To break free from the monotonous cycle of Professional Development that merely serves as a checkbox, it is crucial to connect with learners by explaining the purpose behind their learning. Relying solely on active learning can lead to issues such as passive engagement, a lack of relevance, and limited autonomy in the learning process. Employing a 'sit and get' approach to learning will result in the audience quickly forgetting the content as soon as they leave the room.
Our big, hairy, audacious goal for the new teacher academy is to complete a year of professional learning that reflects the use of the five key principles of effective professional learning. We also aim to create an environment that encourages new teachers to try new ideas, such as our new blended learning model.
Our big, hairy, audacious goal for the new teacher academy is to complete a year of professional learning that reflects the use of the five key principles of effective professional learning. We also aim to create an environment that encourages new teachers to try new ideas, such as our new blended learning model.
Our teaching and learning team aims to change the mindset of our audience and provide our new teachers with a new plan for professional learning implementation. We have organized a timeline to help our new teachers become accustomed to our new program, which is based on blended learning initiative, and guide them throughout the year and beyond. The foundation of our program is built upon fostering a growth mindset, applying CSLE (Choice, Support, and Learning Environment) and COVA (Choice, Ownership, Voice, and Authentic Learning), focusing on giving our new teachers a voice and choice in their learning. As this will be a new platform for them to follow, our goal is to provide ample time for them to receive support and coaching throughout the program phases. To facilitate effective reflection, collaboration, and application, we have structured our learning program into five phases:
In order to establish an effective blended learning environment, our new teachers will begin their training sessions by familiarizing themselves with the platform and the procedures that will be implemented. Throughout our monthly sessions, we will tailor the blended learning approach to the needs of our new teacher cohorts, providing them with in-depth training on effective teaching methods. Over the course of one year, teachers will be equipped with the necessary tools and will take ownership of the blended learning model to apply in their own classrooms. Additionally, we will offer resources such as "PD in a Box" to support the transition to a blended learning model. Our team of instructional coaches will also provide guidance and assistance to ensure successful implementation. Along with our guidance, new teachers will be provided with a mentor who will also be familiar with their content/grade level to help guide them throughout the year. The meteors will receive consistent training throughout the year, equipping them with strategies to guide their mentees and access the blended learning program for themselves.
Audience:
Our professional learning will be broken down into various cohorts.
Teachers:
Cohort 1: Year one teachers with no classroom experience
Cohort 2: Year 2 teachers with two years of experience
Cohort 3: Year 3 teachers with 3 years of experience
Cohort 4: Year 4 teachers with 4+ years experience
Mentors:
Cohort 1: New to the mentoring program
Cohort 2: Has gone through our mentoring year one program.
Cohort 3: Has gone through our mentoring year one program.
Resources:
Gullamhussein, A. (n.d.). Effective Professional Development in an Era of High Stakes Testing. Retrieved December 15, 2016, from http://www.centerforpubliceducation.org/Main-Menu/Staffingstudents/Teaching-the-Teachers-Effective-Professional-Development-in-an-Era-of-High-Stakes-Accountability/Teaching-the-Teachers-Full-Report.pdf
Resources for training about Gullamhussein’s 5 Principles
Resources for training Mentors and New Teachers: