Disrupting traditional public schooling with personalized learning through blended, mastery-based approaches requires teachers who have a new set of schools for facilitating learning and managing their classrooms. This presentation by Mary Esselman of the Education Achievement Authority of Michigan walks through the five phases of professional development for EAA's teachers: Mindset/mission/vision, Creating the learning environment, planning for instruction, assessing mastery, and using data to drive performance.

1. D I S R U P T I N G T R A D I T I O N A L P U B L I C S C H O O L I N G
LAUNCHING A NEW DESIGN
SCHOOL: THE FIRST 30 DAYS OF
PROFESSIONAL DEVELOPMENT

2. ACTIVITY: BUILD TO EXPRESS
•Build a model that
exemplifies the Key Pillars
around which you are
designing your New Model
School

3. EXAMPLE OF EAA 5 PILLARS
• Students are grouped by readiness, not by grade.
• Students create and assume ownership for their
respective personalized learning paths and are able to
communicate their progress relative to their
individualized learning goals.
• Students are allowed to work at their own pace using a
blended delivery system to master rigorous standards
aligned to college & career readiness.
• Students provide evidence of mastery through relevant
performance tasks and common assessments.
• Continuous feedback is provided to students, teachers,
administrators and parents.

4. YEAR 1 LESSONS LEARNED
• Leadership Matters: Actions must speak louder than words
• Mindset provides a key “leg up”
• Vision must take root within each individual stakeholder
• Technology is essential for efficiency and effectiveness
• Rich Library of Resources
• Alignment to standards
• Real time feedback: Pace & Progress
• Personalization
• Agnostic to delivery
• Meet each student and teacher where they are….
• Inspect what you Expect
• Embedded tools are essential
• Resources must be Aligned to the Mission
• Importance of a talent pipeline

5. FIVE CRITICAL PHASES OF
PROFESSIONAL DEVELOPMENT
• Mindset/Mission/Vision
• Creating the Learning Environment
• Planning for Instruction
• Assessing Mastery
• Using Data to Drive Performance

6. Log In to Professional Development Course

7. • Engage the community of
stakeholders through
strategic conversations
• Recruit for mindset—5 steps
• Reach understanding of
what it is and why it is
needed
• Looks like/Sounds Like
• Teaching and Learning
through the eyes of a student
• Seeing is Believing
• What it Is/Is Not
• Required Shifts in
Practice/Potential
Challenges/Required Tools
Why SCL?
MODULE 1:
MINDSET/MISSION
/VISION

8. ELEMENTS OF 21ST CENTURY TEACHING AND
LEARNING

9. TEACHER SELECTION PROCESS
February March April May June
Ongoing communication with prospective candidates
Online Application Screen
Video Course
Virtual Interview
FirstOffersOut
AllOffersOut
Teacher Demonstration Days

10. • Efficiency
• Effectiveness
• Relevance
• Engagement
• College/Career
Readiness
Why
Technology?
MINDSET/MISSION
/VISION

11. Why Technology
A scalable mastery based learning model demands an integrated learning
platform and blended curriculum at its core.
Personalization
Collaboration
Curriculum
Mapping
Real-time
Analytics
Digital
Library
• Supports a
robust
collection of
open sourced,
licensed, and
teacher
created
resources.
• Learning
objects parsed
in bite sized
chunks.
• Digital assets
mapped to
standards--
local, state,
common core.
• Curriculum
maps directly
linked to the
digital assets.
• Dashboards
provide data
for students,
parents and
teachers.
• Data is
provided as a
prescriptive
newsfeed for
immediate
application.
• Integrated
planner, profiles,
personalized
learning plans
with student,
teacher, parent,
communication
tools.
• Peer to Peer
support system.
EDUCATION ACHIEVEMENT AUTHORITY OF MICHIGAN

12. • Personal Affirmation is a must
at each level.
• How will I shift my role and serve
as a facilitator?
• How will my classroom
look/sound?
• How will my classroom sound?
• How will I ensure college/career
readiness?
• What structures will I use to blend
my classroom?
• How will I ensure students are
able to move at their own
pace?
• How will I assess mastery?
• Why is this important?
• How will I provide choice in……?
• How will I self assess?
Ensuring
Commitment to
Student-
Centered
Learning
MINDSET/MISSI
ON/VISION:

14. MASTERY OF MINDSET/MISSION
VISION MODULE
Resources (Learn)
White Papers:
Students at the Center
Rise of K-12 Blended Learning
Handbook
Arne Duncan Reflection
Video Library
Classroom Visits
Reflection: Virtual Parking Lot
Activities (Practice)
Looks Like/Sounds Like (Journal)
What It Is/Is Not (T-chart)
Challenges/Tools, Shifts (Graphic
Organizer)
Brainstorm (Wordle)
Responding to Student Voice
(Concentric Circle)
Project (Apply)
Personal Affirmation
Marketing Storyboard
Performance Tasks (Assess)
Implementation Plan

15. ACTIVITY
Assessing Teaching and Learning
through the eyes of students

16. • Knowing your Peers
• Building Trust: Restorative Practices,
Leadership Story, Activities with
Purpose
• Building a Common Language
• Structures
• Classroom Setup: Common
Language, Where Am I Board, Shared
Vision, Learning Targets, Evidence
Board, Furniture arrangement,
• Rotation vs Flex vs Pod
• Shared Vision
• Rituals & Routines
• Working individually, in pairs, in small
groups
• What to do when the teacher is
teaching a small group or
conferencing
• What to do when you get to class
• Accessing your laptop and other
materials
Where’s Mr. Frawley ?
MODULE 2:
BUILDING THE
LEARNING
ENVIRONMENT

18. LEVERAGING LEARNING CHOICES:
KNOWING YOUR PEERS
Inquiry
Independently Examine different
Relationship building activities.
Collaboration
“Give one Get one” Brainstorm
relationship building activities and use
Kagan Structure –Each person gives
one and gets one until all lists are
exhausted.
Modeling
Facilitator models a relationship
building activity.
Protocol
Each member of a small group
selects an activity and uses the
protocol to lead it with the group.

19. M E E T M R . F R A WL E Y
WELCOME TO MY CLASSROOM

20. • What’s in a Level?
• Unit Plan vs. Lesson Plan?
• What are the Core
Competencies and expected
Outcomes?
• What resources, activities, and
projects will be used to
• Learn
• Practice
• Apply
• Assess
• Examples
Unit Planning vs lesson
Planning
MODULE 3:
PLANNING FOR
INSTRUCTION

21. BUILDING AND INSTRUCTIONAL UNIT

22. EXAMPLE PLANNING PREZIS
• Environmental Science
• Math
• US History
• Creating a Learning Target

23. • Learn:
• Build knowledge through inquiry,
collaboration, modeling,
protocols
• Practice:
• Demonstrate understanding
• Assess
• Common Assessment
• Apply
• Performance task with real
world application
• Doesn’t always have to be an
artifact—can be a debate,
socratic seminar, etc.
I take responsibility for
my learning—I can
communicate what I
know, understand, and
can do through artifacts
and evidence while
leveraging 21st century
tools.
MODULE 4:
ASSESSING
MASTERY

25. • Goal Setting
• Self Assessment
• Conferencing
• Intervention
• Individual
• Small groups
• Whole class
Real time access to
data provides for instant
intervention and support
MODULE 5: USING
DATA TO INFORM
PRACTICE

26. TOOLS FOR TEACHERS

27. Classroom Summary Report
Teachers can click to select
individual or groups of
students to assign
supplemental resources
and/or send notes.
Click a student to drill down to
view real-time personal
performance
Pie charts indicate mastery of
individual learning targets.
Self-assessment results

28. Student and Teacher Resources
Teachers have professional learning
materials aligned to each unit of study
(i.e., lesson plans, videos of model
teachers, online community of peers
teaching the same subject).

29. Teachers are encouraged to collaborate with
others both within their school and with
others—sharing best practices and
resources.
Teacher Community

30. QUESTIONS