, 7-8. Retrieved from http://www.inacol.org/wp-content/uploads/2015/02/iNACOL-Blended-Learning-Teacher-Competency-Framework.pdf.

Image credit: iNACOL ,"Blended Learning Educator Competency Framework"

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