Ever heard of a B-HAG? How about a Big, Hairy, Audacious Goal? A few years ago, Waterford.org was honored to be a part of the TED Talks Audacious Project (Minor, 2019), so we have a big goal as an organization. But, what can my team and I do to fuel this goal? Have a BHAG of our own!
By the end of the school year, all PK-2nd Grade Educators (the “Learners”) will confidently know how to use the Waterford Reading Academy software & resources, in a blended learning model, to reinforce literacy skills and make data-driven decisions for each student in their classroom.
As the Professional Learning Consultant team, we thrive on helping teachers learn to know and appreciate all the Waterford Reading Academy has to offer. My Innovation Plan calls for our internal teams to improve on how we conduct professional learning events and what content is shared in those events. Using the following plan, shown in the 3-column Table below, Learners (PreK-2nd Grade teachers) will have opportunities to constructively collaborate and make data-driven plans to best meet the needs of each student. In thoughfully considering the various learning goals involved in my BHAG, I used Fink's (2003) approach to designing this plan, as you can read below.
Learning Goals | Learning Activities | Assessment Activities |
Foundational- Teacher-Learners (PreK-2nd Grade Teachers) will learn the research, history, curriculum alignments, implementation best practices and anticipated outcomes of using the Waterford Reading Academy Program. | Learn via Waterford.org YouTube Channel the history, development of Waterford’s programs. Review State Correlations & 3rd party research plus competitive analysis conducted by independent groups. | Information retell in a train the trainer model Pair share info gained Analyze research reports in groups & share out findings |
Application-Learners will use data pieces to inform instruction. | Dive into Dashboard & Report features to determine levels of each student, accomplishments, timelines, attempts at objectives, and areas of growth for student and class | Can teachers use 3 reports to complete the following:
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Integration- Learners will use a blended, rotation model during Literacy/ELA time, daily | Intentionally plan use of digital program/student program in a rotation model Utilize Waterford resources as center activities using Interactive Boards or group work. | Clearly defined time in schedule for Waterford usage; shown on daily schedule or lesson plan. |
Human Dimensions- Learners will learn concepts in equity & the digital divide. Teachers will explore device and software functions & personal ideas on EdTech tools. | Teachers will explore data from the viewpoint of students with device knowledge and comfort-level, home use or not, internet accessibility and attendance. If/Then phrasing will be used. | Teachers complete the phrases: If students use Waterford for 15 minutes daily, then____________________. If usage goals are not met, then____________________. |
Caring Goals- Learners will realize their first-hand knowledge will make them the ultimate decision maker for their students | Practice makes perfect & confidence. Ease of terminology and use will bridge interests in educators and tech-centric students. Teachers will monitor data to determine the best course of action using the teacher's first- hand knowledge of student(s). | Teacher-learners will explore the student experience once a month & the teacher manager/reports on a weekly basis. Conduct student data meetings and report back on feedforward form. |
Learning How to Learn- Learners will build knowledge based on previous classes through experience and questioning. | Each session will build on previously gained knowledge. Teachers will apply new knowledge over a period, reflect, revise, and question at the next class. | Complete timeline of knowledge gained, possibly on a shared document or via culminating video; learner’s choice for showing knowledge |
Learning Environments & Situational Factors to Consider
Specific Context of the Teaching/Learning Situation: This course will be delivered onsite and live in a computer lab or in a shared space with students all using their own devices. The students are all adult professional educators with college degrees and teaching certifications in the EC-8 levels. Class meetings will be once a month for the duration of a school year. Technology issues should be minimal as teachers will be using district-issued devices and connect with district networks. We
may hit a roadblock with limited battery power on laptops and limited outlets, so power strips or towers will be necessary.
General Context of the Learning Situation: The Independent School District or individual school has purchased the program with the expectation that teachers will implement it with fidelity as recommended by Waterford.org’s research team. A teacher’s evaluation includes areas of proficiency for technology and technology tools. The purpose of our course will be to guide educators into knowing the Waterford Reading Academy (WRA) software and associated data pieces and resources to fully guide their students in a successful year-after-year implementation of the WRA program.
Nature of the Subject: The subject is mostly practical as teachers will be applying what is learned in real-world situations with their students, families, and support teams, as needed. The primary subject is convergent in that it leads to a solid goal of improving reading skills using Waterford Reading Academy software. The divergence occurs as teachers dive more deeply into data pieces to dete
rmine the best course of action. Currently, there is a controversy around screen-time at various ages and too much or appropriate use of devices during the school day.
Characteristics of the Learners: The life situation of the learners will vary by district and grade level. While all will be adult, professional educators, some will have worked heavily with tech tools and educational software programs while others will be newer to these teaching tools. The educators I will work with are primarily from the greater Houston, TX area, so multi-cultural with varying professional goals. Some early education teachers will embrace technology in the classroom, while others will be more reluctant or even completely disagree with using devices during the school day for PK and Kindergarten students. Teachers (the “Learners”) in this course will want to know the details, research, and expected outcomes of using this program along with the actual and practical application of Waterford Reading Academy in their everyday classroom, lesson plans, and individual academic plans for students.
Characteristics of the Teacher: I will be the primary teacher for this course, while also guiding a team who will teach these lessons to additional professional educator groups. My team and I will have all had classroom teacher experience, preferably in Early Childhood, Elementary school grades, or
as a Reading specialist at any level. Every teacher will be an advocate for all students and equity within the use of digital programs for assisting and teaching reading skills. All will be proficient in the Waterford Reading Academy software program and how to use the data pieces to address gaps in knowledge as identified by specific reports.
Fink, L. D. (2003). Creating significant learning experiences: an integrated approach to designing college courses. http://ci.nii.ac.jp/ncid/BA61809053
Miner, C. (2019). A new way to get every child ready for kindergarten [Video]. TED Talks. https://www.ted.com/talks/claudia_miner_a_new_way_to_get_every_child_ready_for_kindergarten?language=en
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