Parts A&B

1. Tyna Williams

2. Notice the Obvious: Not everyone will be willing to
accept this change
Look for Crucial Moments: Meet with teachers to
answer questions, and receive feedback
Learn from Positive Deviants: Teachers will self-
access
Spot Culture Busters: Education culture in many
sectors is being turned on its head with an emphasis
on student voice, but many teachers are still resistant
to that idea.

3. What are the results you want to achieve and how will you measure
them?
•100% of students will be taught via the blended learning
•Summative assessment data
Who are your Organizational Influencers?
•Principal, Assistant principal, Teacher, Counselor, Technology Liaison
What are the vital behaviors you are trying to change?
•Create lesson plans and guidelines
•Create classroom culture that promotes student creativity and voice
•Meet with grade level before or after school on a weekly basis to develop
ideas, answer questions, voice concerns, and see student progress

4. Personal Social Strutural
Motivation  Switch the focus of blended
learning from what we are
doing to why we are doing will
provide purpose and meaning.
 Meet with teachers in a round
table discussion about blended
learning in order to clear up
misconceptions
 teachers identified as strong
“blenders” act as or mentors
 Have intentional
conversations with the
“doubters “ and use them as
influencers (they will be the
most powerful voices one
way or another)
 Schedule professional
development based on
sorting formative data and
teachers must bring in data
to share
 Rewards for meeting the
goal will include
“shoutouts” during faculty
meetings and free
“planning” time
 Encourage teachers to
share resources across
similar grade/subject areas
in order to decrease
amount of workload
Ability  Meet with teachers and find out
fears/doubtfulness.
 Offer long-term assistiance for
those who are struggling
 Focus on how to gather and use
formative data in Professional
Development
 Schudule professional
development to help
teachers sort formative data
and group students
 As the leader, be available as
extra hands in a classroom
 Furniture was purchased to
help ease small group
structure
 Administrative
walkthroughs and
observations are done once
a month.
 Training is provided on
both digital content
providers as well as some
digital formative
assessment tools

5. Ways to Utilize 6
Sources

6. Motivation:
I think the key to tapping into personal motivation is by focusing on
shifting our message from what we are doing to why we are doing it. Most
teachers teach because they want to make a difference I think this would
speak to their hearts instead of their minds.
To utilize the social aspect of motivation, I would like to have
teachers work together with partners so they can encourage, teach, and
split the workload when they analyze student data in order to adjust
instruction and regroup students. I think by creating these teams it would
cut down on the lack of interest and negativity that some teachers are so
quick to lean on.
When teachers are starting to blend, it is important that we support
them in all ways possible. One of the biggest complaints I’ve heard from
teachers is that it takes too much time to create everything needed in a
blended classroom. By offering shoutouts and free “planning” time to
teachers who are “attempting” to try and blend, I hope to further solidify
the vital behaviors we are trying to implement.

7. Ability:
We've had a lot of things in place to help teachers move towards
blending, it's all been about the station rotations and not the
personalization. I think offering intense, long-term assistance with a lot of
1-on-1 time with me and the other blended learning coaches would help
teachers not only feel more comfortable in starting to personalize through
data analysis and regrouping but also in helping start much needed
conversations among teachers (mentioned in social motivation above). By
having some we become stronger together than separately and I think the
partner structure would help teachers play off of their strengths and
diminish their weaknesses.
With structural ability, we purchased furniture to help enable our
teachers to rearrange their class easily in order to facilitate small groups
and collaborative work stations. This greatly shifted the mentality of the
room when rows of desks were taken out which easily manipulated the
layout of the room based on what was occurring that day. I think continuing
to focus on how we can use the room layout to our advantage when
regrouping students will help reinforce that particular vital behavior.