Driving Change Through Influence
I believe that the ability to influence is crucial for making meaningful changes. When we influence others, we can impact their behaviors, attitudes, opinions, and choices. Below is my strategy to influence my organization by targeting both motivation and ability across different levels of influence. Let's examine the model I plan to use to support my innovation plan.
The initiative aims to enhance our district's new teacher academy by incorporating blended learning techniques. This approach allows new teachers to learn at their own pace and conveniently access resources, while also fostering a sense of community through face-to-face interactions. By combining these elements, the academy creates a supportive environment that empowers new teachers to develop their skills and ultimately promote student growth in their classrooms.
Teacher Support:
Mentorship Program Participation: We want to track the mentorship program's participation rates, including online and in-person interactions between new teachers and mentors.
- Surveys: We will conduct surveys quarterly (e.g., after each phase of the Academy, at the end of the first year) to assess new teachers' satisfaction with the program, its effectiveness in preparing them for the classroom, and how they feel they were supported.
- Mentorship: Track the number of mentor meetings and the quality of feedback received by new teachers. Have the mentors and new teachers fill out data to track at these meetings.
- Different points of data: Analyze students' performance on standardized tests, MAP data, and Unit tests in subjects taught by the new teachers. This will give us exact point of mesurment of growth and where the target areas are that need support.
- Classroom Observations: Conduct Classroom observations centered around instructional practices of new teachers and student engagement. Our key look outs will be classroom management and differentiated instruction.
Mentorship Program Participation: We want to track the mentorship program's participation rates, including online and in-person interactions between new teachers and mentors.
The behaviors that we are trying to change with this initiative I feel fall into two main categories:
1. Behaviors to Increase New Teacher Retention and Student Growth:
Feeling Isolated: New teachers often feel on an island alone when starting their first year of teaching. We aim for this new teacher program to encourage them to build relationships with their mentors and peers through various platforms, including virtual, in-person social events and online forums. This will give them a sense of community within our district.
The Challenging Balance between Work and Life: Jumping into a teaching profession is challenging. Some of the teachers in our program are also juggling a district college teaching program, where they are in school getting their teaching degree with a mentor by their side while teaching a class. The teaching profession can be demanding. The program should provide strategies for managing the workload, managing time, and maintaining a healthy work-life balance.
Lacking Confidence and Support: New teachers may feel overwhelmed when they first get started and insecure about their abilities and knowledge in the classroom. This program will provide ongoing support through mentors, online resources, professional development opportunities, and strategies to address their needs.
2. Behaviors to Enhance Blended Learning Skills:
Increase Technology Integration Skills: New teachers may feel uneasy using all the required online platforms and tools. By utilizing the blended learning platform in the program for new teachers, we will provide training and support that will be essential for them to implement blended learning strategies and culture in their classrooms.
Adaptability and Flexibility: We want all teachers going through our new teacher program to be well-rounded learners with all the tools in their toolbox. Blended learning requires adapting to both online and offline environments. This program will help them shift their behavior to embrace these changes. We want to create blended learning as a learning mode to help lighten their workload and empower them to be in the driver's seat.
1. Behaviors to Increase New Teacher Retention and Student Growth:
Feeling Isolated: New teachers often feel on an island alone when starting their first year of teaching. We aim for this new teacher program to encourage them to build relationships with their mentors and peers through various platforms, including virtual, in-person social events and online forums. This will give them a sense of community within our district.
The Challenging Balance between Work and Life: Jumping into a teaching profession is challenging. Some of the teachers in our program are also juggling a district college teaching program, where they are in school getting their teaching degree with a mentor by their side while teaching a class. The teaching profession can be demanding. The program should provide strategies for managing the workload, managing time, and maintaining a healthy work-life balance.
Lacking Confidence and Support: New teachers may feel overwhelmed when they first get started and insecure about their abilities and knowledge in the classroom. This program will provide ongoing support through mentors, online resources, professional development opportunities, and strategies to address their needs.
2. Behaviors to Enhance Blended Learning Skills:
Increase Technology Integration Skills: New teachers may feel uneasy using all the required online platforms and tools. By utilizing the blended learning platform in the program for new teachers, we will provide training and support that will be essential for them to implement blended learning strategies and culture in their classrooms.
Adaptability and Flexibility: We want all teachers going through our new teacher program to be well-rounded learners with all the tools in their toolbox. Blended learning requires adapting to both online and offline environments. This program will help them shift their behavior to embrace these changes. We want to create blended learning as a learning mode to help lighten their workload and empower them to be in the driver's seat.
School District Leaders
Program Developers
Principals and Assistant Principals
Mentors:
New Teachers Themselves:
- Our Superintendent and Board of Education: these leaders will provide top-down support and resources for our program. Student outcomes are key, and we must convince them of the blended Academy's value in reducing teacher turnover.
Program Developers
- Director of Academics and The Teaching and Learning Team: Our team designs the modules, in-person sessions, and mentorship program. We are the influencers that shape the academy's content, ensuring it addresses the needs of new teachers and aligns with best practices.
Principals and Assistant Principals
- Building Leaders: Our building leaders play a huge role in creating a supportive school environment for our new teachers. They help support the blended Academy and encourage our new teachers to participate.
Mentors:
- Experienced Teachers: These teachers offer structured guidance and support to new teachers. They guide new teachers positively, address challenges, and model effective teaching and blended learning strategies.
New Teachers Themselves:
- New Teachers: These participants are responsible for their own success. They must work to be self-directed students actively engaged in the Academy program, seeking help from mentors and sharing their experiences. They can influence the program's development and create a culture of collaboration among new hires.
Six Sources of Influence by Paige Shaw