There are exciting shifts transpiring in schools across America, as educators respond to the challenges and opportunities our students face in the 21st Century. In our school district we are providing teachers and students with powerful new tools that enable personalized, student-centered learning by blending the best of face-to-face instruction with new technology. Blended Learning allows students to move at their own pace through an individualized learning path and teacher’s can meet students where they are ready to learn. Performance will increase with blended learning and students will be less likely to fall through the cracks. I will articulate a plan that is understood and shared across the district using the Influencer Model to leverage my vision to transform education. I will connect with those I wish to influence on a deeper and emotional level as suggested by Dr John Kotter:
We believe in a new approach to ensure all students have access to high-quality educational opportunities.
We believe in equity and empowering students “to learn how to think” with more time to work at their own pace and personalize learning.
Performance will increase for all students and gaps in achievement will close.
The Expected Outcome
Through collaboration and individual efforts teachers will manage and align the online/offline content.
- During the implementation of my plan my organizational influences will be our Superintendent, Instructional Technologist, Curriculum Coordinator and Campus Technology Coaches.
- My implementation will began three weeks prior to the start of school and our team will provide an actual Blended Learning experience for teachers. Teachers will see the learning modalities a student will experience in the classroom.
Teachers will have a complete review of project-based learning and the pillars of importance behind it.
- The role of the teacher will be modeled to demonstrate the pace of a typical day.
- The campus technology coaches will be trained as Blended Learning Support Specialists. They will coordinate arranging the administrators and creating teacher teams around the personalized learning program.
Notice the Obvious
- Teachers want to align standards
- Teachers want students to succeed
- Admin & Staff want to do what is expected
- Teachers are reluctant to try new things because it requires more work
- Teachers are more successful when a central program is coordinated
- Teachers are more successful when professional development is a real live experience
- When a teacher will bypass an opportunity to provide a student with the ability to master a concept
- Teacher avoiding opportunities for students by not utilizing technology
- Foregoing a real live teacher centered experience during professional development
- Teachers who are currently implementing Blended Learning in their classroom
- Teachers without technology skills
- Teachers reluctant to change
- Plain boring professional development (lecturing)
- Collaboration- Teachers will collaborate in small groups to talk about Blended Learning.
- Content Development - The teacher will practice Content Development designing small group lessons aligned to desired targets.
- Planning instruction - Drawing the appropriate times to carry out small group instruction and conducting individual conferences.
Track & Measure Results
As we utilize blended learning our strategy will be student centered learning. We will have aligned processes and procedures and evaluation tools for measure. The processes will ensure that the teachers have created a balance between the traditional and online classroom environments.
- A guideline will be created for teachers to focus on a student centered learning environment, progress monitoring, technology integration, and student ownership and projects.
- Teachers will personalize their instruction by leveraging technology as they pilot students to transform their individual performance.
- Teachers will collaborate every two weeks sharing their Blended learning experiences, the status of their environment and gathering feedback. Discussions may include Data Management, the ability to analyze and interpret student data how student data will be assessed to develop instructional groups.
Arnett, T. (2016, February 11). Does blended learning allow teachers to use their time more effectively? Retrieved July 23, 2016, from http://www.christenseninstitute.org/does-blended-learning-allow-teachers-to-use-their-time-more-effectively/Blended Learning Message [PDF]. (n.d.).
The Learning Accelerator. http://learningaccelerator.org/media/37af016b/BL Messaging.pdf Deshler, D. (2015, February 17).
Using “Vital Behaviors” to Close Performance Gaps. Retrieved July 23, 2016, from http://wheatley.byu.edu/fellow_notes/individual.cfm?id=40
Fitzpatrick, J. (n.d.). Planning Guide for Creating N e w M o d e l s for Student Succe ss Online and Blended Learning [PDF]. Michigan: Michgan Virtual University. http://www.mivu.org/Portals/0/MVU_RPT_PlanningGuide.pdf
Hurst, G., Husa, N., & Swann, D. (2015, April 13). White Paper-Final Draft.pdf. Retrieved July 28, 2016, from https://drive.google.com/file/d/0B7zrKMBa6DEpRGNtUnNaUENyY3M/view?pref=2