Influencer Model

"A leader is one who knows the way, goes the way, and shows the way." - John C. Maxwell

When you encourage others, their comprehension is enlightened. Individuals become engaged team participants, smoothly advancing toward a common goal.

GOAL

Our goal is ambitious and impactful. It has the potential to transform students’ engagement and participation roles.

80% of second graders will create digital writing journals within a blended learning environment ( blended station rotation model), incorporating academic vocabulary in their reflections with at least six writing samples throughout a school cycle (nine months).

Vital Behaviors

The desirable behaviors to be developed are in accordance with the learning objectives outlined in my proposal.

Teachers will create a meaningful learning environment for their students by implementing a blended learning station-rotation model (Horn & Staker, 2015, p.10) guided by the COVA approach. COVA stands for Choice, Ownership, and Voice through Authentic Learning in the Writing Process. This approach strongly emphasizes students' choice in what they learn, ownership of their learning process, and voice in how they demonstrate their learning. For instance, students can choose their writing topic, take ownership of their writing process, and use their voices to express their thoughts and ideas.

Teachers will encourage their students to express themselves orally in complete sentences.

Teachers will encourage students to apply the language conventions when writing complete sentences.

Students will be active participants in a collaborative atmosphere. They will exchange ideas and points of view, enriching their learning journey and feeling empowered in their role.

Collaborative influencers, typically school administrators, instructional coaches, or experienced teachers, will be key in organizing and celebrating a publishing exhibition party for the students every nine weeks. This event will be a platform where students' digital journals will be valued and appreciated by their school community, instilling a deep sense of pride and accomplishment.

Collaborative influencers, typically school administrators, instructional coaches, or experienced teachers, will practice the four vital behavior search strategies. These strategies will guide the influencers in identifying and promoting the desired behaviors among the students.

Notice the obvious: identify behaviors that are obvious yet seldom used (J. Grenny, 2013, p. 47).

Look for crucial moments: determine whether a specific action jeopardizes success. (J. Grenny, 2013, p. 47).

Learn from positive deviants: determine the characteristics of positive deviants—those who reside in the same world but somehow achieve far superior outcomes—by observing their behavior. (J. Grenny, 2013, p. 47).

Spot cultural busters: seek actions that challenge ingrained taboos and cultural conventions (J. Grenny, 2013, p. 47).

Focus and measure

“ Influencers are crystal clear about the result they are trying to achieve and are zealous about measuring it.” (J. Grenny, 2013, p.13).

Observation: teachers can enhance their application of the blended learning model by applying data analysis, observation coaching, and time—all necessary for blended learning (Horn & Staker, 2015, p.10).

Examine: analyze whether blended learning has been implemented in conjunction with the COVA model in the classroom and assess its efficacy (Harapnuik, Thibodeaux, & Cummings, 2018).

Student-centered: student-centered active learning.

Utilize and Contrast Data: (BOY) data, which includes students' initial writing skills, to compare to middle-of-year (MOY) and end-of-year (EOY). Use beginning-of-year results, which measure and contrast students' progress over the school year.

Evaluate: students' written compositions using literary rubrics according to genre (narrative, informational, opinion-persuasive, procedural).

Target

Second-grade teachers
Instructional coaches
Curriculum coordinators
School district administrators
Second-grade students

INFLUENCERS

*Instructional coaches

*Curriculum coordinators

*Second-grade teachers

*School administrators

Six Sources of Influence

“ Influencers succeed in creating change where others fail because they overdetermine success” (J. Grenny, 2013, p.28).

Influencers assist change by consistently using a critical mix of all six sources of influence (J. Grenny, 2013, p.67).

We will combine the motivation and ability domains in their three distinct combinations for our behavior modification strategies.

References

Grenny, J., Maxfield, D.,& Shimberg, A.(2013). How to 10X Your Influence. wwwvitalvmarts.com

Grenny, J., Maxfield, D., Mcmillan, R., Patterson, K., Switzler, A. (2013) Influencer: The Science of Leading Change (2nd ed.). McGraw Hill.

Harapnuick, Thibodeaux , & Cummings. (2018, January). COVA. Lamar University.https://tilisathibodeaux.com/wordpress/wp-content/uploads/2019/04/COVA_eBook_Jan_2018.pdf

Horn, M.B, Staker, H., & Christensen, C.M. (2017). Blended: using disruptive innovation to improve schools. Jossey–Bass. The Behavioral Science Guys. (n.d.). How to Change People Who Don’t Want to Change |

The Behavioral Science Guys. Www.youtube.com. Retrieved September 4, 2023, from https://youtu.be/9ACi-D5DI6A