CCS Blended learning

Getting to know a bit about you

THEN NOW

Introduction

Historic approach had been to pull groups of teachers together for whole group/single topic discussions. ◦ District level determination◦ Sit ‘n get, or make-it-take-it, sometimes work or

project based◦ Stand alone events, often with little or no follow-up◦ Never differentiated◦ Little to no teacher choice◦ Little intentional alignment to school SIP needs or

individual teacher growth

Background

What changed◦ Common Core: new standards, new expectations

for how we teach◦ New teacher evaluation instrument emphasizing

student and teacher growth◦ A recession: fewer people at central office, less

money for travel reimbursement and conferences etc.

Background

Teacher survey in winter of 2013 indicated strong desire to have choice, follow-up and flexibility in where/when/how PD was conducted.

Middle school teachers participated in a small test pilot of what blended learning could look like. ◦ 4 topics developed from teacher interest surveys◦ 1 online meeting held in January to provide

background knowledge and front load information◦ Face to face seminars held two months later to follow

up, provide for face-to-face conversations and practice, and discuss implementation successes and obstacles

Changing course

Feedback just prior to summer indicated a significant preference to continue.

Conversations among school and district leaders lead to creation of a new Professional Development approach.

Changing Course

Goals:1) Focus on creating small group, self guided

cohorts working on a single year long topic2) Align district PD with school SIP needs and

individual teacher growth needs with an emphasis on instructional strategies

3) Assess teacher professional development alongside student achievement outcomes

Design

Structure◦ List of possible topics created from teacher

surveys and known districtwide needs◦ School based curriculum coaches, district lead

teacher and Director worked as facilitators◦ Each cohort designed the actual PD plan for their

cohort using a template given to them.

Middle School Design

The virtual side◦ Online meeting software◦ Teacher collaboration sites – Edmodo◦ Should be interactive

The personal side◦ Professional Development day meetings◦ Out of district school/classroom visits◦ In district school/classroom visits

Middle School Design

Program evaluation◦ Teacher survey◦ Student performance◦ Learning goals established by cohorts

Middle School Design

The virtual side◦ Topic specific sites – Google Sites◦ Time released materials◦ Balance research and practice

The personal side◦ PLC needs assessment◦ Faculty discussion◦ Publication of artifacts

High School Design

Changes in roles of curriculum coaches Over estimated the degree of teacher ability

with online resources Realized the need for greater regularity of

feedback and reflection Administrator involvement in determining

topic selection

Learning Curves

Teacher feedback◦ 75% liked the teacher choice◦ 90% liked or definitely wanted to continue single

year long topics◦ 97% liked the flexibility of connecting to PD from

their building◦ 80% said using online meeting software was

pretty easy◦ 78% indicated PD was aligned to their growth

goals◦ 82% indicated they were using the PD in their

classroom

Intended and Unintended Outcomes

Teacher Accountability Sharing of experiences across schools

Intended and Unintended Outcomes