We've been talking a ton about all the

ways that the role of the teacher's

going to change.

And now we're interested in how we make

that transition happen.

How we get teachers to be successful in a

blended learning environment.

>> Now because blended learning is so

new,

there's no off-the-shelf foolproof way of

doing this.

But we asked the schools that we've been

profiling, how they've helped to make this

shift.

>> So when we think about training

teachers first of all, we spend

a lot of time and energy on training

teachers.

If your a new ta tech, particulary new at

going to

a new school, you actually get five weeks

of training at the start of the year.

So we do two weeks on, on board.

you probably go to KIPP School Summit,

depending on

where it is and what it might cost us.

We have another week after KIPP School

Summit, and then we come back

for two weeks with kids and then have one

more week before we really hit go time.

So it's a lot of intensive training.

The bulk of our professional development

is done at

the school site, because each school is

unique and different.

We might do some region wide things, there

is obviously KIPP School Summit which is a

national

program but the bulk is really at the

school

site and meeting the needs of that

individual school.

When we think about

how do we do professional development for

those are,

who are in this rotational model that

includes instructional learning.

It's a lot about how do we make sure that

you can

manage a class where there's three or four

different things going on.

How do we help you with routines, and

processes and structure so that the

transitions are quick.

You know, if a transition takes four or

five minutes, you know we've lost valuable

time

in the day.

and we actually you know, teachers where

they might

have a challenge with transition, might

actually time their transition.

we also think about you know, how do we

help

teachers who maybe have never been in a

workshop model.

You know, transition to that workshop

model, because that's effectively what

we're doing.

And it's different.

You know, someone who's taught

kindergarten might know what that is, but

someone who's been in high school maybe

doesn't know what a workshop

model looks like.

And, so we try to help them with that and

we try to, you know, because we now have

nine schools that are doing various

different programs, being

able to have our teachers go and observe

other schools.

We actually have a full day coming up

where teachers from one school visit.

We actually request two days, so teachers

from one school will go visit another

school.

We close the region for half a, for one

day and then

they'll flip flop.

So, they can see each other's school.

Learn from each other.

>> One of the core elements of

our teaching model and our teacher

professional development

is that everything is filtered through our

mission and the principles of our school

model.

And so, for me as a school leader, I

become the

guardian of these core values and the core

elements of our model.

But I need to free up teachers to have the

time, to have the space

to see other professionals who are doing

project based learning, to, to examine

this, the data so that they're making

decisions completely rooted in the data.

And most of all, and most challenging, is

avoiding slipping into the old habits.

And this can be something as easy as

coming up with a solution

that worked at your last school because

you see a student need there.

In every case, we have to take it back to

the data and

back to our core principals of the model.

And use that to inform the directions that

we're going to

take with any minor tweak or any

iterations to our model.

In such a personalized environment, we try

to

avoid anything that's a one size fits all.

Yet we still see this as recent as this

week,

where in some classes there's some common

task for all students

that might not all be at their level.

So my job now is to use that moment as

a case study and to think how about the

work or

the intent behind that could have been

better personalized for our

model so that the students are actually

focused on their skills.

>> Research tells us that one of the

best ways to learn is to make a mistake.

And particularly, young people, or all of

us, I guess.

We all, we, we learn

some of our most important lessons in life

when we get it wrong, or when we fail.

So there's really nothing to be afraid of,

if you're a reluctant teacher.

kids get problems wrong all the time.

and they know that teachers are human

beings also.

And that.

It's okay, teachers get things wrong too.

I think one of the things you can do as a

teacher is, let the

kids know, this might not go perfectly and

if it doesn't go perfectly, we're going to

change

it and we'll try another way.

This is new for me, this is new for you,

but here's what we are striving for, here

are our hopes.

If we get this right, it means, you're

going to have

more choice, you're going to have a more

personalized learning experience.

I'll be able to help you more on the

things you need help with.

And I'll spend less time trying to give

you lessons on things you don't need help

with.

>> So here's my advice.

There are some great consultants out there

who can help you with elements of your

planning or your teacher training.

But let's not also forget how much we

already do know about

getting teachers on board with processes

and having new models in our schools.

What's important?

We need to have teachers deeply involved

in the process so they

can own it and bring their wisdom and

expertise to the process.

We need to think about change management

because these ideas do

not get dropped on top of schools, they

get created by schools.

And we need to create a culture where

innovation is just in the water of the

schools.

We are open to taking risks and trying new

things and what

works we double down on and what doesn't

work we commit to fixing.

That's the spirit of innovation that will

allow

teachers to get on board, staff members to

get

on board and then it hits the students

with full force and they embrace this new

model.

关于老师角色要转变，我们已经谈了很多。

那么转变怎样发生呢，我们很感兴趣。

怎样让老师们在混合式学习的环境中体验到成功呢？

混合式学习是一种新模式。

没有现成的路子供我们参考。

但是我们咨询了正致力于学习这种模式的学校，看他们是怎样达到这种改变的。

首先讲教师培训，我们需要花时间和精力。

如果你是一个新老师。特别是一个新学校的新老师，

在学期初，应该有五周的学习时间。

我们计划先做两周，如果能参加KIPP学校峰会。这当然要看我们要付出多少。

峰会后我们再培训一周，

之后两周和孩子们在一起，在真正开始之前再培训一周。

因此它是一个长期的培训。

我们专业发展的大部分在学校完成。

因为每个学校都是独一无二的。

我们可以做一些比如参加学校峰会这样的事情，但是为了满足学校的需要，我们大部分时间还是在学校的。

我们怎样为那些老师做职业发展培训呢。

就是说怎样让你能管理好一个班级，那个班级有里同时有三四样事情同时进行。

关于常规，进程和结构方面，怎样做才能转变的快呢。

如果转变占据四五分钟的时间，我们就失去了一天中最有价值的时间。

老师们都面对转变的挑战。

我们要帮助那些从没在那种模式上过课的老师

那才是最有效的。

在幼儿园教过的老师明白那是一种什么模式。

在大学的老师就不一定明白了。

所以要尽力帮助老师们。

现在有九所学校正在做不同的项目，就可以让老师们去参观学习。

我们可以拿出一整天的时间让来自一个学校的老师们来参观。

我们需要两天，这样可以参观另外一个学校。

我们关闭一半的地方，然后再启动他们。

这样他们互相参观，互相学习。

教学模式的核心要素之一，以及教师的职业发展，就是，贯穿使命，履行学校原则。

我作为学校领导。

也是核心价值观和这种模式的核心因素的监护人。

我要让老师们腾出时间腾出空间来学习其他的基于学习的项目。来验证这些参考资料，，他们的决定就是要由这些参考数据决定的。

最大的挑战就是避免又回到原来的旧模式里。

这是很容易回到原来的，就好比你觉得这个学生按照你的思想他该做点什么。

任何情况下，我们必须回到模式来。回到这种模式的核心原则

用它来引领方向

在这样一个个性化的环境里，我们尽力避免一刀切。

当然我们依旧能看到近几周里，在一些班级，还是对全体学生有一样的任务。那样的任务不适合于所有人的水平。

所以我现在的工作就是做一个案例，研究一下怎样更好的促进个性化，这样学生会更加专注于自己的发展技能。

研究证明，失败是成功之母。

对年轻人，对所有人，都是如此。

我们一生中最大的教训来自于我们的失败。

所以没什么可害怕的。

孩子们总是不停的在犯错，孩子们知道，老师也是凡人。

作为老师就要让孩子们明白，不是所有的事情都要那么完美， 如果它进行的不顺利，我们就要就用另一种方式去改变它。

对我来说是新的，对你也是新的。

那就是我们要奋斗的，就是我们的期望。

如果我们做的是正确的，你将会有更多的选择。你会有更个性化的学习经历。

你需要什么帮助我都会给你。

你不需要的我就不会花很多时间给你指导。

这就是我的建议。

我们有些很棒的顾问。他们可以在你的计划或你的教师培训中帮到你。

不要忘记老师们的培训进程已经走了多久，也不要忘记我们学校的新模式。

什么重要呢？

我们需要教师深入参与到这个进程中，这样就可以掌握它，并把自己的智慧和职业精神融入进去。

我们需要考虑变革管理。

因为这些思想不是学校一时兴起，而是由学校创造出来的。

我们需要创造一种文化，这种创造只发生在学校。

我们接受冒险，愿意尝试新的东西，有的工作我们坚定贯彻，有的工作我们努力改进。

那就是创新精神，会让老师们上路，会让学生极大进步。

大家都会认可这种新模式。