Innovation Project Update
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A significant aspect of my innovation project involves reflection to improve teacher growth and success. I believe it is essential for myself to do the same with this whole process for growth and improvement. Reflection will allow my team and me to evaluate what has worked well, identify areas for enhancement, and determine key takeaways. Looking back at when I started this project and considering where it has led us now, we can assess its progress, effectiveness, and the overall impact our team has had on new teachers. This process of introspection is valuable not only for improving the current project but also for informing and strengthening future innovation efforts. Ultimately, reflecting on our projects helps us learn and develop continuously.
Blended learning has the potential to transform the educational experience for teachers by providing them with additional support outside the classroom. This extra layer of guidance can help them achieve greater success. I believe that integrating blended learning into our new teacher mentor program will greatly enhance teacher reflection and promote best practices. It will also enable instructional coaches and mentors to focus on the specific areas where teachers need the most guidance, allowing for meaningful reflection and collaboration.
Blended learning has the potential to transform the educational experience for teachers by providing them with additional support outside the classroom. This extra layer of guidance can help them achieve greater success. I believe that integrating blended learning into our new teacher mentor program will greatly enhance teacher reflection and promote best practices. It will also enable instructional coaches and mentors to focus on the specific areas where teachers need the most guidance, allowing for meaningful reflection and collaboration.
Status Update:
We have tested the blended learning method with several of our cohorts in a trial run before its official launch this fall. We will continue to prepare our teachers and team for implementation and the larger rollout next fall.
Training phase: Spring 2025-Summer 2025
Implementation Roll out: Fall 2025
Evaluation and Reflection: Spring/Summer 2026
Full implantation : Fall 2026
Training phase: Spring 2025-Summer 2025
Implementation Roll out: Fall 2025
Evaluation and Reflection: Spring/Summer 2026
Full implantation : Fall 2026
Reflecting on the Learning
Positive Outcomes
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Receiving Constructive Feedback: Mentees can receive valuable feedback on their instruction from mentors or coaches, helping them refine their practice and improve effectiveness.
Developing Confidence and Skills: Through mentorship, mentees can build their confidence and skills in instruction and strategy, becoming more comfortable and proficient in the techniques used during our in-person sessions.
Accessing Resources and Support: The mentee can access a wealth of resources and support from their mentor, including guidance on choosing voice and choice in their instruction, designing online activities, and troubleshooting technical issues.
Developing Confidence and Skills: Through mentorship, mentees can build their confidence and skills in instruction and strategy, becoming more comfortable and proficient in the techniques used during our in-person sessions.
Accessing Resources and Support: The mentee can access a wealth of resources and support from their mentor, including guidance on choosing voice and choice in their instruction, designing online activities, and troubleshooting technical issues.
Opportunities to Grow
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Dedicated Time: Mentors and mentees need dedicated, protected time for meetings, observations, co-planning, and reflection. This should be factored into their schedules and workload rather than being an added burden.
Differentiated Support: Recognize that new teachers have diverse needs. Offer tiered support or specialized mentoring tracks focusing on classroom management, curriculum development, technology integration, or special education needs.
Clear Goals and Objectives: Establish SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals for the mentorship program. What should the mentee be able to do by the end of the program? These should be communicated clearly.
Differentiated Support: Recognize that new teachers have diverse needs. Offer tiered support or specialized mentoring tracks focusing on classroom management, curriculum development, technology integration, or special education needs.
Clear Goals and Objectives: Establish SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals for the mentorship program. What should the mentee be able to do by the end of the program? These should be communicated clearly.
What have I Learned?
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The Importance of Feedback: The growth we've seen after just a few sessions with new teachers has been significant. They report that the feedback they receive from their mentors has had a major impact on their instruction.
The importance of planning and flexibility is crucial: This program has been in development for several years, but adding this layer of support will require time and careful scheduling to ensure its success. We recognize that all stakeholders will need to be flexible with their commitments to this program.
Collaboration is vital: Being open about successes and challenges will enhance our program and provide the best support for new teachers in the coming years.
The importance of planning and flexibility is crucial: This program has been in development for several years, but adding this layer of support will require time and careful scheduling to ensure its success. We recognize that all stakeholders will need to be flexible with their commitments to this program.
Collaboration is vital: Being open about successes and challenges will enhance our program and provide the best support for new teachers in the coming years.
Building Support
A successful blended learning rollout in a new teacher mentor academy requires clear communication and ongoing support. Before the academy, highlight blended learning's benefits and assess new teachers' needs. The academy itself should model blended learning through interactive workshops, expert presentations, and hands-on tool exploration. After the academy, provide continued resources, mentoring, and opportunities for collaboration, like blended learning PLCs. Consistent messaging across multiple channels, emphasizing two-way communication and transparency, will ensure new teachers are well-prepared and supported in integrating blended learning into their classrooms.
Future Improvements
Personalized Learning Paths: Offer differentiated professional development based on new teachers' individual needs and experience levels with blended learning. This could involve tiered workshops, personalized coaching, or self-paced online modules.
Sustainability Plan: Develop a long-term sustainability plan for the program, including funding, staffing, and ongoing professional development for mentors and new teachers.
Research and Data Collection: Conduct research and collect data to evaluate the effectiveness of the mentor academy and identify areas for improvement. This could involve surveys, focus groups, and analysis of student achievement data enhancing learning and accountability through the blended learning mode
Sustainability Plan: Develop a long-term sustainability plan for the program, including funding, staffing, and ongoing professional development for mentors and new teachers.
Research and Data Collection: Conduct research and collect data to evaluate the effectiveness of the mentor academy and identify areas for improvement. This could involve surveys, focus groups, and analysis of student achievement data enhancing learning and accountability through the blended learning mode
Innovation Project Milestones
This process for implementing blended learning in our new teacher program involved several key phases. It began with the development of an idea for an extra layer of support, defining the project's goal. A proposal was then created to share this vision with the administration and the director of academics, supported by research into best practices and benefits.
A detailed 24-month implementation plan was developed, outlining key steps. To build support, we utilized a promotion strategy that included a podcast discussing our journey with the new teacher academy and explaining why blended learning would be a powerful tool to provide extra support. Additionally, we created a video to illustrate its importance to stakeholders.
An alignment was addressed through a plan that connected outcomes, teacher assessments, and activities, culminating in a bold, ambitious goal. An Understanding by Design Plan translated these ideas into a realistic and engaging approach for teachers.
An influencer strategy was established to identify key individuals who could champion the initiative and drive change within our program. Execution was guided by a 4DX plan to ensure effective implementation and meaningful impact. Finally, an alternate professional development plan was designed to equip all learners in our program with the skills needed to elevate their learning and maximize their experience.
Moving Forward
Here is a schedule of events that will occur in the coming year.
Driving Change
Implementing the blended learning model offered valuable lessons that will shape future projects and change initiatives. Here are the key takeaways:
Feedback is so important: Feedback from mentors and instructional coaches is the foundation of growth for this program.
Training is key for success: Allocating enough time and resources for teacher training ensures effective use of tools and smooth implementation of new initiatives.
Communication: Set aside time for an effective communication plan between teachers and mentors to ensure that their needs are met and supported for growth.
Relationships around support: along with feedback, building those relationships between the coach/mentors and the mentees is crucial for growth.
These lessons learned provide a strong foundation for effective project management and implementation, fostering a culture of continuous improvement and successful change management.
Feedback is so important: Feedback from mentors and instructional coaches is the foundation of growth for this program.
Training is key for success: Allocating enough time and resources for teacher training ensures effective use of tools and smooth implementation of new initiatives.
Communication: Set aside time for an effective communication plan between teachers and mentors to ensure that their needs are met and supported for growth.
Relationships around support: along with feedback, building those relationships between the coach/mentors and the mentees is crucial for growth.
These lessons learned provide a strong foundation for effective project management and implementation, fostering a culture of continuous improvement and successful change management.
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Implementing the blended learning model in our new teacher mentor academy has been a transformative experience, fostering significant personal and professional growth. This project, which includes design, research, planning, development, and the implementation of a digital learning method, has enriched my understanding of digital literacy, the power of feedback, and the importance of continuous improvement.
As a learner, I honed my problem-solving skills and adaptability by integrating new technology into the curriculum. As a leader and instructional coach, I discovered the value of mentorship, clear communication, flexible planning, and ongoing support and training. Leading this initiative strengthened my ability to guide and inspire both new teachers and their students, creating a more engaging and effective learning environment. For educational change to be effective, educators, the key agents of change, must be at the heart of the planning process (Farah, 2019).
This experience has solidified my belief in the importance of a growth mindset and embracing change, equipping me to confidently lead future innovations that enhance educational outcomes.
References:
Farah, K. (2019, May 9). Blended learning built on teacher expertise. Edutopia. https://www.edutopia.org/article/blended-learning-built-teacher-expertise/
Harapnuik, D. (n.d.). It's about learning. Retrieved June 25, 2024, from https://www.harapnuik.org/?page_id=6991
Harapnuik, D. (n.d.). It's about learning. Retrieved June 25, 2024, from https://www.harapnuik.org/?page_id=6991