Innovation Plan Updates

Not so long ago, I presented an idea to my classmates and colleagues that I teach future educators (students in an education practicum course) about blended learning by using blended learning in hopes that they would design blended learning experiences for the classes they were assigned to. I approached the CTE instructor who taught the course as well as my direct supervisor and got the thumbs up to get the ball rolling. Anxious, excited and ready to forge ahead, all plans came to a halt.

Whoa. Why is that? What went so awry that my initial innovation plan isn’t making steady gains? I had a timeline, a literature review on the importance of this work, a video to draw people in, a fancy proposal, and an annotated bibliography. I had the support of my supervisor, my immediate co-workers, and a well respected and experienced CTE instructor. All the makings of a great idea. It’s becoming increasingly clear as I progress through my studies that not all good ideas actually happen. There’s so much more to the story and it's always a great idea to look for the lessons we can learn from others, both domestically and globally.

Call to Action Video - Blended Learning: Global Research

Literature Review - Blended Learning: A Global Perspective

Lessons learned during this process:

Consider device availability - It’s difficult to plan blended learning if at least some reliable devices aren’t available when they are needed.

Ask if the veteran teacher you are planning to work with if they are planning to retire - As the parent of an 8th grader and mom friends with someone who was in this CTE’s teacher’s class when she was in high school, I should have connected much sooner than I did that retirement was a serious consideration.

Don’t forget about the mentor teachers who support the CTE students - The students in the education practicum course are partnered with a mentor teacher on various elementary campuses in our district. They create and present lessons with their mentor’s guidance. I’m realizing that I left the mentor teachers out of the communication and planning process. If I expect students to successfully plan and deliver blended lessons, their mentor teachers need to be on board.

What about the the campus administrators and other support staff? - If the mentor teachers are on board, it would logically follow that the administrators that support them also are involved in the process. Every party involved should be well versed in why I believe my innovation plan is an idea to pursue and have buy-in. We also have a brand new CTE director who should also be included in the conversations.

If the timeline seems too ambitious, it probably is - Although it initially appeared that I was ready to get rolling, my original timeline indicates that round one should be done. A huge project began at work to pilot a variety of mobile device types to help guide future decisions in our district. Considering that reliable, available devices are an important component of my idea, my timeline was put on hold while we began investigating options for various grade levels and needs. My timeline should be adjusted at minimum by a whole semester, if not longer to account for relationship building and establishing sources of influence with whoever is hired to fill the retiring teacher’s position, as well as the mentor teachers and their administrators.

During my coursework, I have taken note of the qualities of effective professional learning (time, support, content-specific, modeling, and active exposure) and read many research articles on blended learning implementation. A recurring theme is a need for time and support. Items that I have not accounted for as effectively as I should. My timeline is rushed and I haven’t accounted for the level of support that the mentor teachers may need to in turn support their mentees. Fortunately, as our district has started to allow for professional learning trade days, we have created some resources to help support our curriculum and instruction staff as they design online and blended courses for the summer. Those same resources that we began to build out can be made available to the mentor teachers and used in the practicum classes. Shifting the timeline and creating intentional support structures will be keys to helping my idea gain traction this coming school year.

As the end of the school year approaches (very rapidly I might add), I am both excited and nervous about moving ahead. There’s plenty of work left to be done, but being aware of the direction of the work is a huge piece of the puzzle. I’m beyond thrilled for the CTE teacher who has been so supportive and excited, but is ready to retire. I wish her all the rest and enjoyment retirement can bring. I know first hand that she has been an inspiration to some of my own former students as they are now successful teachers in our district. I also look forward to meeting and collaborating with the teacher who will fill her shoes and keep the education practicum CTE course program going, all the mentor teachers, and the future education practicum students.

References

Call to Action and Literature Review 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/Professional%20Development.pdf