Blazing Learning Trails
Franklin/Williamson Regional Office of Education #21
Benton, IL
Introduction/Overview
Organizational Change
Budget & Finance
Professional Development
Technology Infrastructure
Outcomes
Evaluation
Contact Information
Introduction/Overview
Blazing Learning Trails is a professional development project that puts into effect an innovative 3-tiered, 3-strand professional development model that marries the best current research in effective professional development with high quality course curriculum and teaching methodologies. This research-based model takes learners from the school learning community (including teachers, education administrators, school library media personnel, college of education faculty, pre-service teachers, and all school staff) from an initial introduction or “entry” into the use of technology through “adoption, adaptation, appropriation, and innovation” for three main areas of competence: Essential Technology, Engaged Learning, and the Illinois Learning Standards. BLT utilizes four data collection tools to assess the participants in a wide range of areas, including technology skills and attitude towards technology.
BLT participants develop web-based individualized professional development plans (IPDP). Needs assessment results are utilized by the participants to develop their IPDP that addresses all three strands of the professional development model. Each IPDP evolves over time as teacher skills and knowledge increases. The professional development is offered both online through several content providers as well as face-to-face via peer trainers and nationally know consultants. To ensure that the professional development translates into classroom practice, each participant develops and teaches a technology-enriched engaged learning unit/lesson and has access to peer mentors in their school building to help them along the trail. BLT is a system permeation model with 90% of all practicing teachers in each of the 16 school districts participating in the project. Twenty additional school districts in Illinois have replicated the BLT model.
Organizational Change
As a result of reviewing current research by a consortium of stakeholders, Blazing Learning Trails was designed as a system permeation model with 90% of all practicing teachers in each of the 16 school districts participating in the project. As such a large portion of teachers receive professional development, with the resulting change in their teaching strategies and curriculum, curriculum and instruction within entire schools are restructured to reflect the infusion of technology and change.
Budget & Finance
Primary funding was from a $6.7 million Technology Innovation Challenge Grant with about $10 million in local contribution to support and sustain the implementation. Ongoing support was designed to be through local funds and regular infrastructure support from the Illinois State Board of Education.
Professional Development
· Delivery methods are used for workshops and follow-up training are:
o a hybrid approach is used
o face-to-face
o online instruction
· Professional development opportunities are offered to:
o Teachers
o Administrators
o Pre-service Teachers
o College of Education Faculty
o School Staff
· Skills and knowledge covered:
o basic technology skills that are often tool-focused
o curriculum-focused skills that address content standards
o technology integration
o engaged learning instruction where the student is the center of the learning environment
o alternative assessment
· The training is provided or supported by:
o peer trainers
o nationally-known consultants
o vendors
o peer mentors in each school building
Technology Infrastructure
o Access to a desktop or laptop computer
o Supplies and materials for their classroom to support their technology-enriched engaged learning unit/lesson
o Access to help desk via land-line and cellular phones
o Technology support for the district
o Dial-up Internet access from home
Outcomes
The project’s expected and realized outcomes are:
o increased technology integration
o increased teacher comfort with using technology
o student-centered learning environments
o utilizing technology as a tool to teach content standards
o students will utilize technology as a tool to generate artifacts based on content standards
Evaluation
The availability of a variety of professional development modes allowing participants to self-select those most suitable was very important. This, coupled with peer mentoring provided the necessary follow-up support of learned skills.
The requirement of each participant to create and implement a technology and engaged-learning rich lesson plan assures the change in classroom curriculum.
The 3-tier, 3-strand professional development model has been successfully implemented in total or in a modified fashion in more than twenty additional school districts in Illinois that have replicated the BLT model as well as a current NCLB Title IID initiative with involving additional school districts throughout southern Illinois.
Contact Information
Marla Harp
mharp@roe21.k12.il.us
618-438-9711
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