The Education Leader Standards Supplement to the General Standards offers essential guidance for administrators, as you transition your schools from traditional instruction to active Flipped Learning. These additional standards enable smooth implementation, based on global best practices while avoiding typical mistakes. They are organized into eight domains for clarity.
- Have a clear and current understanding of the definition of Flipped Learning
- Understand the processes educators go through to flip a class
- Understand that Flipped Learning allows for a wide variety of deeper learning strategies that should be used in classrooms
- Understand that Flipped Learning is a framework that enables the best use of face-to-face class time
- Develop an institutional vision regarding Flipped Learning
- Inspire a shared purpose and vision for change among all stakeholders
- Conduct a needs assessment
- Develop a strategic transition plan
- Be clear that failure is part of the learning process
- Support all staff and faculty as they make the change to Flipped Learning
- Recruit and retain highly competent personnel who are advocates of the methods and philosophy of Flipped Learning
- Make sure project teams regularly revisit the Flipped Learning vision
- Establish a professional learning plan to keep educators current with best practices
- Coordinate staff so that student workload is minimized at any given time
- Model Flipped Learning by flipping meetings and professional development
- Find creative ways to model Flipped Learning
- Demonstrate the benefits of Flipped Learning to students and staff
- Ensure IT teams are involved with decision-making regarding the flipped infrastructure
- Establish and maintain a powerful, reliable, scalable, flexible, and sustainable technological infrastructure
- Provide a common e-learning platform across the institution
- Integrate the varied IT systems at your institution
- Invest in rooms designed for active learning
- Ensure that simple IT workflows are used by staff for both the individual and group space
- Identify most interested staff
- Identify rising stars
- Recruit champions from each discipline to support Flipped Learning
- Regularly and intentionally get feedback from champions about local barriers, resistance, and anxiety
- Make sure some of the champions are low-tech/no-tech educators
- Start with a pilot program
- Get support from local staff who are engaged with Flipped Learning
- Support teachers who are flipping their classes
- Support the continuing education of educators for Flipped Learning development
- Produce a training and staff development plan for Flipped Learning
- Establish a focused, multi-year, school-wide, transition plan
- Incentivize staff to invest time in developing new skills and competencies related to Flipped Learning
- Prioritize staff training and development around Flipped Learning before technological tools
- Offer professional development in a variety of ways including flipped, face-to-face, and online
- Allocate funding for Flipped Learning conferences, memberships, research, and publications
- Introduce a program for peer observation and collaboration
- Develop discipline-specific best practices for Flipped Learning
- Stay abreast of the research about Flipped Learning
- Provide evidence from the literature to all stakeholders about the impact of Flipped Learning on student learning
- Collaborate to establish metrics, collect and analyze data, and interpret results
- Run a rigorous, evidence-based, pilot program in a number of diverse disciplines to measure the impact
- Give staff the opportunity to debate, critique, and challenge the evidence of Flipped Learning
- Track student behavior inside the e-learning platform to collect data
- Involve students in shaping the design and delivery of Flipped Learning
- Create a process in order to get constant feedback from students