34. Publication Final Draft & Compilation Post – Resources Digital Environments

The resources digital environments course provided me various opportunities to analyze digital resources and apply new learnings to my learning environment. Such a process was done in various collaborative environments but mainly through a Facebook group of 26 colleagues who craved for learning from each other. I truly believed that the main goals for the Resources Digital Environments course were met.

During the first two weeks, I dove into the ISTE standards and other articles that pushed my thinking. For example, the article Publishing: Can I really do that? provided the guidelines for exploring the idea of publishing what I do in my classroom. As an educator, I feel I undermine the work I do. However, this article really encouraged me to share what I do or implement in my room because it is valuable. This journey sent me to explore and evaluate digital resources through which I could share my teaching and learning experiences. I discovered that my innovation plan – How the station-rotation blended approach can increase engagement – has value and can support other educators that want to learn how to use technology to enhance learning.

The first step I took when I embarked on this journey was to develop a publication outline. This process allowed me to refine my ideas and think about the intended audience. I have to say that I struggled with this step. I believe I am a big idea person who most of the time think about details last. I had not thought about publishing my ideas before so it took me some time to come up with a coherent outline that had a clear direction. I researched some of the agencies that would publish posts from educators, like me, who wanted to share what had been implemented in their classrooms.

I pre-selected three sites where I planned on submitting my publication. This step helped me when writing my draft because I had a clear goal and audience.

  1. Edutopia: ​​In order to submit an article to Edutopia, I need to send them an email with a few sentences describing my proposed post and a high-level outline. I know that the finished outline should be around 750–850 words. In addition to that, I need to have a clear audience. In my case, the intended audience is all educators who want to implement the Blended Learning Approach in their classrooms. 
  2. We Are Teachers: In order to submit an article to We are Teachers, I need to resemble the tone and style of their blogs. Their blog posts run between 500–700 words.
  3. ACTFL Language Connects: I can submit my article to the In the Classroom Department as the article will be on a topic directly related to languages in the classroom.

Another piece that helped a lot was the class discussions regarding digital tools in digital environments and perusing and sharing publications. I realized that I was not the only one who felt vulnerable when sharing their work.

Example of Discussion Board Posts
Feedforward Vs. Feedback

Once the outline was created, I started developing my first draft. In order to refine my publication post, I engaged in a feedforward loop with three more educators – Jennifer Marlor, Angie Ariza, and Christine Glenn. All the communication and collaboration happened through a Facebook group. Each participant posted the rough draft and requested feedback using the assessment rubric. When I received the feedforward, I “listened” to it carefully. Writing is a process that never ends, which means that there is always something that can be changed. My main goal was for my peers to hear my “voice” and for the article to be coherent and meaningful to most educators. I have added an example of the interactions that took place on the Facebook group.

The feedforward allowed me to see different perspectives and adjust my writing piece to the intended audience. In addition to that, the course pushed me to step out of my comfort zone by creating a media pitch for my publication. I have to say that I see myself as an introvert. However, the media project gave me an opportunity to dig deeper into my WHY so that I could share it with others. I tried different tools to create the media pitch such as Doodly, Prezi, and Powtoon but I decided to use Canva and uploaded the video to my YouTube channel. The goal is to present my ideas to influence others in a positive way. The video showcases my “WHY” and “HOW” I want to bring about change in my classroom to increase engagement and student agency in my classroom.

Media Pitch Project

Media Pitch Project

Sharing my ideas in the digital community Publication Article

After the feedforward provided by my peers and the revision and editing process, I can say that I am ready to submit my article to Edutopia and/or We are Teachers. The article will be submitted in August with the main goal to share my ideas with other educators.

Throughout the Resources Digital Environments course, I engaged in a highly collaborative environment in which I felt out of my comfort zone. The different assignments allowed me to dig deeper into the implementation process of my innovation plan.

Reflection: The videos and readings of the course allowed me to push my thinking. As an educator, I have learned how to share what I do in my classroom with informal posts via Twitter or comments via Facebook groups and discussion boards in the course. I truly feel that I have grown tremendously in this area (discussion posts). The readings and videos gave me the context to make connections and share my thinking with my peers about the variety of ways technology can enhance learning, how my learning environment is changing and how I can share the changes I am making in my classroom. These discussions gave me the tools and experience to step out of my comfort zone and share what I do with a wider learning community. I blogged about all the contributions to my learning in one of my most recent posts: Contributions to My Learning Community.

The reflection process and collaboration I engaged in this course also helped me grow as an educator. My next step is to publish the article. I will submit it in August to We Are Teachers.

Self-Assessment Marking: 92

Final Draft

33. Media Project

Sharing what I do in my classroom is new to me. It was only until I started the ADL program that I found it important to create a space like my e-portfolio to share my ideas with others. It was not an easy process though because I truly believe that whatever is out there for the public has to be meaningful and relevant to the intended audience. When I started the ADL program, I created an innovation plan based on the needs of my students. The problem I found was that my students were not engaged during my classes, which was a problem also shared by other teachers in my learning context. I dug deeper into the content and found an extensive number of researchers who had discussed the benefits of blended learning, which was my viable solution to the problem I had identified. The literature review allowed me to select a specific blended learning model I wanted to implement in my classroom: Station-Rotation.

Creating a significant learning environment was of utmost importance. I was able to identify fixed mindsets and prepare to overcome those obstacles before and during the implementation of the station-rotation approach.

It is now time to make my innovation plan known. I feel it is my duty to contribute to the field and support other educators. I took knowledge from lots of educators and it is my time to give back by sharing what I have implemented in my classroom. I created a media pitch project and wrote an article that was reviewed by three educators. Their feedforward was key in refining the writing piece before I submit it to We Are Teachers or Edutopia in August 2022.

Media Pitch Project

Sharing my ideas in the digital community Publication Article

After the feedforward provided by my peers and the revision and editing process, I can say that I am ready to submit my article to Edutopia and/or We are Teachers. The article will be submitted in August with the main goal to share my ideas with other educators.

32. Publication Rough Draft

Peer Assessment – The rough draft linked below was assessed by my core peer group. They used the following guidelines and provided the points listed below:

  1. PURPOSE AND AUDIENCE: 10 points
    • The written text effectively expresses the writer’s purpose and effectively addresses audience concerns.
  2. ORGANIZATION/LOGIC: 8 points
    • The written text demonstrates a logical arrangement of paragraphs, logical use of transitions between paragraphs, and a logical organization of ideas within paragraphs. The organizational logic enhances a reader’s understanding of the text’s ideas
  3. DEVELOPMENT: 8 points
    •  The written text effectively employs reasons and evidence—i.e., all reasons support the text’s purpose, and specific evidence supports all reasons.
  4. INTEGRATION OF KNOWLEDGE: 10 points
    • The writer’s voice in the text demonstrates a comprehensive understanding of the content and a personal engagement with the content (via the writer’s ideas, values, beliefs, and experiences). Readers perceive this textual voice as trustworthy.
  5. PUBLICATION GUIDELINES: 9 points
    • The written text contains few or no errors in spelling, grammar, punctuation, or sentence structure. Style is effective. Documentation is thorough and effective. The article follows all of the publication guidelines.

Total points: 45

The feedforward provided by my colleagues – Jennifer Lynn Marlor, Angie Ariza, and Christine Glenn – allowed me to work on gaps and expand my ideas when necessary. I know I get all into the topic of blended learning and I sometimes forget that others – in this case, my audience – might need additional details to understand where I am at in the process and where I am going to accomplish my goal.

Where do you plan to submit it? I am planning on submitting my article to:
a. Edutopia
b. We Are Teachers
c. ACTFL Language Connects

29. Publication Outline

Due to the rapid changes in the ways students learn, it is of utmost importance for educators to share what they do in their classrooms to encourage others to take risks in an attempt to support students and meet their needs.

Link to document in Google Doc format – HERE

27. Literature Review

Classrooms across the globe are changing constantly due to the needs students have. In my classroom, I have noticed students are not engaged. There is a huge need for them to have voice and often choice in how they learn. Classroom action research will allow me to reflect upon how to meet the needs of my 9th-grade students in a Spanish class.

Link to document: https://docs.google.com/document/d/1371sqdWbCpElTOjFrlydzasaFflqrgNrVq7jLOg5ihE/edit

26. Action Research Outline – Assessing Digital Learning

I. Introduction: 

The educational field has experienced an unexpected and drastic change due to Covid. Such changes led me to reflect upon my teaching practices. I work at a Charter school teaching Spanish at the Middle and High School levels. Since my campus started providing one device per student two years ago, I embraced the opportunity and started integrating components of Blended Learning in my classroom.  Blended learning has the potential to shift traditional instruction to a more sophisticated way of learning that provides students with the opportunity to have more control over their learning (Maxwell, 2016, paras. 1-2). The flexibility the approach provides through the different blended learning models serves as the medium for students to become more self-directed learners. As an educator, I want to challenge my students as I meet their cognitive and socio-emotional needs in my Spanish classes. 

II. What is the topic of your action research?

The topic of my action research is increasing student engagement, agency, and self-efficacy in a 9th-grade Spanish classroom by using the Rotation Blended Learning.

III. What is the purpose of your study?

This research will examine if the use of the Rotation Blended Learning model will increase student engagement, agency, and self-efficacy in a 9th-grade Spanish classroom.

IV. What is your fundamental research question

Does the implementation of the Rotation Blended Learning Model increase student engagement, agency, and self-efficacy in a 9th-grade Spanish class?

V. What is your research design?

I intend to use a Triangular Mixed-Methods approach. This plan will focus on both quantitative and qualitative data, ensuring that I get the best results possible. Through the qualitative data, I expect to collect students’ perceptions regarding how engaged they felt in the blended learning classroom. From the qualitative data, I expect trends to emerge so that I can determine if student engagement and agency increased. The quantitative data will provide a way to determine if the rotation blended approach was the factor that increased student engagement, agency, and self-efficacy, which can be reflected in how much learning happens in the classroom.

VI. What type of data will you collect?

Types of measurement instruments

  1. Unit pre-test & post-test (Quantitative) 
  2. Student interviews (Qualitative)
  3. Student surveys (Qualitative)

VII. What is the focus of your literature review? Literature review from 5305 

The focus of my literature review will be a look into Blended Learning and then diving into the Rotation Blended Learning model. Then I will define student engagement, student agency, and self-efficacy to be able to analyze the quantitative and qualitative data collected. 

References

Maxwell, C. (2016, February 19). A deeper look at the flex model [web log]. https://www.blendedlearning.org/a-deeper-look-at-the-flex-model. 

21. Contributions to my learning & my learning community

This course has provided strategies for me to dig deep into my innovation plan and be strategic at planning its implementation. For the Leading Organization Change class, I rate myself 90/100. The weekly discussions worked for me as it gave me an opportunity to discuss my thinking and hear other perspectives.

I truly believe that the school and the stakeholders are key players in promoting educational success. But the complexity of the socio-educational processes and the current scope of school failure highlight the need to promote the interaction and initiatives of other educational agents in the school environment. These agents can contribute to school and relevant educational actions, adding value to other professionals and volunteers from the local community. In my context, the school has been working hard on creating committees in which teachers share their perspectives and build strong processes so that everyone is on the same page. Last year, teachers met to discuss different ways in which the remote learning environment could be implemented at school. The discussion was long but worth it. Each person had a different perspective on this matter and it felt good to have a streamline view of what was expected of teachers and from students.

But, what is NOT working? This year has brought lots of whirlwinds: changes in administration, new systems, new initiatives, impact on student learning due to COVID amongst others are huge stressors in my context. Yes, change is challenging but I cannot forget about my focus and end goal.

During this course, I was able to collaborate with the following colleagues at school:

Mr. Mejia – Spanish (LOTE)

Miss White – Science Team Leader

Miss Makil – ESL Team Leader

Mr. Thomas – Math Team Leader

My new partner, Mr. Mejia, had a completely different experience in his classroom from mine.  The discussion we had centered on how teachers influence teachers. This was the perfect segway to share with them my post on Influencing Change. One of my roles as an educator is  to inspire and support change so that the school can move from where it is to where it needs to be to ensure the best outcomes for all its students. Change is always challenging but when necessary change takes place, it responds to the needs of students leading to changed practice and improved student outcomes. How am I inspiring others? I usually share new tools I use and strategies that engage my students in learning Spanish. I had a chance to share the goal of my Innovation Plan. My new partner shared the experience he had at his previous school. In our second conversation, I shared the 4DX framework. We came to the conclusion that most of the time teachers have little input into the planning and even implementation stages of initiatives. This allowed me to think about how to approach crucial conversations at school. I have been one of those who try to avoid conversations that are challenging in nature. Learning how to address conversations through which I share my passion for blended learning helps me to grow as a professional. I am not saying that after reading about Crucial Conversations and putting a plan in place I am an expert. What I am really saying is that I am willing to take the risk to be more open to face crucial conversations that will lead to organizational change.

Every course has provided me the opportunity to push myself and share what I have learned with others. I tend to work in isolation but such a fixed mindset has shifted this year. Collaboration needs to be at the center of everything I do at school because it allows me to learn from others and become a better educator. All the contributions to the course were made (assignments, posts, collaborative team) in a timely manner. The videos and readings allowed me to reflect upon my own practice and motivated me to continue shifting towards a growth mindset.

20. Self-differentiated Leadership and Crucial Conversations.

Leaders in school are everywhere. From my point of view, teachers may assume lots of roles at school with the ultimate goal to support student success. In my organization, one of the goals that is shared informally is building capacity in others with the sole purpose of being better educators each day. With that being said, I cannot do that without being a learner. I am always willing to explore new strategies. My hope is that such enthusiasm and passion encourages others in using those same strategies or approaches to have a positive impact on student learning.

Being a teacher leader does not come easily. I am a passionate educator that has unique opinions about what student learning should look like, and sound like in the classroom. In order to build capacity in others, I have the responsibility to be vulnerable and showcase what I do in my classroom. I am not perfect but I am looking for excellence in what I do.

The key factors for me to become a self-differentiated leader are to turn negative comments into negative, have a growth mindset, be vulnerable and have grit. Change is not easy. Every year educators hear about new initiatives that are in place. Some teachers have lost trust in their leaders and comply with the implementation of the initiatives. However, such compliance takes school leaders to unsuccessful results and mistrust in organizational change.

As a self-directed leader, one who is invested in being vulnerable and taking risks, I need to be ready to manage conversations that will promote change and create a mindshift in others. Such conversations will make me revisit “WHY” I do what I do as an educator. I used to avoid crucial conversations, but everything I do is with the solely purpose of making a positive impact in student learning, which encourages me to continue taking risks. The book “Crucial Conversations: Tools for talking when stakes are high” shares a 7-step primer on managing crucial conversations strategy which I will use to encourage others in implementing Blended Learning in my context.

  1. Start with heart. When I ask myself what I really want and what’s at stake, I come to the same conclusion. I am committed to be a better educator everyday so that I can provide the best education possible to each one of my students because they are the future of the current society. The world is changing rapidly and I feel I am stagnant in the way I teach my students. Technology advancements, and changes in society brought by COVID-19 have made a huge impact in the way students are taught and the tools that are available to do so. When talking to my colleagues, they agree on such changes; however, no action is being taken and that’s what starts crucial conversations.
  2. Learn to look. This is a step I have to get better at as I get defensive when colleagues start making comments against what I do or the way I do blended learning in my room. The mindshift I have to make is channeling that energy into leading the conversation with dialogue. When talking to my colleagues, I want to be on the lookout for a lack of mutual purpose. Not all people are ready to have a conversation that encourages them to initiate change. But when finding teachers who have a mutual purpose (being a learner) I need to be able to remember WHY I want to implement blended learning. The least I want to do is to force ideas into anyone. I want to showcase how I implement Blended Learning (BL) and the results I have gotten so far.
  3. Make it safe. Implementing Blended Learning might sound a huge change to teachers. However, what they have not realized yet is that BL has been around for years. In addition to that, COVID-19 forced teachers and stakeholders to speed up the implementation of certain components and models. How does this fit in this step? When having crucial conversations with teachers, I can take the time to listen to the experiences they had when implementing remote learning, using devices in the classrooms, having students off-campus and face-to-face. Why is this important? These are situations and events that teachers have in common and is a safe place to show interest in the experience they had.
  4. Master your story. When sharing what I do in my classroom and how Blended Learning has impacted student learning, I need to be prepared to respond with passion without being defensive. Grace . Not everyone has the same experiences; however, most of the teachers I work with have a passion for learning and willing to become better educators. From my perspective, I need to act with grace focusing on what teachers have experienced, rather than focusing on what has happened to me. In other words, if I want to promote change, I am to take ownership of myself and my emotions and be able to respond to others with my story and why I do what I do without diminishing what other in what other educators believe.
  5. State your path. The most effective way for me to state my path is by showcasing what I do in my classroom. The evidence of implementing Blended Learning will help me talk about my successes and failures. Why are failures important in this step? In order to grow, I need failure. When this happens, I go into a process of rethinking and reconsidering the steps I am taking when implementing Blended Learning. Successes are expected to be shared but most teachers focus on how I have tackled the struggles I have had throughout the process. These are some of the things I can do to state my path:
    • In weekly PLCs, I will showcase student work that highlights one component of Blended Learning. Instead of doing a different component every week, I will focus on one component a month. By doing this I can lead the path for other teachers who want to do Blended Learning in their classrooms.
    • I will create a website to start telling my story. This will allow teachers to have a place of guidance available to them at any time.
  6. Explore others’ paths. When having a crucial conversation about Blended Learning (BL) in the weekly PLCs, I need to know where other teachers are coming from before I am able to respond to their comments or questions. My goal is not to force anyone in doing BL in their rooms. My ultimate goal is to inspire others to impact student learning, increase engagement and support students in their quest to become productive citizens. Something I have realized is that most teachers went into education because they want kids to have a successful future. But this entails providing them the tools to be able to be successful on their own. Finding a place in which both educators agree on will allow for some dialogue when navigating the crucial conversation.  
  7. Move to action. Crucial conversations cannot be left open. When having these conversations in PLC, roles need to be assigned so that action steps can be documented. It is important to know who, what, when steps are happening. By doing this, the team of teachers will hold themselves accountable. Writing goals as action steps will allow the team to achieve bite-size goals so that successes can be celebrated and help them feel more confident and comfortable with change.

As a self-directed leader, one who is passionate about student learning, I need to learn how to navigate crucial conversations. Having a growth mindset will help me achieve this goal by giving me the courage to be vulnerable and share not only my successes but also my failures.

References

Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2002). Crucial conversations. McGraw-Hill Contemporary.

19. Installing 4DX with my organization

Leaders always have good intentions in organizations. They always want to work and do things in the best possible way. However, when an initiative or project is to be rolled out in any organization, planning for an ideal execution needs to be in mind. Teachers are caught up in the whirlwind of the daily job they perform and are often consumed by a number of initiatives designed by their organization. Such initiatives are, from the organizations’ perspective, well-thought-out and ready to be rolled out. However, most of the times teachers have little input into the planning and even implementation stages of such initiative. The 4 Disciplines of Execution (4DX) is a method­ology that helps organizations close the execution gap. I have developed an innovation plan, found our main sources of influence, and are now ready to create an execution strategy. To have higher chances of success in my plan I will be using the 4 disciplines of execution, which involve:Franklin Covey & Chris McChesney.

Franklin Covey & Chris McChesney
  1. Focusing on the wildly important goal.
  2. Acting on the lead measures.
  3. Keeping a compelling scoreboard.
  4. Creating a cadence of accountability.

As a teacher, I feel I am always in the whirlwind of the daily tasks and struggles of the work I do. At work, I am always multitasking and going from one task to the next one left me with the feeling that I can never catch up my breath. But, as an educator, I cannot get trapped in the whirlwind. My main responsibility is helping my students grow so that they can be successful in life. My innovation plan is the wildly important goal at its core so I will use the 4 Disciplines of Execution to help me turn it into a reality. The 4 Disciplines of Execution (4DX) is a formula designed to execute on my most important strategic priority – innovation plan – in the midst of the whirlwind in the middle of a pandemic.

Discipline 1: Focus on the Wildly Important 

​Narrowing the focus of my innovation plan allowed me to unclutter the path to see the end goal. I feel I am always trying to attend to too many tasks at once letting the whirlwind drag me down an unclear journey. In my Blended Learning innovation plan, there are many possible goals, but there is one that would make all the difference. The wildly important goal (WIG) I propose is: “By 2023, 70% of elective teachers in my organizations will do Blended Learning in their classrooms.​” **The WIG can be altered based on team discussion but will involve Blended Learning.

Discipline 2:  Act on the Lead Measures

In order to come closer to meeting WIG, I need to identify my lead measures. Changing and influencing behavior requires me to focus on behaviors that have the greatest leverage. These are three sample lead measures that I will l share with my team so that I can move towards achieving my WIG:

  1. Teachers will do blended learning in their classrooms. This will be measured by a reflection on how blended learning impacted student learning. Teachers will use Flipgrid to report such an impact.
  2. Teachers will integrate blended learning into the curriculum. This can be done by reviewing and implementing at least two components of the model every two weeks. This measure will ensure teachers apply their knowledge into their own content area modifying and/or adjusting curriculum activities.
  3. Teacher will hold themselves accountable through collaborative meetings (PLCs). During the meetings, teachers will support each other by sharing resources, developing lessons, celebrating successes.

The Lag measure tracks the goal, or in this case the end result, where at least 70% of the elective teachers will do blended learning in their classrooms by 2022-23. The LEAD MEASURES are what drives the success of the intended outcome/goal and need to be our focus.

Discipline 3: Creating our scoreboard to easily display and track our lead and lag measures

I have to admit that this discipline was the most difficult for me to design. I had to think how to do it in a way in which the strategy would really encourage participants rather than get disappointed or feel less than others. In my innovation plan, I stated I would create a site specifically to store PD sessions about blended learning, its types, examples of blended learning implementation in different content areas, as well as minutes of monthly PLCs. By doing this digital scoreboard, the elective teachers can see their progress, support each other and hold themselves accountable for their own progress and learning.

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The scoreboard will be updated weekly by calculating the lag measures.

Discipline 4: Creating a cadence of accountability

Teachers will meet weekly. The meetings can be done synchronously via Zoom or face-to-face. When meeting as an innovative team, they will celebrate their successes. This will allow them to hold themselves accountable. The goal is for the team to design their own weekly goals and support each other at achieving them. Such goals are bite-size. This means that they can achieve them motivating teachers to continue growing while they do blended learning in their classrooms. In order to hold myself accountable, I will have the following items for the team:

  1. Account: Report on commitments. I am committed to continue working on the current implementation stage–“here is what I am doing”
  2. Review the scoreboard: Learn from success and failures. Report the implementation of BL and how is the BL taking on instruction.
  3. Plan:  Clear the path and make new commitments. Members will share any difficulties and success found through the implementations of the Blended Learning. Suggestions will be recorded to be used during the next section. Questions will be clarified as a team. Help will be offer and PD will schedule

5 Stages of Change

6 Sources Of Influence & 4 Disciplines of Execution (4DX)

One of my roles as an educator is  to inspire and support change so that the school can move from where it is to where it needs to be to ensure the best outcomes for all its students. Change is always challenging but when necessary change takes place, it responds to the needs of students leading to changed practice and improved student outcomes. The 4 Disciplines of Execution (4DX) process and the Influencer Model can lead to a more streamlined process that promotes change. From my perspective, when using the influencer model, I looked at my plan from different perspectives making sure the participants were going to be successful throughout the implementation. When using the 4DX model, I felt I was taking care of the details and the people who would implement the plan. Such a combination allows me to create a long-lasting and effective change in my organization.

Both models, the influencer and 4DX, share the following characteristics. Through the use of the models, participants are motivated. The influencer model provides the details on how to change behaviors through social, personal, and structure motivation and ability. In the 4DX model, a scoreboard is designed to encourage participants towards change and for it to become a habit. In addition to that, both models provide a clear path for me to measure success. A third similarity is a focus both models provide at the beginning stages of the plan. From my perspective, it allowed me to really unclutter my plan and focus on the end goal. By doing this, I was able to focus on one goal rather than a subset of goals that were not going to drive change in my organization.

References:

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A.. (2013). Influencer: The new science of leading change. New York, NY: McGraw-Hill Education.

McChesney, C., Covey, S., Huling, J., (2012). The 4 disciplines of execution. New York, NY: Free Press.

18. Influencing Change

One of my roles as an educator is  to inspire and support change so that the school can move from where it is to where it needs to be to ensure the best outcomes for all its students. Change is always challenging but when necessary change takes place, it responds to the needs of students leading to changed practice and improved student outcomes. My innovation plan’s goal is to implement a Blended Learning approach in 6th grade in order to give students more control and agency over their own learning. For this specific influencer strategy, the goal is for a group of team leaders and teachers to implement blended learning in their classrooms. Numerous factors such as context, teachers, and families are involved in order to advance in the achievement of my innovation plan. In order to increase the chances of this innovation plan, I will use the six sources of influence to increase the chances of success.  This process is not a quick fix; it is a process and model for changing behavior at an organization’s core. Based on this, I have developed a strategy for organizational change in regards to my Blended Learning initiative.

How will I measure the results?

In order to know if the results of my innovation plan worked, I will gather different data points. I will gather input from students through polls and surveys. I will also develop a system to systematically collect observations that demonstrate students were engaged. In addition to that, I will meet bi-weekly with team leaders to discuss student and teachers’ input.

There are some vital behaviors that I need to observe in my organization. The first behavior I identified is resistance to change. Corica (2020) states that going against change is due to the displeasure of the challenge as they present new ideas and cause a change of thinking on whoever is involved (p. 2). From my perspective resistance to change is evident by the lack of interest others put in it which can prevent, interrupt or hinder the successful implementation of the blended approach.

Vital Behaviors:

  1. Teachers will do/ set up blended learning environment.
  2. Teachers will integrate blended learning into the curriculum.
  3. Teacher will hold themselves accountable through collaborative meetings

The organizational influencers that will support the implementation of my innovation plan are team leaders, administrators, teachers, and technology department.

The following chart includes the six sources of influence to make change in my organization.

MOTIVATION ABILITY
PERSONAL*Teachers will learn how to implement blended learning (intrinsic motivation).
*Teachers will learn tech skills and provided with tech support often. 

*Adopters are provided an opportunity to observe at least 3 blended learning models in a colleague’s classroom.
*Adopters are provided technical support/directions for implementation of blended learning models.
*One-on-one conferences at adopters’ request. During the conference, adopters will discuss failures and how they are overcoming them.
SOCIAL* Team leaders model how they have implemented one of the blended learning models in their own content area.

*Share student work that has been done in a blended learning class.

*A site will be designed to host tips for teachers.

*An account on Slack will be created to connect the team and communicate with others (support system).

*Teachers will join a closed FB group to allow for networking with teachers outside their context.
STRUCTURAL*Provide a recognition or incentive system


*Share success at school and in weekly communication system


*I will design a badge system with specific criteria.
*Technology department will develop a stable infrastructure (reliable wi-fi) across the building. The organization may purchase additional devices to have available to students and teachers.



Reference

Córica, J. L. (2020). Resistencia docente al cambio: Caracterización y estrategias para un problema no resuelto. AIESAD. https://www.redalyc.org/journal/3314/331463171013/html/