Author Archives: Liz Anderson

How the Dynamic Learning Project is building teacher confidence

Editor’s note: Last summer, we announced Google’s support of the Dynamic Learning Project—a pilot program from Digital Promise that places technology coaches in 50 high-need schools across the country. Educator coaching has been shown to be effective in subjects like reading and math, but the Dynamic Learning Project is one of the first nationwide programs to apply this approach to the impactful use of technology across subjects. We checked in with one of the 50 schools participating in the program to see how things are going.


When Hillsdale Middle School principal Jacob Launder learned about the Dynamic Learning Project, he jumped at the opportunity to transform how his teachers use technology in the classroom.


Principal Launder had already invested in Hillsdale’s classroom tech and had a community of educators who wanted to build their skills, but many of his teachers lacked the confidence to really make a change in their classrooms. Luckily, he had the perfect person in mind to become a coach and lead this transformation: Ann Mason, a 30-year veteran history teacher in the Cajon Valley School District.


Thanks to her participation in the Dynamic Learning Project, Ann has extensive access to tech-coaching experts, custom resources and tools to guide her support for teachers, and a community of fellow coaches to share best practices.


“The Dynamic Learning Project presented the perfect avenue to support change,” Ann says. “It recognizes that every teacher is innovating at a different level, and the new coaching model allows me to meet that teacher at their level.”


At the beginning of each eight-week coaching cycle, Ann meets with teachers across the school to understand their needs and how she can best support them. As the teachers implement new technology in their lessons, Ann observes their progress and provides regular feedback so they can continue to improve.


Less than a year later, Ann’s in-person, relevant, and consistent technology coaching has helped Hillsdale instructors build confidence in using technology to prepare students. For example, science teacher Carol Strampfer wanted a better way to organize her seventh graders’ written and digital projects so she could track their progress throughout the year. Working closely with Ann, she helped her students use Google Slides to build digital notebooks featuring images of assignments, photos of labs, and more.


“I had wanted to implement this type of system for quite some time, and being part of the Dynamic Learning Project provided the push I needed as well as the support,” Carol says. “Ann helped me work out the minor glitches and supported me in incorporating my own ideas.”


For Ann, the most rewarding moments take place inside the classroom, when she’s helping a teacher introduce a new activity they’ve planned together. “If there’s a tech glitch or a student asks a question that the teacher can’t answer, I jump in to help them move past the bump in the lesson and on to success,” she explains. “I've had numerous teachers tell me they might have given up if I wasn't in the room with them.”


“The Dynamic Learning Project has given me the courage to be more adventurous in my approach to teaching,” says Elizabeth Cordle, who teaches eighth-grade science. “I have the opportunity to explore new technologies in a safe, supportive way.”


Ultimately, the goal of the program is to help students engage with learning, and Principal Launder has seen how the Dynamic Learning Project has been transformative for the Hillsdale community. “The positive impact on teacher creativity and problem-solving can be seen by the dynamic products our students are creating in their classes,” he says. “They’re being provided the opportunity to work collaboratively with their peers on engaging and creative projects.”


These early results affirm that in order to truly unlock the technology’s potential impact in the classroom, teachers must feel supported and confident while learning new tools. As their students turn to them for assistance, answers, and encouragement, Hillsdale teachers now have their own coach to help them thrive.

To stay updated about the Dynamic Learning Project, sign up for updates from Digital Promise.

Source: Education


The Dynamic Learning Project: helping deliver on the promise of tech in the classroom

When it comes to schools, bridging the “digital divide” means more than providing access. While that gap isn’t yet closed, there’s another emerging equity imbalance that goes beyond computers or connectivity. This “second-level digital divide” is fueled by major differences in how effectively that technology is being used for teaching and learning. And it’s especially pronounced in low-income schools, where teachers face a significant disadvantage when it comes to training and professional development. Closing this divide means equipping educators with the skills and tools they need to effectively integrate technology in their classrooms. That’s why we’re launching the Dynamic Learning Project, a new pilot that’s part of our ongoing commitment to ensure that the benefits of technology are truly reaching every classroom.

Research suggests that coaching has a positive impact on teacher practices and student outcomes. So to start, we’re providing a $6.5 million grant to Digital Promise through Google.org in order to launch a pilot that will support full-time coaches at 50 underserved middle schools in five diverse regions across the U.S. These coaches will provide personalized support to help educators learn about technology and use it in their classroom in transformative ways. To set schools up for success, each will receive mentoring support and ongoing professional development from experts at EdTech Team. They’ll also participate in a community of practice with other participating schools, allowing them to share their learnings and expand their professional networks.

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Digital Promise selected this first cohort of 50 U.S. middle schools based on need (determined by percentage of students eligible for free and reduced lunch), existing infrastructure (without requiring any specific type or brand of technology), and innovative leadership committed to helping their teachers succeed. They’ll work with these schools throughout the year, helping the coaches and principals to better harness technology in the classroom.

For years, we’ve worked hard to help more classrooms access technology, and we’re proud that our products are helping millions of teachers and students do incredible things. But we’ve also seen that access to technology on its own is not enough. Making our products free or affordable doesn’t make usage truly equitable, and quality training is critical to ensure that technology is used in effective and meaningful ways. Through coaching, training and support, we’re aiming to empower teachers to further improve student learning outcomes through technology.

While technology alone will not fix or improve education, in the hands of educators who know how to use it, it can be a powerful part of the solution. This pilot is only the very beginning of our work ahead, and we’re eager to see what we will learn and understand how we can help reach even more classrooms in the future.

Dynamic Learning Project_1.jpg
Last week we held a training for all participating teachers and principals
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Dynamic Learning Project_4.jpg

Source: Education


The Dynamic Learning Project: helping deliver on the promise of tech in the classroom

When it comes to schools, bridging the “digital divide” means more than providing access. While that gap isn’t yet closed, there’s another emerging equity imbalance that goes beyond computers or connectivity. This “second-level digital divide” is fueled by major differences in how effectively that technology is being used for teaching and learning. And it’s especially pronounced in low-income schools, where teachers face a significant disadvantage when it comes to training and professional development. Closing this divide means equipping educators with the skills and tools they need to effectively integrate technology in their classrooms. That’s why we’re launching the Dynamic Learning Project, a new pilot that’s part of our ongoing commitment to ensure that the benefits of technology are truly reaching every classroom.

Research suggests that coaching has a positive impact on teacher practices and student outcomes. So to start, we’re providing a $6.5 million grant to Digital Promise through Google.org in order to launch a pilot that will support full-time coaches at 50 underserved middle schools in five diverse regions across the U.S. These coaches will provide personalized support to help educators learn about technology and use it in their classroom in transformative ways. To set schools up for success, each will receive mentoring support and ongoing professional development from experts at EdTechTeam. They’ll also participate in a community of practice with other participating schools, allowing them to share their learnings and expand their professional networks.

Screen Shot 2017-07-27 at 9.07.24 AM.png

Digital Promise selected this first cohort of 50 U.S. middle schools based on need (determined by percentage of students eligible for free and reduced lunch), existing infrastructure (without requiring any specific type or brand of technology), and innovative leadership committed to helping their teachers succeed. They’ll work with these schools throughout the year, helping the coaches and principals to better harness technology in the classroom.

For years, we’ve worked hard to help more classrooms access technology, and we’re proud that our products are helping millions of teachers and students do incredible things. But we’ve also seen that access to technology on its own is not enough. Making our products free or affordable doesn’t make usage truly equitable, and quality training is critical to ensure that technology is used in effective and meaningful ways. Through coaching, training and support, we’re aiming to empower teachers to further improve student learning outcomes through technology.

While technology alone will not fix or improve education, in the hands of educators who know how to use it, it can be a powerful part of the solution. This pilot is only the very beginning of our work ahead, and we’re eager to see what we will learn and understand how we can help reach even more classrooms in the future.

  • Dynamic Learning Project_1.jpg
    Last week we held a training for all participating teachers and principals
  • Dynamic Learning Project_2.jpg
  • Dynamic Learning Project_3.jpg
  • Dynamic Learning Project_4.jpg

Source: Education


Helping schools transform, together

Over the past few years we’ve had the privilege to work closely with thousands of schools that are seeking to improve and innovate with the help of technology. Every school is different, but we’ve heard a lot of common themes from educators: that change is hard; that change is about a whole lot more than just technology; and that obstacles are often similar across districts. School leaders face many of the same challenges and opportunities, but often have limited ways to share with — and learn from — each other.

That’s why we’ve created a new hub for school leaders to share ideas, resources, and stories: The Google for Education Transformation Center.

Defining the elements of school change

We worked alongside U.S. education leaders from across all 50 states to create a transformation framework that can help guide schools on their journeys to improve education through innovation and technology. As we talked with these leaders, they emphasized seven areas that are critical to consider when tackling the change process:

  • Vision - School change only happens when there is a strong vision at the start. When a school has a clear vision, it means the leader has ensured that the school and wider community are working together toward shared goals for the future.

  • Learning - School leaders empower their teams to create a set of instructional practices, curricula, assessments, and learning experiences that put students at the center - that engage learners deeply and meet their individual and collective needs.

  • Culture - Successful school leaders create structures, rituals, stories, and symbols that foster a culture of innovation and encourage people to learn from failure and success.

  • Technology - Technology is only one enabler of school change, but it's a critical part. School leaders find, test, and gain their team's support for the right technology (tools and processes) to meet the school’s vision.

  • Professional Development - Teachers have a lot on their plates. School leaders provide educators with effective professional development and ongoing coaching focused on applying tools and practices to meet student needs.

  • Funding & Sustainability - School leaders create a sustainable budget, identify a range of funding sources, and seek savings and reallocation opportunities that align directly to student goals.

  • Community - Schools serve diverse communities made up of parents, families, businesses, government, nonprofits, and residents. Throughout all stages of the transformation process, leaders ensure these partners support the school and the vision.

Successful school leaders considered all of these elements simultaneously. Michael Lubelfeld, Superintendent of Deerfield Public School District 109 said, “Narrow school improvement models don't work. At Deerfield we've adopted a much more holistic school improvement planning process that utilizes the power and collective capacity of student, staff, parent, and community voice."

Share what’s worked (and what hasn’t)

Change is often a gradual process, but we hope that helping school leaders share ideas will accelerate their school transformations. I’m excited we can provide a platform where they can learn from each other.

Nick Polyak, the Superintendent of Leyden High School District 212 in Illinois explained how important it has been for his district to learn from others. He said “There are great ideas and great programs all over the world.  When we are willing to share and learn from one another, all of our students benefit. We have benefited from visiting other districts and adapting their programs for our schools.”

There are great ideas and great programs all over the world. When we are willing to share and learn from one another, all of our students benefit. Nick Polyak Superintendent, Leyden HS District 212

To continue to improve the Google for Education Transformation Center, we're asking you, our community of education leaders, to share your own resources. These might include stories (like how you worked with your team to develop a strong vision), templates (like your district’s schedule of teacher-led professional development), or ideas (like how you raised funds to get WiFi on school buses). We’ll work with educators to review submissions as we continue to build out the site. Submit by November 23rd to have your ideas considered for inclusion in an upcoming series of blog posts around our Education on Air online conference.

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