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iNACOL Leadership Webinar: Blended Learning Programs and Leadership
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iNACOL Leadership Webinar: Blended Learning Programs and Leadership

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This iNACOL webinar focused on how school and district leaders can most effectively and efficiently promote and support the integration of blended learning into their schools.

This iNACOL webinar focused on how school and district leaders can most effectively and efficiently promote and support the integration of blended learning into their schools.

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  • 1. The Role of Leadership in the Implementation of Successful Blended Learning Programs • Rachel Goodwin, Administrator, Chicago Virtual Charter School • Jacquii Leveine, Director of Professional Learning, iLearnNYC , New York City Schools • Eileen Marks, Implementation Manager, iLearnNYC, New York City Schools • Cary Matsuoka, Superintendent, Milpitas Unified, Ca September 2013
  • 2. Blended Learning • “a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace and at least in part at a supervised brick-and-mortar location away from home…” - (Horn and Staker, 2013)
  • 3. Tech-rich = blended
  • 4. Teaching and Learning • What the student is doing and where the student is.  What the teacher is doing and where the teacher is.  What and where the content is.
  • 5. Webinar Focus • Leadership and Implementation of Blended Learning Programs – District Perspective – School Perspective – Teacher Perspective
  • 6. Cary Matsuoka • Superintendent, Milpitas Unified • Milpitas, Ca (Northern California)
  • 7. Blended Learning in Milpitas Unified • Started in the 2012-13 school year • Why? – Schools are still operating with an industrial, factory model, one size fits all, sequential use of time and delivery system – the complete opposite of differentiated instruction – Blended learning offers the possibility of customized learning, putting the student in charge of their learning
  • 8. How we got started • By posing a single question – “if you could design a school of the future, what would it look like?” • With accompanying design guidelines, we started with design thinking conversations with our principals and teachers. • We have had two spring design cycles in our district in 2012 and 2013 • The spring 2012 cycle led to two full K-6 blended learning schools in the fall of 2012
  • 9. Communicating with Concentric Circles • Communicating the vision in the right order was essential • Started with the Board • Then the management team AND teacher union leaders • Then school staffs • Then the parents, once schools were ready • Then the local community via the media
  • 10. Implementation Stages • Year 1, 2012-13 – 2 elementary schools and a preschool • Year 2, 2013-14 – two elementary schools and pre-school continue – Blended learning is expanding to 7 other schools – 9 out of 14 schools are using a form of blended learning
  • 11. Role of Leadership • Vision – answer the question of why, present the need for a paradigm shift • Defined autonomy – let school-based teams design their model, provide support and boundaries • Get the infrastructure right – hardware, software, wireless • Get ready for lots of problem-solving, meetings
  • 12. Getting Started • Read, do field trips, visit other schools and districts • The importance of models – the best models are happening in our charter schools when it comes to blended learning • Network and learn from others – this is very new work
  • 13. Other Reflections • Common Core and blended learning are complementary • Go open source as much as possible – we have adopted Google tools, Gmail, Chromebooks as our primary standard • Be willing to risk
  • 14. Questions?
  • 15. Contact Information Milpitas Unified • Cary Matsuoka, Superintendent • cmatsuoka@musd.org • www.musd.org
  • 16. Rachel Goodwin Chicago Virtual Charter School • K-8 Academic Administrator • Master in Elementary Education • Currently finishing a Masters in Administration and Leadership
  • 17. Chicago Virtual Public School • K-12, 651 students (cap of 680) • Students living in Chicago city limits. • Public school so all students are welcome • As charter school, some flexibility of structure and management
  • 18. Chicago Virtual Public School
  • 19. School Perspective Blended Learning Journey • When and why? – CVCS opened their doors in 2006 (K-8) – Curriculum and management services provided by K12 – Board and K12 had a vision to provide a state of the art curriculum and create an environment where students can learn at their own pace • How started? – K12 worked with the state in allowing a hybrid school to open in Chicago, then worked with CPS to be the charter authorizer, and then worked in establishing a board had a vision in making this model a reality.
  • 20. • What was focused on first, second, etc? – Getting the right teachers in place – Developing a mission – Developing a strategic plan – Developing the right culture • How was support for the blended learning direction developed with Board…with staff… with community? – Constant communication – Clear objectives – Review of data
  • 21. Implementation Stages • Where we are now • We are outperforming the neighborhood schools • Increase in State assessment scores each year • Increased the student cap and now have a complete K-12 school • Where we are going • We want to be the best hybrid school • Improving our support programs • Use data more effectively to drive our instruction and support, but also to determine the type of individualized teacher PD we can provide
  • 22. Our Blended Learning Model • What does it look like? Learning Center one day a week Virtual leveled groups sessions twice a week Individual or small group virtual sessions focused on curriculum or provide academic interventions Students who are behind receive additional support at the Learning Center and virtually by the Academic Support Teachers. Students receive their curriculum and we allow a certain amount of flexibility.
  • 23. Leadership and Implementation • Key aspects of leadership – Effective communicator – Mission driven – Able to develop relationships with all stakeholders – Risk-taker – An advocate
  • 24. • What daily/monthly leadership activities take place to support blended learning direction? – Weekly staff meetings to review data, school operations, and instructional PD – Monthly PD- presenting current research, scaffolding instructional approaches, reviewing data as a school, and reflective converations – One on one weekly meetings – Formal and informal observations
  • 25. Leadership • Promising Practices: • Data meetings, ILSP, check-in meetings, PD that allows teachers time to implement and reflect • Lessons Learned • Being transparent • Having a clear direction • Understanding the student body • Providing quality PD and training for the staff
  • 26. • Recommendations • Have high expectations for all stakeholders • Developing a year and 3 year PD plan to support the teachers moving into a blended model • Listen to the students and teachers • Working as a team • Willing to be reflective and change what is not working • Using data effectively
  • 27. Questions?
  • 28. Contact Information Chicago Virtual Public School • Rachel Goodwin, K-12 Administrator • Email: rvelazquez@k12.com
  • 29. Jacquii Leveine Eileen Marks • New York Public Schools
  • 30. iLearnNYC is a blended and online program that enables teachers to differentiate instruction by coupling online content with face-to-face instruction to allow for student control over time, place, path and space. History Year 1 (2010-11): 40 schools – pilot program Year 2 (2011-12): 124 schools Year 3 (2012-13): 196 schools Year 4 (2013-14): 240+ schools
  • 31. Middle Schools and High Schools are using blended and online learning for many purposes: Providing Credit Accumulation / Credit Recovery Sharing Instruction across multiple schools Infusing technology into the traditional F2F classroom for differentiated instruction and improved engagement Supporting Students with Interrupted Education
  • 32. Providing Credit Accumulation / Credit Recovery Lab Rotation Model A • Content is homogeneous • Teacher of Record (TOR) supervises the lab Lab Rotation Model B • Content is heterogeneous • Facilitator supervises the lab • Teacher of Record (TOR) may push in periodically, mostly works virtually with students
  • 33. Sharing Instruction Across Multiple Schools Self-Blended Model • Advanced Placement • World Languages • Electives • Independent Study
  • 34. AP SPANISH SCHOOL 2 SCHOOL 3SCHOOL 1 TOR
  • 35. Infusing technology into the traditional F2F classroom for differentiation instruction and improved engagement Station Rotation  Once a week  Three times a week  Daily Delivery  1:1 computing  Small group work  Whole class presentation
  • 36. http://www.iLearnNYC.net
  • 37. Blended Learning: Six Success Indicators That Guide Implementation • Proactive and reactive instructional strategies • Engaging content experiences • Structured and integrated approach to data collection and measurement • Data driven, student-centered instructional strategies • Evaluation and ongoing improvement strategies • Online communication tools and student collaboration
  • 38. Leadership and Implementation • Key aspects of leadership • Professional Development • Implementation Managers / Support Staff
  • 39. Leadership • Promising Practices • Lessons Learned • Recommendations
  • 40. Questions?
  • 41. Contact Information iLearnNYC, NY • Jacquii Leveine, Director of Professional Learning, jleveine@schools.nyc.gov • Eileen Marks, Implementation Manager, New York, EMarks@schools.nyc.gov
  • 42. Future iNACOL Webinars • http://www.inacol.org/events/webinars/