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We all have attended professional, development sessions where we are informed on the importance of differentiating instruction for students. These sessions were probably set up as whole, group lectures where participants learned through a “one size fits all model”. These sessions most likely consisted of a “sit and get” technique where information was read from a powerpoint. Where’s the active participation in that? How does this engage the learner and effectively share their idea? According to the Center of Public Education, districts need to tailored learning to the individual, professional needs if they want “real” change to occur. What if teacher were given an opportunity to be a part of the presentation and their thoughts were a valued component? Imagine how ownership and active engagement would transpire and how the ability to immediately implement the activity in their classroom would increase.
We all have attended professional, development sessions where we are informed on the importance of differentiating instruction for students. These sessions were probably set up as whole, group lectures where participants learned through a “one size fits all model”. These sessions most likely consisted of a “sit and get” technique where information was read from a powerpoint. Where’s the active participation in that? How does this engage the learner and effectively share their idea? According to the Center of Public Education, districts need to tailored learning to the individual, professional needs if they want “real” change to occur. What if teacher were given an opportunity to be a part of the presentation and their thoughts were a valued component? Imagine how ownership and active engagement would transpire and how the ability to immediately implement the activity in their classroom would increase.
Rolling out Blended Learning Professional Development
Rolling out Blended Learning Professional Development
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🎲🎲🎲🎲🎲🎲🎲🎲🎲🎲🎲🎲🎲🎲🎲🎲🎲🎲🎲🎲
Phase 1️⃣
Phase 1️⃣
Blended Learning Conception
Blended Learning Conception
The first step in implementing an effective, blended learning environment is to have a powerful, team of instructional coaches. The role of an instructional coach is to mentor teachers and support technology enriched, lessons. Coaches can serve at multiple schools or be assigned to one campus. Technology coaches also provide the ongoing support needed to successfully implement new district initiatives such as blended learning. According to the center for public education, ongoing support is a valuable component of effective, professional development.
The first step in implementing an effective, blended learning environment is to have a powerful, team of instructional coaches. The role of an instructional coach is to mentor teachers and support technology enriched, lessons. Coaches can serve at multiple schools or be assigned to one campus. Technology coaches also provide the ongoing support needed to successfully implement new district initiatives such as blended learning. According to the center for public education, ongoing support is a valuable component of effective, professional development.
Phase 2️⃣
Phase 2️⃣
Blended Learning Definition and Planning
Blended Learning Definition and Planning
The second implementation phase involves goal setting and the creation of teacher assessment. If a team has a goal that is purposeful and driven by a vision then everyone is able to make those strategic improvements together. It's the greater purpose of the vision that keeps the team positive and the momentum going.
The second implementation phase involves goal setting and the creation of teacher assessment. If a team has a goal that is purposeful and driven by a vision then everyone is able to make those strategic improvements together. It's the greater purpose of the vision that keeps the team positive and the momentum going.
Once the goals are set into place then the instructional technology coaches must define what type of individual needs assessment to give. One example of a tried and tested needs assessment is the ITP. ITP stands for Individualized Technology Plan. The ITP was created by Amy Mayer (CEO of FriEdTechnology) and Michael Jaber (Instructional Coordinator for the Sheboygan Area School District in Wisconsin). They developed this assessment to create personalized pd for the teachers. The ITP is a survey that is delivered through an interview type setting lead by the instructional technology coach. It takes no longer than 10 minutes and the interviewees receive an automatic email of their results. The email consists of strengths and weakness along with 4 goals a teacher can strive for. The purpose of the ITP is to create personalized pd for teachers. I believe that the ITP will be an effective tool to develop differentiated learning paths for teachers during this implementation.
Once the goals are set into place then the instructional technology coaches must define what type of individual needs assessment to give. One example of a tried and tested needs assessment is the ITP. ITP stands for Individualized Technology Plan. The ITP was created by Amy Mayer (CEO of FriEdTechnology) and Michael Jaber (Instructional Coordinator for the Sheboygan Area School District in Wisconsin). They developed this assessment to create personalized pd for the teachers. The ITP is a survey that is delivered through an interview type setting lead by the instructional technology coach. It takes no longer than 10 minutes and the interviewees receive an automatic email of their results. The email consists of strengths and weakness along with 4 goals a teacher can strive for. The purpose of the ITP is to create personalized pd for teachers. I believe that the ITP will be an effective tool to develop differentiated learning paths for teachers during this implementation.
Phase 3️⃣
Phase 3️⃣
Blended Learning Initiation
Blended Learning Initiation
Differentiation is not just for kids! If we want teachers to change the way they deliver instruction then professional development needs a reform and it's through the C.O.V.A. model. PD should give teachers a choice by allowing them choose their own tools to deliver instruction. Choice creates ownership in their design and could lead to stronger lesson deliveries. Include teachers in campus and district decisions this creates an atmosphere of collaborative learning where teachers feel significant . I believe when teachers are included in the professional learning authentic learning can ignite passions and innovation that can be transformed to the students. The COVA model will play an important role in the this professional development roll out of phase 3.
Differentiation is not just for kids! If we want teachers to change the way they deliver instruction then professional development needs a reform and it's through the C.O.V.A. model. PD should give teachers a choice by allowing them choose their own tools to deliver instruction. Choice creates ownership in their design and could lead to stronger lesson deliveries. Include teachers in campus and district decisions this creates an atmosphere of collaborative learning where teachers feel significant . I believe when teachers are included in the professional learning authentic learning can ignite passions and innovation that can be transformed to the students. The COVA model will play an important role in the this professional development roll out of phase 3.
District Blended Learning Professional Development Resources 📝
District Blended Learning Professional Development Resources 📝
Phase 4️⃣
Phase 4️⃣
Project Performance and Monitoring
Project Performance and Monitoring
Phase 4 consists of monitoring ongoing performance though coaching cycles in whole group and individual settings. Participates will meet with their assigned cohorts monthly to reflect on goals and set upcoming ones. The Instructional technology, coach will also share strategies and feedback individually though weekly conferences. The main goal of the instructional, technology coach is to meet the audiences' needs by conveying strategies that impact student achievement. One way to create meaningful learning is through the Four C's.
Phase 4 consists of monitoring ongoing performance though coaching cycles in whole group and individual settings. Participates will meet with their assigned cohorts monthly to reflect on goals and set upcoming ones. The Instructional technology, coach will also share strategies and feedback individually though weekly conferences. The main goal of the instructional, technology coach is to meet the audiences' needs by conveying strategies that impact student achievement. One way to create meaningful learning is through the Four C's.
The Four C's are:
The Four C's are:
Creativity-Think outside the box
Creativity-Think outside the box
Communication-Keep communication open and ongoing
Communication-Keep communication open and ongoing
Collaboration-Foster classroom and global collaborations
Collaboration-Foster classroom and global collaborations
Critical Thinking-Push learners to go beyond to become effective problem solvers
Critical Thinking-Push learners to go beyond to become effective problem solvers
Phase 5️⃣
Phase 5️⃣
Feedback and Reflection
Feedback and Reflection
Imagine a school where students are the creators and teachers facilitate the learning. This is not a new concept. Teachers have been challenged to let students take an active role in the learning environment, and it has been suggested for teacher talk to be at a minimum. My question is why do some leaders not follow this model during PD? If teachers are witnessing this type of instructional model then most likely it will be how they teach their students. It’s time to reform PD and change how it gets delivered through the use of digital tools . When we empower our teachers with digital tools they are more likely to take ownership and transfer it to students. The Ottawa School Board transformed their "teaching form overhead projectors to digital learning ecosystems" through supported environments. These supported environments helped to create teacher ownership and that ownership empowered students. These students are driving their instruction, not the mandates. These teachers are no longer waiting to be fed by their leaders, they are feeding themselves through online collaborations. Ottawa teachers are collaborating across the 83 schools in their district hand in hand with their leaders. We need to start thinking bigger than just our teams, bigger than just our home schools, and bigger than just our own districts. Collaboration should be on a global scale.
Imagine a school where students are the creators and teachers facilitate the learning. This is not a new concept. Teachers have been challenged to let students take an active role in the learning environment, and it has been suggested for teacher talk to be at a minimum. My question is why do some leaders not follow this model during PD? If teachers are witnessing this type of instructional model then most likely it will be how they teach their students. It’s time to reform PD and change how it gets delivered through the use of digital tools . When we empower our teachers with digital tools they are more likely to take ownership and transfer it to students. The Ottawa School Board transformed their "teaching form overhead projectors to digital learning ecosystems" through supported environments. These supported environments helped to create teacher ownership and that ownership empowered students. These students are driving their instruction, not the mandates. These teachers are no longer waiting to be fed by their leaders, they are feeding themselves through online collaborations. Ottawa teachers are collaborating across the 83 schools in their district hand in hand with their leaders. We need to start thinking bigger than just our teams, bigger than just our home schools, and bigger than just our own districts. Collaboration should be on a global scale.
References:
Bell. K (2017) Interactive learning menus (choice boards) with g suite – FREE Templates. Retrieved from https://shakeuplearning.com/blog/interactive-learning-menus-choice-boards-using-google-docs/
Bell, K. (2018). Shake up learning: practical ideas to move learning from static to dynamic. San Diego, CA: Dave Burgess Consulting.
Bentley.K (2017) How schools can adopt the technology coach model. Retrieved from http://www.govtech.com/education/news/technology-coaches.htmlt'
Davis. J. (2015) Important characteristics of a technology coach. Retrieved from https://techhelpful.blogspot.com/2015/05/important-characteristics-of-technology.html
Harapnuik. D (2018) It's all about the learning COVA. Retrieved from http://www.harapnuik.org/?page_id=6991Gulamhussein. A. (2013) Teaching Effective Professional Development in an Era of High Stakes Accountability. Retrieved from http://www.centerforpubliceducation.org/system/files/Professional%20Development.pdf
EdCan Network Le Reseau EdCan. (2016). Innovation that sticks case study. OCSB Collaborative professional development [Video File]. Retrieved from https://www.youtube.com/watch?v=iUusuw-xdr4&
EdLeader21 (2012, February 23) The four C's: making 21st century education happen [Video File]. Retrieved from https://youtu.be/ghx0vd1oEzM
LaFave. N (2018) The complete beginner's guide to choice boards. Retrieved from http://edtechpicks.org/2018/02/choice-boards/
Mayer. A. [FriEdTechnology]. (2016, October 6) Make a screencast with screencastify. [Video File]. Retrieved form https://www.youtube.com/watch?v=eGnviWm60BQ
Mayer. A [FriEdTechnology].(2013, April 23) Google drawing with graphic organizer templates. [Video File] Retrieved from https://www.youtube.com/watch?v=JhArFZ5bXq0
Loschert. K. (2015). Making technology count: lack of support, poor professional development, and pedagogical beliefs limit teachers’ use of technology. Alliance for excellent education (Vol 15 No.12) Retrieved from https://all4ed.org/articles/making-technology-count-lack-of-support-poor-professional-development-and-pe dagogical-beliefs-limit-teachers-use-of-technology/
Strauss. V (2011, June 30) The trouble with professional development for teachers. Retrieved from https://www.washingtonpost.com/blogs/answer-sheet/post/the-trouble-with-professional-development-for-teachers/2011/06/30/AGRxQfrH_blog.html?noredirect=on&utm_term=.78b59a04cf0c
The Hyperdoc Girls (2018) Teachers give teachers. Retrieved from https://hyperdocs.co/teachers_give_teachers
Phillips. Pat (2017). Personalizing Professional Development For Teachers, By Teachers. Retrieved from https://www.edsurge.com/news/2017-01-04-personalizing-professional-development-for-teachers-by-teachers
Bell. K (2017) Interactive learning menus (choice boards) with g suite – FREE Templates. Retrieved from https://shakeuplearning.com/blog/interactive-learning-menus-choice-boards-using-google-docs/
Bell, K. (2018). Shake up learning: practical ideas to move learning from static to dynamic. San Diego, CA: Dave Burgess Consulting.
Bentley.K (2017) How schools can adopt the technology coach model. Retrieved from http://www.govtech.com/education/news/technology-coaches.htmlt'
Davis. J. (2015) Important characteristics of a technology coach. Retrieved from https://techhelpful.blogspot.com/2015/05/important-characteristics-of-technology.html
Harapnuik. D (2018) It's all about the learning COVA. Retrieved from http://www.harapnuik.org/?page_id=6991Gulamhussein. A. (2013) Teaching Effective Professional Development in an Era of High Stakes Accountability. Retrieved from http://www.centerforpubliceducation.org/system/files/Professional%20Development.pdf
EdCan Network Le Reseau EdCan. (2016). Innovation that sticks case study. OCSB Collaborative professional development [Video File]. Retrieved from https://www.youtube.com/watch?v=iUusuw-xdr4&
EdLeader21 (2012, February 23) The four C's: making 21st century education happen [Video File]. Retrieved from https://youtu.be/ghx0vd1oEzM
LaFave. N (2018) The complete beginner's guide to choice boards. Retrieved from http://edtechpicks.org/2018/02/choice-boards/
Mayer. A. [FriEdTechnology]. (2016, October 6) Make a screencast with screencastify. [Video File]. Retrieved form https://www.youtube.com/watch?v=eGnviWm60BQ
Mayer. A [FriEdTechnology].(2013, April 23) Google drawing with graphic organizer templates. [Video File] Retrieved from https://www.youtube.com/watch?v=JhArFZ5bXq0
Loschert. K. (2015). Making technology count: lack of support, poor professional development, and pedagogical beliefs limit teachers’ use of technology. Alliance for excellent education (Vol 15 No.12) Retrieved from https://all4ed.org/articles/making-technology-count-lack-of-support-poor-professional-development-and-pe dagogical-beliefs-limit-teachers-use-of-technology/
Strauss. V (2011, June 30) The trouble with professional development for teachers. Retrieved from https://www.washingtonpost.com/blogs/answer-sheet/post/the-trouble-with-professional-development-for-teachers/2011/06/30/AGRxQfrH_blog.html?noredirect=on&utm_term=.78b59a04cf0c
The Hyperdoc Girls (2018) Teachers give teachers. Retrieved from https://hyperdocs.co/teachers_give_teachers
Phillips. Pat (2017). Personalizing Professional Development For Teachers, By Teachers. Retrieved from https://www.edsurge.com/news/2017-01-04-personalizing-professional-development-for-teachers-by-teachers
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