Developing Effective Learning Environment

Call to Action

Professional Learning Blueprint

We divided our Alternative Professional Learning into two phases. Phases 1  Building Background Knowledge is to inform and bring awareness of the new pilot. Within this phase, the purpose, call-to-action, and we share blended learning information with administration and staff administrators and staff.

Phase 2 is when we put our plan into action. In the implementation phase participating teachers will create a blended learning environment in the classroom. After teachers have begun implementing Blended Learning, they will continue receiving ongoing support.

As time progressed, teachers could share their strengths and work towards strengthening their weaknesses. Teachers will also share areas of success. 

To implement the plan, I proposed to the administration the need for disruptive innovation and the purpose of creating a Blended Learning environment. Once approved, we made a blending learning team that included math and reading coaches, an instructional technologist specialist, and a blending learning leader. We used the Call of Action video to introduce it to teachers.  Teachers will know that a growth mindset is essential for students and themselves. Teachers collaborated with teams about personal growth mindset and how to incorporate it in the classroom. Educators looked at their grade level and content TEKS to align blending learning activities to the curriculum. We set up BHAG / WIG as a team based on student needs. After each PLC, teachers will fill out a Blending Learning Support Google form where they will input their areas or strengths and weaknesses. The google forms we designed are useful because teachers need support and feedforward.

Audience

Adjusting to change is not manageable and can be overwhelming. I have made this learning process simple for all ELA teachers and Reading Specialists on my campus. There is no need to rush this new learning approach, but teachers must accept and embrace this change. I will be there every step of this journey. I will reassure them and offer learning support.

Foster Collaboration

To foster collaboration, teachers will receive support from curriculum coaches or Blending Learning Leaders; they can also utilize their professional learning community for additional support. Teachers will be able to observe each other and provide feedforward with Glows and Growth. Teachers will be able to collaborate during PLC and conference time and will be encouraged to pair collaborate. Educators can adjust their lessons according to their student’s learning abilities and provide an authentic learning experience.

Fostering Self-Directed Learning

To foster collaboration, teachers will access all resources in the teacher HUB and request additional support from curriculum coaches or Blending Learning Leader. Teachers will be able to observe each other and provide feedforward with Glows and Growth.

Every organizational field has some form of professional development, whether healthcare, hospitality, business, or education. Corporate leaders are always trying to find ways to help develop their employees. However, unlike in other fields, an educator’s purpose is to educate and inspire students to learn. A truly effective teacher must create a significant learning environment where students can develop their learning, use their imagination and explore their passions. Students are not the only ones who must learn. Teachers also need an opportunity to build and grow in a significant learning environment. By providing teachers with meaningful professional learning in the area of blended learning, they will be able to use 21st-century skills to increase student engagement.

The impact of technology forces us to change how we learn. As a teacher, we need the skills of self-management, active learning, and flexibility. In PL meetings, we will have the opportunity to develop the ability of Self Directed Learning -a strategic and self-reflective learning process where the teacher takes the initiative to diagnose learning needs, formulate goals and identify the necessary resources to learn. One strategy to implement in PL meetings is encouraging teachers to set goals for themselves, providing them with the help and support required to reach the established goals. I will also implement the COVA approach, where teachers have choice, ownership, and voice in an authentic learning environment. Another strategy to implement is self-assessment through Google Forms to know responsibly and honestly that I am doing well. What do I need to improve? And so make changes to be successful.

Professional Learning Instructor

Teachers will identify their areas of strength and interests and will become experts in that area. The experts will be the go-to person for their area of strength and model and help other teachers implement that strategy or technological application. Blending Learning Leaders, Curriculum coaches, and administration will help guide teachers along the way.

5 Key Principles of Effective Professional Learning

Time– It is vital that we respect teachers’ time to ensure that the time we use is not wasted; we are punctual, precise, and engaging. PL will be significant and ongoing to allow teachers to learn a new strategy and grapple with the implementation problem. Teachers will have a calendar of dates for meetings and their purpose. The calendar will be given out each semester and will be ongoing. After every PL teachers will have a Google form survey to inform the Blending Learning team of the needed support.

Support– Throughout this pilot will ensure that teachers have the support they need through PL and 1:1 support. Teachers will have weekly check-ins to ensure they have the support they need to feel supported. During this stage, the team will identify specific challenges and address them. Teachers will use research-based strategies for students in their classes. With adequate support, teachers will feel supported.

Engagement– Teachers will be collaborating and sharing. This will not be a sit-and-get sort of PL. Teachers will be moving from group to group to fuel their creative minds with ideas from others. Teachers’ initial exposure to a concept should not be passive. Teachers should engage through varied approaches so they can participate actively in making sense of a new practice.

Modeling– Teachers will observe Blended Learning Leader videos of how blended learning and station rotations were implemented. Modeling is highly effective in helping teachers understand a new practice. Expert teachers, curriculum coaches, or Blending Learning Coach will model new practices for teachers in PL and in class.

Specific Content– Content will be tailored to TEKS on the subject, whether it’s reading, math, or science. Teachers will receive PL specific to their needs, student needs, and content. Teachers in an effective PL tailored to their needs are more engaged and make connections.

Timeline

November 28- May 23

Blending Learning Innovation Plan– The innovation plan describes an outline of what we want to incorporate in our classroom.

Call to Action- A new perspective on Professional learning for teachers.

Growth Mindset- Growth Mindset describes success after failure or the power of yet. Create a sense of awareness on when we are resistant to change or tempted to give up when we face setbacks.

Fink’s Table Three Column/ BHAG- The three-column table is designed to create cohesive activities using various technology applications. The BHAG is a valuable tool for considering goals, needs, and outcomes with one goal in mind.

Environmental Checklist for Blending Learning Environment- Blended learning leader will provide feedforward on the teacher’s blended learning environment. Teachers will also be able to address any needs they may have.

Technology Checklist (Google Form) The google form will provide weekly information or concerns that participants may need help/support, feedforward on the environment, and session feedforward

Resources and Media

The innovation plan is the purpose and the plan to create 21st-century learning. The Why, The How, and the What are to bring into focus and create urgency for change. The four disciplines of execution help us focus on the wildly important goal, the ability to focus on creating change by holding teachers accountable through weekly meetings and scoreboards for motivation. The influencer strategy is to know the vital behaviors. The Big Hairy Audacious Goal (BHAG), the 3-Column table, and UbD will be used to Create Significant Learning Environments. Growth Mindset resources will be available for teachers because it takes hard work to overcome challenges. it also takes failure because every time you fail, you learn a lesson.  

Additional Resources:

Growth Mindset

COVA + CSLE

Texas Essential Knowledge and Skills

Blending Learning Google Forms

These Google forms are to support teachers in different areas. Learning centers must track how they support teachers to know what is effective and what is not.

Blending Learning Support Google Form

Professional Learning Session Feedforward Google Form

Blending Learning Environment Google Form

Final Professional Learning Feedback

Summary

My goal for this PL is to provide teachers with meaningful professional learning where they feel comfortable expressing their ideas and doubts; teachers and students benefit when helping teachers. In addition, teachers will have the opportunity for creativity as they use COVA to create an authentic learning environment.

In this course, I have learned much about the need for efficient and professional learning. I have grown to understand several things about blended learning with station rotations. One essential item is teachers’ time is valuable and limited. They must receive PL, and it must be beneficial. If we follow the five principles of effective professional learning, we can create an environment to motivate and engage teachers to embrace change. The five principles are implemented throughout the PL outline. This PL outline provides a detailed plan to bring structure and confidence in creating a significant learning environment. In professional learning, teachers will not be simply ‘sitting and getting’; they will be active participants. Teachers will have an opportunity to learn and collaborate. Teachers are struggling to stay afloat with everyday responsibilities. As leaders of our organization, we owe it to them to provide effective Professional Learning.

Collaboration Group

References

Duarte, N. [Stanford Graduate School of Business]. (2013a, March 21). Nancy Duarte: How to tell a story [Video file]. Retrieved from https://www.youtube.com/watch?v=9JrRQ1oQWQk

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 

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Fink, L.D. (2003) A self-directed guide to designing courses for significant learning. San Francisco: Jossey-  Bass. https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

Harapnuik.org. (2021, August). ADL program map. It’s About Learning. https://www.harapnuik.org/?page_id=853​

Harapnuik Dwayne.  April 1, 2020. It’s About Learning. Creating Significant Learning Environments

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Many, T. W., & Sparks-Many, S. K, (2015). Leverage: Using PLCs to promote lasting improvement in schools. Thousand Oaks, CA: Corwin Press

Share.discover.be you. Flip is a video discussion and sharing app, free from Microsoft. (n.d.). Retrieved October 12, 2022, from https://info.flip.com/ 

Texas Essential Knowledge and skills for grade 4 – texas education agency. TEA Texas. (n.d.). Retrieved September 26, 2022, from https://tea.texas.gov/sites/default/files/Grade4_TEKS_0819.pdf 

You’ll wonder how you taught without it. Nearpod. (n.d.). Retrieved October 12, 2022, from https://nearpod.com/