Jackie Bittner M.Ed.

Alternative Professional Learning Outline

Overview of Alternative PL Outline

The purpose of this Alternative Professional Learning Outline is to support my innovation plan of integrating a blended learning environment with a flex model approach that uses a LMS, like Schoology, project based learning, and small group instruction that ultimately enhances teaching and learning for both teachers and students.

This alternate professional learning is engaging, collaborative, and geared towards what teachers actually need in their classrooms on a more personal level of instruction. It gives teachers the power to fully implement a blended learning environment with a flex model approach.

Effective Professional Development Using 5 Key Principles 

Principle 1 – Ongoing Learning and Support

  • This professional learning course will provide continuous support, personal coaching, and scheduled meetings to teachers for learning how to use Schoology in their classrooms for the first year.
  • Teachers will have access to resources that are available to them throughout the training period, such as tutorials or videos of how to use Schoology, and a How To guide addressing important features that they will be using. 
  • Teachers will get feedback on their work of how they are using Schoology in their classrooms. 

Principle 2 – Implementation Support 

  • Teachers will receive hands-on guidance through one to one mentoring, peer observations, and collaborative planning that emphasizes a shared effort
  • Troubleshooting sessions to provide teachers with help on making adjustments and refine their approach in using this environment, and learning management system.

Principle 3 – Active Engagement

  • Teachers will have interactive workshops, Schoology- based discussions, and project learning brainstorming activities.
  • Teachers will have opportunities to make reflections on their immediate classroom application to say what is working or not, and how to continue to refine it.

Principle 4 – Modeling Using Best Practices

  • Teachers will see demonstrations of a blended learning environment using flex model strategies in action.
  • Teachers will have real classroom examples and video modeling to gain a deeper understanding of the learning environment.

Principle 5 – Content Per Grade Level Needs

  • The focus will be on elementary school teachers that are interested in teaching in a blended learning setting, using Schoology, integrating project based learning, and small group instruction in their classrooms.
  • Resources and activities will be tied to the grade level needs using the TEKS Resource System so that teachers can teach the curriculum that they need.

Fostering Collaboration

  • This professional learning will build a community that supports shared lesson planning, cooperative learning, and continuous feedback.
  • There will be discussion boards for collaborating, brainstorming, and sharing strategies.
  • There will be meetings to discuss challenges, and come up with solutions in a team setting.

Leadership & Roles

Myself as the Lead Trainer: Facilitates and models blended learning strategies using Schoology, project learning activities, and guidance for small group instruction. First, I will be piloting this flex blended model approach in my own classroom.

Grade Level Team Leads: Shares experiences, challenges, and solutions with teacher peers.

Instructional Coaches: Provides support and one on one coaching as implementation is active.

Needs of the Audience

Who: Elementary school teachers applying a blended learning environment in their classrooms.

Needs: Flex model strategies and training using Schoology, project based learning, and small group instruction.

Support: Real classroom examples, step by step guidance, and help with troubleshooting in their classrooms.

PL Instructional Design 

Framework: Big Hairy Audacious Goal, or BHAG, and Finks 3 Column Table

Approach: Goal driven, practical application of what the teacher actually needs, blended learning structure, with flexibility.

Schedule/Timeline (4 Phases – 9 Weeks Each Phase, about 1 Year Long Process)

Phase 1 Pre-Implementation (Weeks 1-9)

  • Exploration and Introduction to Blended Learning with flex model, and Schoology
  • Preparation, research, and discuss best practices
  • Set end goals and implementation expectations

Phase 2 Initial Implementation (Weeks 10 -18)

  • Interactive and hands-on learning workshops for using Schoology, project based learning, and small group instruction.
  • Teachers have guided support to apply different strategies for using this environment in their classrooms.
  • Integrate lessons through collaborative planning time

Phase 3 Ongoing Support and Troubleshooting – (Weeks 19-27)

  • Deepening practice, peer observations, and coaching sessions
  • Refine and adjust techniques
  • Troubleshoot challenges 
  • Share success stories

Phase 4 Discussions and Reflections (Weeks 28 -36)

  • Ongoing mentoring and long term support
  • Professional Learning Communities and Collaboration (PLCs)
  • Reflections on data and student progress
  • Discussions over instructional impact
  • Plan for long-term sustainability (lasting change in classroom practice)
  • Strive for continuous growth

Required Resources

To fully and successfully implement my innovation plan and support a blended learning environment with a flex model approach, using Schoology, project based activities, and small group instruction the following resources are necessary for teachers and their students:

  1. Technology and Digital Apps
  • LMS, such as Schoology
  • Google Classroom
  • Student devices (Chromebooks, iPads, etc.)
  • Reliable Wi-Fi
  • Hays Class Link (In HaysCISD we have one way to login to all apps)
  • Educational Apps, such as StemScopes, Progress Learning, BrainPop, etc.
  • Data Tracking Tools (to monitor student growth and progress monitoring)
  1. Professional Learning and Training Resources
  • Professional Learning Workshops
  • Blended Learning Strategies
  • Coaching and mentoring for all teachers
  • Online webinars or self-paced courses
  • Collaboration platforms, such as discussion boards, Padlet, PLCs, etc.)
  • Time allocated for lesson planning, and making reflections
  1. Curriculum and Instructional Resources
  • Templates and guides to blended learning lessons
  • Project-Based Learning (PBL) frameworks, or activities, and rubrics as needed 
  • Small group guidance, and strategies, plus differentiated instruction
  • Curriculum materials, such as TEKS Resource System, District Pacing Calendar
  • Assessment tools for both formative and summative
  1. Classroom Resources
  • Significant learning environment that supports COVA
  • Flexible seating in this blended learning environment
  • Whiteboards, anchor chart paper, notecards, scissors, glue, markers, etc.
  • Other materials available to students for project based activity and collaboration 
  • Headphones and microphones, used as needed by students
  • Device charging stations 
  • Device storage stations

References

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

Heather Hill. (2015). Review of The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development. Harvard Graduate School of Education. Retrieved from http://www.greatlakescenter.org/docs/Think_Twice/TT-Hill-TNTP.pdf

Standards for Professional Learning: Quick Reference Guide. (2019). Retrieved from https://learningforward.org/wp-content/uploads/2019/09/standards-reference-guide.pdf

 

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