Internship Proposal

Integrating a Blended Professional Learning Community at Ridgely Middle School

Rationale
In September 2013, Ridgley Middle became a lighthouse school. The pilot program’s
focus was to begin the integration of 1:1 devices for staff and students. Teachers and staff
received devices immediately along with sixth grade students. In 2014, sixth and seventh grade
students received devices and in 2015, sixth, seventh, and eighth grade students were now one to
one.
Ridgely’s staff communicate openly, with the idea of promoting a positive, healthy, and
supportive environment. Many teachers took the initiative when we received devices to embrace
their usefulness in the classroom, but many remained stagnant. Over a four-year period,
Ridgely’s staff received school and county-wide professional developments which were aimed to
support technology introduction and effective implementation. To kick off our 2015 school year,
a SAMR representative delivered an introductory speech to our entire faculty. This was the first
time we were asked to evaluate our lessons with respect to its model. Almost 100% of the
teaching faculty admitted they felt their current lesson planning with respect to technology
resembled the substitution phase of the SAMR model. It was evident we needed more
professional development and more teachers buying into technology integration.
Roger’s Perceived Attributes Theory focuses on how and why people in a social situation may
want to adopt a new technology or innovation. His diffusion theory consists of five sections:
relative advantage, compatibility, complexity, trialability and observability. The proposed
innovation is to create new ways to help educators professionally develop themselves when it
comes to utilizing and implementing the technology tools used in Baltimore County’s Learning
Management System. A general concern once a professional development occurs is there is very
little or no follow up. Teachers have very little support daily when it comes to implementing the
technology tools. There are very limited pathways for teachers to take when it comes to
questions and practices. Something new needs to happen.
Participants
The learners in this internship will be Ridgely middle school teachers, grades 6-8, administrators,
and supportive staff. The learners will participate in an elected blended learning PLC which
meets the first Monday of every month, along with all-staff faculty meetings. Learners may also
elect to participate in technology Tuesdays, run by the STAT teacher and myself. Small group
sessions will also take place during grade level and department meetings. Participants are also
invited to email me directly in order to set up separate sessions to meet individual needs.
Objectives
Multiple objectives will be met but surround the essential idea of integrating technology
into lessons in a meaningful way to authenticate and enhance learning. The following objectives
will be met through PLC meetings, individual help sessions, and online-collaborative tools:

 Teachers will share resources by participating in PLC sessions and utilizing technology-
based platforms.
 Teachers will showcase newly learned technology strategies by preparing and leading
technology sessions.
Internship Proposal
Integrating a Blended Professional Learning Community at Ridgely Middle School

Models of Change
The ACOT model shines through as we will have teachers create inquiry-based,
cooperative, and knowledge-building tasks focused on emphasizing all contents. Teachers will
work collaboratively to investigate and showcase technology tools. Participants will model,
guide, and create technology enhanced lessons to support new learning and extend previous
knowledge. Teachers will create and organize a technology platform to share teacher lessons,
student samples, and reflection summaries to help guide new users. Readers can utilize the
materials and reflections and edit the resources to meet their needs. These needs were identified
by analyzing Ely’s 8 Conditions of Change. The first of Ely’s conditions is dissatisfaction with
the status quo. Ridgely has identified they want to improve the use and implementation of
technology tools and they want a voice in how they are being professionally developed. Ely’s
third condition tends to all teachers having access to the technology tools through BCPSOne, but
we lack the personal necessary to affect change. His fourth condition Ridgley Middle school has
identified as needing is time. Teachers receive little school-time to analyze the technolgy tools.
Administration and tech leaders ask for little input when preparing professional developments
and schedules. This brings in Ely’s sixth condition, participation. Participates have little say
when it comes to what they are experiencing in professional developments. As we receive
technology, the school sets up general supports, but we are not surveyed to identify our learning
desires. Ely’s last condition focused on leadership. There is observable leadership from
administration and our STAT teacher but it lacks being truly effective since it is missing the idea
of a process. Professional developments initially motivate teachers, but there is a lack of follow
through. People have these great ideas, but no plans are introduced to continue the great ideas.
Teachers are left excited about a product but no clear picture on how to continually implement it.

Change and Learning Activities

In order to affect change, different processes need to be introduced and implemented.

The concern of time will be addressed by having our Blended Learning PLC meeting times be
dedicated school times. We will meet the first Monday of every month. We will also offer Tech
Tuesdays to help follow up and address individual needs. Teachers are also invited to email
myself or the STAT teacher at any time. Learning activities will include participating in the
Blended Learning PLC. During our meetings we will take opportunities to showcase and model
working with specific technology tools. Teachers will be assigned to small groups based on
content and comfort-level. Representatives will also be brought in to share knowledge and
educate staff. This would also be a great time to have them extend and provide more in-depth
learning.

Online Learning Component

The online learning component will be a compilation of organized resources. Inside
Schoology, a course/group is made for all teachers to access. The group will include tutorials,
lesson plans, guides, screen snapshots, reflections, supportive websites, and teacher/student work
which exemplifies the technology in a meaningful way. The Schoology group is a platform
which supports sharing and collaboration. We may also host a webinar via Zoom to reflect on
learning and share ideas and evaluate our learning.
Internship Proposal
Integrating a Blended Professional Learning Community at Ridgely Middle School

Timeline/Action Plan/Evaluation

Date Action Responsible Party Assessment

March 2018 Meet with administration in Myself Notes taken to

order to gain support and identify and agree
school time. upon procedure.

May – June 2018 Identify stakeholders – Myself Email, face to

teacher leaders, community face meetings to
members identify and
motivate staff
members.

June 2018 Begin to create a technology Myself and STAT Notes taken and
committee and promote teacher technology
online and face to face identified.
professional developments.

August – Establish a PD schedule with UDL/Blended Notes taken

September 2018 committee and administration Learning PLC
along with lesson plans. Creation of
Course/Group on
Schoology

September 2018 Administer survey to assess UDL/Blended Survey Monkey

technology tool needs and Learning Leaders
UDL proficiency

September 2018 Review and share results of UDL/Blended Outline how

survey in order to identify Learning Leaders UDL/Blended
specific objectives Learning
meetings will be
utilized to support
staff and
meaningful
integration of
technology

Ongoing 2018 – To effectively use technology UDL/Blended Blended Learning

2019 tools in Schoology to promote Learning PLC PLC
lessons and developments. Course/Group
platform in
Schoology
Internship Proposal
Integrating a Blended Professional Learning Community at Ridgely Middle School

Blended September 17 UDL/Blended Schoology

Learning PLC Learning PLC Intro Platform
(UDL) Meetings and Tech Tool
overview and Reflections
participation
Feedback from
Survey Monkey to Evaluate progress
identify specific tech using SAMR and
tools TPACK models

Support and facilitate See initial

October 1 meaningful presentation
implementation of power point for
technology tools. graphic for
reflection
Collaborative
meetings to showcase
and explore

Support and facilitate

October 29 meaningful
implementation of
technology tools.
Collaborative
meetings to showcase
and explore

Check-in survey with

November 5 participants

November 19 Support and facilitate

meaningful
implementation of
technology tools.
Collaborative
meetings to showcase
and explore
Internship Proposal
Integrating a Blended Professional Learning Community at Ridgely Middle School

Zoom Meeting
November 26

Tech Tuesdays 2 – 3 per month Myself and STAT Schoology

teacher

Support Mondays following each staff Myself and STAT Schoology

Meetings meeting teacher

Documenting Progress

One way I will document my own progress is by keeping a personal journal. The journal
documents the process and weekly progress and interactions I have with staff members. It also
contains personal reflections and concerns as implementation takes place. Artifacts will be
housed on Schoology in order for teachers to access and share materials. They will also
participate in monthly surveys to provide feedback and reflect on learning.