5304: Influencer Strategy

Waterford.org's Professional Learning team moves with a sense of urgency knowing that we can help teachers who teach students to read. Our software provides individualized, differentiated instruction, but it is only as strong as the classroom, campus, and district implementation. Therefore, this plan is necessary and follows strategies presented by influencing experts Maxfield et al. (2013)

Desired Results: 80% of Kindergarten teachers in four Houston-area school districts will enable students to use Waterford programs for 60 minutes every week of a 9-month school year, for a minimum of 1620 total minutes per student. This is based on Waterford's research showing 1500 total usage minutes will allow the average Kindergarten student to complete all KG level objectives in our Early Reading Program.

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Vital Behaviors: Teachers & Waterford Consultants

Each teacher has a designated Waterford time in their daily schedule

Each teacher gets 1:1 and team meeting each semester with a Waterford consultant

Each consultant reviews monthly usage data to celebrate and/or support

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Influencers:

1. Me-Leading by example to share/show my team

2. District Admin- expectations clearly defined

3. Positive/Experienced Waterford Champion on each campus to set the example & encourage reluctant team members

Measures:

1. Monthly Campus Usage Reports from the Waterford Reading Academy Manager

2. Power BI Classroom Usage graphs

3. Salesforce Engagement Entries

4. Google Form - Quarterly Surveys for teachers

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To make this grand plan successful, I had to think about the motivation for all stake-holders and which group would need the greatest amount of influencing. My overarching Innovation Plan involves improving the Professional Learning team's approaches while strengthening program implementation. The Wateford team understands that a successful implementation means increased literacy rates and partner satisfaction, which leads to renews, which means job security. The district administrative team has been influence to purchase the program, so the influencing will now lean more heavily on campus leaders and teachers. Therefore, the 6 Sources of Influence below are applied to the educators in this plan.

	Motivation	Ability
Personal	Provide daily differentiated lessons for each student Use data-driven, research based resources that require little planning or prep by the teacher	Learn new technologies that align to Science of Reading and Texas Reading Academies goals Gain technical skills and confidence utilizing a digital resources in a blended learning environment
Social	Provide equitable learning opportunities for all students through the use of digital tools Build team & campus community via challenges and rewards	Partner with Waterford consultant to strengthen implementation in each classroom. Look to campus contact and/or experienced Waterford Champion for assistance as needed.
Structural	Improve campus spirit via student, class, campus, and district recognition assisted by Waterford Participate in Waterford Partner Summits and Round Table events Become a research partner with a 47-year-old not-for-profit research institute	Create district-admin level expectations that are clearly conveyed to all stakeholders Ensure devices and infrastructure are up to date “Waterford is spoken here” mentality

Maxfield, D., Grenny, J., Patterson, K., McMillan, R., & Switzler, A. (2013). Influencer: The New Science of Leading Change, second edition (Hardcover). McGraw-Hill Education.