Influence is the ability to create changes in human behavior (Grenny, et al., 2013). My team and I are examining why people in our organization do what they do, so we can do what it takes to help our organization change their behavior. Why? To harness a culture of learning where teachers are motivated and students are engaged and achieving results at their fullest potential.

My team and I are motivated to create a lasting change in our organization and we will begin by pulling at the heartstrings of our influencers, to inspire them to want to learn more about our Innovation Plan. Once we've captured their hearts, we will share our desired goal and the three vital behaviors needed that will yield a big difference in achieving our goal. To ensure success, we will engage six sources of influence to help our organization practice these behaviors. In doing so, "change becomes not only more likely but almost inevitable" (Grenny, et al., 2013).

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As we worked to create the three vital behaviors, we focused on four key strategies:

Notice the Obvious

• We have noticed decreased motivation in students, an increase in challenging behaviors, incomplete assignments, and a lack of student achievement within our organization. These obvious behaviors have led us to initiate change. 

 

Look for Crucial Moments

• Our current traditional whole group model of educating students at the same pace is not conducive for all learners. This teacher-centered model diminishes student choice and voice, putting student success at risk. With blended learning, we can provide personalized and targeted instruction, maximizing engagement and student achievement. 

 

Learn from Positive Deviants

• Within our organization, we have a handful of positive deviants that have excelled at increasing motivation and student achievement through a student-centered approach. We will harness their expertise to create social leaders within our organization that will aid in teacher buy-in of our blended learning initiative. 

 

Spot Culture Busters

• Although our organization has created a culture of openness and trust between teachers and administrators, we must create norms that will make crucial conversations about change possible in order to support teachers and create a culture of inclusion. 

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Desired Results

By May 2023, K-5 reading and Dyslexia teachers at Victor Fields Elementary School will have implemented a blended learning instructional model with personalized and targeted instruction that will lead to higher engagement and student achievement in order to create self-directed, lifelong learners.

 

Measuring Results

• The Blended Learning Implementation Team will monitor student engagement by checking usage reports weekly. 

• The Blended Learning Implementation Team will monitor student achievement every grading period, by tracking growth and progress using the data collected from the personalized learning platforms. 

•  At the end of every grading period, surveys via Google Forms will be used to gather feedback about the quality and effectiveness of the Blended Learning program. 

• During weekly PLC meetings, the Blended Learning Implementation Team will share feedback from surveys, usage reports, growth, and progress with reading and dyslexia teachers. 

 

3 Vital Behaviors

• Teachers will implement a blended learning model at least three times a week, incorporating a personalized learning path using self-paced, adaptive programs such as i-Ready, Education Galaxy, Khan Academy, and/or Lexia CORE5 in order to measure student growth and achievement. 

• Teachers will analyze data from self-paced, adaptive programs collaboratively every week and after every grading period in order to create small group lessons based on students' specific needs and provide differentiated and personalized instruction.

• Students will collaborate with peers while given choice, ownership, and voice through authentic learning opportunities, such as real-world projects, research-based learning, and peer-to-peer learning in order to raise engagement and motivation. 

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Influencers at Victor Fields Elementary

• Principal

• Assistant Principal

• Student Learning Facilitator

• Reading Coach

• K-5 Reading Teachers

• Dyslexia Teachers 

 

References:

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). 

     Influencer: The new science of leading change. New York, NY: 

     McGraw-Hill