Creating a SAMR Model Flipped Professional Development

Creating a Flipped Professional Development 

I was assigned to create a flipped professional development lesson of a research-based learning strategy. No problem, I thought! I had in mind that I'd like my staff to learn about Dr. Puentedura's SAMR model of technology integration into the classroom, which lends itself perfectly to a flipped PD design. I read a number of blogs and articles about how to create a flipped PD lesson, and then got to work. I quickly realized that it wasn't going to be as easy as I thought. I loved Conley's (2013) idea of using an infographic as the agenda, where links to everything could be housed in an appealing visual. I was also tasked with utilizing a ten-minute video and Google Classroom for the assignment. I wanted to incorporate a Padlet wall to additionally house resources for the lesson and concept. I knew I also needed to create documents and assessments to link to the PD. This was quickly snowballing. 

I am going to preface the rest of this blog post by saying that I have not actually conducted the PD lesson with my staff as of my posting this. Nearly all the information I found online about flipped PD dealt with the implementation of the lesson, not developing the lesson itself. That's the information I actually wanted to know. Yes, all the blogs and websites state that you will need to modify (or completely change) your flipped PD lesson after you've given it and figured out what worked, but I needed information about how to even get started! So, below I've posted what I created and I will walk you through my steps and reasoning.

https://www.pinterest.com/pin/336714509630595480/

(This link will take you to the active infographic on Pinterest.)

1. The Infographic: I love infographics, so I decided to use it as a kind of "coming attraction" poster for the staff to see what all will involved for the flipped PD. They can access nearly all the materials right off this poster by clicking on any of the icons. I would email this to everyone the week before the PD would be scheduled to take place.

2. Pre-Assessment: I made a quick, fun pre-assessment for people to take prior to starting the flipped learning activity. It could be used to group people at the meeting or shown to participants after the training for them to see how much they've learned.

3. Flipped Learning Activity: For the learning activity I opted to have participants watch one short video and read a reinforcing article. According to Pierce (2015), student learning videos should be six minutes or less for the most retention. I know that adult learners can handle more, but I opted to go short on the required video and provide a link for additional videos stored on a YouTube playlist. I provided the link for the playlist, as well as a link for additional infographics and articles with a Pinterest board on the SAMR model.

4. Post-Assessment: Burns (2016) states that holding participants accountable for the learning activity is imperative. In her experience, some form of assessment after the learning is necessary to prove the participants completed the learning exercises and for the PD instructor to check for understanding prior to the meeting.

5. Meeting Resources: I decided to create an agenda in Google Docs. Much of what I did may seem redundant, but I wanted participants to be able to access everything (or nearly everything) no matter what resource they are using. I also know that our teachers have varying degrees of technology expertise and experience, so some might be more comfortable with a Google Doc while others might want to access the information on Google Classroom. I did require they join my Google Classroom for the PD for two reasons: for them to gain experience with Google Classroom and because I was required to us it for my assignment.

6. Additional Resources: I included a link to the Padlet wall I created for the SAMR model resources. Even though it basically has everything in the infographic and the agenda, I wanted another way for teachers to access information.

7. Badges: I have two badges participants can earn from this PD. The first is a participation badge, which I would actually require (or strongly lead) everyone to request at the end of the PD meeting. I created a Google Form as the request form, and it is basically an exit ticket showing what they've learned from the training. The second badge is an application badge. Part of the PD meeting is designed for teachers to collaboratively create a math or ELA lesson with SAMR model technology levels in mind. Teachers can request the SAMR Model Tech Lesson Developer badge by implementing the lesson plan. They must prove the lesson was conducted by requesting an observation of the lesson or submitting a 5-minute video clip.

Again, I haven't actually conducted this flipped PD with my staff, but I wanted to post how I went about getting underway since most of the resources I found were more about the concept of flipped PD. Once I use this lesson with my staff, I will update how things went and what I would change. Good luck to you and happy flipping!

References:

Burns, M. (2016). Flipping teacher professional development. Retrieved on June 16, 2017, from http://www.globalpartnership.org/blog/flipping-teacher-professional-development

Conley, L. (2013). Seven steps to flipped professional development. Retrieved on June 16, 2017, from http://www.gettingsmart.com/2013/01/7-steps-to-flipped-professional-development/

Pierce, D. (2015). 5 keys to flipped learning success. Retrieved on June 16, 2017, from https://campustechnology.com/Articles/2015/04/29/5-Keys-to-Flipped-Learning-Success.aspx?Page=1

School Resource Allocation

According to the National Center for Education Statistics (2016), U.S. public schools spent $620 billion in 2012-2013, with an average of $12,296 spent per pupil; however, the reality is that many public school districts across the U.S. are facing budget reductions and possible school closures due to limited funding. National Center for Education Statistics (2016) reports that school closures have increased from 954 in 1995-1996 to 1,737 in 2012-2013. School leaders need to constantly aware of budgeting and how to make the most of the resources they have. More so, educators and school administrators need to be creative when managing their fiscal and human resources (Schilling & Tomal, 2013).

Budgeting and appropriate accounting are fundamental to proper fiscal management of schools, and since student achievement and success is the expected output, school districts and schools must align goals, objectives, and outcomes to student success (Schilling & Tomal, 2013). California is taking strides toward this type of accountability. Watch this video about the California School Dashboard:

Student achievement and success is the ultimate goal of every school, and administrators can optimize resources by considering how resources are allotted and manage how those resources are producing results. Administrators can improve school resources and student achievement by using a systems thinking model. Listen to an overview of what systems thinking is:

Systems thinking allows principals and other stakeholders to work as a team to determine the best ways to improve student achievement, student success, and allocate the resources to do so. Even though schools may face smaller budgets and greater expectations, schools can rise to the challenge by working together to ensure student success.

References:

National Center for Education Statistics (2016). Fast facts: Closed schools. Retrieved on March 15, 2017, from https://nces.ed.gov/fastfacts/display.asp?id=619

National Center for Education Statistics (2016). Fast facts: Expenditures. Retrieved on March 15, 2017, from https://nces.ed.gov/fastfacts/display.asp?id=66

Schilling, C. & Tomal, D. (2013). Resource management for school administrators: Optimizing fiscal, facility and human resources. Lanham, MD: Rowman & Littlefield Education.

Equity in Education: Underachieving Gifted Students

As an educator, I do my best to ensure that all my students have equitable access to learning, so I would have to say that one of the most frustrating groups of diverse learners for teachers, and parents, is underachieving gifted students. So many people automatically assume that students who well in school are gifted, and those who do not do well are not; however, gifted students do not always excel in school for a variety of reasons, including peer acceptance, family issues, boredom, and learning disabilities. Understanding the factors that lead to underachieving gifted students is crucial to helping these students succeed.

Post (2016) acknowledges that identifying gifted underachievers is difficult because they often do not fit the model of "gifted" students. Smutney (2004) lists common characteristics of underachieving gifted students as:

• Low self-esteem

• Consistently negative attitude toward school and learning

• Reluctance to take risks or apply one’s self

• Discomfort with competition

• Lack of perseverance

• Lack of goal-directed behavior

• Social isolation

• Weaknesses in skill areas and organization

• Disruptiveness in class and resistance to class activities.

Post (2016) states that the basis for identifying underachieving gifted students is that the students have a discrepancy between achievement and ability that must have happened for a year or more and that the students do not have a disability.

Some underachieving gifted students fall into certain characteristic categories (Post, 2016):

Involuntary Underachiever: these students do not have access to learning due to underfunded schools, poorly trained teachers and staff, and other school environmental conditions that do not allow students equitable access to learning. 

Classic Underachiever: these students typically start to underachieve in middle school and into high school in all areas of learning. They are often apathetic or even rebellious and can give logical reasons for their underperformance. They can show signs of depression and typically resist all efforts by parents and teachers to encourage or coerce them into learning.

Selective Underachiever: these students select the courses or areas of learning in which they will excel or fail, typically based on their respect for the teacher and interest in the subject matter. They enjoy challenges in their chosen classes but disregard learning in other classes.

Under-the-radar Underachievers: these students are rarely identified as underachieving because they do well in school and in all areas; however, because they do well, they are rarely challenged and find themselves lacking the skills for handling pressure and stress later in college or employment.

Underachieving gifted students can be difficult to deal with as a classroom teacher because the issues are typically behavioral. The instructional approach to teaching the subject matter may make all the difference with keeping them interested and active in learning at their level.

Some approaches identified by the University of Delaware School of Education (2013) are:

• Compact the curriculum and provide enrichment activities.
• Implement a multi-level and multi-dimensional curriculum. 
• Be flexible with the curriculum.
• Make the curriculum student-centered.
• Allow students to pursue independent projects based on their own individual interests. 
• Allow gifted children to assume ownership of their own learning through curriculum acceleration. 
• Teach interactively. 
• Remember that gifted children may not excel in all areas.  

Planning and delivering instruction modified for the diverse groups in the classroom can be a daunting task, but understanding what students need to excel in school is the first step in helping them learn to the best of their abilities.

References:

Post, G. (2016). Who is the gifted underachiever? Four types of underachievement in gifted children. Retrieved on March 5, 2017, from http://giftedchallenges.blogspot.com/2016/02/who-is-gifted-underachiever-four-types.html

Smutney, J. (2004). Meeting the needs of gifted underachievers – individually! Retrieved on March 5, 2017, from http://www.davidsongifted.org/Search-Database/entry/A10442

University of Delaware School of Education. (2013). Gifted students: Recommendations for teachers. Retrieved on March 5, 2017, from http://www.education.udel.edu/wp-content/uploads/2013/01/GiftedStudents.pdf

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Reasons for Building Teacher Capacity

Reasons for Building Teacher Capacity

Research shows without fail that the top variable for student success is teacher effectiveness (Hall, 2014). Principals are the second highest determiner in affecting student achievement (Kaplan & Owings, 2015). Administrative leadership is fundamental to improving student and school outcomes, and leaders have a responsibility to develop their teachers into professionals and leaders. Unlike the measurements we use in math, teacher capacity is limitless, which means that school and student success if limitless, too. Principals need to build teacher capacity to share leadership, improve their schools and increase student achievement, and increase teacher morale.

It Really Is A Team Effort

Principals can't be experts at everything, but they can develop experts who in turn can serve as leaders for the staff, especially in schools and districts with limited resources and specialist positions. Also, schools with shared leadership are more likely to have staff cohesiveness (Kaplan & Owings, 2015). Harrison and Killion (2007) list 10 teacher leader roles that contribute to school success:

• Resource Provider: shares instructional resources, including websites, materials, professional articles, assessments, and more.
• Instructional Specialist: helps others implement teaching strategies, including differentiation, research-based strategies, and methodologies.
• Curriculum Specialist: leads teachers on understanding standards, creating standards-based pacing guides, planning instruction and developing shared assessments.
• Classroom Supporter: supports teachers directly in the classroom by demonstrating lessons, coteaching, observing and giving feedback, or any other way a teacher needs to see an instructional activity or concept in use.
• Learning Facilitator: surveys and works closely with staff to know professional needs and facilitates professional development for staff members.
• Mentor: serves as a role model and adviser for novice teachers, including providing personal support with instruction, curriculum, school procedures, rules, practices, and politics.
• School Leader: acts as chairperson for departments or grade-levels and represents the school on district or community committees or task forces, when necessary.
• Data Coach: responsible for ensuring that teachers use data to drive instruction and practices.
• Catalyst for Change: pose questions to provoke discussions regarding change, generate analysis of student learning, or explore relationships between data and achievement levels.
• Learner: demonstrate qualities of lifelong learners, use knowledge to improve student achievement, and model continual improvement practices.

School Improvement and Student Achievement

Teachers are directly responsible for classroom management, student behavior, and student academic achievement (Kaplan & Owings, 2015). Additionally, multiple studies have shows that shared or distributed leadership in schools increases student achievement (Kaplan & Owings, 2015). Principals should nurture a culture of communication, collaboration, trust, and high expectations to support teachers' knowledge and skills and increase their desire to improve student success.

Improve Teacher Morale

Morale is the enthusiasm and loyalty one has about a task or job. Principals can improve teacher morale by building teacher capacity in several ways (Mitchell & Patterson, 2015). Teachers need time to learn and improve, how to take ownership of their instruction and student achievement, and how to use feedback correctly. Principals need to develop a growth-mindset culture, where failure from risk-taking is seen as evidence of growth and is an opportunity to reflect, develop new strategies, and try again. Principals should support and scaffold their teachers in all aspects of teaching and school leadership, which includes using teacher leaders to support each other. Principals also need to be highly conscious of highlighting only the shining stars of the school. Principals should scaffold leadership and independence so that all members have the opportunity to show how they are improving and succeeding. Teachers who feel and know success will have greater enthusiasm about their jobs and increased morale.

References:

Hall, P. (2014). How to build teachers' capacity for success. Retrieved on December 17, 2017, from 
http://inservice.ascd.org/how-to-build-teachers-capacity-for-success/

Harrison, C., & Killion, J. (2007). Ten roles for teacher leaders. Retrieved on December 17, 2016, from http://www.ascd.org/publications/educational-leadership/sept07/vol65/num01/Ten-Roles-for-Teacher-Leaders.aspx

Kaplan, L. S., & Owings, W. A. (2015). Introduction to the principalship: Theory to practice. New York, NY: Routledge.

Mitchell, D. J., & Patterson, J. (2015). Building teacher capacity for success. Retrieved on December 17, 2016, from http://inservice.ascd.org/building-teacher-capacity-for-success/

Ensuring SWPBIS Works in Your Classroom

Ensuring SWPBIS Works in Your Classroom

School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is increasingly being implemented in schools and districts, and for good reason. Positive Behavioral Interventions and Supports (PBIS) is shown to support positive behaviors and provide a multi-tiered system of intervention for students who need additional support. The systematic approach to improving behavior uses research-based techniques to improve student behavior, as well as data-driven analysis to identify students in need of intervention. However, PBIS is not an immediate fix. Studies show that student behavior modification is only as effective as the teacher's knowledge and use of PBIS techniques. Teachers need to be mindful of their use of PBIS techniques in order for their students to be truly successful.

Keep Students Engaged and Learning

Teachers know that the more their students are engaged and actively learning, the less behavior problems their students have. Successful classrooms have students who know what to do at all times. Routines and procedures greatly reduce behavior problems (NEA, n.d.). Explicit directions and instructions with checks for understanding enable students to know exactly how to complete assignments, which maximizes learning potential (Archer, A. L. & Hughes, C. A., n.d.). Effective teachers prepare students for success by having well-prepared procedures, routines, and lessons. 

Clearly State Rules and Expectations

Students work best in environments that have 3-5 clearly stated expectations. Examples of behavioral expectations include being punctual, respectful, responsible, safe, productive, and cooperative. PBIS expectations are adopted by the entire school and are visually stated in all areas with behavior matrices. After being explicitly taught what is expected and how to act, students use behavior matrices to remind themselves and others how to act in a particular area or setting. The classroom behavior matrix is fundamental in reminding students what is expected in that setting. 

Reinforce Positive Behavior

Good behavior needs positive reinforcement. School-Wide PBIS models have reinforcements in place that are consistent throughout the entire school and allow students to be recognized on a school-wide basis. Additionally, effective teachers may have reinforcements in their own classrooms that meet the individual needs of their students and follow the teacher's creative niche. Praise is the easiest, cheapest, and most effective reinforcement teachers can use to support and modify behavior. In fact, the more effective and directive praise teachers give, the more students will be on task and productive (Reinke, W. M., Herman, K. C., Stormont, M., 2012). Research shows that specific task praise in ratios of at least four positive interactions to one negative interaction significantly reduces negative behaviors and increases positive behaviors (Reinke, W. M., Herman, K. C., & Stormont, M., 2012). 

Respond to Negative Behavior with a Continuum of Strategies

PBIS schools have procedures and protocols in place that assist teachers with negative behaviors. Tier 1 strategies are universal and are successful with most of the student population. But when students are having trouble, Tier 2 and 3 strategies allow teachers to provide assistance with more direct or intensive help. PBIS schools have teams in place that discuss student behavior based on data, and these teams provide teachers with strategies to improve student behavior. Strategies are documented with data and reviewed for effectiveness. Intervention is formed to meet the specific and individual needs of the student, with the intention of being able to place the student back into Tier 1 as soon as possible. 

Teacher Self-Efficacy

Student behavior greatly affects teacher performance, so much so, that most teachers who leave the field in the first five years of service state the reason is student behavior (Reinke, W. M., Herman, K. C., & Stormont, M., 2012). Teachers who feel ineffective with student behavior are less likely to try new strategies and interventions to improve student behavior, and conversely, teachers who feel effective with student behavior are more likely to try new strategies to improve student behavior (Reinke, W. M., Herman, K. C., & Stormont, M., 2012). PBIS strategies and interventions are research-based and data-driven, providing effective improvement in student behavior, increasing teacher self-efficacy, and increasing the likelihood that positive interventions and supports will be used to improve behavior and learning in the classroom.

References:

Archer, A. L. & Hughes, C. A. (n.d.). Explicit instruction. Retrieved on October 22, 2016, from http://explicitinstruction.org/

NEA (n.d.). Determine classroom procedures before school starts. Retrieved on October 22, 2016, from http://www.nea.org/tools/determine-classroom-procedures-before-school-starts.html

Reinke, W. M., Herman, K. C., & Stormont, M. (2012). Classroom-level positive behavior supports in schools implementing SW-PBIS. Retrieved on October 22, 2016, from http://files.eric.ed.gov/fulltext/ED540773.pdf