Admin Resources

Implementing blended learning requires a great deal of planning and attention to detail. Administrators must plan how blended learning will run throughout the entire school year, consider what success looks like, and decide how to differentiate key aspects of the model for teacher needs. While each of these elements should be personalized to the school community, the resource below can serve as a guide. They include the critical considerations and will guide an administrator in planning a blended learning school year. 

Instructional coaching allows teachers to receive continuous feedback on their teaching practices and space to reflect on how to become a more effective educator in a private, non-evaluative setting. Below are four components that have been critical to successful coaching in Seton’s experience. These are not listed in order of importance but rather each is a piece to the puzzle of coaching, and one is no more important than the other.

• Observations—Quality observations by an instructional coach allow for the coach and teacher to have a fruitful discussion about observable and measurable data. Observations should occur regularly during meaningful instruction time so the instructional coach can capture a significant understanding of the classroom, instruction, and learning. Instructional coaches should take quality observation notes that leave emotion and judgment out, focus on teacher and student actions, and include quantifiable data points. These notes will help lead the discussion during coaching meetings.
• Meetings—Meetings should be held at a consistent “standing” time each week so that both the instructional coach and teacher can rely on this time to collaborate. Coaches should come prepared with praise, observational notes, and questions for the teachers in order to spark discussion and result in an agreed-upon action step for the teacher to focus on throughout the next week.
• Relationship Building—Relationship building is an essential part of a coaching relationship and the value it adds can often be overlooked. A strong rapport between an instructional coach and a teacher builds trust that allows for vulnerability during a coaching meeting. An instructional coach should learn about a teacher’s journey and reason for working in education from the very first meeting. Knowing someone’s “why” gives coaches a better understanding of what shapes a person’s opinion and why they make certain decisions in their classroom. This relationship-building should continue throughout the year so trust can continue to be built between teachers and coaches. Building trust is critical so that both parties feel comfortable being honest and vulnerable in their coaching meetings and conversations.
• Rubric/Instructional Priorities—School administrators should identify a rubric or instructional priorities (i.e. School-district, Diocesan, or school-created) to inform the focus of coaching meetings and measure success against. This allows everyone to know what successful teaching and learning looks like and support teachers to grow in their practice throughout the year.

Professional development (PD) is an important component of continuous teacher and school development. Effective PD is not a staff meeting; rather, it is a learning opportunity focused on a specific topic with measurable outcomes or objectives. PD should target the specific needs of the staff and school at the point of time it will be delivered.

Below are several PD sessions that support a strong blended learning program. School leaders should use, adapt and deliver these in the way that best meets their staff’s needs. Although school leaders should select the best PD sessions for their staff, a few common pairings are:

Fall: Back to School

• • What and Why of Blended
  • Setting up a BL Classroom
  • Building a culture of feedback

Fall: New Teacher Training

• • What and Why of Blended
  • Setting up a BL Classroom
  • BL Scheduling
  • Explicit Expectations
  • Positive Narration

Fall and Winter (kick starter and “restart”)

• • MAP PD
  • Tracking and Goal Setting

Culture Reset

• • Building a Culture of Feedback
  • Explicit Expectations
  • Positive Narration