Using a learning management system to support blended professional learning at Polytech High School
Date
2016
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Publisher
University of Delaware
Abstract
At Polytech High School, a need exists for combining online instruction with face-to-face instruction. Blended learning, which combines online and face-to-face instruction in a purposeful way, can be more effective than either online or face-to-face instruction on its own. This leadership project focused on the implementation of Schoology, a Learning Management System (LMS), and the development of blended learning practices through professional learning with staff. Using effective blended models of instruction with staff first can more effectively help them support students’ development of 21 st century learning skills. This leadership work required evaluating the instructional technology system and working with the technology team to ensure successful operation of Schoology and a positive perception of this program within the school’s culture. This work also included managing the instructional networks of the school. The primary instructional network at Polytech High School (PHS) is the Building Leadership Team (BLT). This team is focused on leading improvement in both management and instruction areas and can impact other networks including administrators, the technology team, teachers, and students. The heart of this leadership project is supporting the BLT by implementing blended learning. The implementation of Schoology started with section demonstrations and the development of a white paper to provide critical background knowledge about Schoology. Next, a one-year implementation plan charted goals for each instructional network. In order to better understand and implement effective blended learning models, a mixed methods evaluation was conducted that included the development of a research brief comparing online, face-to-face, and blended ways for students to earn credit in an elective health course. This evaluation showed no significant differences in student achievement among the three instructional variants. A staff survey was completed to examine infrastructure, perceptions, support structures, current instructional practices, and future goals with instructional technology. This information was used to design “flipped” BLT meetings using Schoology to model a blended learning framework. A flipped book study was also implemented to support content area literacy development and align this learning with other building initiatives. Concurrent with this BLT course, one BLT teacher also piloted Schoology and Google Chromebooks with students. At the conclusion of several BLT sessions, a focus group was conducted to evaluate the implementation and support that the BLT received during this process, and to refine training that would impact all teachers across the building. Finally, a professional learning course was implemented for all staff to train them in Schoology and model blended learning practices across Polytech High School. This included curriculum modules and instructional videos to support all staff and a “train the trainer” six week blended learning course. The efficacy of Schoology as a learning tool has been established at Polytech High School through this process. The next steps include the development of a district technology committee to recommend infrastructure upgrades, device purchases, and additional training for staff.