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Tools for Administrators of Blended Learning Programs


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iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.

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Tools for Administrators of Blended Learning Programs

  1. 1. Tools for Administrators to Support Blended Learning Teachers Rob Darrow, Director of Member Services, iNACOL eLearning Strategies Symposium December 2013
  2. 2. Introductions • A little about you: – – – – Teachers Administrators Other K-6; 7-8; 9-12; college • Me – Lifelong Californian – Educated in Ca public schools PreSchool-doctorate – Online charter school principal, school librarian and teacher (Taught K-8) – Full time with iNACOL, Director of Member Services
  3. 3. International Association for K12 Online Learning (iNACOL) • iNACOL is the premier K-12 nonprofit membership organization for blended and online learning. • 4100+ members in K-12 virtual schools and online learning representing over 50 countries • Provides leadership, advocacy, research, training, and networking with experts in K-12 online learning. • “Ensure all students have access to a world-class education and quality blended and online learning opportunities that prepare them for a lifetime of success.”
  4. 4. Blended and Online Learning Symposium November 4-7, 2014 Palm Springs, Ca • Over 2000 experts, educators, administrators, compa nies and thought leaders sharing and networking
  5. 5. iNACOL Supporting Documents • iNACOL Blended Learning Roadmap (NYC) • Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education • Transforming K-12 Rural Education through Blended Learning: Barriers and Promising Practices Rob’s Wiki:
  6. 6. Session Focus • Administrative support for blended learning teachers • Tools to assist in blended learning teachers • An Evolving Field – Online Learning is just 14 years old – Blended Learning about 7 years old • Research is emerging – there is evidence of effective online and blended teaching • (Not about merits of blended or online learning, accessibility, cheating online, or intellectual property)
  7. 7. Not About the Technology • • • • Change in teaching Change in learning Change in pedagogy Things should look different in a blended learning environment, more student centric, more personalized learning
  8. 8. But… • Effective and efficient personalized learning cannot exist without the use of technology • A change in teaching, learning, and pedagogy cannot occur without the use of technology • The classroom cannot be more student centric without the use of technology
  9. 9. The Ultimate Goal • College and career ready students and 100% graduation rate • [Current graduation rate: 70% among white students, and 50% among Latino and African American males)
  10. 10. My Belief: Tipping Point • K-12 Online Learning already there • Every school will become a blended learning school to better personalize learning for all students • Ultimate goal: College and career ready students and 100% graduation rate
  11. 11. This is a journey, not a destination. It takes time to transform thinking and teaching.
  12. 12. What do you do to measure teacher effectiveness?
  13. 13. What do you do to measure or observe teacher effectiveness? • • • • • • Lesson observation Walk-throughs Talk with teacher Lesson plan observation Ongoing benchmark data End of year achievement tests
  14. 14. Online Teacher Observation • • • • • • Instructional design Student satisfaction surveys Teacher record keeping View course management system data Observe an online class session Communication / response time to email
  15. 15. A Story from New York City • New Principal and Quality Assurance Officer observe a teacher in the classroom
  16. 16. Defining blended learning. What does it look like?
  17. 17. Tech-rich = blended
  18. 18. Blended Learning Definition • “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 brickand-mortar location away from home…” - (Horn and Staker, 2013)
  19. 19. 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.
  20. 20. Michael Horn Tweet
  21. 21. Questions? Comments?
  22. 22. The Tools (handout) • Continuum from Textbook Enhanced to Online Teaching and Learning • Rubric for Blended Learning – Develop walk-through tool with rubric • Observation Form
  23. 23. Continuum (see handout) Where do you fit? Where does your school fit? • Textbook enhanced teaching and learning • Technology enhanced (not online) • Web/online enhanced • Blended • Online
  24. 24. Online Teaching Textbook Enhanced Teaching Technology Enhanced Teaching Web / Online Enhanced Teaching From Textbook to Online Teaching
  25. 25. Remember: This is a journey, not a destination. It takes time to transform thinking and teaching.
  26. 26. The Rubric 1. 2. 3. 4. 5. Leadership New Staff Roles New Student Roles Personalized Learning Plans and Progress Next Generation Curriculum and Assessment 6. Flexible and Real World Learning Environments
  27. 27. 4-Point Rubric 1. 2. 3. 4. Under Developed Developing Proficient Well Developed
  28. 28. Indicator: Leadership • 1.1 Measurable goals have been written and communicated with all staff. Well Developed Ongoing progress towards each goal is being collected and tracked by teachers and administrators.
  29. 29. Indicator: New Staff Roles 2.1 Teacher as facilitator/coach Well Developed • Teachers regularly circulate around the room meeting with small groups and individuals identifying progress toward learning goals. • Teachers regularly document student progress daily through some digital record keeping system. • Student data is regularly used as a means for differentiating instruction.
  30. 30. Indicator: New Student Roles 3.1 New Student Roles Well Developed • Students regularly take active role in their learning and are able to choose types of content (e.g. textbook, video or online) that causes their best learning. • Students regularly track their own progress towards learning. • Students regularly have ability to complete work at own pace. • Students regularly know where to find help or support when needed.
  31. 31. Questions? Comments?
  32. 32. Quick Quiz: Blended Learning, what does “it” look like?
  33. 33. Blended? Yes, No, Maybe?
  34. 34. Blended? Yes, No, Maybe?
  35. 35. Blended? Yes, No, Maybe?
  36. 36. Blended? Yes, No, Maybe?
  37. 37. How to Observe a Blended Learning Teacher • • • • • • Adapt the Rubric View student computer/device screen View teacher interaction with students View data teacher uses Talk with students Talk with teacher
  38. 38. Classroom Walk-Throughs • Evidence of student centric – Student learning focus / Students in groups – Student computers/devices on a course management system (access school and home) – Students can explain what and why they are doing • Evidence of personalization – Teacher working with individual or groups – Student data used by teacher – Variety of ways for student to communicate with teacher (verbal, discussion boards, email, twitter, etc.)
  39. 39. What does blended learning really look like?
  40. 40. Mott Hall V, New York City 7th Grade Science One-to-One Group Projects
  41. 41. Management
  42. 42. What data do I use? Test 1 60.0% avg Test 2 76.6% avg review activity
  43. 43. Prep Academy at Southeastern High School Detroit, Michigan Science Classroom
  44. 44. Prep Academy Management: Student chooses their weekly schedule
  45. 45. Data to personalize learning
  46. 46. iNACOL Webinar • A Day in the Life of a Blended Learning Teacher – Alex Paraskaveides (Mr. P), Lead Blended Learning and Science Teacher, 7th Grade, Mott Hall V, New York City – Haley Hart, PASE Prep Academy Science Teacher, Southeastern High School, Educational Achievement Authority, Detroit • Recording: • 9A.vcr&sid=253
  47. 47. An Effective Blended Learning Teacher • Classroom is controlled chaos: – students generally in groups – teacher circulating • Student centered learning • Students focused on work, but may be in different places in a unit • Teachers use data on a daily basis to personalize learning / re-group students
  48. 48. Questions? Comments?
  49. 49. Now, the Technology Needed • • • • Robust Network Student Devices Course Management System Content
  50. 50. Successful Blended Learning Involves Six Elements • • • • Leadership Professional Development Teaching/Instructional Practice Operations/Admin Systems/Policy • Content • Technology
  51. 51. 1. Leadership School Implementation • Identified administrator/leader and teachers at each school • Ongoing interactions (one-on-one, formal and informal) and meetings of those involved in iLearn • Administrators, teachers and administrators work together towards the blended learning goals established in each school Promising Practices • School culture of innovation and empowerment • Start small and build • Communication is strong and occurs between involved people in a variety of ways (one-to-one, phone, email, chat, etc.)
  52. 52. 2. Professional Development School Implementation • Both formal and informal (Schedule ongoing group and individual support – online and face-to-face) • Modeling, webinars, small conferences, workshops, cohort meetings • Support teacher / school librarian / implementation managers are key Promising Practices • • • • Scheduled Time (within work week) Participating Teachers as Resources Professional Sharing / Professional Learning Community School Support
  53. 53. 3. Teaching/Instructional Practices School Implementation • Common Vocabulary / Resources – Blended Learning Continuum, Blended Learning Rubric, Observation Form • Support for new blended learning teachers – modeling and mentoring • Analyzing real-time data to personalize learning for each student Promising Practices • • • • • Classroom Setup Data Analysis Individualized Instruction Student Engagement Digital Content
  54. 54. 4. Operations/Management Systems/Policy School Implementation • Restructuring of the traditional school class / school day • Emphasis on using real-time student performance data • Change in instructional delivery model Promising Practices • • • • Removal of institutional barriers / policies Operational support Policy development examples Data-driven instruction
  55. 55. 5. Content School Implementation • Common course management system • Content providers to choose • Professional development and teacher sharing about content provider and platform use Promising Practices • Content Decision Making (purchase or build your own) • Customizable platform – teachers use base curriculum and customize based on student needs • Customizable for individual students
  56. 56. 6. Technology School Implementation • School leadership ensures that technology needs of students and teachers are addressed, and proper training provided. • Dedicated technical support for the blended learning programs. • School leadership is visible in their own use of technology; modeling expectations. Promising Practices • Technology Training • Technology Support – Technician on site • Hardware and Software in place to use
  57. 57. Handouts - Use and Improve • Links / Documents • Resources – Continuum from Textbook Enhanced to Online Teaching and Learning – Rubric – iLearnNYC Observation Form
  58. 58. Questions? Comments?
  59. 59. Remember: This is a journey, not a destination. It takes time to transform thinking and teaching.
  60. 60. Contact Information Rob Darrow - Rob’s Wiki: