Blended Learning in our New Teacher Academy

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In order to design effective professional learning experiences, my team and I aim to adhere to Duarte's five key principles. We want to ensure that professional learning is continuous, meaningful, and provides personalized support. This involves introducing new concepts through engaging activities that promote participation and collaboration, as well as modeling new practices effectively with real-life examples. Lastly, the content should be tailored to meet the specific needs of teachers or specific grade levels to ensure its relevance and practicality.
To support new teachers, we have created a training program as part of our New Teachers Academy. This program consists of monthly sessions over the course of a year, using a blended learning approach. The ongoing training is designed to help new teachers integrate new learning tools and strategies into their teaching practice. By actively engaging in hands-on practice and using real-world examples, new teachers will develop the skills and confidence to effectively use these tools in the classroom, ultimately enhancing student learning and achievement.

Big Hairy Audacious Goal

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​​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 encouraging new teachers to try new ideas, such as our new blended learning model. Our BHAG isn't merely about implementing blended learning and support; it's about transforming education. We aim to empower teachers to become innovative leaders and create a future where every student has the opportunity to thrive and succeed.

Timeline/ Alternate PD Plan

Our new teacher academy will commence with a new teacher orientation in the fall. During this orientation, teachers will be introduced to the platform and our goals for the upcoming year. Live sessions will be held every other month, which all teachers will need to attend with their cohorts. Additionally, we will provide instructional coaching support tailored to the individual needs and years of experience of the teachers throughout each month.
Join us as we reimagine how new teachers receive support throughout our district. Our alternative professional learning plan focuses on a collaborative and inquiry-based approach to pedagogy, strategies, and support for new teachers in their classrooms. Through modeling, workshops, collaborative design sessions, classroom implementation, and observation/feedback support, we will mentor our new teachers and provide them with all the tools for an engaging classroom to be successful. With blended learning as our model, we aim to empower new teachers to become innovators and create meaningful learning experiences for all of their students.
References:
Goodwin, B. (2015). Research Says/Does Teacher Collaboration Promote Teacher Growth? Educational Leadership, 73(4), 82–83. Retrieved from http://www.ascd.org/publications/educational-leadership/dec15/vol73/num04/Does-Teacher-                Collaboration-Promote-Teacher-Growth%C2%A2.aspx

Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes                  Accountability. Center for Public Education. Retrieved 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

Gulamhussein, A., Center for Public Education, & National School Boards Association. (2013). Teaching the teachers. In Center for Public Education.

Harapnuik, D. (2021). COVA. Harapnuik.org. https://www.harapnuik.org/?page_id=6991

TNTP. (2015). The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development. Retrieved                               from http://tntp.org/publications/view/evaluation-and-development/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development

Call to Action

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In order to drive change and provide better support for teachers in our district, we have created a call to action that emphasizes urgency and mentorship. Traditional methods have been ineffective in providing our teachers, especially new ones, with the necessary support and resources for success. It is time to prioritize establishing ongoing learning communities to help retain teachers in our district. By uniting stakeholders and advocating for professional development approaches, we can empower our educators to be the best they can be. To view my call to action information, please click the button below.

Blog Posts

Through blogging about professional development, I have realized the need for significant changes in education. I have explored new teaching methods and the importance of creating student-centered classrooms. Collaborating with other educators in this program has shown me the power of feedback and collaboration in sharing and improving ideas.

My Contribution to My Learning & the Learning Community

I firmly believe that collaborative learning is crucial for personal and academic growth. I have been fortunate to be part of an exceptional group since the start of the program. These individuals have been incredibly supportive throughout this program, and I am grateful for their help. To learn more about our experiences and my contributions, please click the button below.