Alternate Professional Learning Plan for Valdymas College Innovation

The Alternate Professional Learning Model for Valdymas College of Advanced Studies and Digital Transformation Slide.

Fostering Collaboration

At Valdymas College, fostering collaboration among teachers is critical to the success of the Professional Learning (PL) plan. Professional Learning Communities (PLCs) will be established by subject area to ensure focused and specialized discussions that address the specific challenges and opportunities faced by each group of teachers. The PLCs will meet weekly to provide teachers with dedicated time to discuss classroom challenges, share instructional strategies, explore resources, and develop solutions together. This will promote a culture of continuous improvement and peer support that enhances both teaching and learning.

Each PLC will follow a structured format, where teachers will collaboratively identify challenges in implementing personalized learning and digital tools (e.g., ePortfolios). These challenges will be addressed by pooling resources, creating shared lesson plans, and engaging in peer observations. Actionable steps will be developed after each meeting, ensuring that teachers apply what they’ve learned in their classrooms. For example, teachers may collaboratively develop methods for incorporating ValdymasCAPs into assessments and share real-time feedback on how this strategy impacts student engagement.

Virtual platforms such as Google Workspace, Zoom, and Trello will be utilized to support both in-person and remote participation. This flexibility will allow teachers to collaborate regardless of physical location, ensuring that contracted or part-time teachers who may not be on-site regularly are still active participants in the PL process. These platforms will also enable teachers to share documents, track ongoing projects, and communicate asynchronously, providing an integrated space for ongoing collaboration.

Leadership Roles

Effective leadership and clear roles are essential for the success of the PL plan at Valdymas College. As the Innovation Lead, the Implementation Manager (you) will be responsible for overseeing the entire professional learning process, ensuring that it aligns with the COVA (Choice, Ownership, Voice, and Authentic learning) framework. The goal is to ensure that teachers have agency in their professional development by making choices that impact their instructional practice, encouraging ownership of their learning, and providing them with opportunities to voice their experiences and challenges.

As the Implementation Manager, you will organize regular check-ins with PLCs and facilitate workshops or strategy sessions to keep the PL process aligned with the school’s innovation goals. Your role also includes addressing any systemic challenges teachers face while integrating new technologies, providing feedback on their progress, and ensuring that the innovation plan is on track.

PL Facilitators will be appointed from the department heads. These facilitators will lead the weekly PLC meetings, acting as champions for subject-specific initiatives. Each department head will be responsible for tailoring the professional learning to the needs of their discipline. For example, the head of the Mathematics Department will guide math teachers in integrating data analytics tools into their lessons, while the Literature Department head may focus on fostering deeper critical thinking through digital storytelling techniques.

IT Support is crucial for the smooth integration of technology into teaching and learning. The IT team will play a vital role in supporting teachers as they navigate the ePortfolio system, ValdymasCAPs, and other digital tools. They will provide technical training to ensure teachers are comfortable using these platforms and troubleshooting any issues that arise. Additionally, the IT team will ensure that all digital resources are functioning correctly, from updating software to ensuring proper network connectivity, so that teachers and students can fully utilize these tools in a seamless learning environment.

By fostering collaboration, establishing clear leadership roles, and providing robust IT support, Valdymas College will create a professional learning ecosystem where teachers are empowered to implement new strategies effectively and improve student learning outcomes.

Transforming Professional Learning In Advanced Level Physics Class.

Audience and Their Needs

Teachers: At Valdymas College, the 13 full-time teachers and 6 contracted teachers need substantial support as they transition to implementing student-centered, personalized learning environments through digital platforms like ePortfolios and ValdymasCAPs. Many of these teachers may be familiar with traditional, lecture-based instruction, which prioritizes teacher-led content delivery. The shift to student-centered learning requires them to adjust their instructional practices and mindset toward a model where students have more choice and ownership over their learning.

To facilitate this transition, the teachers will need professional development that focuses on practical strategies for incorporating digital tools, facilitating collaborative learning, and creating personalized learning pathways for their students. This also includes learning how to set personalized goals for each student, provide feedback through digital means, and manage different types of learning activities that engage students in self-directed and inquiry-based learning. Additionally, ongoing technical training will be crucial to ensure that teachers are comfortable using ePortfolio systems, tracking student progress digitally, and integrating technology into everyday teaching practices.

Students: The 350 advanced-level students at Valdymas College will be the indirect beneficiaries of the PL plan, as the improved teaching methods will foster increased student engagement, autonomy, and ownership of their learning. Personalized learning environments are designed to cater to the diverse needs of these students, allowing them to work at their own pace, engage in projects that interest them, and receive continuous feedback from both their peers and teachers. These students will also have access to digital platforms, enabling them to showcase their progress and learning outcomes through ePortfolios. The goal is to enhance their 21st-century skills such as critical thinking, problem-solving, and digital literacy, preparing them for higher education and the global workforce.

Instructional Design Approach

The Big Hairy Audacious Goal (BHAG) method will serve as the primary instructional design framework for this innovation. The BHAG for Valdymas College’s professional learning and classroom transformation is:

BHAG Goal: By the end of the 24-month implementation period, every classroom at Valdymas College will be a fully student-centered, personalized learning environment, where students actively engage in self-directed projects, use ePortfolios to track their progress, and take ownership of their learning outcomes. Teachers will facilitate learning by guiding students in personalized learning paths, supported by digital platforms that allow for real-time feedback and reflection.

Structure Using the 3-Column Table

The 3-Column Table will help structure the learning process for the teachers and ensure progression toward the BHAG. This method will outline:

Specific Learning Goals

👉 Teachers will learn how to design and facilitate project-based learning that allows students to explore their interests.

👉 Teachers will understand how to provide personalized feedback through digital platforms.

Performance Tasks

👉 Teachers will create personalized learning plans for students, including clear objectives, assignments, and assessment criteria.

👉 Teachers will participate in peer-observation sessions to model and reflect on personalized learning practices.

👉 Teachers will facilitate at least one student-led project where students use ePortfolios to document their learning journey.

Feedback Methods

👉 Continuous feedback will be provided through peer coaching, classroom observations, and regular check-ins with department heads.

👉 Student feedback will also be incorporated to refine teaching strategies and enhance personalized learning paths.

👉 Regular reflections and evaluations on progress towards the BHAG will occur every three months, allowing for adjustments and refinements in the professional learning approach.

BHAG Goal: By the end of 24 months, every classroom at Valdymas College will be a fully student-centered, personalized learning environment, where students engage in self-directed projects, track their progress using ePortfolios, and take ownership of their learning outcomes. Teachers will act as facilitators, guiding students along personalized learning paths supported by digital platforms.

This 3-Column Table will serve as the structural framework for the professional learning process, ensuring that the transition toward student-centered, personalized learning environments is both organized and measurable. The combination of learning goals, specific performance tasks, and feedback mechanisms will help teachers gradually implement strategies that promote autonomy and digital integration in their classrooms.

Learning Goals	Performance Tasks	Feedback Methods
Understanding Personalized Learning: Teachers will be trained in the principles of student-centered learning and personalized instruction.	Participate in professional development workshops focusing on personalized learning strategies.	Peer coaching and mentoring with department heads.
	Teachers will complete assessments where they design personalized learning plans for students.	Review and feedback provided by professional learning communities (PLCs) and coaching sessions.
ePortfolio Integration: Teachers will learn to use ePortfolios for documenting and tracking student progress.	Teachers will implement ePortfolios in their classrooms, having students document learning outcomes and projects.	IT department provides technical feedback on usage, and the academic team assesses quality of integration.
	Conduct student training sessions on how to use ePortfolios effectively.	Feedback from students on the ease of use and effectiveness of the ePortfolio platform.
Fostering Self-Directed Learning: Teachers will facilitate student autonomy and encourage ownership of learning.	Design and implement project-based learning activities where students have control over topic selection.	Classroom observations to assess the level of student engagement and autonomy in learning.
	Develop assessments that allow students to reflect on their learning through peer reviews and self-assessments.	Regular reflections with students to gauge progress and revise learning strategies as needed.
Using Digital Platforms Effectively: Teachers will integrate ValdymasCAPs into their classrooms to foster digital literacy.	Teachers will lead workshops to introduce ValdymasCAPs into assessments and daily learning routines.	IT and department leads provide technical and pedagogical feedback on how ValdymasCAPs is being used in lessons.
Creating Collaborative Learning Opportunities: Teachers will design group-based projects that leverage both in-person and virtual platforms for learning.	Organize cross-curricular projects where students collaborate on problem-solving using digital resources.	Feedback from peers and facilitators in the weekly PLC sessions, with assessment of collaboration skills in student projects.
Personalized Feedback Mechanisms: Teachers will develop personalized feedback methods for students through digital platforms and peer assessments.	Teachers will use digital tools (Google Classroom, Trello) to provide real-time, individualized feedback on student work.	Peer observations and department head review of feedback practices to ensure they align with personalized learning objectives.
Scaling Student Ownership: Teachers will foster a culture where students take increasing responsibility for their own learning.	Develop a student ownership rubric that encourages reflection on learning progress and future learning goals.	Self-assessment rubrics and teacher feedback on the effectiveness of student ownership of learning.
Implementation of Self-Directed Capstone Projects: Teachers will guide students through capstone projects where they take complete ownership from start to finish.	Design capstone projects where students propose, research, and execute learning initiatives aligned with their interests.	Capstone presentations assessed by peers and external educators to gauge effectiveness of student-centered learning.

To ensure the successful implementation of the Professional Learning (PL) Plan at Valdymas College, it’s critical to allocate and organize a variety of resources. Each type of resource will play a crucial role in supporting the transition toward a student-centered, personalized learning environment.

Human Resources

The PL plan is integral to driving the educational innovation at Valdymas College, moving from traditional passive learning to a more dynamic, student-centered, personalized learning environment. By structuring the plan in phases, providing targeted coaching, and utilizing digital portfolios, the college will create a culture of ongoing collaboration and continuous feedback. This approach not only strengthens teacher professional growth but also enhances student engagement, ultimately leading to improved learning outcomes.

Coaches

👉 These individuals will provide ongoing mentorship and support to teachers as they navigate the transition to personalized learning. Coaches will be instrumental in guiding teachers through the integration of ePortfolios, student-centered projects, and digital platforms like ValdymasCAPs. They will offer real-time feedback during classroom observations and facilitate peer-to-peer learning sessions to reinforce new strategies. Regular meetings between coaches and teachers will ensure that challenges are addressed promptly.

Department Heads

Each department head will act as the Professional Learning Facilitator (PL Facilitator) for their subject area, providing content-specific guidance. They will lead the Professional Learning Communities (PLCs), ensuring that the professional development is aligned with the unique needs of each subject. For example, the Science Department Head may focus on incorporating STEM-based digital tools, while the Literature Department Head could focus on tools that enhance student engagement in critical thinking and analysis. Department heads will also play a key role in assessing the effectiveness of the learning strategies being implemented and making adjustments as necessary.

IT Specialists

Given the digital nature of the PL plan, the IT team will be responsible for ensuring that all technological resources, including ePortfolio systems and ValdymasCAPs, are functioning correctly. IT specialists will provide technical training for teachers to ensure that they are comfortable using these platforms. They will also troubleshoot issues that arise and work to continuously improve the functionality of the digital tools being used in the classrooms.

Department Heads

Technological Resources

ValdymasCAPs

This digital platform will be a central resource for managing student-centered learning. It will provide real-time tracking of student progress, personalized feedback mechanisms, and analytical tools to evaluate learning outcomes. Teachers will need ongoing support to use ValdymasCAPs effectively to create personalized learning plans, assign tasks, and assess student performance.

Google Workspace

This suite of tools will facilitate collaborative work and communication between teachers and students. Platforms like Google Docs, Google Classroom, and Google Drive will enable teachers to share resources, manage assignments, and provide feedback on student work in a streamlined, accessible way.

ePortfolio Platforms

The ePortfolio system will allow students to document their learning progress, showcase their work, and reflect on their experiences. Teachers will use this platform to evaluate student development and provide personalized feedback. The ePortfolio system will need to be integrated into the classroom workflows seamlessly, with IT support available for troubleshooting and updates.

In conclusion, this PL Plan will be essential in driving innovation at Valdymas College, shifting from traditional passive learning to an active, student-centered approach that leverages personalized learning and digital portfolios. The integration of these key components, such as collaboration, ongoing feedback, and tailored content, will not only support the teachers’ professional growth but will also positively impact the learning environment and student outcomes.