"And the on-the-ground reality has been messy, too. A sweeping experiment with flexible classrooms during the 2012-13 school year resulted in … dissension among the organization’s rank and file." -Education Week Vol. 33, Issue 19

According to the National Center for Education Information (NCES):

• More than 30% of all public school teachers are over 50 years old
• Over half are over 40
• 40% have been teaching for over 15 years
• Almost 20% have been teaching for 25 years or more

The stats above illustrate that many of today’s educators have been teaching long enough to know what works and what doesn’t when it comes to instruction and student learning. Their instructional management and student interaction habits evolved over time – some now cast in concrete.

Moving districts, schools, administrators, teachers, and students to different types of environments challenges even the most well respected, results-achieving leaders. Blended learning change ≠ exception. We took every precaution. We developed and shared the vision for blended learning, communicated openly about the direction, got the community involved, and selected the right model, technology, and content resources.

But, are our teaches all on board? Are there habits that may inhibit adoption of the Blended Learning Model? Some roadblocks may appear. Do teachers:

• Say they want to "do" blended learning, but revert to "lecture-based" habits? Or, plan for the use of technology in every lesson?
• Require ongoing technical assistance? Problem-solve technical or procedural issues on their own?
• Put the PD notebook away "for next semester?" Or, actively participate during blended learning professional development and immediately put PD to work in their classes/courses?

Today’s Challenge:

Think about your colleagues and how readily they have embraced (or not) blended learning. How would you support them and help move them through the growing pains? List the expectations that you would set and observe.