Learning and Leading - December 2012/January 2013

We no longer use textbooks—even digital ones—but instead rely on online resources, such as Khan Academy and other flipped-classroom sites, WebQuests, Google Docs, Common Core crosswalks, and content-specific digital sources.

years, and, because we wanted this learning initiative to be about the pedagogy and not the device, we recognized that device familiarity would be important.

Because the tornado destroyed all textbooks for grades 9–12, and because all the high school students would have access to 24/7 learning tools as part of our one-to-one initiative, we decided it was also time to implement personalized learning with an open source digital curriculum.

We developed a curriculum that revolved around unique and personalized learning for each student. We have increased collaboration, project-based learning, and constructivist pedagogy practices exponentially. We no longer use textbooks—even digital ones—but instead rely on online resources, such as Khan Academy and other flipped-classroom sites, WebQuests, Google Docs, Common Core crosswalks, and content-specific digital sources.

Just as our curriculum is personalized, so are the tools. There was no single resource that became the champion for all teachers. Rather, each teacher chose from a large array of tools that they had found in their own research or that their 21st century learning coaches suggested, including Blackboard, Edmodo, Skype, Weebly, Socrative, Khan Academy, blogs, and wikis. Of course, these digital tools alone don’t equate to successful technology integration. We focused instead on how teachers used them with students to encourage critical thinking, creativity, and communication.

We realized that we would need even more high-impact professional development for teachers if we were to be successful with our new personalized learning innovation by the start of school. Department leaders reached out to multiple resources for guidance and assistance, and everyone we contacted showed great compassion, as they were well aware of the limited timeline we were working with. Countless conference calls, video conferences, and onsite visits involved experts not only from the K– 12 pedagogy environment but from the global market community as well. We also included parents, students, teachers, administrators, board members, and business owners in all visioning meetings. The feedback from the students had the most impact, as their perspectives really opened the minds of those at the table and in the meetings. Once everyone involved had assimilated the best-practices information from research, we were able to apply those to our bigger dreams by focusing on next practices.

Professional Development
Fortunately, in 2004 we implemented
the Technology Leadership Academy
(TLA), a program that requires every
teacher to complete 60 hours of pro-
fessional development to get a laptop,
interactive whiteboard, and projec-
tor in the classroom. We have used
dedicated professional development
(PD) funding for TLA over the years
since then and are currently using lo-
cal funds designated for teacher work
beyond contract time.

Coaches and Assessment

Our teachers also receive support from technology coaches who make classroom visits to contribute constructive feedback and model lessons. (For more information about technology coaches, see the NETS for Coaches at iste.org/standards/ nets-for-coaches.)

The district had previously employed nine technology specialists and nine teaching and learning coaches. The Joplin School Board, sensitive to the broad scope of change and challenge that we were trying to implement after the tornado, approved hiring five 21st century learning coaches as well to help guide our teachers as we moved toward making our next-practices vision a reality.