Lack of Clear
District struggles with painting a clear picture of
how personalized learning looks different from
what happens in classrooms today.
Instead, it turns to education jargon -
e.g. "we want to see 21st century skills
and higher-order thinking skills."
District does not spend the appropriate time
sufficiently early in the process ensuring that new
models and content align with the district's
current curriculum or instructional
frameworks. District curriculum coaches
and school-based instructional coaches are
missing from initial conversations
around planning, design, and
Failure to Build
Capacity at District
and School Level
District creates a rollout plan that does not identify
the principal as the main driver of change in the
building . District may allow teachers to opt-into
personalized learning, but have no expectations
for principal involvement. District may also fail
to build internal capacity to communicate,
coordinate, or support the work. Instead,
it defers to vendors or consultants
to fully own the messaging and
delivery of training.
As a Result...
District and school leaders may be unable to identify early wins or proof points of success that would increase buy-in across the district and with external stakeholders, e.g. parents and school board.
District begins the work in schools or grade levels
that may not be ready for personalized learning.
District may choose to roll out at particular grade
level based on political pressure, e.g. "we can't do
this with elementary school students before
high school students." Or, district funds
personalized learning with turnaround
grant and starts in schools that don't
have the appropriate culture or
staffing for the change.
District does not have a strategic communications
plan to ensure their stakeholders are hearing the
right message about personalization. The
district initially communicates its plan
with parents, school board, and
journalists, but does not follow up
with subsequent messages or
venues for discussion.
District does not have an adequate process to select
devices. District may not consider software
compatibility with devices, nor how the device
supports stated instructional goals. District
may not check references for devices, and
experiences significant breakage. Finally
the district may not have sufficient plan
in place to support devices
selected, both technically