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It synthesizes research and interviews on innovative blended programs (2017-18) combining independent online work, in-person professional development, job-embedded practice, and personalized coaching. Findings emphasize that quality and thoughtful design matter, with experiences shaped by relevance, accountability, self-regulation, motivation, and prior experience, and they outline key ingredients and organizational prerequisites for effective implementation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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education sector is currently grappling with a number of important challenges: How do we prepare all students to succeed while providing sustainable work environments and meaningful support  \nfor teachers, principals, and other educators? How do we help educators to grow and improve in their practice while mitigating against the forces that can lead to burnout?  \nBlended learning, which combines independent online work with in-person  \ngroup sessions, is an appealing option to help address these challenges: it promises time-savings, flexibility, learner autonomy, and ease of use—all without sacrificing program quality. Indeed, two decades of peer-reviewed studies of in-person, online, and blended instruction have consistently demonstrated that quality trumps delivery method. In fact, high-quality blended programs outperform low-quality online orin-person programs, and vice-versa.1 But it’s not foolproof. Building and delivering a high-quality blended program cannot be achieved without adequate preparation and thoughtful design.  \nTo more deeply understand the opportunities and challenges of blended learning, New Leaders examined a series of innovative, blended programs designed specifically for public school leaders and faculty. These programs incorporated independent online instructional components with in-person professional development sessions, job-embedded practice, and personalized coaching.  \nThe study examined programs implemented by New Leaders during school year 2017-18 with more than ten partners, including urban and rural districts and charter schools. The New Leaders researchers interviewed dozens of program participants and staff involved in the design and delivery of these blended programs.  \nWhile there isn’t a single master recipe for blended programs, the analyses conducted for this evaluation reveal how issues pertaining to Relevance, Accountability, SelfRegulation, Motivation, and Prior Experience shaped the experiences of program participants. The investigation also details other key takeaways for the field and offers recommendations for building and delivering effective blended professional development for educators.  \n1 Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009) . Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U. S. Department of Education. Retrieved from [http://www.ed.gov/about/offices/list/opepd/ppss/](http://www.ed.gov/about/offices/list/opepd/ppss/)[ ](http://www.ed.gov/about/offices/list/opepd/ppss/)[reports.html](reports.html)  \n© 2019 New Leaders Inc. All rights reserved.  \nBLENDED LEARNING AT NEW LEADERS | 1  \nKey Takeaway: Two Organizational Preconditions for a Successful Transition from Traditional to Blended Instruction  \nAn effective blended learning program model is not simply a ratio of time spent in-person versus online; it requires more than retrofitting an existing in-person course with online discussion boards and YouTube links. Moreover, contrary to the common belief about immediate costsavings, blended learning programs may initially be more expensive than traditional in-person programs because of essential investments in technology and other areas of support. New Leaders’ research highlights two preconditions that must be in place before an organization can successfully transition from in-person to blended program delivery.  \n1. Organizational Alignment and Resource Allocation  \nFirst, organizations must precisely map out the necessary resources—in technology, in instructional staff, and in support staff—and make sure that organizational structures are in place to support the transition to a partially virtual environment. In addition, organizations must budget for start-up investment costs as well as ongoing training and technical support for instructors and students.  \n2. Buy-in from Staff and Cross-Tea","cbCaiantKCFKKAIR","https://ap.wps.com/l/cbCaiantKCFKKAIR","pdf",713648,"English","# Executive Summary\n## Key Takeaway: Two Organizational Preconditions for a Successful Transition from Traditional to Blended Instruction\n## Organizational Alignment and Resource Allocation\n## Buy-in from Staff and Cross-Team Coordination\n## Key Takeaway: Five Key Ingredients of Blended Adult Professional Development","[{\"question\":\"Why is blended learning considered a promising option in this report?\",\"answer\":\"Blended learning combines independent online work with in-person group sessions, offering time savings and flexibility while maintaining program quality through evidence-based design.\"},{\"question\":\"What two organizational preconditions must be in place to transition successfully?\",\"answer\":\"The organization must ensure organizational alignment and resource allocation, and it must secure staff buy-in with cross-team coordination to build effective in-person and online communities.\"},{\"question\":\"Which five dimensions shape adult learners’ blended professional development experiences?\",\"answer\":\"Relevance, accountability, self-regulation, motivation, and prior experience with online or blended instruction.\"}]","Blended Learning at New Leaders - Executive Summary - Key Takeaway: Two Organizational Preconditions for a Successful Transition from Traditional to Blended Instruction | PDF",1792054913]