Implementation Outline for Online Blended Learning EB (Emergent Bilingual) Instructional Coaching Initiative – Revised October 2023

Overview: Create an Online Blended Learning EB (Emergent Bilingual) Instructional Coaching Initiative amongst the district’s Elementary EB Instructional Coaches and teachers providing ESL services to promote an authentic learning environment where our elementary EB students have choice, ownership, and voice in their learning. (Horn et al., 2014; Elements, n.d.; Harapnuik et al., 2018)

Phase 1 – Foundation and Preparation: March 2023 – October 2023

1. September 2023 – Proposal Letter to administration 
2. Request District Level LMS (new to district in Summer 2023) course to prepare it for collaboration, storing, and sharing among ESL Certified Math/Science teachers along with EB Instructional Coaches participating in the Alternative PL model starting in September 2024

Phase 2 – Planning: October 2023 – December 2023

1. Meet with my ESL-certified 5th Grade Math/Science teachers on my campus participating in my Pilot
2. Utilize Blended/Personalized Learning components from Wave 1 and 2 with Ed Elements centered on a Classroom Rotation Model and share the learning environment structure and resources to replicate and differentiate for EB student needs (Ed Elements, 2018)
3. Prepare the Campus Level LMS courses for the initiative’s student outcomes to be measured through Action Research on a campus level in October 2023 (Mertler, 2022)
4. Implement Action Research with all students including EB students in pilot teacher classrooms from November – December 2023 (Mertler, 2022)

Phase 3 – Pilot:  January 2024 – May 2024

1. Reflect and Adjust Blended/Personalized Learning activities based on Action Research data from 2nd Nine Weeks in Fall semester (Mertler, 2022)
2. Upload into the Campus Level LMS courses new Blended/Personalized Learning activities adjusted from Action Research data for Spring Semester pilot (Mertler, 2022)
3. Upload these new Blended/Personalized Learning activities based on Action Research into District LMS course along with other vetted Blended/Personalized Learning Activities  i.e. Peer tutoring videos in Science; Canvas response lessons; Goal setting and Reflection notebook items; Aware response items (Mertler, 2022)
4. Meet bi-monthly with my ESL-certified 5th Grade Math/Science teachers participating in my pilot to collaborate and reflect on learning environment structure and shared resources.
5. Have ESL-certified 5th Grade Math/Science teachers audit the Alternative PL course in LMS for Implementation in Summer 2024
6. Review the Pilot data from Action Research with my ESL-certified 5th Grade Math/Science teachers (Mertler, 2022)
7. Provide a survey to my ESL-certified 5th Grade Math/Science teachers that is apart of Action Research (Mertler, 2022)
8. Use results from surveys to update Implementation and Innovative Plan

Phase 4 – Implementation: Summer 2024 – April 2024

1. Summer 2024– Prepare LMS for the initiative’s collaboration, storing, and sharing among district ESL certified Math/Science teachers primarily in 3rd-5th Grade and with all Elementary EB Instructional Coaches
2. August 2024 – Elementary EB Coaching Retreat – present data from the Pilot along with the District LMS course for the initiative’s collaboration, storing, and sharing; present the Alternative PL course for district ESL Certified Science/Math teachers primarily in 3rd-5th Grade 
3. September 2024 – Open Alternative PL course for district ESL Certified Science/Math teachers primarily in 3rd-5th Grade
4. October 2024 – Participating teachers commit to a Classroom Rotation Model using resources from Blended/Personalized Learning components with Ed Elements that were vetted and shared to promote change in the learning environment toward authentic learning that provides voice, ownership and choice in EB students’ learning (Harapnuik et al., 2018).
5. Meet bi-weekly online with the participating teachers to collaborate and reflect on learning environment structure and shared resources. Record meeting for uploading to LMS.
6. Upload into the District LMS course each month new innovative methods and resources shared in these meetings. 

Phase 5 – Reflection: May 2025

1. Survey participating ESL certified Math/Science teachers and EB Instructional Coaches 
2. Use results from survey to update Implementation and Innovation Plan

Phase 6 – Expansion: Fall 2025

1. August 2025 – Meet with additional ESL-certified teachers in ELA and Social Studies in the district 
2. September 2025 – Open Alternative PL course for district ESL-certified teachers in ELA and Social Studies primarily in 4th-5th Grade
3. October 2025 – Participating ESL-certified teachers in ELA and Social Studies in the district will commit to a Classroom Rotation Model using resources from Blended/Personalized Learning components with Ed Elements that were vetted and shared to promote change in the learning environment toward authentic learning that provides voice, ownership and choice in EB students’ learning (Harapnuik et al., 2018).
4. Meet bi-weekly online with participating teachers and EB Instructional Coaches to collaborate and reflect on learning environment structure and shared resources. Record meeting for uploading to LMS.

References:

Elements, E. (2018). The Ultimate Personalized Learning Guide. Education Elements. https://www.edelements.com/personalized-learning

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA: Choice, Ownership, and Voice through Authentic Learning (0.9) [Ebook]. Creative Commons License.

Horn, M. B., Staker, H., & Christensen, C. M. (2014). Blended: Using Disruptive Innovation to Improve Schools. Wiley.

Mertler, C. A. (2022). Action Research: Improving Schools and Empowering Educators. Sage Publications.