Understanding leadership competencies and supports needed for district-wide blended learning implementation

Concurrent Session 3

Session Materials

Brief Abstract

This panel features a research-practitioner collaborative that share a common mission to build capacity in educators and use research to implement new learning models. K-12 districts are embracing change by implementing blended learning and redefining instructional practices. Ann Arbor Public Schools (AAPS), Michigan Virtual University, and North Carolina State University’s Friday Institute for Educational Innovation revealed a problem of practice: despite grassroots and top-down efforts, blended learning is failing to scale in the district.

Presenters

Kathryn Kennedy, Ph. D., is the Director of MVU’s Michigan Virtual Learning Research Institute (MVLRI). Dr. Kennedy has extensive experience with online and blended learning in higher education and K-12 as a former assistant professor at Georgia Southern University and as the Director of Research for the International Association for K-12 Online Learning (iNACOL). She coordinates and oversees projects at MVLRI, networks and onboards MVLRI Fellows, and conducts qualitative research. She is involved in national and international efforts in quality assurance for K-12 online and blended learning, including holding leadership roles in the development of new and the enhancement of existing ISTE and iNACOL standards. She has published in various venues her work, which primarily focuses broadly on education professionals and their preparation for next generation learning models, including but not limited to online and blended learning environments.

Additional Authors

Jamie DeWitt currently serves as the Director of Blended Professional Development for Michigan Virtual University, providing wrap-around supports for K-12 schools and teachers throughout Michigan. Jamie holds a B.S. in Mathematics from Aquinas College where she also obtained her teaching certification. Jamie also has a M.A. in K-12 Administration from Michigan State University. Jamie spent 6 years as a high school math teacher, and 7 years teaching online for MVU. While teaching in both mediums, she used blended learning strategies to increase student achievement.

Extended Abstract

This panel features a research-practitioner collaborative that share a common mission to build capacity in educators and use research to implement new learning models. K-12 districts are embracing change by implementing blended learning and redefining instructional practices. Ann Arbor Public Schools (AAPS), Michigan Virtual University, and North Carolina State University’s Friday Institute for Educational Innovation revealed a problem of practice: despite grassroots and top-down efforts, blended learning is failing to scale in the district. The collaborative will share their work to identify the leadership competencies and best practices necessary for scalable blended learning within AAPS and the field at large. Data will paint a picture of understanding around leadership needs and challenges. The collaborative will also share their research design that has been refined through iterative and collaborative planning and data analysis.