Doyna Johnston
Developing Effective Alternative Proffesional Learning
“You cannot teach a man anything, you can only help him discover it within himself .”___ Galileo Galilei, astronomer, physicist, and engineer.
A journey towards the implementation of effective professional learning for educators... Provoking the “Eureka”!-learning experience one learner at a time.
My journey towards innovative learning has been transformative. It began by exploring various educational approaches and seeking methods that resonated with my interests and strengths. I embraced new technologies and resources that catered to my diverse students' learning styles. I discovered the best strategies for them, allowing for deeper engagement and understanding. Through this journey, I developed an Innovation Proposal that inspires my pupils to master the craft of expressing their ideas, opinions, and research through the art of writing.
This professional learning proposal aims to share with educators the benefits that joint implementation of the COVA (Harapnuik, 2018). and Blended Learning educational models can provide in terms of language proficiency and critical thinking development in our young language learners.
Why is there a need to develop significant learning environments?
Our team of enthusiastic learning facilitators in the Dual Language program is committed to enhancing language proficiency across the four key areas of linguistic competencies: listening, speaking, reading, and writing. To ensure the success of our language learners, it is essential for them to develop both social and academic language proficiency in English and Spanish. Consequently, classroom instruction that effectively engages and fosters proficient language acquisition, combined with high-quality content in subject areas, provides our language learners with the opportunity to acquire knowledge and skills while striving to achieve their full academic potential.
In the pursuit of establishing effective professional development within my grade level, I would like to provide our educators with a learner-centered active learning method known as COVA, which gives students “Choice, Ownership, and Voice through Authentic Learning” opportunities (Harapnuik, 2018).
The design of a professional learning course focused on the integration of significant learning environments(CSLE) through the implementation of Blended Learning ( a pedagogical approach that integrates in-person and digital learning activities to provide a cohesive and unified educational experience )into the curriculum is intended to empower teachers to foster a meaningful learning environment for their students ( Horn et al., 2017). This comprehensive approach addresses skill development as an integral part of a whole. It equips educators with the necessary knowledge and abilities to transform the educational methodology into a more dynamic model that allows students to become co-creators of their projects, engaging actively in research endeavors.
Here is a cordial invitation to explore my call to action convocation to promote an effective professional learning program. Call to action.
How will the PLD (Professional Learning Development) program be delivered?
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Our dual Language program team plans to implement professional development sessions by organizing the learning activities in alignment with Allison Gulamhussein's (2013) five principles of professional development: Duration, Support, Engagement, Modeling, and Content Specificity. These learning activities will facilitate educators' achieving their objectives.
Duration:
Provide continuing and extended training: rather than holding seminars and training sessions as only a one-time occurrence, do it regularly. This approach enables educators to fully assimilate the information, engage in practical application, and reflect on their experiences. Promote ongoing professional development to assist educators in finding supplementary resources and webinars or to join professional communities that foster their continued exploration of online blended learning.
Support:
Assign qualified learning facilitators to serve as mentors and coaches, providing individualized guidance and support to instructors as they incorporate COVA and Blended Learning educational programs into their teaching methods. Create a network of supporters: Create a professional learning community where educators can discuss issues, share experiences, and work together to find answers.
Engagement:
Interactive Learning: throughout the training sessions, actively involve educators by implementing active learning strategies, facilitating group discussions, and incorporating proper dynamic routines.
Encourage Peer Collaboration: Include interdisciplinary projects or reflections that let teachers collaborate to create digital writing samples and give each other feedback.
Content Specific:
Tailor the instruction: modify the material to satisfy the specific needs of the teachers, keeping in mind the particular subjects and grade levels they impart. Ensure the training aligns with the present knowledge and skills determined by the Texas Education Agency Learning standards for the subject imparted.
Why is fostering collaboration essential when carrying out a PLD program?
Our dual Language program team plans to implement professional development sessions by organizing the learning activities in alignment with Allison Gulamhussein's (2013) five principles of professional development: Duration, Support, Engagement, Modeling, and Content Specificity. These learning activities will facilitate educators' achieving their objectives.
Who leads what components?
For the implementation of our professional learning program, regarding creating learning environments through blended learning, our team will carry out a structured approach to dividing tasks in the following order:
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Learning facilitator in charge of presentations:
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Each team member is at their respective grade level.
2nd grade: Doyna Johnston,
kindergarten: Desiree Lopez and Angelica Padron
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Learning activities facilitator:
Instructional coaches by grade level.
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Assessment facilitator: all team members and instructional coaches.
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In general, the administration team, which includes principals and assistant principals, is accountable for monitoring data and objectives. Instructional coaches are expected to support teachers in guiding and overseeing project planning and execution, as well as modeling the new educational models. Teachers are accountable for planning, self-study, self-assessment, and implementation in their own learning spaces (classrooms), ensuring our language learners demonstrate and internalize the content learning objectives in the curricula.
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Audience:
These professional development sessions are designed for a diverse group of school administrators and educational institutions seeking to adopt new and innovative teaching strategies that will engage and motivate their students' learning.
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Principals and assistant principals need to comprehend how they can use data to assist schools in achieving their objectives. On the Other hand, Instructional coaches must possess a comprehensive understanding of digital tools, pedagogical strategies, and leadership approaches, along with relevant activities and support resources, which may vary based on the grade level and subject area. Ultimately, as crucial elements of their professional growth, teachers need access to tools, a focused curriculum, mentoring, and ongoing training all year to make adopting a new educational methodology successful.
BHAG GOAL:
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I aim to familiarize our teachers with COVA, a learner-centered active learning method that prioritizes providing students with opportunities for "Choice, Ownership, and Voice through Authentic Learning" (Harapnuik, 2018).
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This goal conveys to educators the benefits that the joint implementation of Blended Learning ( Horn et al., 2017) and the COVA (Harapnuik, 2018) educational framework models may provide, especially concerning improving language proficiency and developing critical thinking abilities in our young language learners.
*The dates listed in the Outline are subject to change based on institution or school district events.
Reference
Clayton Christensen Institute. (2014, June 5). Part 6 -- Technology as a Disruptive Force in Education [Video]. Youtube. https://www.youtube.com/watch?v=k0ENX-GTUf4
Dweck, C.S. (2016). Mindset: the new psychology of success. Ballantine Books.
Fink, L. (2003). A Self-Directed Guide to Designing Courses for Significant Learning Designing Courses for Significant Learning. https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf
Gulamhussein, A. (2013, September). Teaching the teachers: Effective professional development an era of high stakes accountability. Retrieved from The Center for Public Education website: https://www.dropbox.com/s/j13c5mk092kmqv9/Teaching_Effective_Professional_Developmt.pdf?dl=0
Harapnuik, D. (2021, February 26). Aligning Outcomes, Activities & Assessments. Harapnuik.org. https://www.harapnuik.org/?p=8732
Harapnuik, D. (2015, May 9). Creating significant learning environments (CSLE) [Video]. YouTube, from https://www.youtube.com/watch?v=eZ-c7rz7eT4
Harapnuick, Thibodeaux , & Cummings. (2018, January). COVA. Lamar University. https://tilisathibodeaux.com/wordpress/wp-content/uploads/2019/04/COVA_eBook_Jan_2018.pdf
Harapnuik, D. (2022, May 9). .It's About the Learning First [Video]. Youtube. https://www.youtube.com/watch?v=t70YLzbeyzA Harapnuik, D. (2016, June 13). Why you need a BHAG to design learning environments. Harapnuik.org. https://www.harapnuik.org/?p=6414
Horn, M.B, Staker, H., & Christensen, C.M. (2017). Blended: using disruptive innovation to improve schools. Jossey–Bass.