Call to Action
In the world of education, educator's growth is heavily connected to continuous learning. This is traditionally known as professional development. However, its effectiveness of professional development is heavily questioned. The current trend often involves workshops that need more relevance to educators' needs, leading to educators feeling that their time is wasted and no learning has accrued.
To address these shortcomings, there's a push towards "professional learning." Unlike "development," "learning" emphasizes an active and collaborative process, empowering educators to take ownership of their growth journey.
Professional learning focuses on ongoing reflection, experimentation, and collaboration among educators, recognizing the educators' diverse backgrounds, knowledge and skills. It shifts the focus from a one-size-fits-all approach to a personalized and empowering model that enriches teaching practices and student experiences. To prepare for the start of school and cultivate an "educational state of mind," many educators have consciously set aside the previous year and are focusing on rejuvenation. It's noted that our working memory tends to have limitations in retaining information effectively (Phillips, 2014). This reframing signifies a shift towards continuous growth, collaboration, and adaptability—a journey that holds the potential to elevate the quality of education for all.
Call to Action Video
Call to Action Process
The Process of this call to action starts with collaboration with the instructional team to determine the needs assessment of the campus. It was Identified that teachers needs help to understand how to engage students and to make sure that students get equal access to the curriculum and instructions. The Call to Action is to let the convince the Lead Team the need for a Professional Learning instead of a Professional development which is a "sit- and -get " learning. I used Power Point Presentation to create the presentation slide and recorded the video using Canvas
The Why
As a dedicated special education teacher and Mathematics Teacher, I've witnessed firsthand the effectiveness of blended learning and differentiation in the classroom environment. The search for effective implementation has always been challenging. Despite attending numerous professional development sessions, I feel that it is a challenge and time consuming to transfer theories to practice. There is always evident of lack of support after the professional development that leads to not being able to correctly implement the theories into practice. I am in search of a philosophy that not only impart learning and growth to teachers but there is continuous collaboration and growth, and there is continuous support when being implemented after the trainings.
Implementing Professional Learning rather that Professional Development is important to ensure the success of my fellow educators. Using the Philosophy of Professional Learning, using the course "Maximizing Learning Potential with Blended Learning and Differentiation in a K-12 Classroom", I believe that educator will not only gain knowledge about the how to properly implement blended learning and how to effectively differentiate work for students while in a blended learning educational environment, they will also feel that they are supported when they implement in their respective classroom. There will be continuous support given by the instructional coach and administrators to make sure that the learning is properly implemented and to give them constructional feedback during the process. They will also still have access to the course materials during the implementation stage.
The What and The How
At Medio Creek Elementary School, change is coming. As a dedicated special education teacher, I've witnessed the strong impact of blended learning with differentiation on my students' academic growth and engagement. It has always been a challenge how the theories can be properly be implemented inside the instructional setting.
In my quest to improve teacher training, I turned to professional learning. Unlike traditional professional development sessions that often feel disconnected from classroom realities, professional learning offers a more immersive and continuous approach. With the support of innovative tools like PowerPoint, google product such as Jam board, Google slides and Google Doc and Canva, I crafted engaging resources to equip educators with the strategies and skills needed to thrive in a blended learning environment.
But the journey doesn't stop there. Recognizing the importance of collaboration and continuous growth and development, I compiled my insights into a compelling video message. Addressed to district leaders and administrative staff, this call to action asks for a shift towards professional learning as the foundation of teacher development.
Targeted Audience
The Professional Learning is targeted for teachers, administrators and instructional coaches. Each on of them will have a crucial role in the implementation process to ensure the success of the Professional Learning
PL's 5 Principles of Professional Learning
Duration
Participants will be attending 5 days in-service training. During the fall semester, participants will attend monthly check-in and continuous feedback session with their administrators.
Modeling
Participants will be able to observe teachers who are currently implementing blended learning in their respective classrooms.
Support
Participants will be able to engage in bi-weekly PLC where they will receive feedback and able to ask for support from their administrators or instructional coach. I will also be available for support as needed
Content Specific
Participants will be working on their own core contents or grade level, they will be designing lessons and activities based on their current teaching roles.
Engagement
Participants will be able working on different hands-on activities during the session. They will be able to create their own blended learning and differentiated lesson plan and collaborate with peers for feedback
References
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/system/files/2013-176_ProfessionalDevelopment.pdf
Heather Hill. (2015). Review of The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development. Harvard Graduate School of Education. Retrieved from http://www.greatlakescenter.org/docs/Think_Twice/TT-Hill-TNTP.pdf
Standards for Professional Learning. (2019). Retrieved from https://learningforward.org/standards/Standards for Professional Learning: Quick Reference Guide. (2019). Retrieved from https://learningforward.org/wp-content/uploads/2019/09/standards-reference-guide.pdfTNTP. (2015).
Andrews, T. M., Leonard, M. J., Colgrove, C. A., & Kalinowski, S. T. (2011). Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses. CBE Life Sciences Education, 10(4), 394–405. http://doi.org/10.1187/cbe.11-07-0061
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
