Cycle 3 - Establishing a Formal Development Plan
How has the Shared Mentoring Group evolved throughout the process? How have their discussions and work with the digital curriculum shaped their practices within the classroom? If new teachers take a more active role in leadership will that make them more engaged in their own practices? Has a system been established with enough documentation to create a formal plan for new teachers in the coming years?
ARTIFACTS COLLECTED:
EVALUATION:
Action Cycle 3 was evaluated based upon the growth of online and face-to-face discussions. The FLIPPD curriculum was highly influenced by a product review carried out by the Shared Mentoring Group. The growth of teacher pedagogical skills was measured by individual interviews and discussions. If skills in areas of technology and methodology improved, and teachers report a positive experience during the process, the first three cycles of Action Research should be considered successful. If so, a formal plan will be documented to instruct schools on how to establish the process with their new teachers.
ARTIFACTS COLLECTED:
- Examine growth of forums and online discussions
- Interviews with the Shared Mentoring Group
- Skills assessment
- Interviews with the Shared Mentoring Group (individual and full) to create a plan for future use
- Formal PDF/file that documents how to establish the Shared Mentoring group within schools
- Finalized versions of the digital curriculum (eBook and Flexbook) that represent the needs of professional development areas (both technology and methodology)
EVALUATION:
Action Cycle 3 was evaluated based upon the growth of online and face-to-face discussions. The FLIPPD curriculum was highly influenced by a product review carried out by the Shared Mentoring Group. The growth of teacher pedagogical skills was measured by individual interviews and discussions. If skills in areas of technology and methodology improved, and teachers report a positive experience during the process, the first three cycles of Action Research should be considered successful. If so, a formal plan will be documented to instruct schools on how to establish the process with their new teachers.
Structure of the Implementation Plan
- Introduction: Evolution of FLIPPD and the Shared Mentoring Group
- Problem Statement
- Solution
- Theoretical and Practical Background
- Shared Mentoring Group: Formation, Supports, Meetings, Dialogue: Face-to-face and asynchronous, and Goals
- Constructing the School’s Lifeforce: Mission and Vision. Goals. Strategies. Tools
- Encouraging Leadership: Creating in-house leaders
- Teacher driven PD
- FLIPPD: Linking Your Lifeforce, Using, Editing, Creating Curriculum and Chapter, Using and Creating Activities for PD