K-12 Blended Teaching Readiness: Phase 1-Instrument Development

Published on October 30, 2017

Modified on December 11, 2020


K-12 Blended Teaching ReadinessThe adoption of blended learning in K-12 schools is on the rise.  With this growth in demand for blended learning, there is a greater need to prepare teachers who can facilitate successful learning in these environments. In order for educator preparation programs, districts, and schools to conduct effective professional development for future blended teachers, the unique competencies of blended teaching need to be identified. Additionally, organizations and teachers need to have an easy way to assess teacher readiness and be able to diagnose what knowledge and skills they should focus on first in order to have the greatest impact with their limited professional development time and resources. This study reports on Phase 1 of a project intended to create a scientifically validated, openly-available blended teaching readiness instrument that can be freely used by districts, schools, and individual teachers to assess core knowledge and skills needed for successful blended teaching.

Download the Report

Written By
  • Charles R. Graham, Brigham Young University
  • Jered Borup, George Mason University
  • Emily Pulham, Brigham Young University
  • Ross Larsen, Brigham Young University
What we already know about this topic
  • The past decade has shown significant growth in the adoption of blended learning in K-12 schools.
  • There is limited research related to the existing state of teacher preparation and professional development for teaching in blended learning contexts.
  • There is very limited scientifically validated work related to what unique competencies are needed for teaching in a blended setting.
What this report adds
  • This report presents a framework for understanding distinctions between related competencies needed for classroom technology integration, blended teaching, and online teaching.
  • The report identifies and analyzes existing blended teaching competency sources for patterns.
  • The report presents a successful, openly accessible, first-phase blended teaching readiness instrument with constructs related to 1. Foundations, 2. Planning, 3. Instructional Methods and Strategies, and 4. Assessment and Evaluation.
  • A plan for the second phase of instrument development is shared.
Implications for practice and/or policy
  • Future work (phase 2) will work to add a construct 5. Management to the blended teaching readiness instrument.
  • Future work (phase 2) will also make a second attempt at creating and validating the use of a simplified instrument for professional development and preservice teaching contexts where the full instrument is too long or detailed for effective implementation.
  • Because the Blended Teaching Readiness instruments will be free and openly available to individuals, districts, and schools, we anticipate that this will enable the creation and sharing of professional development resources around the readiness model that will help organizations be more efficient and focused on preparing teachers for success in blended contexts.
  • A blended teaching readiness instrument scientifically validated for use in in-service and preservice contexts can provide information about individual competencies allowing for personalized professional development experiences targeted on the specific needs of individual teachers and schools.
Table of Contents

Limited Course Capacity

We’re sorry to inform you that we have reached capacity for several of our Semester 1 and Trimester 1 courses. You’ll notice when attempting to enroll students in our Student Learning Portal that some courses are unavailable. While we are no longer accepting new enrollments for these courses at this time, many courses continue to remain open for enrollment.

With many students across the state 100% remote, demand for our online courses is greater than ever before. Because every course we offer is taught by a Michigan-certified teacher, this high volume of enrollments has created capacity issues for our teachers who provide each and every student with individual feedback.

While the Michigan Virtual team anticipated and planned for significant increases in student enrollments this Fall, the increased demand we’ve experienced has been unprecedented. As a result, we are taking steps to hire even more part-and full-time teachers to support larger numbers of student enrollments for Semester 2 as well as for Trimester 2 and 3. 

For schools that still need online learning options this year, please fill out the form at the bottom of our virtual pathways page to meet with someone to discuss other solutions. While some of our teacher-led courses are full, we may still have the capacity to help you in upcoming terms or can discuss timing to implement a whole-school or collaborative program in which local teachers from your school/district use our online course content to teach students. We also have free course content and resources available for you to use.

We know this is an incredibly stressful time for all, and we’re sorry if the courses you’re looking for are unavailable. We never want to turn away a student who wants to learn from us. Our top concern, however, is student success, and we have a policy to not take on additional enrollments if we cannot guarantee that all students will have a quality online learning experience. 

We appreciate your patience and understanding as we navigate the unusually high volume of enrollments we are receiving.