Abstract:

This paper examines outcomes from a multi-year partnership between Texas school districts, Texas Tech University, and Texas Education Agency devoted to using blended and personalized learning as a way of reimagining how teachers operate in the classroom. Blended and Personalized Learning (BLPL) was used to meet students’ needs while providing more time for teachers to meet with students and also creating time for teachers to be mentored by master teachers. The use of BLPL adaptive software was key. The project focuses on how structured instructional models, collaborative teaching structures, and targeted BLPL supports influence instructional practice, teacher development, and district decision-making across diverse district contexts, including large urban systems and small rural districts.

Findings from the 2024–2025 implementation cycle indicate substantial improvements in blended learning instructional practices across participating districts. Classroom implementation proficiency increased from 36% of classrooms rated as practicing or achieving in September to 68% by May, while instructional delivery aligned with blended learning best practices improved from 52% to 74% practicing or achieving over the same period. Similarly, collaborative planning and internalization of high-quality instructional materials (HQIM) demonstrated significant growth, rising from 37% practicing or achieving in September to 85% by May. Blended learning site visits conducted during the 2025–2026 cycle also played a critical role in calibrating program manager observation practices and aligning rubric expectations, while simultaneously creating opportunities for cross-district collaboration and sharing of best practices.

Results from Strategic Operations districts highlight the role of structured teacher mentorship and collaborative planning that is made possible by leveraging BLPL software. In most participating districts, lead (master) teachers and associate teachers regularly engaged in joint lesson planning and data review. Large districts more frequently implemented co-teaching models in which associate teachers supported small-group instruction and intervention, whereas smaller rural districts adapted the model by employing retired educators, administrators, or cross-grade mentors to provide instructional coaching and support. Across contexts, districts reported high retention among lead and associate teachers, increased mentorship opportunities for novice educators, and stronger collaboration within instructional teams.

Collectively, findings suggest that integrated instructional models, embedded mentorship structures, and data-informed technology planning can strengthen instructional capacity, support teacher retention and development, and improve the sustainability of district innovation efforts. Our data shows that leveraging adaptive BLPL software allowed teachers to use more high-impact practices with students and also allowed for more professional development and mentoring for teachers. This resulted in better retention of teachers (which addresses a key problem in US-based K-12 contexts) and also led to instructional gains for students.

Keywords:

Blended and personalized learning, strategic staffing, instructional gains.