Implementation of Learning Design 

I began with a vision: to ignite the passion for teaching in new educators and support them in becoming the best they can be. This vision blossomed into our New Teacher Academy within the district, which thrived during our face-to-face meetings. However, once the sessions ended, we struggled with follow-through and support in the classroom. 


​To address this, I incorporated a blended learning approach into our program, which made the creation of this unit a deeply rewarding process. Drawing on my knowledge of instructional design, I developed modules that strike a balance between structure and flexibility. This allows teachers to build on what they are learning and engage with the material at their own pace, taking what they need to succeed.
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Designing blended learning opportunities for new teachers necessitates careful consideration of their knowledge levels and the support they require at the start of the year, as well as for their growth throughout the year. The lessons should be meaningful and engaging, yet structured in a way that allows teachers to complete them independently without needing constant direct assistance. For a detailed overview of the planning and implementation of this unit, please watch the video below, where I discuss the strategies and resources used.

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What Learning Management System (LMS) or other digital sharing platforms like Google Docs are you planning to use? Why?:

I will be using Google Classroom for my LMS. The teachers in our district are familiar with the platform and know how to use it. I will also be using other platforms such as Google Suite, Canva, Zoom, and others. 

How will you implement the Overview/Introduction/Start Here Module or section of your course including videos, documents, and related resources?

I am going to include directions and an outline that provides the layout of the sessions which will all follow the same format and timeline. 

How will you implement the first 1-2 Modules of your course, including videos, documents, and related resources?
I will begin with a materials outline that details what to expect during the in-person session. This will include the presentation that will be used in the live session as well. 

Next, I will provide a list of required readings that must be completed on or before the live session, ensuring that teachers are familiar with the topics to be discussed. Additionally, a discussion post will be shared, featuring case studies and exemplar videos for teachers to watch and engage with others in their cohort. This will help them understand how to implement their own projects.

Each teacher will create a presentation showcasing what they have learned and how they have applied it in their own classroom. They will also need to submit feedback to their mentor or instructional coach.

How will you use media to support and enhance learning?
Consider the following questions/points as you explore how you will implement the Overview/Introduction/Start Here and first 1-2 modules of your online or blended course:

• Lecture in a digital age? When are lectures appropriate and how can they best be used?
• How are you relating your teaching methods to the knowledge and skills needed by your learners in a digital age?

The new teacher sessions emphasize the importance of integrating media to enhance learning. Key components include video case studies, visual aids, and technology tools for assessment and data collection. Teachers are encouraged to create and share video demonstrations and utilize online platforms for artifacts, fostering a dynamic learning environment. 

To make lectures effective in today’s digital world, they should be kept short and include interactive activities and visuals. Recording these lectures can also be beneficial. A "flipped" classroom approach is suggested, where students watch lectures at home and class time is dedicated to discussions and activities. 

These methods relate directly to the knowledge and skills necessary for learners in today's digital age, emphasizing digital literacy, collaboration, data-driven instruction, and adaptability. By incorporating technology into their teaching, teachers not only develop their own digital literacy skills but also prepare their students with essential abilities for navigating the digital world. 

Collaborative activities and data analysis further equip teachers to meet the demands of modern education, ensuring they can effectively support student growth and adapt to the evolving educational landscape.

Implementation Assignment Considerations:

• Where does the Overview/Introduction/Start Here module fit into the overall course map or design?

The "Overview/Introduction/Start Here" module is the cornerstone of the new teacher orientation, establishing foundational knowledge, setting the program's tone, and introducing essential resources. It prepares new teacher mentees for the learning journey by outlining objectives, goals, and philosophy, fostering a collaborative environment.This module introduces key concepts, like those within the Lead4ward Mentor/Mentee book, and lays the groundwork for subsequent topics such as classroom management and data-driven instruction. By providing this overview it ensures that teachers are prepared for practical application and artifact-based assignments, acting as the crucial first step upon which all other modules are built.

• How is your instructional design approach realized in the modules?

A strong emphasis on practical application and active learning characterizes the instructional design approach within the new teacher orientation modules. Artifact assignments, video demonstrations, and role-playing scenarios are used to foster hands-on skill development, while Kagan Structures promote collaborative learning. Data-driven instruction is a core component, with modules incorporating data collection, analysis, and diverse assessment methods to monitor student progress and teacher growth in our program. The course makes learning practical with case studies and realistic examples. It addresses student differences with discussions on processing time and accommodations. Teachers improve through feedback and reflection, and diverse media helps reach all learners. The goal is to give teachers the necessary skills through active learning, data, and feedback.

• Where are you sharing the main course goal and outcomes with your learners?

The course goals and outcomes are shared with new teachers upfront in the "What to Expect" module and reinforced throughout the program. Each session starts with clear objectives, and the activities and assignments are designed to help teachers meet those goals. Mentors provide feedback and reflection, and the course materials also support the overall learning objectives.

• How does the module align outcomes activities and assessment?

Each module starts with a clear goal, and the activities directly help teachers reach that goal. Assignments, like creating lesson plans or communication plans, prove they've learned the material. Teachers practice real-world skills through case studies and simulations, and mentors give feedback to improve their understanding. Data collection and assessment tools are used to connect assessment directly to teaching. The assignments require the teachers to create something that they will directly use in their classrooms. This makes the learning relevant and useful.

• Is this student-centered or teacher-led?

The new teacher program uses both teacher-led and student-centered methods but leans towards student-centered. Teachers actively learn by doing activities, creating projects, and practicing real-life scenarios. They work together, use data to improve, and think about their own learning. While mentors and a set curriculum provide guidance, the main focus is on teachers learning through practical experience and self-reflection.

• What is the scope or range of the instructor’s role (i.e. Presenter, Facilitator, Coach, Mentor)?

The instructors in this program wear many hats. They guide discussions and activities like facilitators, give feedback and improve skills like coaches, and offer support and advice like mentors. While they do present information, their main role is to actively guide and support new teachers, not just lecture. They blend teaching, coaching, and mentoring to help the new teachers succeed.

• Is the course blended or fully online?

The new teacher mentor program is a mix of online and in-person learning, making it a blended course. Activities like team-building, practice conferences, and mentor meetings suggest face-to-face interaction. While online resources are used, the program relies heavily on in-person collaboration and guidance, making it not fully online.

• How are you introducing the course and yourself and how are you building the learning community?

The course is introduced through an "Overview" module and clear session objectives, setting expectations and outlining the learning path. On the first day of orientation, the teaching and learning team will personally introduce themselves and the program, providing a warm welcome and creating a start to building those relationships. Mentors and coaches are then introduced through active participation and feedback, establishing them as supportive guides. Community is built through team-building activities, collaborative work, and sharing best practices, creating a welcoming and interactive learning environment.

• What is the ratio or percentage of synchronous to asynchronous collaboration?

The new teacher mentor program is designed to be asynchronous. This means that while teachers will collaborate in real-time for certain activities, they will also participate in discussions and activities both online and in person. Live activities will include team-building exercises, discussions, and mentor feedback. Teachers will submit artifacts and engage in discussions with one another online through the blended learning platform.
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• How will you address the infrastructure, system, and support needs and issues the learner may face?

The program helps teachers with technical and support issues through mentors and coaches who offer personalized help. Resources are provided, and practical activities with feedback allow teachers to solve problems as they arise. Group work encourages teachers to support each other. Artifacts that the teachers create allow the mentors to see where the teachers are struggling, and offer support