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For years we have approached professional learning the same way. Teachers sit and listen to learning, get a handout and file it, on their way out to their rooms. We need a system where professional learning is specific, relevant, teachers have time to put it to action while they are being mentored and receiving feedback on their process.
Blended Learning
Blended Learning
To create an effective and sustainable Blended Learning PD program, fostering collaboration is essential. Professional learning is most impactful when it is ongoing, interactive, and embedded in real classroom experiences rather than limited to isolated training sessions. Establishing clear leadership roles and structured opportunities for peer learning ensures that teachers actively engage in knowledge-sharing, problem-solving, and reflective practices. Research highlights that high-quality professional development requires sustained engagement, collaboration, and active participation rather than passive learning experiences (Wei, Darling-Hammond, Andree, Richardson, & Orphanos, 2009). Below is an overview of how collaboration is embedded throughout the implementation timeline.
Phase 1: Pre Implementation
Phase 1: Pre Implementation
Phase 2: Exploration & Strategy Development (Coming Soon)
Phase 2: Exploration & Strategy Development (Coming Soon)
Phase 3: Implementation & Refinement
Phase 3: Implementation & Refinement
(Coming Soon)
(Coming Soon)
Phase 4: Sustainability & Continuous Growth (Coming Soon)
Phase 4: Sustainability & Continuous Growth (Coming Soon)
References
Bates, T. (2022). Teaching in a Digital age: General: Guidelines for designing, teaching and learning (3rd ed.). Tony Bates Associates Ltd.
Clayton Christensen Institute. (2021, February 24). Blended Learning Models. Blended Learning Universe. https://www.blendedlearning.org/models/#stat
Cunningham, D. (2021). A Case Study of Teachers’ Experiences of Blended Teaching and Learning. Journal of Online Learning Research , 7(1).
Duarte, N. (2013). Resonate: Present visual stories that transform audiences. John Wiley & Sons.
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1). https://doi.org/10.1186/s41239-017-0087-5
EdCan Network. (2018). Innovation that sticks: Case study report – Ottawa Catholic School Board. Retrieved from https://www.edcan.ca/wp-content/uploads/cea_ocsb_innovation_report.pdf
Harapnuik, D. (n.d.). Blended Learning Model. Retrieved from https://www.harapnuik.org/?page_id=6991
Horn, M. B., & Staker, H. (2015). Blended using disruptive innovation to improve schools Michael B. Horn and Heather Staker. Wiley.
Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf
Levy, R., Dickerson, C., & Teague, J. (2011). Developing blended learning resources and strategies to support academic reading: A student‐centred approach. Journal of Further and Higher Education, 35(1), 89–106. https://doi.org/10.1080/0309877x.2010.540317
Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the U.S. and abroad. National Staff Development Council. Retrieved from https://learningforward.org/report/status-professional-learning-2/phase-professional-learning-learning-profession/
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