Blended Learning Transition

Dr. Fremstad has been instrumental in the implementation of Professional Learning Communities (PLCs) at West Fargo High School. She understands the power of teacher collaboration and has led the charge to train and monitor the program with fidelity. Jennifer has inspired educators to share student evidence of learning and extend intervention or enrichment learning opportunities based on the data. In addition, she advocates on the importance of frequent classroom visitations with her leadership team and establishes annual visitation goals to support teachers and

Roberts, S. & Pruitt, E. (2003). Schools as Professional Learning Communities: Collaborative Activities and Strategies for Professional Development. Thousand Oaks, CA: Corwin Press.

Taking an active interest in lifelong learning and understanding how this can help to improve professionalism.

Unfortunately, thorough research on the impact of professional development on student achievement is limited because it is challenging, complex and expensive to study. Nonetheless, Hoaglund, Birkenfeld, and Box, (2015), conducted a study that illustrated that learning communities are viable tools for providing professional development to both pre-service teachers and current teachers. Their study showed how a group of pre-service teachers and their supervisors participated in a professional experience learning community for two terms prior to the pre-service teacher’s junior year at Samford University in Birmingham, Alabama. Questionnaires and interviews were used to evaluate the effectiveness of the program. The results of the study indicated that all participants valued the experience and consequently were able to gain and identify some benefits of a professional learning community (PLC). Participants specifically reported a greater appreciation of collaboration with more experienced educators as a practical way of solving issues and implementing processes and procedures for increasing student achievement. The activities incorporated within the

1). Consequently, teachers need training and support through professional learning communities (PLC) as they “…have proven to be a cornerstone of effective teaching and, in underperforming schools, a catalyst for improvement” (Farbman, Goldberg, & Miller, 2014, p. 10). As a result, my plan proposes following Claudet’s model of a change agent (2011) by inspiring stakeholders to become collaborative partners in remedying academic gaps. It begins with the faculty analyzing student data scores to prioritize topics, designing a timeframe to meet goals, and identifying the stakeholders involved in the decision-making process. Once this is determined, several teachers would attend summer or fall training sessions to develop strategies to address the learning needs of low-achieving students because “…collective leadership has positive effects on student achievement” (Barth, 2001, p. 12). The trained teachers would provide monthly PLC activities to cultivate developmental and cultural instructional strategies, analyze student progress, share successes, and problem-solve concerns. Measurement of the effectiveness of the training occurs through staff participation, observations, and classroom formative and summative assessments, as recorded through the software programs provided to the teachers at the beginning of the

In today’s day and age, it is very easy to locate anyone, from ages 4-24, plugged into technology at any given moment. Although the increased usage of digital media and information had forever positively influenced our society, it is important to remember our foundation and to develop ourselves and the future generation with a different, more traditional perspective of life. Prior to deciding to convert a school’s curriculum to a more blended learning environment, realizing the possible detrimental factors that using technology to facilitate learning could cause is high significant.

Though the idea of working collaboratively is not a new one, the concept of professional learning communities (PLCs) has recently become very popular in education. During the summer of 2012, the Pasco County School District introduced the concept of PLCs into its schools in an effort to improve student learning in this era of increased educational scrutiny and accountability. Department heads suddenly found themselves relabeled PLC facilitators and called to attend two days of summer training meant to prepare them to lead PLCs once the school year began. The other PLC participants, the

Professional learning communities (PLCs) are communities of educators who work and meet together to collaborate. Their goal is to make sure students are learning the content everyone is teaching. A “highly effective” learning community involves educators who are willing to work with others. Educators who do not make excuses for why students are not learning, and they view growth as positive thing. In effective PLCs, staff members meet on a regular basis, these meetings can be formal and informal. One big takeaway is to ensure teachers are not working in isolation. Members of the PLC work with one another to analyze student work and data, and use that information to better serve those that are not meeting the objectives.

The professional development also needs to expand. Utilizing the online classroom/communities is one way teachers can get the necessary tools to help their students engage in PBL. These types support will give educators the ability to gain knowledge and support from their peers. It is also an opportunity for them to share best practices. This environment the teachers are learning provides a model for their students whereby the students witness their teacher being engaged and collaborating with their peers, which shows the pupil that their teachers are engaged in their world. ("eduviews: Teaching in the 21st Century," n.d.)

In chapter nine the authors explore the subject of transitions. Transition to the general education setting is an important process for students in early education. According to the Individuals with Disabilities Act (IDEA), the transition process is used to ensure that children with disabilities have opportunities for a free and appropriate public education. The transition process begins when a child turns two years old. The family and the early childhood service providers will to establish goals for the child and create the child’s Individualized Family Service plan (IFSP). An important part of the IFSP will be identifying the preschool program and/or community service program that will be the best option for the student. Some of the programs

The creators of hybrid degrees recognize that certain skills and knowledge cannot be adequately conveyed through online platforms alone. In order for certain topics to be effectively taught, it is sometimes necessary to receive face-to-face instruction. Lectures can be recorded and listened to online, but advanced medical or mechanical techniques need to be learned from someone who is available to answer questions and provide constructive feedback. Hybrid degrees incorporate the best features of both online instruction and on-campus study to deliver a holistic educational experience.

Overall, high rates of teacher turnover have direct monetary costs and alter the distribution of teacher experience and skill across districts. Dr. Maxwell, the Superintendent of PGCPS formed a Transition Team from which four subcommittees were formed one being the Teaching and Learning Committee (TL). The TL examined research on professional literature to answer the question and determined that in order for students to receive the high-quality education that prepares them to succeed in post-secondary opportunities, staff members must have instructional resources and professional learning opportunities to build their capacities

During my learning experience, I had the opportunity to re-skill myself and learn new strategies to support my mission as a teacher. Recently, the Practicum course has helped me live an authentic experience by transferring my learning and understanding into reality. I share knowledge, experience, and communication, which increase my awareness in a way to understand the change and implement new ways of

Schwartz (2013) discusses how blended learning can be a mix of online and in-person instruction or hybrid class. Blended learning is a combination of the physical and digital tools, which integrate face-to-face pedagogical methods with a mixture of in class instruction, online work, and peer collaboration all intertwined with choices, creativity, and differentiated instruction that keeps student’s engaged as they learn. Blackboard, Ramport, and Banner allows faculty and staff members’ access to university data that is need to track the student’s VA benefits.

Education is an important part of people’s lives; it will either make them or break them in the future depending on the careers they choose. Education is greatly diverse today in comparison to the 1950s because of advancements in teaching and other great inventions that provide easier techniques of teaching. One major issue that has been raised is distant learning courses and online education.