USING A LEARNING MANAGEMENT SYSTEM TO SUPPORT BLENDED PROFESSIONAL LEARNING AT POLYTECH HIGH SCHOOL by Ryan W. Fuller An executive position paper submitted to the Faculty of the University of Delaware in partial fulfillment of the requirements for the degree of Doctor of Education Summer 2016 © 2016 Ryan W. Fuller All Rights Reserved ProQuest Number: 10191332 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. ProQuest 10191332 Published by ProQuest LLC ( 2016 ). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 - 1346 USING A LEARNING MANAGEMENT SYSTEM TO SUPPORT BLENDED PROFESSIONAL LEARNING AT POLYTECH HIGH SCHOOL by Ryan W. Fuller Approved: ______________________________________________________ Ralph P. Ferretti, Ph.D. Director of the School of Education Approved: ______________________________________________________ Carol J. Vukelich, Ph.D. Interim Dean of the College of Education and Human Development Approved: ______________________________________________________ Ann L. Ardis Ph.D. Senior Vice Provost for Graduate and Professional Education I certify that I have read this executive position paper and that in my opinion it meets the academic and professional standard required by the University of Delaware as an executive position paper for the degree of Doctor of Education. Signed: _____________________________________________________ William Lewis, Ph.D. Professor in charge of executive position paper I certify that I have read this executive position paper and that in my opinion it meets the academic and professional standard required by the University as an executive position paper for the degree of Doctor of Education. Signed: ______________________________________________________ Sharon Walpole, Ph.D. Member, executive position paper committee I certify that I have read this executive position paper and that in my opinion it meets the academic and professional standard required by the University as an executive position paper for the degree of Doctor of Education. Signed: ______________________________________________________ Chrystalla Mouza, Ed.D. Member, executive position paper committee I certify that I have read this executive position paper and that in my opinion it meets the academic and professional standard required by the University as an executive position paper for the degree of Doctor of Education. Signed: ______________________________________________________ Joseph Peel, Ed.D. Member, executive position paper committee ACKNOWLEDGMENTS Thank you to the University of Delaware, my committee, and, Dr. William Lewis, for your support. Thank you to the administration and teachers at Polytech High School. To my wife Jaclyn, this degree is as much yours as it is mine and could not have been accomplished without your unwavering support and encouragement. To my daughters, Elyse and Bailey, you are two stars in a night sky, shining light and making the world bright. iv TABLE OF CONTENTS LIST OF TABLES AND FIGURES................................................................................. vi ABSTRACT .....................................................................................................................vii Chapter 1 INTRODUCTION .............................................................................................1 2 PROBLEM ADDRESSED...............................................................................11 3 IMPROVEMENT STRATEGIES....................................................................27 4 IMPROVEMENT STRATEGIES RESULTS..................................................50 5 REFLECTIONS ON IMPROVEMENT EFFORT RESULTS........................61 6 REFLECTIONS ON LEADERSHIP DEVELOPMENT.................................77 REFERENCES ….............................................................................................................82 Appendix A BLENDED LEARNING AND SCHOOLOGY (WHITE PAPER)................85 B SCHOOLOGY IMPLEMENTATION PLAN...............................................104 C BLENDED LEARNING RESEARCH BRIEF…………….........................113 D INSTRUCTIONAL TECHNOLOGY SURVEY .........................................134 E BLT BLENDED LEARNING COURSE......................................................167 F BLT FOCUS GROUP....................................................................................183 G STAFF PROFESSIONAL LEARNING COURSE……………………...…211 H INFORMED CONSENT TO PARTICIPATE IN RESEARCH…………...229 v LIST OF TABLES Table 1: Educational Shifts from an Agricultural to Industrial to Idea Economy.12 Table 2: PHS Student Enrollment for 2014-2015..................................................15 Table 3: PHS Enrollment by Race/Ethnicity 2014-2015.......................................16 Table 4: PHS Student Characteristics 2014-2015..................................................17 Table 5: PHS Staff by Category 2014-2015……………………….................….17 Table 6: PHS Staff Education Level 2014-2015....................................................18 Table 7: PHS Staff Teaching Experience 2014-2015………………………........18 Table 8: Student Proficiency Comparisons to the State Average in 2014-2015....19 vi LIST OF FIGURES Figure 1: The BLT is the Primary Instructional Network………………………....5 Figure 2: The SAMR model …………………………………………….………41 Figure 3: Schoology Usage Statistics Screenshot from 7/21/15……..……..…....52 Figure 4: Schoology Usage Statistics Screenshot from 11/17/15………………..53 Figure 5: Schoology Usage Statistics Screenshot from 5/27/16………........……55 Figure 6: BLT Agenda, Book Talk and Assessment Inventory Grant Access…..58 Figure 7: PASS Access by Staff………………………………………………....59 vii ABSTRACT At Polytech High School, a need exists for combining online instruction with face-to-face instruction. Blended learning, which combines online and face-to-face instruction in a purposeful way, can be more effective than either online or face-to-face instruction on its own. This leadership project focused on the implementation of Schoology, a Learning Management System (LMS), and the development of blended learning practices through professional learning with staff. Using effective blended models of instruction with staff first can more effectively help them support students’ development of 21st century learning skills. This leadership work required evaluating the instructional technology system and working with the technology team to ensure successful operation of Schoology and a positive perception of this program within the school’s culture. This work also included managing the instructional networks of the school. The primary instructional network at Polytech High School (PHS) is the Building Leadership Team (BLT). This team is focused on leading improvement in both management and instruction areas and can impact other networks including administrators, the technology team, teachers, and students. The heart of this leadership project is supporting the BLT by implementing blended learning. The implementation of Schoology started with section demonstrations and the development of a white paper to provide critical background knowledge about Schoology. Next, a one-year implementation plan charted goals for each instructional network. In order to better understand and implement effective blended learning models, a mixed methods evaluation was conducted that included the development of a research brief comparing online, face-to-face, and blended ways for students to earn credit in an elective health viii course. This evaluation showed no significant differences in student achievement among the three instructional variants. A staff survey was completed to examine infrastructure, perceptions, support structures, current instructional practices, and future goals with instructional technology. This information was used to design “flipped” BLT meetings using Schoology to model a blended learning framework. A flipped book study was also implemented to support content area literacy development and align this learning with other building initiatives. Concurrent with this BLT course, one BLT teacher also piloted Schoology and Google Chromebooks with students. At the conclusion of several BLT sessions, a focus group was conducted to evaluate the implementation and support that the BLT received during this process, and to refine training that would impact all teachers across the building. Finally, a professional learning course was implemented for all staff to train them in Schoology and model blended learning practices across Polytech High School. This included curriculum modules and instructional videos to support all staff and a “train the trainer” six week blended learning course. The efficacy of Schoology as a learning tool has been established at Polytech High School through this process. The next steps include the development of a district technology committee to recommend infrastructure upgrades, device purchases, and additional training for staff. ix Chapter 1 INTRODUCTION As a high school building administrator and student of educational technology, I believe the purposeful