www.inacol.org

Tools for Administrators to Support

Blended Learning Teachers

Rob Darrow, Director of Member Services, iNACOLeLearning Strategies Symposium

December 2013

Introductions• A little about you:

– Teachers– Administrators– Other– K-6; 7-8; 9-12; college

• Me– Lifelong Californian – Educated in Ca public schools

PreSchool-doctorate – Online charter school principal, school librarian and

teacher (Taught K-8)– Full time with iNACOL, Director of Member Services

International Association for K-12 Online Learning (iNACOL)

• iNACOL is the premier K-12 nonprofit membership organization for blended and online learning.

• 4100+ members in K-12 virtual schools and online learning representing over 50 countries

• Provides leadership, advocacy, research, training, and networking with experts in K-12 online learning.

• “Ensure all students have access to a world-class education and quality blended and online learning opportunities that prepare them for a lifetime of success.”

Blended and Online Learning Symposium

November 4-7, 2014

Palm Springs, Ca• Over 2000 experts, educators,

administrators, companies and thought leaders sharing and networking

iNACOL Supporting Documentswww.inacol.org/resources

• iNACOL Blended Learning Roadmap (NYC)

• Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education

• Transforming K-12 Rural Education through Blended Learning: Barriers and Promising Practices

Rob’s Wiki: http://robdarrow.wikispaces.com

Session Focus• Administrative support for blended learning teachers • Tools to assist in blended learning teachers • An Evolving Field

– Online Learning is just 14 years old– Blended Learning about 7 years old

• Research is emerging – there is evidence of effective online and blended teaching

• (Not about merits of blended or online learning, accessibility, cheating online, or intellectual property)

Not About the Technology

• Change in teaching• Change in learning• Change in pedagogy• Things should look different in a blended

learning environment, more student centric, more personalized learning

But…

• Effective and efficient personalized learning cannot exist without the use of technology

• A change in teaching, learning, and pedagogy cannot occur without the use of technology

• The classroom cannot be more student centric without the use of technology

The Ultimate Goal

• College and career ready students and 100% graduation rate

• [Current graduation rate: 70% among white students, and 50% among Latino and African American males)

My Belief: Tipping Point

• K-12 Online Learning already there• Every school will become a blended

learning school to better personalize learning for all students

• Ultimate goal: College and career ready students and 100% graduation rate

This is a journey, not a destination.It takes time to

transform thinking and teaching.

What do you do to measure teacher effectiveness?

What do you do to measure or observe teacher effectiveness?

• Lesson observation• Walk-throughs• Talk with teacher• Lesson plan observation• Ongoing benchmark data• End of year achievement tests

Online Teacher Observation

• Instructional design• Student satisfaction surveys• Teacher record keeping• View course management system data• Observe an online class session• Communication / response time to email

A Story from New York City• New Principal and Quality Assurance

Officer observe a teacher in the classroom

Defining blended learning.

What does it look like?

Tech-rich = blended

Blended Learning Definition

• “a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace and at least in part at a supervised brick-and-mortar location away from home…” - (Horn and Staker, 2013)

Teaching and Learning• What the student is

doing and where the student is.

What the teacher is doing and where the teacher is.

What and where the content is.

Michael Horn Tweet

Questions?Comments?

The Tools(handout)

• Continuum from Textbook Enhanced to Online Teaching and Learning

• Rubric for Blended Learning– Develop walk-through tool with rubric

• Observation Form

Continuum (see handout)Where do you fit? Where does your school fit?

• Textbook enhanced teaching and learning

• Technology enhanced (not online)• Web/online enhanced• Blended• Online

From Textbook to Online Teaching

Online Teaching

Textbook EnhancedTeaching

TechnologyEnhancedTeaching

Web / Online Enhanced Teaching

Remember:This is a journey, not a destination.It takes time to

transform thinking and teaching.

The Rubric1. Leadership

2. New Staff Roles

3. New Student Roles

4. Personalized Learning Plans and Progress

5. Next Generation Curriculum and Assessment

6. Flexible and Real World Learning Environments

4-Point Rubric

1. Under Developed

2. Developing

3. Proficient

4. Well Developed

Indicator: Leadership

• 1.1 Measurable goals have been written and communicated with all staff.

Well Developed

Ongoing progress towards each goal is being collected and tracked by teachers and administrators.

Indicator: New Staff Roles

2.1 Teacher as facilitator/coach

Well Developed• Teachers regularly circulate around the room meeting with

small groups and individuals identifying progress toward learning goals.

• Teachers regularly document student progress daily through some digital record keeping system.

• Student data is regularly used as a means for differentiating instruction.

Indicator: New Student Roles

3.1 New Student Roles

Well Developed• Students regularly take active role in their learning and are able to

choose types of content (e.g. textbook, video or online) that causes their best learning.

• Students regularly track their own progress towards learning.

• Students regularly have ability to complete work at own pace.

• Students regularly know where to find help or support when needed.

Questions?Comments?

Quick Quiz: Blended Learning, what does “it” look like?

Blended? Yes, No, Maybe?

Blended? Yes, No, Maybe?

Blended? Yes, No, Maybe?

Blended? Yes, No, Maybe?

How to Observe a Blended Learning Teacher

• Adapt the Rubric• View student computer/device screen• View teacher interaction with students• View data teacher uses• Talk with students• Talk with teacher

Classroom Walk-Throughs• Evidence of student centric

– Student learning focus / Students in groups– Student computers/devices on a course management

system (access school and home)– Students can explain what and why they are doing

• Evidence of personalization– Teacher working with individual or groups– Student data used by teacher– Variety of ways for student to communicate with teacher

(verbal, discussion boards, email, twitter, etc.)

What does blended learning really look like?

Mott Hall V, New York City7th Grade Science

One-to-One

Group Projects

Small Group

Instruction

Management

What data do I use?Test 1 60.0% avgTest 2 76.6% avg

Progressing students cite review activity as most relevant piece to learning.

Prep Academy at Southeastern High SchoolDetroit, Michigan

Science Classroom

Prep Academy Management: Student chooses their weekly schedule

Data to personalize learning

iNACOL Webinar• A Day in the Life of a Blended Learning

Teacher– Alex Paraskaveides (Mr. P), Lead Blended

Learning and Science Teacher, 7th Grade, Mott Hall V, New York City

– Haley Hart, PASE Prep Academy Science Teacher, Southeastern High School, Educational Achievement Authority, Detroit

• Recording:• https://sas.elluminate.com/p.jnlp?psid=2013-

11-21.1455.M.A4AD5CB70B5A4D831FFD0B6FB3AD9A.vcr&sid=253

An Effective Blended Learning Teacher

• Classroom is controlled chaos:– students generally in groups– teacher circulating

• Student centered learning• Students focused on work, but may be in

different places in a unit• Teachers use data on a daily basis to

personalize learning / re-group students

Questions?Comments?

Now, the Technology Needed

• Robust Network• Student Devices• Course Management System• Content

Successful Blended Learning Involves Six Elements

• Leadership• Professional Development• Teaching/Instructional Practice• Operations/Admin

Systems/Policy• Content• Technology

1. Leadership

School Implementation• Identified administrator/leader and teachers at each school• Ongoing interactions (one-on-one, formal and informal) and

meetings of those involved in iLearn• Administrators, teachers and administrators work together

towards the blended learning goals established in each school

Promising Practices• School culture of innovation and empowerment• Start small and build• Communication is strong and occurs between involved people

in a variety of ways (one-to-one, phone, email, chat, etc.)

2. Professional Development

School Implementation• Both formal and informal (Schedule ongoing group and

individual support – online and face-to-face)• Modeling, webinars, small conferences, workshops, cohort

meetings• Support teacher / school librarian / implementation managers

are key

Promising Practices• Scheduled Time (within work week)• Participating Teachers as Resources• Professional Sharing / Professional Learning Community• School Support

3. Teaching/Instructional Practices

School Implementation• Common Vocabulary / Resources

– Blended Learning Continuum, Blended Learning Rubric, Observation Form

• Support for new blended learning teachers – modeling and mentoring

• Analyzing real-time data to personalize learning for each student

Promising Practices• Classroom Setup• Data Analysis• Individualized Instruction• Student Engagement• Digital Content

4. Operations/Management Systems/Policy

School Implementation• Restructuring of the traditional school class / school day• Emphasis on using real-time student performance data• Change in instructional delivery model

Promising Practices• Removal of institutional barriers / policies• Operational support• Policy development examples• Data-driven instruction

5. Content

School Implementation• Common course management system• Content providers to choose• Professional development and teacher sharing about content

provider and platform use

Promising Practices• Content Decision Making (purchase or build your own)• Customizable platform – teachers use base curriculum and

customize based on student needs• Customizable for individual students

6. Technology

School Implementation• School leadership ensures that technology needs of students

and teachers are addressed, and proper training provided.• Dedicated technical support for the blended learning

programs.• School leadership is visible in their own use of technology;

modeling expectations.

Promising Practices• Technology Training • Technology Support – Technician on site • Hardware and Software in place to use

Handouts - Use and Improve

• Links / Documents• Resources

– Continuum from Textbook Enhanced to Online Teaching and Learning

– Rubric– iLearnNYC Observation Form

Questions?Comments?

Remember:This is a journey, not a destination.It takes time to

transform thinking and teaching.

www.inacol.org

Contact Information

Rob Darrow - rdarrow@inacol.org

Rob’s Wiki: http://robdarrow.wikispaces.com