Introduction
Barbers Hill Middle School North lives “Kid by Kid, Skill by Skill” (Eaker & Keating, 2015). We chose to put student needs at the forefront of our teaching, professional development, tutorials, and lesson planning. We work as a cohesive group to insure the best possible education for our students. The challenge we face is to provide professional learning approaches that create “opportunities for teachers to grow and develop in their practice so that they, in turn, can help students grow and develop their knowledge and ability to think critically” (Gulamhussein, 2013).
Blended learning incorporates technology, providing options for personalizing education for every student (Horn & Staker, 2013). Blended learning also provides students with more opportunities to master a subject (Bersin, 2004). By following my blended learning plan, “Professional Learning in the Math Classroom,” math teachers can enrich their toolbox of skill to help students become productive 21st century citizens.
Blended learning incorporates technology, providing options for personalizing education for every student (Horn & Staker, 2013). Blended learning also provides students with more opportunities to master a subject (Bersin, 2004). By following my blended learning plan, “Professional Learning in the Math Classroom,” math teachers can enrich their toolbox of skill to help students become productive 21st century citizens.
Call to Action
I plan to incorporate blended learning with station rotations in middle school math classes at BHMSN. In order to be successful, teacher professional development must change to teacher professional learning. It is imperative that teachers learn a variety of technology programs and procedures for my plan to be successful. In the past, I have experienced the stress and anxiety of implementing new programs and procedures in my classroom. On-going, supportive, training helped me incorporate the new skills and procedures in a positive, effortless manner, making student learning more productive. As my call to action states, our professional learning must include support, hands-on, modeling of specific learning to help our teachers on a long-term basis in order to make positive change.
Professional Learning Blueprint
Professional learning for blended learning in the math classroom will be a long-term process. I will begin at the end of the previous school year by reaching out to teachers and finding those interested. The first year will be a pilot program of volunteers. The volunteers will be surveyed to find what technology skills are known and what technology needs are needed. Once identified, programs will be set up to train teachers on the technology skills and applications requested or suggested by pilot teachers. During the summer we will begin to meet, train, and plan blended learning lessons. As the school year begins, we will meet during our PLC time to share ideas and techniques that benefit student growth and interest in classrooms. The instructional technologist and instructional coach will continue to be available throughout the school year to help plan and implement lessons during the classroom time. The following year, I will restart the timeline using the experienced pilot teachers to expand teacher learning.
Audience
Since I am the math instructional coach, my audience is volunteer math teachers at BHMSN. I have chosen volunteers because the math department has a variety of teachers with differing levels of confidence in their technology skills. I would like to pilot and train teachers who have some technology savvy first. Having a group of pilot teachers trained and experienced will make it easier to pick up other math teachers the next year.
The pilot teachers will be identified and begin technology training during the summer. When the school year begins, pilot teachers will use the Friday PLC hour to meet and develop blended learning ideas and plans. During this time, the math instructional coach and instructional technologist will be available to help with planning. The instructional technologist will also be available to help with any technology needs.
The pilot teachers will be identified and begin technology training during the summer. When the school year begins, pilot teachers will use the Friday PLC hour to meet and develop blended learning ideas and plans. During this time, the math instructional coach and instructional technologist will be available to help with planning. The instructional technologist will also be available to help with any technology needs.
Fostering Collaboration
Our campus lives collaboration already. We meet weekly in different PLC groups to help students’ social, emotional, behavioral, and academic needs. Our teachers have a shared purpose to improve student learning. Extending this to my innovation plan will not be difficult. During the summer, we will discuss our needs and build on our shared knowledge. During the school year, pilot teachers will devote Friday PLC time for meeting and sharing ideas. This time will allow teachers time to collaborate. At the teachers’ request, we will provide substitutes to allow time for pilot teachers to observe each other during blended learning implementation. After the observations, teachers will discuss the methods and techniques applied during the lesson. Pilot teachers will also be given time to train other pilot teachers in technology methods they have mastered. The math instructional coach and instructional technologist will be available to attend classes to help with implementation of blended learning techniques alleviating the stress and anxiety of implementing a new technique.
Fostering Self-Directed Learning
I plan to use the COVA model to help foster self-directed learning (Harapnuik). Giving teachers choice, ownership, and voice through authentic learning opportunities will strengthen their desire to grow professionally. Teachers will have a choice of technology training. After receiving a variety of training, teachers will chose what technology they want to use and how to implement it in their classrooms. Teachers will be encouraged to try new methods while creating blended classrooms. According to Brenda Batty, for teachers to be self-directed learners, they want to feel like they make a difference. Beatty also found that teachers felt less stress when given time to work in cohesive groups (Beatty, 2000). Meeting weekly in PLCs, teachers will motivate, collaborate and support one another. I hope to develop opportunities for teachers to experience rewarding, personal growth.
Professional Learning Instructors
Professional learning instructors will include myself as instructional coach, our schools instructional technologist, and the pilot teachers. I will start the plan by organizing the teachers, introducing the plan, discovering technology needs and help teachers make lesson plan throughout the year. Our instructional technologist will organize and lead technology-training sessions. She will also provide support in the classroom and with the technology aspects of lesson plans. The technology department will also help provide support. After we begin, pilot teachers will be training other pilot teachers in technology they use. After teachers discover blended learning applications they find successful, they will be able to share with other teachers in order to help all students. Blending all of our skills, we will provide students will quality, diverse lessons for every student.
5 Key Principles of Effective Professional Learning
Principle 1 – The duration of professional development must be significant and ongoing to allow time for teachers to learn a new strategy and grapple with the implementation problem.
The duration of my professional development is one year. We will begin planning and training the summer before the school year. When the school year starts, we will continue to meet weekly to train, plan and implement blended learning in the math classroom. This amount of training will add up to more than 80 hours of training which is more than the amount recommended by studies referenced in “Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability” (Gulamhussein, 2013).
Principle 2 – There must be support for a teacher during the implementations stage that addresses the specific challenges of changing classroom practice.
The math instructional coach, instructional technologist, and co teachers will be available to help implement classroom changes. Not only will these resources be provided during Friday PLC hour, they will be available for classroom implementation during class time. This support will be available for the entire school year and beyond.
Principle 3 – Teachers’ initial exposure to a concept should not be passive, but rather should engage teachers through varied approaches so they can participate actively in making sense of a new practice.
The first line of exposure to new technology practices will be during summer professional development at Tech Fest. Tech Fest will provide teachers exposure to a variety of different technology applications of their choice. At this time, teachers will be able to practice skill in each Tech Fest session they attend. The second line of training will be individualized to teacher needs identified in the survey. The technology department will set up trainings for teachers according to each teachers’ needs. The third line of training will continue throughout the school year as the Instructional Technologist meets with the teachers on an as needed basis.
Principle 4 – Modeling has been found to be highly effective in helping teachers understand new practice.
Modeling will be available continuously throughout this process. Tech Fest trainers will model technology applications and teachers will practice those applications. The instructional technologist and math instructional coach will be available before the school year and throughout the school year to model applications in and out of the classroom setting.
Principle 5 – The content presented to teachers shouldn’t be generic, but instead specific to the disciple or grade-level.
My plan is specific to middle school math. Grades six through eight only. My plan is specific to math.
The duration of my professional development is one year. We will begin planning and training the summer before the school year. When the school year starts, we will continue to meet weekly to train, plan and implement blended learning in the math classroom. This amount of training will add up to more than 80 hours of training which is more than the amount recommended by studies referenced in “Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability” (Gulamhussein, 2013).
Principle 2 – There must be support for a teacher during the implementations stage that addresses the specific challenges of changing classroom practice.
The math instructional coach, instructional technologist, and co teachers will be available to help implement classroom changes. Not only will these resources be provided during Friday PLC hour, they will be available for classroom implementation during class time. This support will be available for the entire school year and beyond.
Principle 3 – Teachers’ initial exposure to a concept should not be passive, but rather should engage teachers through varied approaches so they can participate actively in making sense of a new practice.
The first line of exposure to new technology practices will be during summer professional development at Tech Fest. Tech Fest will provide teachers exposure to a variety of different technology applications of their choice. At this time, teachers will be able to practice skill in each Tech Fest session they attend. The second line of training will be individualized to teacher needs identified in the survey. The technology department will set up trainings for teachers according to each teachers’ needs. The third line of training will continue throughout the school year as the Instructional Technologist meets with the teachers on an as needed basis.
Principle 4 – Modeling has been found to be highly effective in helping teachers understand new practice.
Modeling will be available continuously throughout this process. Tech Fest trainers will model technology applications and teachers will practice those applications. The instructional technologist and math instructional coach will be available before the school year and throughout the school year to model applications in and out of the classroom setting.
Principle 5 – The content presented to teachers shouldn’t be generic, but instead specific to the disciple or grade-level.
My plan is specific to middle school math. Grades six through eight only. My plan is specific to math.
Timeline
Resources and Media
https://www.jsandlin.net/innovation-plan.html - this is the link to my innovation proposal. I am emailing my plan to my school principal to introduce my plan and request a meeting with him.
https://www.jsandlin.net/call-to-action.html - this is the link to my call to action. Using the information at this link, I will show my principal how I plan to use professional learning to execute my innovation proposal.
https://www.jsandlin.net/innovation-plan.html - this link will be email to BHMSN math teachers to introduce my innovation proposal and ask for teacher interested in piloting the plan.
https://www.jsandlin.net/call-to-action.html - this is a link to my call to action. I will use to show BHMSN math teachers how we should proceed implementing blended learning in the math classrooms.
https://drive.google.com/file/d/1NbqWD7vSUBU0O_7YOxuZci9cq0yKAOC-/view - this is a sample link to a video for classroom or online for student learning.
https://docs.google.com/forms/d/e/1FAIpQLSc_sHzIySjti7dwADl_g4vCzesXFvsOrJFBFxP_9bUHnTtUhw/viewform - this is a survey for pilot teachers to complete. The information from this survey will be used to develop technology trainings.
https://docs.google.com/spreadsheets/d/1XuP9wSwuf2jvb_9Bzxnpe-zq6jJX6IYfqmwKRZ04Cs4/edit#gid=1316244066 – A google sheet that will collect the information from the survey completed my BHMSN math teachers.
https://docs.google.com/document/d/1nKg1sAhcZfNu4q3ryhEnnU2qrtVpKSav5i5MMQ3CI28/edit – This is a list of tips for creating group norms. We will use these tip to create group norms for our group of pilot teachers.
https://docs.google.com/drawings/d/11w7ClCFrSOmtL4OV8MaOjvXmYX23iF3wnfLtNcERxcI/edit – a guide for creating SMART goals. We will use this to help create a smart goal for our group of pilot teachers.
https://docs.google.com/document/d/1_glA5L2pldM6z6482WsNK-bTK19ne46DwY62kY8cMEo/edit , https://docs.google.com/document/d/1WJu0254BYsF0aVwXOLrSBiD0jgYvbb9vBbB9qpghmLE/edit – Year at a Glance documents. These documents are used during planning.
https://docs.google.com/document/d/1PYcAIC4fBl07OajYY3arHz0dLXAFQDpUn__rMf1HzTM/edit – A google sheet used by BHMSN for lesson plans.
https://docs.google.com/document/d/1ulcykgNT4AwzIEdXGB8qe39Bw-JuvcU8FvA2yOcQRSg/edit - A form used for teachers while observing other teachers.
https://www.jsandlin.net/call-to-action.html - this is the link to my call to action. Using the information at this link, I will show my principal how I plan to use professional learning to execute my innovation proposal.
https://www.jsandlin.net/innovation-plan.html - this link will be email to BHMSN math teachers to introduce my innovation proposal and ask for teacher interested in piloting the plan.
https://www.jsandlin.net/call-to-action.html - this is a link to my call to action. I will use to show BHMSN math teachers how we should proceed implementing blended learning in the math classrooms.
https://drive.google.com/file/d/1NbqWD7vSUBU0O_7YOxuZci9cq0yKAOC-/view - this is a sample link to a video for classroom or online for student learning.
https://docs.google.com/forms/d/e/1FAIpQLSc_sHzIySjti7dwADl_g4vCzesXFvsOrJFBFxP_9bUHnTtUhw/viewform - this is a survey for pilot teachers to complete. The information from this survey will be used to develop technology trainings.
https://docs.google.com/spreadsheets/d/1XuP9wSwuf2jvb_9Bzxnpe-zq6jJX6IYfqmwKRZ04Cs4/edit#gid=1316244066 – A google sheet that will collect the information from the survey completed my BHMSN math teachers.
https://docs.google.com/document/d/1nKg1sAhcZfNu4q3ryhEnnU2qrtVpKSav5i5MMQ3CI28/edit – This is a list of tips for creating group norms. We will use these tip to create group norms for our group of pilot teachers.
https://docs.google.com/drawings/d/11w7ClCFrSOmtL4OV8MaOjvXmYX23iF3wnfLtNcERxcI/edit – a guide for creating SMART goals. We will use this to help create a smart goal for our group of pilot teachers.
https://docs.google.com/document/d/1_glA5L2pldM6z6482WsNK-bTK19ne46DwY62kY8cMEo/edit , https://docs.google.com/document/d/1WJu0254BYsF0aVwXOLrSBiD0jgYvbb9vBbB9qpghmLE/edit – Year at a Glance documents. These documents are used during planning.
https://docs.google.com/document/d/1PYcAIC4fBl07OajYY3arHz0dLXAFQDpUn__rMf1HzTM/edit – A google sheet used by BHMSN for lesson plans.
https://docs.google.com/document/d/1ulcykgNT4AwzIEdXGB8qe39Bw-JuvcU8FvA2yOcQRSg/edit - A form used for teachers while observing other teachers.
Summary
My primary goal is to provide the best education possible for students. In order to accomplish my goal, teachers must provide high quality, differentiated, blended learning to all students. Beginning with a few pilot teachers, the instructional coach and instructional technologist will help teachers blend technology into their classrooms to provide differentiated instruction for all students. I will begin to communicate with math teachers and the technology department to identify and train teachers to use applications and software, which will help students grow and develop their knowledge. By the end of the 2020-2021 school year, a group of BHMSN math teachers will have a shared knowledge that spreads to the entire BHMSN math department. Using Professional Learning will develop skills allowing teachers to collaborate with one another and produce self-directed learners. All of these learned skills will a produce stronger, cohesive math team teaching students at individualized levels and helping them reach their potential.
Resources
Beatty, B. (2000). “Teachers leading their own professional growth; self-directed reflection and collaboration and changes in perception of self and work in secondary school teachers”, Journal of In-Service Education v26 n1 1000 p73-97.
Bersin, J. (2004). The blended learning book: best practices, proven methodologies, and lessons learned. San Francisco, CA: Pfeiffer.
Eaker, R., & Keating, J. (2015). Kid by kid, skill by skill: teaching in a professional learning community at work. Sydney: Solution Tree Australia Pty Ltd.
Free Timeline Maker: Timeline Creator. (n.d.). Retrieved from https://www.visme.co/timeline-maker/
Guiamhussein, A. (2013, September). Teaching Effective Professional Development in an Era of High Stakes Accountability READ THE REPORT Center for Public Education. Retrieved from https://www.academia.edu/28440314/Teaching_Effective_Professional_Development_in_an_Era_of_High_Stakes_Accountability_READ_THE_REPORT_Center_for_Public_Education
Harapnuik, D. (n.d.). Retrieved from http://www.harapnuik.org/?page_id=6991
Horn, M. B., Staker, H., & Christensen, C. M. (2017). Blended: using disruptive innovation to improve schools. San Francisco, CA: Jossey-Bass.
Bersin, J. (2004). The blended learning book: best practices, proven methodologies, and lessons learned. San Francisco, CA: Pfeiffer.
Eaker, R., & Keating, J. (2015). Kid by kid, skill by skill: teaching in a professional learning community at work. Sydney: Solution Tree Australia Pty Ltd.
Free Timeline Maker: Timeline Creator. (n.d.). Retrieved from https://www.visme.co/timeline-maker/
Guiamhussein, A. (2013, September). Teaching Effective Professional Development in an Era of High Stakes Accountability READ THE REPORT Center for Public Education. Retrieved from https://www.academia.edu/28440314/Teaching_Effective_Professional_Development_in_an_Era_of_High_Stakes_Accountability_READ_THE_REPORT_Center_for_Public_Education
Harapnuik, D. (n.d.). Retrieved from http://www.harapnuik.org/?page_id=6991
Horn, M. B., Staker, H., & Christensen, C. M. (2017). Blended: using disruptive innovation to improve schools. San Francisco, CA: Jossey-Bass.