As we have established throughout this course, the sit and get approached of blended learning must be phased out, and the best way to do so is to have a new approach in place. My innovation plan is based around blended learning, particularly in the secondary level mathematics classroom. My professional learning outline provides a framework for implementation into the classroom focusing around the five key principals: duration, ongoing support, modeling, active learning, and content specific. 

 

For some background information, there are three Algebra 1 teachers, 5 Geometry teachers, and 5 algebra 2 teachers, all of which will have the opportunity to join the pilot team. This will eventually be expanded to higher level courses (Pre-Calc, Calculus, Statistics, etc…). Our staff developer, Stephanie Leister, will play a pivotal role in this movement and be the main catalyst for the ongoing support aspect, as my schedule will not allow me to be as visible in classrooms/meetings as she can be. My school operates in a six-day cycle, with three-58-minute meetings and one block meeting each cycle. For this reason, dates/times get a bit tricky, but all meetings will be during common prep periods depending on participants or after school. Additionally, my district utilizes the Microsoft platform as well as Schoology as our LMS. Throughout my outline you will see references to our collaborative OneNotes. This is where our mathematics department shares files/resources with one another and allows us to take collaborative notes. All materials, as required, will be housed on Schoology.

 

This long-term hand-on action based professional learning allows the members of the team to grow as educators puts the learning in the hands of the students while allowing the teacher to transition to a facilitator position supporting the learners.