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My Professional Learning Strategy
My Call to Action for Alternate Professional Learning and Alternative Professional Learning Outline work hand in hand to support my innovation plan of implementing a flex blended approach that incorporates project based learning, and small group instruction. Both focus on the need to have purposeful, flexible, and ongoing professional learning opportunities for all teachers.
My Call to Action for an Alternate PL highlights the importance of moving away from a one size fits all training, traditional professional development to becoming a modern, or dynamic, professional learning model. The emphasis is on a teacher-centered approach that offers practical implementation strategies that make professional learning more effective and impactful. Therefore, my Alternative Professional Learning Outline connects with this because it offers a structured yet flexible plan to support a blended flex model approach, project based learning, and small group instruction. For example, to support the blended flex model, teachers will engage in self-paced learning using Schoology, and have opportunities for synchronous or asynchronous collaboration, which mimics the students’ learning environments. Also, just as our students learn through real world applications, teachers will be able to actively design, test, and refine their own project based learning units to make it meaningful and allow them to have hands-on experiences. Teachers will participate in coaching sessions, have peer discussions, and receive feedback, which in turn is modeling the small group structure they will be using with their students. In essence, anything that we are asking our students to do, we will be doing too. The learning is an ongoing cycle, and not a one time event. Professional learning is about implementing a plan, reflecting on what has been learned, and refining it to make continuous improvements. Together, this combination ensures lasting change in the classroom, and enhances learning for both teachers and students.
In summary, aligning My Call to Action for Alternate Professional Learning with this Alternative PL Outline Approach, creates a transformative professional learning experience for educators to effectively integrate a flex blended model using a learning management system, project based activities, and personalized instructions. This not only empowers educators in their classrooms, but improves student outcomes for all learners to feel successful on their unique learning journeys.
Fink’s 3-Column Table for My Professional Learning Plan
For this Professional Learning Plan (PL), we will be implementing a flex blended approach using Schoology, project based learning, and small group instruction. Following Fink’s 3-Column Table will ensure that professional learning is applicable, active, and personalized which moves away from traditional, passive training. It will give teachers hands-on experiences and real-time support to implement this significant learning environment.
Big Hairy Audacious Goal (BHAG) – The goal is to transform professional learning so that teachers can experiment, collaborate, and apply new strategies into their own classrooms for what they actually need in order to have a teacher driven experience that is real and dynamic. Teachers can integrate active learning approaches, gain practical skills, and feel empowered in their work to directly impact student success.
Fink’s 3-Column Table for Alternative PL to Implement Flex Blended
| Learning Goals | Learning Activities | Learning Assessments |
| What do you want teachers to learn? | How will teachers learn it? | How will we know they learned it? |
| Understanding Blended Learning and Flex Model | – Interactive Workshops on Blended Learning Environments- Explore successful Blended Learning classrooms, such as in real time, with case studies, or recorded videos- Hands on experience using Schoology to create content, such as with assignments, and assessments | – Teachers will create a sample lesson and use the flex model approach- Participate in discussions and reflections in Schoology |
| Effective Use of Schoology as an LMS | – Step by step guide to train teachers on Schoology features- Small group practice to create and organize content in Schoology- Peer to peer collaboration to troubleshoot problems | – Teachers successfully create a course model in Schoology and share with team members- Teachers complete a self assessment on their confidence level in using Schoology as an LMS |
| Implementing Project-Based Learning (PBL) in a Blended Environment | – Hands-on workshop using PBL designs and principles- Review sample PBL units and have group discussions- Collaborate in PLCs to apply PBL to all subjects | – Teachers submit a draft of PBL with blended learning components- Peer to peer feedback, discussions, and reflections on designs |
| Small Group Instruction and Differentiation | – Modeling of small group instruction and strategies- Practice sessions with role playing- Discussion of student data using flexible grouping | – Teachers implement small group instruction in their classrooms and share reflections of how it is going- Observation or video recording of feedback |
| Continuous Support and Ongoing Improvement | – Regular coaching, and consistent check-ins of how things are going- Ongoing peer observations- Online discussion forums to help troubleshoot challenges- Journal and log reflections to track progress | – Teachers complete a self evaluation survey- Administration and IC can review the implementation success and have walkthroughs to make observations in the classroom |
Above is a storyboard used to map out the flow of content which is organized in steps to implement this flex blended learning model. This is a blueprint of the learning experience and allows me to refine the structure before I begin development. The core includes engaging experiences for flex blended, project based learning, and small group instruction.
Some other resources that I have included below are a Course Syllabus, Overview, Guidelines, and Expectations. I’ve also referred to the 5 Principles of Effective PL, in the slideshow presentation at the top of this page called “How Blended Learning is Changing Education,” when creating this flex blended model, with project based learning, and small group instruction. Together, all of these resources and materials should create a productive learning experience for all members involved in the implementation process of my innovation plan.
Course Syllabus
Course Title: Implementing a Flex Blended Approach using Schoology, project based learning, and small group instruction
Instructor: Mrs. Jackie Bittner
Email: jbittner@lamar.edu
School: Pfluger Elementary/HaysCISD
Course: 1 full school year, 4 – 9 Week Periods
Format: Blended Learning (Schoology, projects, and small group)
Course Overview:
This course provides educators with the knowledge and strategies to implement a flex model approach using Schoology, project based learning, and small group instruction in their classrooms to create a personalized, student centered learning experience.
Course Goals & Objectives:
By the end of this course, educators will be able to:
Understand the Flex Model Approach – learn the benefits for personalized learning with technology
Use Schoology – organize digital content and lessons, track student progress, and have discussions
Implement Project Based Learning – encourage student critical thinking, collaboration, and problem solve
Integrate Small Group Instruction – used to target extra support in with differentiated learning
Design and Deliver – create lessons that combine online learning, hands-on projects, and small group guidance
Provide Ongoing Support and Refinement – continuous assistance and guidance will be provided overtime to make improvements or adjustments
Course Structure:
The design of this course is self-paced with scheduled check-ins throughout the school year with a mix of asynchronous and synchronous activities. Modules will consist of training in Schoology, Project Based Learning, and small group lesson planning and implementation. This will allow engaging activities, hands-on practice, and guided instruction. Finally, there will be peer collaboration, reflections, and feedback.
Course Timeline/Schedule: Refer to Alternate PL Plan Outline to see the breakdown of each of the phases in more detail.
Assessment/Evaluation:
Participants will be evaluated based on the following –
- Complete of Schoology training modules (30%)
- Design and Implementation of a PBL unit (30%)
- Small group instruction plan and reflection (20%)
- Peer Discussion and Collaboration (20%)
Required Materials:
- Laptop, or chrome book (digital device)
- Internet access, wi-fi
- Schoology
- Digital resources for PBL implementation
- Small groups lessons
Ongoing Support & Communication:
Weekly discussions
Office hours for Q&A and coaching
Peer collaboration and feedback
References
Bates, A.W. (2019). Teaching in a Digital Age: Guidelines for designing teaching and learning. https://opentextbc.ca/teachinginadigitalage/
Fink, L. D. (2003). Self-directed guide to designing courses for significant learning. Jossey-Bass.
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
Top 7 Instructional Design Models to Help You Create Effective Learning Material. (2021). https://creately.com/blog/diagrams/instructional-design-models-process/
Jackie Bittner M.Ed. 