Influencing Change
Overview:
In my innovation plan, I created a blended classroom environment. This blended classroom has enabled me to move recorder testing to 100% online format. It has also allowed me to offer extra help sessions and give my learners voice in what and how they learn recorder. In making this change to my classroom, it has also freed up time for us to dig deeper into other areas of music.
This plan should not be limited to my music classroom. It should be utilized across our entire district. Every music teacher in the district has their own styles and philosophies when it comes to teaching music, but we must all teach the TEKS and we all have a very limited amount of time with our learners. I would love to encourage all of my colleagues to follow my lead in teaching just a small part of our curriculum in a blended setting. It could potentially open the doors to and endless amount of collaboration, sharing, and creating for both teachers and learners alike.
Result I want to achieve:
Increase musical participation in the blended music classroom model.
What are the vital behaviors that I am looking at changing?
Music personnel will create an online classroom, using Seesaw or Schoology, by the end of this term.
Music personnel will encourage learners to work on recorder music using their new online resources.
Progress Measurement:
Each teacher will submit the results of one blended lesson each 9 weeks.
Teachers discuss and share blended lessons that work or did work in their classroom during monthly meetings.
Organizational Influencers:
Shannon Edwards, Principal
Crystal Roach, Assistant Principal
Sarah Meador, District Lead Elementary Music Teacher
District Music Personnel
Six Sources of Influence:
Notice the Obvious
All music educators in my district have access to online classrooms, such as Seesaw, Schoology, Google Classroom and more; we need to encourage them to use it.
Many of the music educators in the district do not feel comfortable using technology in their classrooms because there is not training available that is specific to music education.
Crucial Moments
Each school has different resources for their music classroom.
Educators often feel they do not have time to teach technology during music instruction time.
Positive Deviants
Line up support from our district technology coaches to help lead trainings that are specific to the music classroom.
Provide peer support for teachers as they create their online classroom.
Culture Busters
Some teachers will not see the benefits of the online classroom in the beginning. They may feel that it is something that takes away some of their instruction time instead of a way to gain more time.
Some teachers may avoid teaching the technology aspect to their learners because it is not “music.”
Reference:
Grenny, J., Patterson, K., Maxfield, D., McMillan, R., Switzler, A. (2013). Influencer: The new science of leading change: 2nd ed. New York: McGraw-Hill Education.